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Lesson Plan 1 A.1 Understand the Rules (or Laws) for Selected Sports

Learning AimsAll students should:

Be able to describe the rules of a selected sport.

Most students should:

Be able to describe the rules of two selected sports.

Keywords: Rules, National Governing Body (NGB), fair, safety, accurate judgement, bias.

StarterSnowball activity: On pieces of A3 paper, write down the name of popular sports (there should be approximately one sheet per four students). Split the class into groups of four and give them one minute to write down all the rules that they can think of for that sport. The sheets should then be passed on to a different group, who are given an additional 45 seconds to add further information. Continue until students begin to run out of ideas. Each group should then give a brief presentation on the rules of the sport whose paper they have. Keep these mind maps, as students will need them next lesson.

Main1. Outline the definition of the term ‘rules’.2. Explain the importance of national governing bodies (NGBs) and give examples.3. Using a suitable example, highlight the main rules of the game.

PlenarySplit the class back into their groups from the starter activity and give each group back the mind map that they finished with. Write four specific situations on the board, and ask the group to identify how the rules are applied in their sport. For example, a player scores from an offside position, a player fouls another player in the goal area, a player performs an illegal move, and the ball goes out of play.

Materials1. Student summary handout2. A.1 Activities

A.1 – Practical Lesson Split the class into four teams and play two small-sided games for two different sports

of your choice. Get the students to make up a rule for the game in pairs (for example, you can only

make one touch before you have to pass, you cannot run with the ball, you have to make five passes in each third before you can move the ball into the next third, etc.).

Each pair should make up a different rule. You should vary the sports that they play so that each team plays at least two different

sports during the session.

Unit 2 BTEC Sport Teaching Pack of 6154 © ZigZag Education, 2013

A.1 Rules (or Laws) for Selected Sports

LEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Understand the importance of rules in sport. Identify the rules (or laws) as regulated by the National Governing Body (NGB)

for at least one chosen sport.

In order to ensure that games or matches are played fairly and safely, all sports have a variety of rules (or laws in the case of cricket) which must be adhered to. Rules also help the officials to make an accurate judgement on which team is winning.

EXAMPLEHere are some examples of rules and why they are important:

Fair: In a tennis match, the umpire tosses a coin to decide who serves first, to make it fair.Safe: Football players are not allowed to perform a two-footed tackle, as this would be unsafe.Accurate judgement: Gymnastics judges have judging criteria that they follow when scoring a performance to ensure that their score is not biased.

National Governing Bodies (NGBs) are organisations with a variety of functions, one of which is to ensure that the sport is performed fairly and correctly. They are therefore responsible for applying the set of rules for a given sport.

EXAMPLEHere are some examples of rules and why they are important:

Football: FIFA (Fédération Internationale de Football Association)Rugby: IRB (International Rugby Board)Badminton: BWF (Badminton World Federation)Orienteering: IOF (International Orienteering Federation)

EXAMPLEHere is an example of some of the rules of badminton, applied by the Badminton World Federation. A badminton court is 13.4 m long by 6.1 m wide. A synthetic or natural shuttlecock should be used. The shuttlecock must be below the waist when contact is made during a serve. The player that reaches a score of 21 first wins. The winner must lead by two clear points. The shuttlecock must land within the bounds of the court to win a point.


Did you Rules often develop over time as the sport grows. For example, in 1863, the Football Association (FA) published the first laws of football, and it wasn’t until the 1870s that the goalkeeper and neutral referee were introduced to the game!

1. Can you identify three reasons why it is important to have rules in sport?

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2. For a sport of your choice (apart from football), pick what you think are the five most important rules. Justify your choice in the table below:

Rule Why I think that this rule is important

3. Extension: Web Quest: For a sport of your choice, fill in the following information about the governing body:

Name:

Year founded:

How many national associations are members?

Are there any national associations that are not members? Why not?

Who is the current president?

Does it organise any major tournaments?

When were the current rules of the sport established?

What is the procedure for changing the rules of the sport?

Have there been any recent changes to the rules?

Are there any current controversies over the rules?


A.1 Learning Activities

Lesson Plan 2 A.2 Understand the Regulations for Selected Sports

Learning AimsAll students should: Be able to describe the regulations of a selected sport.Most students should: Be able to describe the regulations of two selected sports.

Keywords: regulations, players, participants, equipment, playing surface, facilities, health, safety, time, officials

StarterSplit the class into groups of four, and select one volunteer from each group. Hand the student a card with the name of a sport. The student must give rules of the sport (without naming a particular specific position in the sport, or any specialist equipment), while students try to guess which sport is being described. The student who guesses correctly can take the next card. If students do not know any of the rules for the sport that they have selected, they may skip the card.

Main1. Outline the difference between the terms ‘rules’ and ‘regulations’.2. Identify and explain the seven regulations that should be considered for any sport,

giving examples of where they are applied.

PlenaryGet students’ snowball activity from last week. In their group, they must sort the rules that they have identified into the seven categories. Now that they have the categories, challenge them to think of more rules.

Materials1. Sports cards2. Student summary handout3. A.2 Activities


Sports Cards

Rugby

You must not mention specific positions or

equipment for this sport.

Football



Tennis



Badminton



Field Hockey



Ice Hockey



100m Sprint



Basketball



Netball



Roller Derby



Sailing



Cricket



Rounders



Baseball



Judo



Orienteering




A.2 Regulations for Selected Sports

LEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Understand the difference between rules and regulations in sport. Identify the regulations for at least one chosen sport.

The terms ‘rules’ and ‘regulations’ are often used interchangeably in sport, but it is important to note that they have different meanings.

Rules refer to the set of laws relating to the way in which the sport is played or performed.Regulations refer more to the details of the game, including players and participants, equipment, playing surface, facilities, health and safety, time, and officials. These are explained in greater detail below:

Players and Participants Example

A specific number of players will be allowed to play. A specific number of substitutions may be allowed to be made. There may be other participants, who are not directly involved in the game,

such as managers, coaches, and medical staff. There are usually regulations which must be adhered to by these individuals, such as where they can stand and when they are allowed on the pitch.

Spectators must also follow regulations in order to ensure that they do not influence or affect players’ performance.

Netball teams consist of seven players and a maximum of five substitutes. There is no limit on how many substitutions can be made, but they should take place during intervals/breaks or where play is stopped due to injury.

Equipment Example

Different sizes and types of equipment can have a big impact on sports performance.

In order to ensure that players are safe, most sports require some form of safety equipment to be worn. This is particularly true for contact sports.

Different size footballs are used for different age groups, as younger players are less able to cope with the weight of a full-size football. Players are required to wear shin guards covered by long socks to protect their legs.

Playing Surface Example

There are usually regulations relating to the size of the playing surface. Different sports require a different type of surface, such as indoor hard

courts or outdoor grass pitches. Outdoor surfaces can be affected by external factors, such as frost or

rain, which may affect the safety of players. When weather conditions are bad, officials have to decide whether it is safe for the game to go ahead.

Different regulations apply depending on whether the game is played indoors or outdoors.

In general, younger age groups tend to play on smaller pitches. Hockey can be played indoors or outside on a hard court/AstroTurf. Indoor hockey is played on a smaller area than outdoor hockey.


Facilities Example

The regulations regarding facilities vary depending on the sport.

There are regulations relating to the provision of first aid, as well as changing and showering facilities, when playing at a higher level.

Cricket can be played in a field with limited equipment. Swimming on the other hand requires a swimming pool with changing facilities.

Health and Safety Example

Before the start of a game, officials will check that all health and safety rules are adhered to before allowing it to proceed.

This includes ensuring that the pitch/court is safe to play on, ensuring that the correct equipment is being worn by all players, and checking that no player is putting themselves or others at risk.

Before the start of a rugby match, officials will check that the ground is suitable to play on (e.g. no frost or sharp materials on the pitch). They will also check that all players are wearing shin guards and that nobody is wearing jewellery.

Time Example

Some sports have a set time limit, while others are played until there is a winner.

Sometimes the referee stops the clock, for example when a player is injured, and this time is added on at the end as ‘injury time’.

NBA basketball matches are played in four quarters of twelve minutes, and the final score is given at 48 minutes. Tennis, on the other hand, is played until one player wins the game, with no time limit.

Officials Example

Officials are required to oversee a game, and ensure that all rules are adhered to by players, coaches, managers and spectators. This ensures that games are played safely and fairly.

As the level of competition increases, a greater number of officials are required.

A school football match can be played with one referee, whilst professional football matches require additional linesmen and sometimes a fourth official.


1. Complete the following table. Take examples from at least two sports:

Category of Regulation Example Why does this regulation exist?

Players and participants

Younger players are less developed and find it harder to cope with larger sizes.

Rugby games cannot be played if the ground is frozen.

Facilities

Injuries can occur if players are not wearing the correct gear.

Time

Professional football matches have a referee, linesmen, and sometimes a fourth official.

2. True or False? For the following statements, tick whether they are true or false:

Statement True FalseIn team games, coaches can make an unlimited number of substitutions.Ball sports have different size balls for different ages.Some sports are played on different size pitches depending on whether they are played indoors or outdoors.Officials can choose whether or not they provide first aid.Outdoor sports are played in all weather, even if the pitch is frosty.Some sports keep going until there is a winner.Some sports have more than one official.

3. For a sport of your choice, complete the mind map on the next page by writing examples for each of the seven regulations. One has been done for you for netball, as an example, below:



Netball teams consist of seven players and a maximum of five substitutes. There is no limit on how many substitutions can be made, but they should take place during intervals/breaks or where play is stopped due to injury.


Lesson Plan 3 A.3 Understand the Scoring Systems for Selected Sports


REGULATIONS OF

………………………

Players and Participants Equipment Playing Surface

Health and SafetyFacilities

Time Officials


Learning AimsAll students should: Be able to describe the scoring systems for a selected sport.Most students should:

Be able to describe the scoring systems for two selected sports.

Keywords: goals, points, score, net, try, conversion, penalty, boundaries, restrictions

StarterAs a recap for Lesson A.2, write the seven regulation categories on the board with the letters jumbled up. Ask the students to unscramble them and give an example for each for a sport of their choice. For example:

ELHAHT DNA FYAEST = Health and Safety, e.g. players are not allowed to wear jewellery during contact sports.

Main1. Explain how different sports have different methods of scoring goals or points, giving

specific examples. This should include how goals or points can be scored, which players can score goals or points, and where goals or points can be scored.

2. Explain how different sports have different methods and requirements for victory, giving specific examples.

PlenarySplit the class into groups of four and assign them each a question: ‘How can goals or points be scored?’, ‘Where can goals or points be scored?’, ‘Who can score goals or points?’ Using the same cards that were used in Lesson A.2, ask students to answer their question for as many sports as they can. Ask each group to feed back to the rest of the class, allowing other students to add additional answers.


A.3 Practical Split the class into four teams and play two small-sided games for two different

sports of your choice. Get the students to adapt a rule relating to scoring in pairs (for example, you have

to make five passes before you can score, you can only score from a certain area, you can only score on a volley, etc.).

Each pair should make up a different rule. You should vary the sports that they play so that each team plays at least two

different sports during the session.


A.3 Scoring Systems for Selected Sports

LEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Understand how the method of scoring goals or points varies in different sports. Understand how the method and requirements for victory vary in different

sports. Identify the scoring systems for at least one chosen sport.

Most sports require goals or points to be scored, in order to win the game (with the exception of swimming and athletics, where the first to cross the finish line wins the race). However, the way in which goals or points can be scored varies greatly in different sports. This is explained in greater detail below, with specific examples from different sports.

How can goals or points be scored?Different sports have different methods for scoring goals or points. Goals/points in ball sports are generally scored by the ball entering a net.

EXAMPLEIn hockey, a goal is scored by the ball passing the goalkeeper and crossing the goal line, between the goal posts and the crossbar. In basketball, however, the ball is thrown through a much smaller net suspended from a post, in order to score a point.

Goals/points in racket sports are generally scored by passing the ball over a net, and the opposing player failing to return the ball.

Some sports have a number of ways in which points can be scored.

EXAMPLEIn Rugby Union, you can score a try by touching the ball on the ground in the in-goal area, a conversion kick after scoring a try, a successful penalty kick, or a drop goal. Each of these different ways of scoring has a different number of points.

Where can goals or points be scored?In some sports, there are no restrictions on where you can score from.

EXAMPLEIn basketball you can score from anywhere within the boundaries of the court. In football, there are no restrictions on where you can score from on the pitch, but the goal may be disallowed depending on the position of other players around the player that scored (this is referred to as the offside rule).

Some sports do have restrictions on where you can score from.

EXAMPLEIn hockey, you can only score if you are within the shooting circle, which is a semi-circular area in front of the goal. If the player is positioned outside the shooting circle when they score, the goal will be disallowed.


In racket sports, the ball or shuttlecock has to land within certain court lines. The rules change depending on how many players there are on the court.

EXAMPLEIn a badminton singles game, the shuttlecock must land inside the inner court marking. In a badminton doubles game, the playing space is bigger and the shuttlecock must land inside the outer court marking.

Who can score goals or points?In some team sports, any player within the team can score.

EXAMPLEAny member of a football team can score a goal, (even the goalkeeper!) although it tends to be strikers, as they are positioned nearer the goal and therefore have more opportunities to score.

However, some sports have specific players within the team that are allowed to score, and the other players are forbidden.

EXAMPLEIn a netball team, only the ‘goal attack’ and ‘goal shooter’ can score.

Methods and requirements for victoryAlthough most games are won by the individual or team that scores the most points, this is not always the case.

EXAMPLEGolf is an example of a sport where the winner is the player with the lowest score.

In some sports, the winner cannot simply win by scoring the most goals or points; they have to win by a certain number.

EXAMPLEIn tennis, a player must win six games by a margin of two or more in order to win a set (e.g. 8-6 or 9-7).

Depending on the nature of the competition, sometimes the game has to continue until there is an outright winner.

EXAMPLEIn league football, the game can end in a draw. However, in a cup game, there must be a winner and so the match continues with extra time and possibly a subsequent penalty shoot-out.


1. For the following scenarios, say whether the goal/point would be allowed or disallowed:

Scenario Allowed DisallowedA defender in a football team scores from a corner.

A hockey player scores from outside the shooting circle.A ‘wing attack’ in a netball game shoots and scores.A basketball player scores from the three-point line.

In a badminton singles game, the shuttlecock lands between the inner and outer court markings.

A rugby player scores a try after committing a foul.

2. List as many examples as you can for the following statements. The first one is done for you:

Statement ExamplesAnyone can score. Football, rugby, hockey, basketball

Points are scored by hitting a ball/shuttlecock and it landing in the opposition’s half of the

court.Points are scored by throwing the ball through a

net.There is more than one way to score a goal or

point.There are restrictions on where you can score

from.The game can end in a draw.

The winner has to win by a certain number.

3. Research Task: For two sports of your choice, fill in the table below to explain the scoring systems. See if you can suggest a valid recommendation for an improvement to any of the current scoring systems.

Sport 1: Sport 2:

How can goals or points be scored?

Where can goals or points be scored?

Who can score goals or points?

Suggested recommendation:

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Lesson Plan 4 A.4 Application of the Rules/Laws of Sports in Different Situations

Learning AimsAll students should:

Be able to apply the rules of a selected sport in two given specific situations.


Be able to apply the rules of a selected sport in four specific situations.

Some students should: Be able to explain the application of rules in sport.

Keywords: Rules, Laws, offside, LBW, illegal, charging, forward pass, offending, defending, disallowed

StarterSplit the class into groups of four and give each group a piece of A3 paper with a different sport written in the centre. Give each group three minutes to create a mind map of situations that may arise in that sport where a rule will need to be applied. At the end of the three minutes, the mind map should be passed to the next group, which will then be given a further three minutes to write how the rule would be applied in each of the situations listed, for example:

Main1. Explain the importance of the correct application of rules within sport.2. Focus on the application of rules surrounding goal-or-point-scoring in football, cricket,

basketball and rugby.PlenaryDownload ‘You are the ref’ cartoons from http://www.guardian.co.uk/football/series/you-are-the-ref (these are online every Friday). Students should suggest how the ref should respond in the situations given (answers are online every Monday).Materials1. Student summary handout2. A.4 Activities

A.5 – Suggested Trip Choose a sport and go and watch a competitive match so that students can watch

the officials and see how they apply rules in specific situations. Have a discussion after the match to see if students can point out examples.

If this cannot be organised, then teachers could show a match on DVD, questioning students on why decisions were made to check/reinforce understanding.


A player scores from an offside positionThe goal is disallowed and a free-kick is given to the opposing team

A striker touches the ball with their handPlay is stopped and the opposing team is given an indirect free kick

A player has forgotten their shin padsIf they are not able to find any, they will not be allowed to play

The coach wants to put a player back on after they have already been substitutedThis may be allowed at lower levels of competition where they have ‘roll-on, roll-off subs’, but it is not allowed in professional

FOOTBALL

A.4 Application of Rules/Laws

LEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Apply the rules of your selected sport in four specific situations.

Once you have learnt the rules for the sports of your choice, it is important to learn how to apply them in specific situations. One example of a situation in sport where officials need to make a decision based on the laws of the game relates to goal-or-point-scoring. This is explained in detail for four different sports below:

Football: Offside RuleA goal will be disallowed if a player scores from an offside position; this is referred to as the offside rule. A player is said to be in an offside position if there is no defender between the player and the goal when the ball is played. This is illustrated by the diagram to the right, where number 10 is in an offside position. In this instance, the referee will offer an indirect free kick to the opposing team from where the offending player was positioned when the ball was played.

Cricket: Leg Before Wicket (LBW)If the ball would have hit the stumps had it not been obstructed by the batsman, the umpire calls LBW. In this instance, the batsman is out. It is important for the umpire to consider a number of factors before making his decision. For example, if the ball hits the outside leg stump (shown in the diagram to the right), even if the ball would have gone on to hit the stumps, the player is not out. This is also the case if the bowler bowls a ‘no ball’.

Basketball: Charging During a Lead-Up to ScoringCharging refers to an illegal personal contact, which occurs when a player pushes or moves into an opposing player’s torso. Sometimes it is difficult for the referee to see who was at fault. However, during a lead-up to scoring, it is normally the offensive player that charges at the defensive player. In this instance, if a basket is scored, it is disallowed.

Rugby: Forward Pass Resulting in a TryRugby players are only allowed to pass the ball to teammates that are either in-line with him or behind him. If the ball is passed forward, the player receives the ball in an offside position (as illustrated in the picture to the right). If a try is scored from a forward pass, it is disallowed.


1. Fill in the gaps and match the description with the rule. The first one has been done for you.A player is said to be in an offside position if there is no defender between the player and the goal when the ball is played.

Charging during a lead-up to scoring

If the ball is passed ………………… the player receives the ball in an offside position. If a try is scored from a forward pass, it is…………………

Forward pass resulting in a try

If the ball would have hit the ………………… had it not been obstructed by the batsman, the umpire calls ………………… In this instance, the batsman is …………………

Offside rule

Charging refers to an illegal ………………… contact, which occurs when a player pushes or moves into an …………………player’s torso. During a lead-up to scoring, it is normally the………………… offensive player that charges at the defensive player. In this instance, if a basket is scored, it is………………….

LBW

2. For a sport of your choice, explain how the rules would be applied in each of the scenarios given:A player scores from an offside position

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A player touches the ball with a part of the body which is not allowed

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A player scores outside the scoring zone

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3. Create a ‘you are the ref’ style cartoon like those used in Lesson A.4. It should include three different examples of situations where the ref would need to make a decision, for a sport of your choice. Write the answers on a separate piece of paper and bring both the cartoon and the answers to the next lesson.



Lesson Plan 5 A.6 Understand the Roles of Officials

Learning Aims

All students should:

Be able to identify the officials that are involved in different sports.

Be able to describe the role of officials from a selected sport.Most students should: Be able to describe the role of officials from two selected sports.Some students should: Be able to explain the role of officials from two selected sports.

Keywords: referee, assistant referee, fourth official, umpire, judge, authority, responsibility, confident, decisive

StarterWorking in pairs, students should swap their ‘you are the ref’ cartoons with each other and write down their answers. They should then go through and compare their answers with their partner.

Main1. Highlight the importance of officials in sport.2. Identify the different officials that exist in sport.3. Describe and explain the different roles of officials.

PlenarySplit the class into groups of four, and assign each group to a particular sport. Produce a list of different game/match scenarios and give to each group. One member of each group should be selected to act as the referee/umpire/judge. The rest of the group should act out the scenarios, and the referee/umpire should act in the way in which they think is correct. You should walk around the classroom observing each group and giving feedback where appropriate.



A.6 The Roles of Officials

LEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Understand the importance of officials in sport. Identify the different officials that exist in sport. Explain the roles of officials in at least one chosen sport.

Officials are needed in sport to ensure that the rules of the game are adhered to. This, in turn, helps to make sure the game is played safely and fairly. Officials are also required to judge when a goal or point is scored, and who wins the game. Some examples of officials and their roles in sport are explained below.

RefereeReferees are in charge and therefore have the greatest authority and responsibility. They need to be confident and decisive, and not easily swayed by players, coaches, or spectators. They usually blow their whistle when the game needs to be stopped, explain why they have stopped the game, and advise how to proceed. EXAMPLEWhen a basketball player is fouled as they are shooting, the referee will blow the whistle and award the fouled player a free throw.

Assistant RefereeSome sports have an assistant referee, who does not make a binding decision but acts as an advisor to the referee. This is usually only the case at higher levels of competition.

EXAMPLEProfessional football matches have assistant referees traditionally known as linesmen, who stand by the side of the pitch. They sometimes have a better view than the referee and are therefore able to make a more informed decision; for example, when a player is offside.

Fourth OfficialSome sports have an additional official who is positioned further away from the field of play. They are known as the fourth official, and have a variety of duties.

EXAMPLEIn rugby, the fourth official may assist the referee with substitutions by holding an electronic display with the numbers of the players being substituted. This can also be used to inform spectators of the number of minutes added as extra time.

UmpireRacket sports have a chair umpire, whose role is to call decisions such as whether or not the ball was in, and whether the ball touched the net during service (service let). Instead of being positioned on the pitch/court, they usually sit on a high chair in line with the net so that they can get a good view of the whole game. There are also line umpires who assist the umpire in identifying when the ball is out, and an off-court referee who assures that the game is played fairly and that the rules are adhered to.

JudgeIn some athletics events, such as gymnastics and diving, judges score the athlete’s performance against certain criteria.

EXAMPLEA gymnast is judged on following rules of attendance (e.g. dress code, removal of jewellery etc.), overall difficulty of the routine, and execution of moves. All the points are added up to give a total score.

TimekeeperA timekeeper keeps track of time during a sporting event, including how much time is remaining, how much extra time needs to be added on, and how long an athlete took to run a race.


1. For the following sports, identify which officials are involved. The first has been done for you.

Football: Referee, assistant referees (linesmen), fourth official......................................................................

Rugby:...............................................................................................................................................................

Tennis:...............................................................................................................................................................

Hockey:.............................................................................................................................................................

Basketball:........................................................................................................................................................

Cricket:..............................................................................................................................................................

Gymnastics:.......................................................................................................................................................

2. Fill in either the official name or the official role in the table below:

Official Official’s Role

Does not make a binding decision but acts as an advisor to the referee. This is usually only the case at higher levels of competition.

Referee

An additional official who is positioned further away from the field of play, and has a variety of roles.

Umpire

3. For two sports of your choice, list the different officials involved and explain their role. You should then compare and contrast the roles of officials in the two sports.

Officials in Sport 1 Officials in Sport 2 How their roles compare/contrast



Lesson Plan 6 A.7 Responsibilities of Officials

**Note: Students that are unable to achieve Level 2 are not required to learn this content.

Learning AimsMost students should:

Be able to identify the responsibilities of officials from two selected sports.

Some students should:

Be able to explain the responsibilities of officials from two selected sports.

Keywords: appearance, equipment, fitness, qualifications, interpretation, application, control, spectators, health and safety, fair play, technology, communication

StarterSplit the class into groups of four. As a recap from Lesson A.6, give each student within the group a card with ‘referee’, ‘assistant referee’, ‘fourth official’ or ‘umpire’ written on it. Each student should take it in turns to describe the role of the official written on the card, without mentioning any examples of sports that they are involved in. The rest of the group should try to guess what is on the card.

Main1. Identify the 11 different responsibilities of officials in sport.2. Explain each of their roles in detail, giving examples.

PlenarySplit the class back into their groups of four. Give each group an A3 sheet of paper and pen, and assign each group a sport. Ask them to create a poster showing the different officials involved in that sport and explaining their responsibilities. Each group should present their poster to the rest of the class.


A.7 PracticalTake it in turns for pairs to umpire a netball match played by the rest of the class. They should work together in their pairs to make decisions.


A.7 The Responsibilities of OfficialsLEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Identify the different responsibilities of officials in sport. Describe the responsibilities of officials from two sports of your choice.

AppearanceOfficials have a specific uniform that must be worn so that they can be easily identified, and can be distinguished from the players. Some officials are not required to be active and are therefore able to dress in a suit, such as chair umpires for a tennis match. However, some officials are required to move with the flow of the game, such as referees for a rugby match, and are therefore required to wear the appropriate gear, such as studded boots.

EquipmentOfficials are required to check that any equipment used in the game is not broken, is safe to use, and meets the required standards.

EXAMPLEIn a netball match, it is important for the referee to check that the correct size ball is used, and that it is pumped up enough.

Some officials require equipment of their own; it is their responsibility to ensure that they have the correct equipment before the start of the game.

EXAMPLEFootball referees use whistles, score cards, and penalty cards.

FitnessOfficials that are required to move with the flow of the game must have good fitness levels (speed and endurance) so that they are able to keep up.

EXAMPLEIf a referee in a rugby match is not able to keep up with the speed of play, they will not be able to maintain a good position to see the game and therefore may miss important decisions, such as a foul on another player.

QualificationsAt most levels of competition, officials require qualifications. This ensures that they have the correct knowledge required to ensure that a game is controlled fairly and safely. As the level of competition increases, the level of qualification required also increases.

The Interpretation and Application of RulesOfficials are required to be familiar with all the up-to-date rules of the game that they are officiating. Not only is it important to know the rules, it is also important that they know when and how to apply them, and that they are confident in doing so.

Control of PlayersIt is important to let the players know that you are in charge, and not allow them to influence your decision. It is important for the officials to gain the respect of players so that they listen to their commands, and the game doesn’t go out of control. This is particularly important when the official knows members of the teams that are playing.


Accountability to SpectatorsIt is also important for the officials to maintain control of the spectators, as unruly behaviour from the crowd can influence the performance of players. Officials have the authority to ask spectators to leave if they are having a negative impact on the game. This can be prevented by making fair and consistent decisions to try to prevent crowd members getting angry.

Health and SafetyThe officials are responsible for the health and safety of players at all times. This includes checking the safety of the equipment and pitch surface before and during the game. If they feel players’ safety may be at risk, for example if there is frost on the pitch, they may call off the game. They are also responsible for ensuring that players are wearing the appropriate kit and equipment, and not wearing any jewellery.

Fair PlayRules must be applied correctly to prevent players getting injured by foul play. Officials should also ensure that the appropriate first aid and medical equipment is on hand in case an injury does occur. They should also encourage players to have good etiquette, such as shaking hands with opposing players at the end of a game.

Use of TechnologySometimes officials are not in the best position to see a particular bit of play, and therefore are not able to make an accurate decision.

EXAMPLESometimes it is difficult to see where a ball lands when it is moving at high speeds, and the official therefore cannot accurately call whether it was in or out. Hawkeye is a piece of technology which is used to track the trajectory of a ball, and therefore used in sports such as tennis and cricket. The picture to the right was generated using Hawkeye.

Effective CommunicationIt is important for officials to communicate effectively with players so that they are aware of why a decision has been made, and how the game is to proceed. This helps prevent confusion and conflict. It is also important for officials to communicate effectively with each other.

EXAMPLEAn assistant referee should give a clear flag signal when a player is offside so that the referee sees and understands the decision.

The use of an earpiece and microphone is becoming increasingly common as an aid to improve communication.


1. Unscramble the words to identify the 11 different responsibilities of officials:

MNICMCOUNATIO............................................................................................................................................

EPRAAPEANC.....................................................................................................................................................

PNETMQIEU......................................................................................................................................................

LHATEH NDA YTSAEF.........................................................................................................................................

LYASPRE.............................................................................................................................................................

NTYCEHGLOO....................................................................................................................................................

TSOESTAPCR......................................................................................................................................................

RIFA YLPA..........................................................................................................................................................

NSEFIST..............................................................................................................................................................

FNIQSLAICTOUIA...............................................................................................................................................

LERSU................................................................................................................................................................

2. Fill in the blanks to complete the sentences. The first has been done for you:a) Officials wear a specific uniform so that they can be easily identified.

b) Officials have to check any ……………….. that is used in the game to make sure that it is ………….. to use.

c) Officials often require good ……………. levels so that they can ……………...

d) At most levels of ………………….., officials require ……………………….....

e) Officials should be familiar with the ………….. of the game, and know how to …………. them.

f) It is important to be in …………. and gain ……………… of the players.

g) Officials should try to maintain ………………….. of the spectators so that their behaviour doesn’t influence

players’ …………………… .

h) Officials are ……………………… for the health and …………….. of players at all times.

i) Officials should encourage players to have good ………………….., such as …………….. …………. with opposing

players.

j) ………………….. can be used to help officials make decisions.

k) It is important for officials to ……………………. effectively with players to help prevent ………………… and

conflict.

3. For two sports of your choice, create a mind map identifying and explaining the main responsibilities of the officials involved. Write a short paragraph comparing and contrasting the responsibilities of officials in your two selected sports.



Lesson Plan 7 B.1 Understand the Technical Demands of Different Sports

Learning AimsAll students should: Be able to describe the technical demands of two selected sports.

Keywords: Skills, technique, continuous skills, serial skills, discrete skills, movement, equipment, communication, demands

StarterSplit the class into groups of four, and give each group a sheet of A3 paper and pen. Assign each group a sport and give them two minutes to identify as many skills or techniques associated with that sport as they can. After the two minutes is up, get them to pass their sheet of paper to the next group. Give them a further one minute to add any more examples that they can think of.

Main1. Define the terms ‘technique’ and ‘skill’ and highlight the connection between the two.2. Define ‘continuous’, ‘serial’ and ‘discrete’ skills, and give examples of each.3. Explain how a skill can be broken down into components.4. Explain the different technical demands (movement, use of equipment, and

communication), using ‘pass and attack’ in hockey as an example.

PlenarySplit the class back into their groups with their A3 sheet of paper. Ask them to classify each skill listed as continuous, serial or discrete, by writing C, S or D next to it. Ask one member of each group to feed back their results.

Materials1. Student summary handout2. B.1 Activities


B.1 The Technical Demands of Different Sports

LEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Understand the connection between a skill and a technique. Define continuous, serial, and discrete skills, and give examples. Understand how a skill can be broken down into components.

Techniques refer to the basic movements of a sport. In order to be able to perform effectively in sport, it is necessary to be able to execute and apply the required techniques effectively. Skills refer to an athlete’s ability to do this regularly, successfully, and with minimum effort.

Skills can be categorised as ‘continuous’, ‘serial’ or ‘discrete’. These are defined below, with some examples:


CONTINUOUS SKILLS:Repetitive actions

with no distinct beginning and end

points.

Skating

CyclingSwimming

Running

SERIAL SKILLS:A series of discrete

actions linked together.

Gymnastics routine

Triple jumpVolleyball

rally

Pass and attack sequence

DISCRETE SKILLS:Well-defined actions

with a clear beginning and end.

Golf swing

Penalty kick

Volleyball spike

Tennis serve

Individual skills can be separated into different components. Each component needs to be successfully applied, in order to execute the skill correctly. This is described below with the example of a rugby conversion

In order to perform a skill successfully, it is not enough to just learn the movement of the technique. A player must also be able to use any associated equipment correctly, and communicate effectively. This is explained below using the serial skill of a pass and attack in hockey:

Movement: The player must be able to run at speed, avoiding opposing players, and execute a pass to a team member.

Equipment: They must be able to hold the grip of the stick correctly, keeping the base of the stick in contact with the ball as much as possible, and subsequently hit the ball with the correct part of the stick to execute a successful pass.

Communication: Teammates should communicate to the player with the ball if they are being approached by the opposition, and should call if they are in a good position to receive a pass. It may be helpful for the player passing the ball, to call the name of the player they are passing to.


Head position

Body position

Placement of non-kicking foot

Placement of kicking foot

Connection with the ball

1. Identify whether the following skills are continuous, serial, or discrete:

Skill Continuous, serial or discrete?Pass and attack sequence

SwimmingTennis serve

SkatingTriple jumpGolf swing

2. For a sport of your choice, identify a continuous, serial, and discrete skill. You should consider the movement of the technique, any equipment involved, and communication involved. Refer to the hockey example for guidance.

Chosen Sport: ...................................................................................................................................................

a) Continuous Skill: .........................................................................................................................................

Movement: ................................................................................................................................................

Equipment: .................................................................................................................................................

Communication: .........................................................................................................................................

b) Serial Skill: ..................................................................................................................................................

Movement: ................................................................................................................................................

Equipment: .................................................................................................................................................

Communication: .........................................................................................................................................

c) Discrete Skill................................................................................................................................................

Movement: ................................................................................................................................................

Equipment: .................................................................................................................................................

Communication: .........................................................................................................................................


B.1 Learning Activities

Lesson Plan 8 B.4 Relevant Skills and TechniquesLearning AimsAll students should: Be able to describe the technical demands of two selected sports.

Keywords: dribbling, passing, shooting, throw-in

*Note: This lesson will need to take place in a computer room.

StarterAs a recap for Lesson B.1, label three corners of the room as continuous, serial, or discrete. Get the class to stand up in the middle of the room. Call out different skills, and tell the students to stand in the correct corner to describe the type of skill. If the student gets it wrong, they must sit down. Keep going for three minutes, or until there is a winner.

Main1. Using football as an example, describe some of the main relevant skills and techniques

associated with the game.2. Pick one skill and explain how you would coach successful execution of the skill during

a training session.

PlenaryAsk students to draw and annotate a diagram showing how a particular skill of their chosen sport is executed. They should then work in pairs and explain their diagram to their partner, highlighting any important coaching points.



B.4 Relevant Skills and Techniques

LEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Describe the technical demands of two selected sports.

In order to be successful at a particular sport, it is important to be familiar with all the relevant skills and techniques. Once they have been identified, they need to be practised until they can be successfully executed.

You should be able to describe the technical demands of two sports of your choice. Below is an example of the important technical demands of football:

1. DRIBBLING

2. PASSING


Keep the ball close to your feet to maintain good control of the ball.

Perform a series of small taps with your feet to move the ball forward.

Good players use both feet to control the ball, as this increases their options when it comes to releasing the ball.

It is important to keep your head up while you are dribbling so that you can see what is going on around you (e.g. see when a defender is approaching, or which of your teammates are in a good position to receive a pass).

Plant the non-kicking foot in the direction that you are kicking the ball; this will help to improve accuracy of the pass.

Keep the ankle firm, extend the kicking foot and sweep through.

Use your arms for balance.

Which part of your boot you use to kick the ball depends on the type of pass. Use the side of your boot for a short pass along the ground, and your laces to perform a lofted pass.

Where you make contact with the ball depends on the type of pass. To kick the ball a short distance along the ground, kick the side of the ball. To kick the ball a long distance in the air, get your boot under the ball and strike the middle.

If you are trying to keep the ball on the ground, you will need to keep your head over the ball when you make the pass.

Lean forward slightly to keep your body-weight forward and increase the power of the strike.

3. THROW-IN

1. For a sport of your choice (apart from football), identify four important technical demands, and describe them.

Technical Demand Description

2. Prepare a coaching point to teach the rest of the class how to successfully execute a particular skill from a sport of your choice. You should consider how the skill can be broken down into its components, and how you would teach the successful application of each of these.


The ball must be thrown over the head, using both hands.

Both feet must be on the ground when the ball is released. They can be side by side or one in front of the other, depending on what you prefer.

Face the direction that you would like to play the ball in, as this will help improve accuracy to get the ball to the intended player.

Arch your back slightly to increase the amount of power that comes from your back and shoulders. This will help you throw the ball further.

You can take the throw-in from standing or from a small run-up to the line.


Lesson Plan 9 B.3 Safe and Appropriate ParticipationLearning Aims


Understand how skills, techniques and tactics are executed safely and appropriately within a controlled environment.

Understand the difference between isolated and conditioned practice, and competitive situations.

Keywords: controlled environment, drills, set plays, isolated practice, conditioned practice, competitive situation

StarterShow short video clips of coaches’ teaching skills in different sports. At the end of the clip, ask students to put up their hands and identify any coaching points that were made during the video.

Examples: Rugby conversion: http://www.youtube.com/watch?v=tEDEahquBusFootball corner kick: http://www.youtube.com/watch?v=EZkhhYVyhewTennis serve: http://www.youtube.com/watch?v=inRRaudOf5gBasketball lay-up: http://www.youtube.com/watch?v=qEeLIxezOqE

Main1. Explain the importance of practising skills in a controlled environment, with no

competition.2. Select a sport and identify an important skill and tactic that can be used. 3. Give examples of drills and set plays that can be used to develop the identified skill and

tactic.

PlenarySplit the class into groups of four and give each group an A3 piece of paper and pen. Assign each group a particular skill and a sport in which the skill is used. Ask them to describe and explain a drill that can be used to help develop the skill in a controlled environment. They should use diagrams to help explain the drill. Each group should then present their ideas to the rest of the class.



B.3 Safe and Appropriate ParticipationLEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Understand the definition of drills and set plays. Understand how drills and set plays are used to learn skills, techniques and

tactics so that they can be applied safely and appropriately. Understand the difference between isolated and conditioned practice, and

competitive situations.In order for players to be able to demonstrate skills, techniques and tactics safely and appropriately in a game situation, they must first practise them within a controlled environment. This means that there is no competition, allowing the player to focus only on learning the skill.

Drills are methods of training that involve repeating a technique or skill.

EXAMPLEAn important skill in basketball is dribbling the ball. An example of a drill used to practise this skill involves players dribbling in and out of cones. There are no defenders to oppose the player, allowing the player to concentrate on controlling the ball.

Set plays are pre-determined situations that arise in a game and therefore need to be practised. This allows players to learn where they should be positioned and what their role is so that they are prepared when the situation arises.

EXAMPLEA common set play in hockey is the corner. This is practised without opposing defenders, allowing attackers to learn where they should stand and what they should be doing when the ball is played.

CASE STUDY 1 CASE STUDY 2An existing ladies basketball club has decided to set up an under-14s girls team to expand their squad. It is the first training session and the coach is aware that most members have not played basketball before, or only have limited skills. She therefore identifies the need to begin by developing basic skills through demonstration, followed by the players participating in basic drills. One of the most important skills in basketball is dribbling with the ball. The coach demonstrates the skill in front of the team, highlighting the importance of maintaining control and keeping your head up so you can see where you’re going. She then allows the players to have a go themselves, by asking them to dribble the ball within a marked-out area. She observes the players and gives coaching points where necessary. Once she feels they are ready, she splits the team into groups of four and lays out cones in front of them. Each player takes it in turns to practise dribbling the ball in and out of the cones. If she feels they are ready, she can add an element of competition by making it a relay race.

A couple of years later, the girls from Case Study 1 have progressed to the ladies team, and have played their first few league games. The coach wants to teach them the concept of zone defence. She first draws a diagram on a board to demonstrate and explain where players should be positioned. She then takes the team outside and uses set plays to allow the players to practise the tactic. She then allows the team to play a match, and gives coaching points throughout to help them implement zone defence.

Training sessions should progress from isolated practices, to conditioned practices, and finally competitive situations. These are defined below:

Isolated Practices Conditioned Practices Competitive SituationsSkills, techniques and tactics should first be learnt in an isolated environment, without any pressure or external forces. This allows the player to focus only on learning the skill.

This involves drills that allow players to use the skills, techniques and tactics that they have learnt in a game-like situation. However, the rules of the game are adapted or restrictions are put in place to allow a coaching point to be highlighted.

This allows players to transfer the skills, techniques and tactics that they have learnt in practice and apply them to a real game. The technical and tactical demands are greater in a competitive situation due to the added pressure of opponents.


EXAMPLEPractising a basketball lay-up with no other players on the court.

EXAMPLEA football game with a limited number of touches allows players to work on their passing and moving into space.

EXAMPLEA netball match with a referee and all the normal rules applied.


1. Give the correct definition of the following words:

a) Drills:...................................................................................................................................................

....................................................................................................................................................................

b) Set Plays..............................................................................................................................................

....................................................................................................................................................................

2. Describe a drill that could be used to develop the following skills in a controlled environment:

Skill Drill

Dribbling in basketball

Passing in rugby

Shooting in football

Serving in tennis

3. Describe a set play that could be used to develop the following tactics in a controlled environment:

Tactic Set Play

Zone defence in basketball

A corner in hockey

The offside rule in

football

4. Indicate, by ticking the correct box, whether the following are an isolated practice, conditioned practice, or competitive situation. The first one has been done for you.

Isolated Practice

Conditioned Practice

Competitive Situation

a) A hockey match against a local school b) A seven-a-side football matchc) A basketball game where you are not allowed to

dribbled) Practising shooting a netball, with no other players

on the pitche) A 100 m sprint at an athletics eventf) Penalty spot kicks



Lesson Plan 10 B.6 and B.8 Effective Use of Skills and Techniques,

and the Correct Application of Each Component, in Isolated Practices

Learning Aims


Be able to demonstrate the effective use of skills and techniques, and effectively apply each component.

Be able to use relevant skills and techniques effectively, in two selected sports, in isolated practices.

Keywords: components, apply, execute, isolated

This should be a practical lesson.

StarterSplit the class into small groups (of four, five or six). Using their coaching points from Activity B.4 Question 2, students should teach the rest of the group how to successfully execute a skill from their chosen sport.

MainSplit the class into groups depending on their chosen sport (so all students who have chosen football will be grouped together, etc.). Carry out drills that will allow students to effectively demonstrate the main skills and techniques in their chosen sport. Provide coaching points where necessary.

Where equipment is available, students could also film their performances and provide an evaluation of their strengths and weaknesses as homework.

PlenaryEvaluate the lesson, giving feedback on students’ performances.


Lesson Plan 11 B.2 Understand the Tactical Demands of Different Sports


Learning AimsMost students should: Be able to describe the tactical demands of two selected sports.

Keywords: decision-making, defending, attacking, choice, shots, strokes, variation, conditions, use of space

StarterAsk the students to each write down one area for improvement regarding their own performance in the previous practical session. In pairs, they should swap pieces of paper and write down a drill or set play that could be used to help them improve that particular skill/aspect of the skill.

Main1. Define the term ‘tactics’ and explain why they are important in sport.2. Explain the six main tactical demands in sport.3. Give examples of scenarios and the tactics that could be employed in those situations

to achieve a specific aim.

PlenaryWrite a list of scenarios and tactics that could be employed in those situations (different from the examples used in the lesson). Cut the paper in half so that the scenario is detached from the tactic. Hand these out to the students, who should be split into groups of four. In their groups, they should arrange the paper so that the correct scenario matches the correct tactic.

Example:



A netball team’s strongest goal shooter is ill and unable to play in an important match.

The coach thinks the team is unlikely to win without this player so advises the team to play defensively.

Cut

B.2 The Tactical Demands of Different SportsLEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Identify a number of different tactical demands of different sports. Explain the different tactical demands. Give examples of tactics that can be used in specific scenarios.

Once you have learnt to execute skills and techniques effectively, you can start to employ tactics. Tactics refer to game plans, made usually at the start of the game, to use your strengths and play against your opponent’s weaknesses. This should help you to win the game.

There are a number of different tactical demands that must be considered. These are explained in the table below, with specific examples of game situations:

Tactical Demand Explanation Example

Decision-making

Players are required to make constant decisions, such as who to pass to, when to shoot, and which space to move into. Teams also need to make decisions regarding set plays, such as who will take corners, throw-ins, and penalties, and how the rest of the team will position themselves. It is important to make decisions in a timely manner, as delaying can cause mistakes and loss of possession.

A basketball player is in a position to shoot. They hear the crowd shout ‘shoot’, but they are concerned that their shot will be blocked by a defender. They also hear a teammate, who is in a better position, call for the ball. The player needs to decide whether to shoot or pass, before the referee blows the whistle for holding the ball for too long.

Defending and Attacking

When a team is in the lead, they need to employ defensive tactics in order to ensure that they do not concede. Some sports have specific tactics that can only be employed in that sport due to the rules of the game, such as the offside rule in football. When a team is losing, it needs to employ attacking techniques in order to score more and try to win the game.

A midfield player in a football match is about to play the ball forward to the striker. The defending centre-back calls to the rest of the defensive players to step forward and play the striker offside, so that the defending team is awarded a free kick.

Choice and use of shots/strokes

Players can employ different types of shots/strokes, or perform them in a way which puts them at an advantage. Sometimes players are better at a particular shot/stroke so use them more often. It is also beneficial to know your opponent’s weaknesses so that you can try to force them to use a shot/stroke that they are not as good at.

A tennis player is winning a game 40-30. They are aware that the opponent has a weak backhand. So they need to try to play the ball so that the opponent is forced to use their weaker stroke.

Variation

If a player uses the same technique every time, it will become predictable. The opposition will be able to guess what they are going to do, which makes it easier for them to react.

A hockey team decides before a game that it will take three different types of corner: short corner, long corner to the outside edge of the shooting circle, and long corner into the shooting circle. They use a different hand signal for each. This variety makes it harder for the opposing team to defend.

Conditions

Different conditions, such as the weather, pitch surface, and available players, cause teams and players to perform differently. They need to employ tactics to adapt their game to cope with the different conditions.

A football match is being played outside and the weather is windy. Players are struggling to kick the ball as the wind is against them. The coach tells his players to try to keep the ball on the ground and avoid lofted passes.

Use of space

It is important for players to make the most of the space that they have available to them. Crowding around the ball or only using part of a court prevents players from performing to the best of their ability.

A basketball team uses zone defencewhen marking, enabling them to cut down shooting opportunities. Man-to-man marking makes it easier for attackers to lose their marker and attack the goal.


1. Match the different tactical demands with the correct example. The first has been done for you:

2. For the following scenarios, suggest tactics that could be employed in order to achieve each aim:a) You are in the last 10 minutes of your football match and your team is winning 1-0. Suggest what tactics

you could employ to ensure that you hold on to the lead.

b) Your team is losing a netball match 7-6 with five minutes to go. Your wing attack and goal attack are your strongest players. Suggest tactics that would help you to achieve a draw or win.

c) You are playing badminton against your friend, and you are aware that your opponent is not very good at hitting the shuttlecock long distances. Suggest tactics to help you win the game.


Use of space

Conditions

Variation

Choice and use of strokes/shots

Defending and attacking

Decision-making

A line of defence plays an attacker offside.

A basketball player decides to pass to a player who is in a better position to shoot, despite calls for him to shoot.

A hockey team takes three different types of corner to confuse the opposition.

A tennis player plays shots to force her opponent to use a backhand, which is her weakest stroke.

A basketball team uses zone defence to reduce shooting opportunities.

A football team try to play the ball along the ground and avoid lofted passes.


Lesson Plan 12 B.5 Relevant Tactics


Learning AimsMost students should:

Be able to describe the tactical demands of two selected sports.

Keywords: tactics, strengths, weaknesses

*This is a theory and practical lesson.

StarterAs a recap, hand out the scenarios that were used in Lesson B.2, without the examples of tactics. Get students to come up with their own tactics within their groups of four and write them down on a sheet of A3 paper.

Main1. Using hockey as an example, describe the main relevant tactics associated with the

game, as well as tactical formations. Use diagrams to help you.2. Position students as shown in the diagram and walk them through the movements of

the tactic. Question students as to the tactical advantages and disadvantages of each tactic as it is taught.

3. Give the students different scenarios that might occur in a game, and ask them to show how they would react in each situation.

PlenarySplit the class into groups of four, and give each group a pen and A3 sheet of paper with a sport other than hockey written on it. Give them three minutes to come up with as many different tactics for that sport as they can.



B.5 Relevant Tactics

LEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Describe the tactical demands of two selected sports.

It is important to be aware of different tactics that can be used in a game, as it is likely that your opposition will be using them against you. You can also employ tactics to play to your strengths and your opposition’s weaknesses. The more tactics you are aware of, the greater your chance of winning.

You should be able to describe the tactical demands of two sports of your choice. Below is an example of some important tactics used in hockey:

1. PASS AND MOVEIt is important for players to continue to move once they have passed the ball, rather than stop, so that they provide an option for a subsequent pass.

2. SWITCHING

3. ZONE DEFENCE VS MAN MARKING‘Man marking’ is where each defender marks a specific player. It can cause defenders to be drawn away from the danger areas by following the attacker that they are marking.


B

A

Player A moves into a space in the

direction of ball movement, so that they are available

to receive a subsequent pass.

A B

The coach sometimes switches the wing players to

confuse the opposition.

Player A crosses the ball from one side of the pitch

(which is crowded with players) to player B on the other side of the pitch who is in

plenty of space and able to attack.

Players mark an area rather than a single player. This ensures that all ‘danger areas’ are marked.

1Player A is being

approached by a defender so passes to player B who

is free.

2

1. For a sport of your choice, give two examples of offensive and defensive tactics. Describe the tactic and explain why it might be used.a) Offensive tactics:

Example Description Why might it be used?

b) Defensive tactics:Example Description Why might it be used?



Lesson Plan 13 B.7 and B.9 Effective Use of Skills, Techniques and Tactics in Conditioned Practices


Be able to use relevant skills, techniques and tactics effectively, in two selected sports, in conditioned practices.

Keywords: conditioned, small-sided games

*Note: This should be a practical lesson.

StarterLead a 10-minute warm-up session.

Main1. Carry out conditioned practices, such as small-sided games, games with a limited

number of touches, or games with a set number of attackers or defenders.2. In pairs, students should observe their partner’s performance and identify an area of

weakness.

PlenaryStudents should think of a simple drill that can be used to improve their partner’s area of weakness and coach them through the drill.


Lesson Plan 14 B.7 and B.10 Effective Use of Skills, Techniques and Tactics in Competitive Situations


Be able to use relevant skills, techniques and tactics effectively, in two selected sports, in competitive situations.

Keywords: competition, pressure

*Note: This should be a practical lesson.

StarterLead a 10-minute warm-up session.

MainCarry out competitive practices, such as full-sided games with appropriate opposition and match officials.

PlenaryEvaluate the lesson, giving feedback on students’ performances.


Lesson Plan 15 C.1 Observation Checklist


Be able to produce, with guidance, an observation checklist that can be used effectively to review their own performance in two selected sports.


Be able to independently produce an observation checklist that can be used effectively to review their own performance in two selected sports.

Keywords: observation, checklist, video analysis

Starter: Split the class into groups of four and give each group a sheet of A3 paper and a pen. Assign each group a sport, and ask them to brainstorm ideas for points that could be included on a checklist to analyse performance in that sport.

Main: Show a video clip of a game/match for a selected sport. As you are playing the video, create an observation checklist as a class. You should pause the video at specific points and ask students to put up their hands and suggest ideas for the checklist.

Plenary:Ask students to create their own checklist for two sports of their choice. Note: Students that are unable to achieve level 2 are not required to include tactical demands in their checklist, and may use the class example if they are unable to come up with their own.

Brief students on their homework for the following lesson: students who play a sport outside school will need to be filmed during a training session or game/match. Those who don’t will need to attend a practical session after school to be filmed in school.

Materials1. Student summary handout2. C.1 Activities


C.1 Observation Checklist

LEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Understand what an observation checklist is, and how and why it should be

used. Produce an observation checklist that can be used effectively to review your

own performance in two sports of your choice.

It is difficult to remember every aspect of your performance at the end of the match, because so much has gone on during the game. The coach is often able to pick out particularly good aspects of play, as well as areas that need to be improved, but they are not able to see and remember the entire performance.

It is helpful to produce an observation checklist to make it easier to review your performance, in terms of technical and tactical demands. This can be given to someone to help them analyse your performance during a live observation.

Video analysis can be used to analyse your own performance, using the observation checklist. Video analysis also allows you to pause, rewind, and play in slow motion, allowing closer analysis of a particular aspect of play.

Below is an example of an observation checklist that can be used to analyse the performance of a tennis player. The observer should provide a score for each point on the checklist. The scores range from 1–5:

Checklist ScoreWon a point from a serveWon a point from the opponents serveLobbed their opponentReturned a smashSuccessfully executed a backhandSuccessfully executed a forehandDemonstrated good balanceDemonstrated agilityHit the net


Things to consider when creating an observation checklist

Selection of skillsE.g. choosing what type of shot to use during a football match

Awareness of TacticsE.g. noticing that the defensive line is trying to play you offside in a hockey match

Application of tacticsE.g. identifying your opponent’s weakest stroke in a tennis match and trying to make them use itDecision-making

E.g. deciding whether to dribble or pass in a basketball game

Application of skillsE.g. successful execution of a tennis serve

1 = Almost never2 = Rarely3 = Sometimes4 = Most of the time5 = Nearly always

Hit the ball out of the court


1. Fill in the blanks in the following paragraph. The first one has been done for you as an example:

An observation checklist can be used to make it easier to ……………. your performance, in terms of …………….

and tactical demands.

This can be given to someone to help them analyse your performance during a live ………………….

……………. analysis can be used to analyse your own performance, using the observation checklist. Video

analysis also allows you to pause, rewind, and play in ………… …………., allowing closer analysis of a particular

aspect of play.

2. Create a spider diagram of five different points to consider when creating an observation checklist, and give an example for each for a sport of your choice.


Things to consider when creating an observation

checklist

C.1 Learning Activities

Lesson Plan 16 C.2 Reviewing Performance

All students should: Be able to review their own performance in two selected sports, identifying strengths and areas for improvement.


Be able to review their own performance in two selected sports, describing strengths and areas for improvement.


Be able to explain strengths and areas for improvement in two selected sports, and recommend activities to improve their own performance.

Be able to analyse strengths and areas for improvement in two selected sports, and justify recommended activities to improve their own performance.

StarterRecap the purpose of observation checklists and explain how they are used, as a reminder for Lesson C.1.

Main1. Play a video clip of a game/match in a chosen sport. Go through the checklist with the

class and show how you would score the player’s performance.2. Highlight two of the player’s main strengths. Describe what they are doing well, and

explain why it is important.3. Highlight two of the player’s main weaknesses. Describe what they are doing, and

explain why it is wrong. Suggest and justify activities that could be used to improve this particular weakness.

Plenary as HomeworkStudents should use their checklists to analyse their own performance using the video recording. Students will need to do this at home for homework, where students each have access to their own TV/computer.

Materials1. Student summary handout2. C.2 Activities

C.2 PracticalHalf the class plays a game/match while their partners observe their performance with a checklist, and then swap over. Students should verbally review their partner’s performance.


C.2 Reviewing Performance

LEARNING OBJECTIVES – AFTER THIS LESSON YOU SHOULD BE ABLE TO: Understand what an observation checklist is, and how and why it should be

used. Produce an observation checklist that can be used effectively to review your

own performance in two sports of your choice. Identify your own strengths and areas for improvement, and suggest activities

to improve performance.The purpose of observing performance is to identify your strengths and weaknesses, and try to think of ways to improve them.

Below is a case study of analysis, using the checklist that was created in Lesson C.1 as an example:

CASE STUDY:Joe watches a video recording of him playing in a competitive tennis match for his local tennis club. Using his observation checklist, he scores himself from 1–5 for each of the points listed.

Checklist Score Checklist ScoreWon a point from a serve 5 Successfully executed a backhand 2Won a point from the opposition’s serve 3 Successfully executed a forehand 5Lobbed his opponent 3 Demonstrated good balance 4Returned a smash 2 Demonstrated agility 4Hit the net 2 Hit the ball out of the court 2

By looking at his observational checklist, Joe identifies two main strengths:1. Performing a serve2. Successfully executing a forehand

He therefore concludes that these aspects of his performance don’t require as much work as other aspects.

He also identifies two main weaknesses, and suggests ways to improve them:

1. Returning the ball from the opponent’s serve or smash.This can be improved during isolated practices, where my coach serves the ball to me a number of times until I can successfully return his serve five times in a row.

2. Successfully executing a backhand.This can be improved during isolated practise, where my coach or a ball-machine plays balls to me and I return them with a backhand. This can also be practised in a game situation, where both players perform backhands only.

Once weaknesses have been identified, there are a number of different methods that can be used to try to improve performance. These are described in the mind map below:


Methods for Improving Performance

Attending courses: There are a variety of different courses that you can attend to help improve different aspects of your performance, such as fitness classes, training sessions, coaching and refereeing courses.

Seeking help and advice:There is a number of different people that you can go to ask for help and advice when you need it, such as your coach, your manager, health and fitness experts, and sport specialists.

Create a training programme:Goals tell you what you want to achieve, but tell you little about how you are going to achieve them. Creating a training programme, which shows what you are going to do for each session, will help you to achieve your goals.

Setting short-term and long-term goals: A long-term goal should be set so that you have an objective to work towards. Short-term goals allow you to work incrementally towards a long-term goal, which makes it feel more achievable.

1. Watch your video recording and use your observation checklist to score your performance. Identify two main strengths, describe what the strength is, and explain how this strength helps improve your performance.

Strength 1: .......................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

Strength 2: .......................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

Identify two main areas for improvement, describe the weakness, and explain how it affects your performance.

Area for improvement 1: .................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

Area for improvement 2: .................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

Suggest and justify two activities that could be used to improve performance in each of the two areas of improvement:

Activity 1: .........................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

Activity 1: .........................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................


C.2 Learning Activities

Answers to Activities

Answers to ActivitiesLesson Plan 1: A.1 Understand the Rules (or Laws) for Selected Sports1. To ensure the game is played fairly.

To ensure the game is played safely.To help officials make an accurate judgement on who is winning.

Lesson Plan 2: A.2 Understand the Regulations for Selected Sports1.

Category of Regulation Example Why does this regulation exist?


A specific number of players will be allowed to play.

Both teams should have the same number of players to make it a fair game.

EquipmentDifferent sizes and types of equipment can have a big impact on sports performance.

Younger players are less developed and find it harder to cope with larger sizes.

Playing Surface Rugby games cannot be played if the ground is frozen.

It would be unsafe to play in these conditions.

FacilitiesThere are regulations relating to the provision of changing and showering facilities.

Swimming requires a swimming pool and changing facilities.

Health and SafetyAt the start of the game, officials need to check that all players are wearing the correct safety gear.

Injuries can occur if players are not wearing the correct gear.

TimeSometimes the referee stops the clock, for example when a player is injured.

This prevents time being wasted while a player receives treatment.

OfficialsProfessional football matches have a referee, linesmen, and sometimes a fourth official.

This ensures that games are played safely and fairly.

2.

Statement True

False

In team games, coaches can make an unlimited number of substitutions. Ball sports have different size balls for different ages. Some sports are played on different size pitches depending on whether they are played indoors or outdoors.

Officials can choose whether or not they provide first aid. Outdoor sports are played in all weather, even if the pitch is frosty. Some sports keep going until there is a winner. Some sports have more than one official.

Lesson Plan 3: A.3 Understand the scoring systems for Selected Sports1.

Scenario Allowed DisallowedA defender in a football team scores from a corner. A hockey player scores from outside the shooting circle. A ‘wing attack’ in a netball game shoots and scores. A basketball player scores from the three-point line. In a badminton singles game, the shuttlecock lands between the inner and outer court markings.

A rugby player scores a try after committing a foul.


2.Statement Examples

Anyone can score Football, rugby, hockey, basketball.Points are scored by hitting a ball/shuttlecock and it landing in the opposition’s half of the court.

Tennis, badminton, volleyball, table tennis.

Points are scored by throwing the ball through a net.

Netball, basketball.

There is more than one way to score a goal or point.

Rugby.

There are restrictions on where you can score from.

Hockey, netball, rugby.

The game can end in a draw. Football, rugby, hockey, basketball, netball.The winner has to win by a certain number. Tennis, badminton.

Lesson Plan 4: A.4 Application of the Rules/Laws of Sports in Different Situations1.

A player is said to be in an offside position if there is no defender between the player and the goal when the ball is played. Offside rule

If the ball is passed forwards the player receives the ball in an offside position. If a try is scored from a forward pass, it is disallowed.

Forward pass resulting in a try

If the ball would have hit the stumps had it not been obstructed by the batsman, the umpire calls LBW . In this instance, the batsman is out. LBW

Charging refers to an illegal personal contact, which occurs when a player pushes or moves into an opposing player’s torso. During a lead-up to scoring, it is normally the offensive player that charges at the defensive player. In this instance, if a basket is scored, it is disallowed.

Charging during a lead-up to scoring

Lesson Plan 5: A.6 Understand the roles of Officials1. Football: Referee, assistant referee (linesmen), fourth official.

Rugby: Referee, assistant referee (linesmen), fourth official.Tennis: Umpire, line umpire, off-court referee.Hockey: Referee, two umpires.Basketball: Referee, one or two umpires, timekeeper.Cricket: Referee, two umpires, sometimes third umpire.Gymnastics: Judge.

2.Official Official’s Role

Assistant Referee

Does not make a binding decision but acts as an advisor to the referee. This is usually only the case at higher levels of competition.

RefereeReferees are in charge and therefore have the greatest authority and responsibility. They need to be confident and decisive, and not easily swayed by players, coaches, or spectators.

Fourth Official

An additional official who is positioned further away from the field of play, and has a variety of roles.

Umpire Calls decisions such as whether or not the ball was in, and whether the ball touched the net during service (service let).


Lesson Plan 6: A.7 Responsibilities of Officials

1. CommunicationAppearanceEquipmentHealth and SafetyPlayersTechnologySpectatorsFair PlayFitnessQualificationsRules

2.a) Officials wear a specific uniform so that they can be easily identified.b) Officials have to check any equipment that is used in the game to make sure that it is safe

to use.c) Officials often require good communication levels so that they can keep up.d) At most levels of competition, officials require qualifications.e) Officials should be familiar with the rules of the game, and know how to apply them.f) It is important to be in control and gain respect of the players.g) Officials should try to maintain control of the spectators so that their behaviour doesn’t

influence player’s performance.h) Officials are responsible for the health and safety of players at all times.i) Officials should encourage players to have good etiquette, such as shaking hands with

opposing players.j) Technology can be used to help officials make decisions.k) It is important for officials to communicate effectively with players to help prevent

confusion and conflict.

Lesson Plan 7: B.1 Understand the Technical Demands of Different Sports1.

Skill Continuous, serial or discrete?Pass and attack sequence

Serial

Swimming ContinuousTennis serve DiscreteSkating ContinuousTriple jump SerialGolf swing Discrete

Lesson Plan 8: B.4 Relevant Skills and Techniques1.

Choice and use of strokes/shots

A tennis player plays shots to force her opponent to use a backhand, which is her weakest stroke.

Decision-making A basketball player decides to pass to a player who is in a better position to shoot, despite calls for him to shoot himself.

Defending and attacking

A line of defence plays an attacker offside.

Conditions A football team tries to play the ball along the ground and avoid lofted passes.

Variation A hockey team takes three different types of corner to confuse the opposition.

Use of space A basketball team uses zone defence to reduce shooting opportunities.


Lesson Plan 9: B.3 Observation Checklist1. Drills: methods of training that involve repeating a technique or skill.

Set Plays: Pre-determined situations that arise in a game and therefore need to be practised. This allows players to learn where they should be positioned and what their role is so that they are prepared when the situation arises.

4.Isolated Practice

Conditioned Practice

Competitive Situation

a) A hockey match against a local school b) A seven-a-side football match c) A basketball game where you are not

allowed to dribble

d) Practising shooting a netball, with no other players on the pitch

e) A 100 m sprint at an athletics event f) Penalty spot kicks

Lesson Plan 15: C.1 Observation ChecklistAn observation checklist can be used to make it easier to review your performance, in terms of technical and tactical demands. This can be given to someone to help them analyse your performance during a live observation.Video analysis can be used to analyse your own performance, using the observation checklist. Video analysis also allows you to pause, rewind, and play in slow motion, allowing closer analysis of a particular aspect of play.


Learner’s name: Class:Start date: Interim deadline: Final deadline:

Assignments

Assignment 1

ScenarioA charity sports day is being held in your local community. The event is open to the public, who can enter themselves or a team for a sport of their choice, including tennis, netball, football, rugby, cricket, or cross-country running. The purpose of the event is to encourage participation in sport, as well as raise money. You have been asked to help out with the event by creating a fact sheet and leaflet, giving explanations to local officials and giving a presentation.

Fact sheetYou need to produce a fact sheet, describing the rules, regulations and scoring systems of a sport. You will need to consider that some participants may be new to the sport and unfamiliar with the rules, regulations and scoring systems. You should include diagrams, where necessary, to illustrate your description. You should also give examples of specific situations, and describe how the rules would be applied.

Describe the rules of two selected sports. Describe the regulations of two selected sports. Describe how players can score points and win a game in two selected sports. Identify four specific situations in one selected sport and state how the rules can be

applied.

LeafletFor the leaflet, you will need to describe the roles and responsibilities of officials from your selected sport. You need to consider that some of the officials are volunteer members of the public and therefore may be unfamiliar with their role and responsibilities. You should therefore make the leaflet clear and easy to understand.

Select two sports and describe the roles and responsibilities of the officials involved.

ExplanationIt is likely that some of the officials will still feel unsure of what they are required to do. You will need to prepare to meet with these individuals and explain the content of the fact sheet and leaflet, giving examples of when and how they should be applied. For each of the rules and regulations and roles and responsibilities that you have identified, you will need to explain why they are important, and give an example of each. It may be best to write this as a table that you can use to help you when you are explaining to the officials. An example is shown below:

Rule or regulation Why is it important? ExampleCheck the playing surface It is important to check that

the playing surface is safe to play on.

If the ground is too frosty, you will need to call the game off.

Explain how rules and regulations can be applied, and how players can score points and win a game for two selected sports.

Explain the role and responsibilities of officials for two selected sports.


PresentationFor the presentation, you will be talking about officials in sport, to try to encourage people to sign up to a refereeing course. You should produce a PowerPoint presentation, where you compare and contrast the roles and responsibilities of officials from two sports of your choice. You should also suggest potential recommendations for improvement to the application of rules, regulations and scoring systems for each of the sports that you have chosen.

You should show your presentation to the rest of the class. The presentation should last around five minutes. Try to think of ways to keep your audience interested, such as including pictures and diagrams.

Provide a comparison of the roles and responsibilities of officials from two sports of your choice.

Contrast the roles and responsibilities of officials from two sports of your choice. Suggest how the rules, regulations and scoring systems could be improved for two

sports of your choice.


Learner’s name: Start Date: Assignment Number: 1

Learner’s declaration:I certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice.

Learner’s Signature: Date:Learner’s comments for the assessor:

Teacher’s/assessor’s name:Marking Criteria

Criteria: Learner must: Evidenc

e:Submitted:

2A.P1 Describe the rules, regulations and scoring systems of two selected sports.2A.P2 Apply the rules of a selected sport in four specific situations.2A.P3 Describe the roles and responsibilities of officials from two selected sports.

2A.M1 For each of two selected sports, explain the role and responsibilities of officials and the application of rules, regulations and scoring systems.

2A.D1Compare 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 systems for each sport.

Final deadline: Criteria met:Summative feedback: 2A.P1

2A.P2

2A.P3

2A.M1

Date assessed: Date reassessed: 2A.D1

Internal verifier’s name:Internal verifier’s feedback:

Date:

Grade agreed:YesNo

If a learner has not met the Level 2 criteria, they can be assessed on the Level 1 criteria below:

Criteria met:

1A.1 Describe the rules, regulations and scoring systems of a selected sport.1A.2 Apply the rules of a selected sport in two given specific situations.1A.3 Describe the roles of officials from a selected sport.



Assignment 2

ScenarioA sports coaching company has decided to produce an information pack to help newly-qualified coaches. Each coach will be given a pack specific to their sport, including information sheets and a DVD. It will teach them how to demonstrate skills, techniques and tactics effectively, suggest examples of drills that can be used in training, and show how skills, techniques and tactics can be applied successfully in a competitive situation. You have been asked to help produce some of these information packs.

The first resource that you will need to produce is an information sheet describing the technical demands of two sports. You should then do the same for tactical demands. For each skill, technique or tactic, you should describe how, when and why they are executed.

For two sports of your choice, describe the technical and tactical demands.

To create the DVD, you will need a video camera to record yourself. For the first section of the DVD, you should first record yourself demonstrating how relevant skills, techniques and tactics are applied successfully in conditioned practices. The best way to do this may be to film conditioned practices during a training session. You should also produce a written supplement or voiceover commentary to describe the drill to the coach, and explain how it allows skills, techniques and tactics to develop.

Demonstrate how the skills and techniques relevant to two sports of your choice should be executed correctly and effectively during isolated and conditioned practises.

For the second part of the DVD, you will need to demonstrate how relevant skills, techniques and tactics are effectively applied in a competitive situation. You should film yourself during a game situation; this may be at training or an actual competitive league/cup game. You should also produce a written supplement or voiceover commentary for the coach to read as they watch the DVD, highlighting specific points on the DVD where a skill, technique or tactic has been used effectively.

For two sports of your choice, demonstrate the effective use of relevant skills, techniques and tactics in a competitive situation.






Criteria: Learner must: Evidence: Submitte

d:2B.P4 Describe the technical and tactical demands of two selected sports.

2B.P5 Use relevant skills, techniques and tactics effectively, in two selected sports, in conditioned practices.

2B.M2 Use relevant skills, techniques and tactics effectively, in two selected sports, in competitive situations.

Final deadline: Criteria met:Summative feedback:

2B.P4

2B.P5

2B.M2Date assessed: Date reassessed:


Date:

Grade agreed:YesNo


Criteria met:

1B.4 Describe the technical demands of two selected sports.1B.5 Use relevant skills and techniques effectively, in two selected sports, in isolated practices.



Assignment 3

ScenarioYour team finished second in the league last season, and your coach wants to work on players’ areas for improvement so that you win next season. You have been asked to review your performance at the start of the season, identifying strengths and areas for improvement, and suggesting methods for improving your performance.

In order to effectively review your performance, you will need to produce an observation checklist. This should include a list of the main technical and tactical demands of your sport, and a space to score each point from 1 to 5, depending on how often each point is observed.

Produce an observation checklist that can be used to effectively review your own performance in two sports of your choice. Try to produce this on your own, without help from your teacher.

Using a video camera, film your performance during a training session or game/match for a sport of your choice. Use your observation checklist to review your performance by scoring each point depending on how often each technical/tactical demand is observed. You should use this to identify your strengths and areas for improvement. You should suggest activities that can be used to try to improve your performance, and justify how they will help.

For two sports of your choice, identify, describe, explain and analyse your strengths. For two sports of your choice, identify, describe, explain and analyse your areas for

improvement. For two sports of your choice, recommend and justify activities that could be used to

improve your own performance.






Criteria: Learner must: Evidence: Submitted

:2C.P6 Independently produce an observation checklist that can be used effectively

to review own performance in two selected sports.

2C.P7 Review own performance in two selected sports, describing strengths and areas for improvement.

2C.M3 Explain strengths and areas for improvement in two selected sports, recommending activities to improve own performance.

2C.D2 Analyse strengths and areas for improvement in two selected sports, justifying recommended activities to improve own performance.

Final deadline: Criteria met:Summative feedback:

2C.P6

2C.P7

2C.M3

2C.D2Date assessed: Date reassessed:


Date:

Grade agreed:YesNo


Criteria met:

1C.6 Produce, with guidance, an observation checklist that can be used effectively to review own performance in two selected sports.

1C.7 Review own performance in two selected sports, identifying strengths and areas for improvement.


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