scoring systems different activities have different ways of deciding a winner. highest points scored...
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Scoring SystemsDifferent activities have different ways of deciding a winner.
• Highest points scored• Most goals scored • Best performance• Least amount of shots• Longest throw• Highest jump• Longest jump• Fastest time
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How do you win at……• A game of football.• The team that score most goals at
the end of the match.• A gymnastics competition.• The person who does the best
performance wins.• A 100 meter race.• The person who crosses the finish
line in the fastest time wins.
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How do you win at……• A diving competition.• The person with the best dive wins.• A long jump competition.• The person with the longest jump
wins.• A basketball game.• The team with the most points at
the end of the game.
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Objective Scoring
• Objective scoring is measured by definite means – points, goals, time.
Examples are • Basketball• Badminton• 100m Sprint• Swimming
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Subjective Scoring• Subjective scoring is based on the
opinions and values of those judging the performance.
Examples are• Gymnastics• Trampolining• Diving• Dance
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Personal Qualities• Determination
- not giving in easily• Motivation
- being keen & enthusiastic• Fairness
- treating everyone equally• Cooperation
- working with others & helping each other
• Concentration- full focus on the activity
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Physical Qualities• Tall
- centre in basketball• Strong
- forward in rugby• Fast
- winger in football• Agile
- gymnast completing a floor exercise• Good eyesight
- umpire in badminton
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Cardio-respiratory Endurance
• CRE is the ability of the heart and lungs to supply oxygen to the working muscles over a long period of time.
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Why do we need CRE• Allows you to last the whole game.• Allows you to cover more ground
(marking, moving off the ball).• Keeps co-ordination through lack
of fatigue (Consistent skills).• Helps you recover quicker.• Allows you to train longer.
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Fitness Tests for CRE
• Leger Test (Bleep Test)
• 12 Minute Run
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Ways of Training for CRE
• Continuous running- keeping the same pace for full run .
• Interval running- short breaks between periods of running.
• Varied pace running- changing speeds but continuously running.
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Cardio-respiratory Endurance
What happens to body while doing a CRE fitness session?
• Heart rate increases• Breathing rate increases• Start to sweat
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Cardio-respiratory Endurance
• Select an activity• Design a training programme for 1
week • Detail what you would do in each
session• Remember Frequency, Intensity
and Duration
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Activity - Football
Monday • Continuous running• Ran for twenty minutes• Kept heart rate at 70% max heart
rate for full 20 mins
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Activity - Football
Wednesday• Interval running• Ran for 5 mins rest for 30 secs• Kept heart rate at 70% max heart
rate whist running
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Activity - FootballFriday• Varied pace running• Ran for 20 minutes• Kept heart rate at 70% max heart
rate for 5 mins • Then raised it to 75% for 5 mins• I alternated between the two for
the full length of the session
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Skills• Skills are the tools required to take
part in an activity.• First you should learn the basic
skills, to get you started in the activity.
• As you progress, you will learn more complex skills.
• Complex skills are more difficult to learn as they are made up of more parts (more things to think about).
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SkillsExamplesBadminton• Serving, overhead shotsBasketball• Passing, dribbling, shootingFootball• Passing, tackling, crossing
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Techniques• Techniques are the way in which a
skill is performed.Basketball• Skill – shooting• Technique – set shot, lay upFootball• Skill – tackling• Technique – slide tackle, block
tackle
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TechniquesGymnastics• Skill – balancing• Technique – headstand, handstandBadminton• Skill – serving• Technique – high serve, low serve
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Balance• Balance is the ability to hold yourself in
a steady position.• Your centre of gravity (around about
your hips) must be over your base (part of your body touching the ground) to be in a balanced position.
• The bigger your base, the easier it is to balance.
• The lower your C.O.G., the easier it is to balance.
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BalanceActivity – GymnasticsSkill/Technique – Headstand
I balanced by getting my hips over my triangular base (head and hands).
How did this help?I was able to hold the balance for a longer time.
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BalanceActivity – FootballSkill/Technique – Dribbling
I was more balanced because I bent my knees – lowering my centre of gravity.
How did this help?I was easier for me to turn and move in different directions quickly.
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Warm UpThe warm up is made up of three parts.• 1st part – JoggingWhy – to raise the body temperature in
preparation for the activity. Muscles will perform better when warm.
• 2nd part – StretchingWhy – to reduce the chance of injury to the
muscles, tendons and ligaments during your performance.
• 3rd part – Skills practiceWhy – To get used to the skills I will be
performing during the game.
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Mental Preparation
• Mental preparation is also important before you start any activity.
• This involves thinking about what you want to achieve in your performance.
• Looking at your opponent. What are their strengths and weaknesses.
• Thinking about a good performance and trying to do this again.
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Roles/Responsibilities
• In any activity you may have to perform a certain role or have certain responsibilities.
• These can be playing and non playing roles/responsibilities.
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Non-playingReferee - Football• I had to decide if the tackle was a foul or
not.Umpire - Badminton• I had to keep the score during the game.Line judge - Tennis• I had to decide if the ball was in or out.Coach - Basketball• I had to train my players to get them
ready for the match.
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Playing• Basketball – Centre• I had to collect any rebounds from
under my own basket.• Volleyball – Setter• I had to set the ball for the spiker to
come in and hit.• Football – Defender• I had to mark the striker tightly, not
giving them a chance of shooting.
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Evaluating• Video part of the exam.• Each question is divided into two parts.• The first part is always about describing
the action that you see in the video.• Describe this in as much detail as
possible.• Use who, how and where.• Sometimes the players are wearing
numbers – use these numbers to describe things.
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EvaluatingThis piece of action shows a boy
practising his football skills.Describe five actions he performs.• Bounces on the spot.• Controls the ball on his chest.• Cushions the ball with his thigh.• Played ball with right foot across
body.• Passed ball with left foot to the side.
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Evaluating• The second part of the question
involves you describing what was good and what needed improving in a performance.
• Always answer positively.• Don’t say ‘She should pass the ball
better’ – we already know that!• Say ‘She should have passed the
ball more accurately to her team mate’
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EvaluatingNow watch another boy practising the same football skills.
A)Suggest one part that was done well.B)Suggest one improvement the player
could make.A)His control on his chest is done well.
His pass with his left foot is done well.B)He could use a softer touch when using
his thigh to keep the ball lower.He could play the ball across his body with his right foot before passing.
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Q1. Which of the following statements are true and which are
false.• All the girls start by lying on
their backs.• All 3 girls lift left leg at the
same time.• All 3 girls do scissors kick at
the same time.• All 3 girls roll into line at the
same time.• All 3 girls make final role to
their left.
• False
• True
• True
• False
• False
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Q1. Now watch a similar dance sequence.
• Suggest 1 improvement the girl in the black top could make in performance 2.
• Suggest 1 improvement the girl in the white top could make in performance 2.
• She could roll into line with the other dancers.
• She could delay bending and rolling body.
• Keep leg straight when lifting at the start.
• Jump higher when jumping in turn.
• Hold landing to finish with others.
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Q2. Describe three body shapes the boy makes when performing this
dive.• Shape 1
• Shape 2
• Shape 3
• Standing straight, arm out to the side.
• Pike position with arms round knees. Toes pointed.
• Body straight and streamlined.
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Q2. Identify parts of performance 2 which are done well and the parts which need
improvement.
• Balanced, controlled on the springboard.
• Bends knees to jump high from board.
• After take off, legs straight for whole dive.
• Enters water directly under board.
• Done Well
• Done Well
• Needs Improvement
• Needs Improvement
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Q3. Place the numbers 1-5 next to his actions in the order they take
place.• Reaches high towards basket.• Pushes ball against
backboard to score.• Lets ball bounce and collects
in 2 hands to rebound.• Takes off from 1 foot to
shoot.• Dribbles forward with right
hand.
• 3• 4
• 5
• 2
• 1
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Q3. Now watch another boy perform the same practice.
• Describe 1 thing he does well.
• Suggest 2 improvements he could make to his performance.
• Dribbles forward with right hand.
• Keeps control of ball during dribble.
• Get closer to basket before shooting.
• Reach up higher – nearer the net to shoot.
• Hit the ball off the line on the backboard.
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Q4. Describe 3 actions they perform.
• Action 1
• Action 2
• Action 3
• Picks up ball in 2 hands.• Passes using 2 hands to
team mate.• Moves forward to catch
ball.• Catches ball in 2 hands.• Drops ball from hands.• Kicks ball with right foot.
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Q4. Identify parts which are done well and parts which need
improvement.
• Moves forward to meet ball.
• Catches ball in 2 hands.• Follows through high
with right leg.• Sprints after the ball.
• Done well.
• Done well.• Needs
Improvement.• Needs
Improvement.
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Q5. Name 4 different parts of the performers body which touch the
trampolinine.
• 1• 2• 3• 4
• Feet• Bottom/Hips/Legs/Hands• Front/Chest/Stomach/Legs• Shoulders/Back
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Q5. Now watch a girl performing the same routine.
• Describe something she does well.
• Suggest 2 improvements she could make.
• Extends legs in seat drop.
• Straight body in front drop.
• Knees higher in tuck.• Stay in centre of
trampoline after back drop.