YEAR 11 PE-COVER NMA 20.1.12-ANALYSIS OF PERFORMANCE AIMS to understand the process of analysis in relation to exam To practice and prepare for individual sport as targeted in PEP. USE THE FOLLOWING SLIDES AND THEN EDEXCEL BOOK PAGES 170-183

ANALYSIS OF PERFORMANCE You should by now have decided on the sport you are going to chose for this part of the course. This must be one of your 4 practical activities. It makes sense to do it as the same sport you are using in your PEP – you will be able to link this much easier.

A of P – what’s it all about? It is worth 12% of the total GCSE PE mark There are 5 areas whereby you will need to answer questions: Rules, Observing & analysing performance, Planning strategies, tactics and practices, PEP, Evaluating performance Each area is marked out of 4. Obviously, the more detail and accuracy you can give in your verbal answers, the higher your mark will be.

RULES You will need to know ALL of these You could be asked a range of questions on these including your UNDERSTANDING, APPLICATION OF RULES AS A PLAYER or OFFICIAL, and use TECHNICAL TERMS In order to get a higher mark, you will need to show a clear understanding of them and to apply them

Mark scheme Component 2.2.1: Rules, regulations and terminology 0 Performance not worthy of credit. 1 Students demonstrate some knowledge of the basic rules and regulations and their roles in physical activity and make use of simple terminology appropriate to the activity. 2 Students demonstrate a sound knowledge but may falter on the more complex rules and/or regulations of the activity. They have an understanding of the basic terminology but falter on the more technical aspects. Where students present work in a written format it may show weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always accurately. 3 Students demonstrate a clear understanding of the rules and regulations of competition. They will, on the whole, use correct terminology. Where students present work in a written format it will, on the whole, be grammatically sound and spelling and punctuation will be accurate. Technical language will be largely accurate. 4 Students demonstrate a clear understanding of the rules and/or regulations of competition and the ability to apply them. They show a clear understanding of the technical terms appropriate for the activity at this level.

Examples of questions- Rules Q- Explain the rules of and teaching points to good passing in rugby. Q- What is the recommended ceiling height for rec trampolining? 5m Q- What should the referee check regarding equipment and safety before the game

OBSERVE & ANALYSE PERFORMANCE You must be able to give a detailed analysis using suitable techniques for the activity and the correct technical terminology You will be required to watch a performance and then consider HOW a technique is performed and be able to break it down into stages

Analysing performance Observation and analysis skills have to be learned and practiced. Use the four step approach to learn how to observe and analyse. Observe and analyse a single technique, eg a cartwheel. Decide where to stand when observing to get the best view and compare it with the Perfect Model. Observe and analyse a technique in action, eg an overhead clear in badminton. The performer will have to move in response to the shuttle as it is fed but you can still keep control of the situation by telling the players when to begin. However, there will be more to look at and analyse. Observe an individual competitive performance, eg a game of tennis. You can decide where to stand to observe, but the shots you see will vary. You must concentrate on a few parts of the performance. Trying to analyse everything will be difficult and very confusing. Observe a competitive team performance, eg a netball team, playing a match. Select a few things for your focus, say team skill and tactics, and observe them carefully. Do not try to see everything.

Mark Scheme 0 Performance not worthy of credit. Component 2.2.2: Observe and analyse performance 0 Performance not worthy of credit. 1 Students may describe what they have seen but not analyse the performance. 2 Students will make a sound observation and are able to analyse simple, but not technical, aspects of techniques, movements, tactics or strategies. Where students present work in a written format it may show weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always accurately. 3 Students will make a detailed observation and analyse performance making use of a variety of recognised techniques applicable to the activity. Where students present work in a written format it will, on the whole, be grammatically sound and spelling and punctuation will be accurate. Technical language will be largely accurate. 4 Students will observe and analyse performance making use of a variety of recognised techniques. They link detailed analysis of all aspects into comprehensive feedback.

Examples of questions- Observe & Analyse Q- Watch player A and analyse what you see in relation to their passing technique. What is their strongest foot? Q- Observe participant A and analyse their straight bounce jumping technique. Q- Observe participant A and analyse their chest pass technique.

EVALUATE PERFORMANCE You will be required to evaluate what you have observed and analysed This means describing the strengths and weaknesses in a performance Be able to describe a performance against a perfect model

PLAN STRATEGIES, TACTICS & PRACTICES You will need to give feedback or advice on how to improve a performance This could include planning skills, drills, practices etc in order to improve a specific technique.

Examples of questions- Evaluating performance Q- Observe participant B - what are their strengths and weaknesses. How would you correct their weaknesses? Q- What are the progressions for the shoulder pass? Q- Observe participant B - what are their strengths and weaknesses. How would you correct their weaknesses Q- What are the progressions for teaching a front drop for the first time?

Mark Scheme Component 2.2.3: Evaluate performance 0 Performance not worthy of credit. 1 Students will identify and evaluate only the very basic strengths and areas for improvement in performance. 2 Students will evaluate performances and compare one with another, indicating strengths and areas for improvement. They will refer to the perfect model, but sometimes inaccurately. Where students present work in a written format it may show weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always accurately. 3 Students will make a good assessment of the strengths and areas for improvement in performances. They can evaluate and give a good explanation against the perfect model. Where students present work in a written format it will, on the whole, be grammatically sound and spelling and punctuation will be accurate. Technical language will be largely accurate. 4 Students will evaluate the strengths and limitations of performances accurately against the perfect model. They provide a detailed evaluation that will link all aspects of the analysis into comprehensive and detailed feedback.

Mark Scheme 0 Performance not worthy of credit. 2.2.4: Plan strategies, tactics and practices 0 Performance not worthy of credit. 1 Students will suggest simple strategies and practices to improve skills and/or performance. 2 Students will suggest simple practices to improve basic skills in order to improve performance. They can plan simple strategies and explain basic tactics. Where students present work in a written format it may show weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always accurately. 3 Students will make sound suggestions to improve skills and/or performance. They will suggest and discuss tactics to take performance to a higher level. They will have sound evidence of a structured quantitative analysis for some aspect of their physical activity. Where students present work in a written format it will, on the whole, be grammatically sound and spelling and punctuation will be accurate. Technical language will be largely accurate. 4 Students demonstrate a very good knowledge of and ideas for practices to improve performance. They plan more complex strategies and explain advanced tactics to improve performance. They have very good and clear documentation for the analysis. They will evaluate the evidence and suggest ways to improve performance on the basis of this evidence.

Role of leaders You will need to know leaders involved in your sport- Umpires, officials, coaches…. You will need to know what their role is. Explain the role of a captain - Motivate, lead by example, tactical changes on pitch Explain the role of a coach - Motivate, tactics, team selection, plan trainings, manage Explain the role of a referee - maintain a safe and fair game. Explain the role of a manager – organise matches, ensure courts are available and let players know where to meet and what time etc.

PEP You must have a PEP in order to get marks in this section. Without a PEP you will fail to get the additional 4 marks possible You will need to discuss how you used your PEP in order to improve in your chosen sport You will need to discuss Methods and Principles of training as well as goal setting, components of skill and health.

Example questions- PEP Q-What methods of training would be most beneficial to rugby? Q- Give an example of circuit training. Then state why this would be good for a netballer Q- You did a 6 week PEP program on improving your cardiovascular fitness. How would this in turn improve your ability to play football? (maintain high work rate/skill level throughout the game/more efficient)

LINK TO GATEWAY -COURSEWORK A OF P. https://www.twynhamschool.com/gateway/subjects/pe/ks4/default.aspx

GROUP/ PAIRS WORK STUDENTS TO WORK WITH A PARTNER/ GROUP BASED ON THEIR PEP SPORT READ PAGES 170-183 TOGETHER AND PRACTICE ASPECTS 1. ASK PARTNER 3 RULES QUESTIONS 2. CHOOSE A TECHNIQUE AND ASK PARTNER TO “COACH” IT 3. DISCUSS YOUR WEAKNESS AND HOW TO TRAIN TO OVERCOME THIS WEAKNESS

What you need to do…. Make sure you know what sport you will do your AOP on. You will need to know the RULES of the game, techniques for KEY SKILLS and how to improve. A good site to look at is: http://news.bbc.co.uk/sport1/hi/football/skills/5013758.stm BBC SPORT ACADEMY

Best of the best http://www.youtube.com/watch?v=vSL-gPMPVXI

Two examples of AOP for Basketball and Rugby: ANALYSIS-look at some of these performances and evaluate comment on performance-best use numbers 2 and 3 Basketball http://www.youtube.com/watch?v=rP_teS6y3e8 http://www.youtube.com/watch?v=YJ47CuHVFvA http://www.youtube.com/watch?feature=endscreen&v=aFfqUTrL0Y8&NR=1 http://www.youtube.com/watch?v=diyq4gZNRF8&feature=fvwp&NR=1 Two examples of AOP for Basketball and Rugby: http://www.youtube.com/watch?v=-DU4Kq6DEZ8 http://www.youtube.com/watch?v=YQiLEDO4Aqw

USEFUL LINKS 1. GCSE PE BITESIZE PE http://www.bbc.co.uk/schools/gcsebitesize/pe/analysis/officials/0_analysis_officials_act.shtml 2. GCSE EDEXCEL http://community.edexcel.com/pe/m/pe/5504.aspx 3. EXAMPLE: Rounders http://www.youtube.com/watch?v=sWTUNOP1eQg