ACTIVITIES CREATIVITY

BEING CREATIVE In most activities you require creativity in order to devise solutions to different problems. There are many ways to be creative. For example, RA footballer completing a Cruyff turn RA round off, back flip within a gymnastics sequence RFake and drive in basketball In most activities you require creativity in order to devise solutions to different problems. There are many ways to be creative. For example, RA footballer completing a Cruyff turn RA round off, back flip within a gymnastics sequence RFake and drive in basketball

BEING CREATIVE Creativity can be used in most of the activities in your standard grade course. For example, in gymnastics if you are asked to create a short floor sequence, you need to be creative to ensure your sequence has flair, fluency, effective use of space and variety (simple and complex skills). Creativity can be used in most of the activities in your standard grade course. For example, in gymnastics if you are asked to create a short floor sequence, you need to be creative to ensure your sequence has flair, fluency, effective use of space and variety (simple and complex skills).

BEING CREATIVE In hockey you require creativity in order to devise a short corner sequence. How are you going to use deception to throw the defense off the ball? In this case you have to make use of space and timing. Players will work together using a using a variety of passes to create space for their shot on target. They require creativity to devise an effective sequence that has a high chance of success.

BEING CREATIVE All movements can be analysed in terms of weight, time, flow or space. Some examples are given below. WEIGHTTIMEFLOWSPACE SoftFastSmoothHigh StrongHeldJerky Sideways LightQuickFluentLow FirmSlowStoppingWide Delicate Continuous Narrow

BEING CREATIVE In some activities such as dance, being creative plays an important part in expressing ideas and emotions. There can often be a stimulus found in creative activities. For example; RMusic is one stimulus found in creative dance. RA painting RA word RA sound RA poem RA story RAn emotion In some activities such as dance, being creative plays an important part in expressing ideas and emotions. There can often be a stimulus found in creative activities. For example; RMusic is one stimulus found in creative dance. RA painting RA word RA sound RA poem RA story RAn emotion

TASK 1 Describe how you have been creative in an activity that is scored subjectively. TASK 2 Describe how you have been creative in an activity that is scored objectively. TASK 2 Describe how you have been creative in an activity that is scored objectively.

TACTICS Players are often creative by devising tactics in order to beat their opponents. For example making use of disguise in badminton or dummies in football or rugby Players are often creative by devising tactics in order to beat their opponents. For example making use of disguise in badminton or dummies in football or rugby

TACTICS TACTIC – A plan/discussion used to decide the way a game is to be played. Movements used to achieve an aim or task STRATEGY – Making a plan beforehand – large scale – a method of play involving the movement or positioning of players A TACTIC is a specific way of carrying out a particular STRATEGY that you are using TACTIC – A plan/discussion used to decide the way a game is to be played. Movements used to achieve an aim or task STRATEGY – Making a plan beforehand – large scale – a method of play involving the movement or positioning of players A TACTIC is a specific way of carrying out a particular STRATEGY that you are using

DECIDING TACTICS Tactics are decided on your team’s strengths and attempt to exploit your opponent’s weaknesses. Tactics can be adapted within a strategy when necessary and will often depend on the time left in the game or the score within the game. For example a football team will defend more if they are winning 3-0 rather than attacking. Tactics are decided on your team’s strengths and attempt to exploit your opponent’s weaknesses. Tactics can be adapted within a strategy when necessary and will often depend on the time left in the game or the score within the game. For example a football team will defend more if they are winning 3-0 rather than attacking.

TACTICS For example: In basketball you may decide to play zone defence because the opposition have inaccurate 3 point shots. By playing zone defence you are forcing them to shoot from outside the key. In softball/baseball you would put your team’s best catchers at the bases to ensure the ball would always be caught at crucial moments of the game. In cycling an opponent may tuck in behind the leader in order to reduce the wind resistance acting upon him (slip-streaming). This would mean he would need to apply such physical effort and therefore be less tired. For example: In basketball you may decide to play zone defence because the opposition have inaccurate 3 point shots. By playing zone defence you are forcing them to shoot from outside the key. In softball/baseball you would put your team’s best catchers at the bases to ensure the ball would always be caught at crucial moments of the game. In cycling an opponent may tuck in behind the leader in order to reduce the wind resistance acting upon him (slip-streaming). This would mean he would need to apply such physical effort and therefore be less tired.

TASK 3 Describe a tactic you have chosen in a team game in order to exploit your opponents weaknesses in order to increase you chances of winning? TASK 4 Describe a tactic you have chosen in an individual activity that uses your own strengths to increase your chances of winning? TASK 4 Describe a tactic you have chosen in an individual activity that uses your own strengths to increase your chances of winning?