Concept/sub-concept€¦ · Web viewThe attackers always had a free player to pass to. One defender went to the ball, while the other provided cover. One defender went deeper to

Concept/sub-concept 2 Mark Definition 1 Mark Definition

Rules Unwritten rules.

Rules to keep activities safe.

Help your opponent up, after a tackle.

Pass the shuttle back to your opponent, after they have won a point.

Wait until your opponent is ready, before playing.

Kick the ball out of play, when opponent is injured.

Football-you cannot tackle a player from behind.

Rugby- you cannot tackle opponents around the neck.

Hockey- you cannot swing the stick high, when an opponent is close.

Help your opponent up.

Pass the shuttle back to your opponent.

Wait until your opponent is ready.

Stop play if someone is injured.

No dirty tackles.

No dirty/high tackles.

Don’t swing the stick high.


Rules to restrict movement.

Football/offside – there must be two players between you and the goal, when the ball is passed.

Basketball – you cannot pass/dribble the ball back across the half way line,

once you have crossed it.

Badminton – you must serve underarm below net height.

Volleyball – you cannot touch the net when spiking.

Long Jump – your take off foot must not be on/over the trig/take-off board.

There must be two players between you and the goal.

You cannot re-cross the half way line.

You must serve underarm.

You cannot touch the net.

You cannot step on the board.


Rules for start/restart.

Rules with regard to playing area.

Unwritten rules to encourage sporting behaviour.

Rules for offence.

Rules for defence

Football – you must stay in your own half, until the ball has been kicked.

Sprint start – you must not start to run, until the gun sounds.

100 metre sprint – you must stay in your own lane when running/ swimming.

Football - kick the ball out of play, when an opponent is injured.

Golf – stand still/quiet, when someone is playing a shot.

Volleyball – shake hands with opponents, after the game.

Basketball – you have 24 seconds to take a shot at the basket.

Boxing – you cannot punch an opponent below the waist.

Rugby – you cannot pass the ball forwards, when attacking.

Indoor football – one player must stay in opponents half, when defending.

Badminton – you must be behind the service line, when receiving service.

Stay in your own half at centre.

You must wait for the gun.

Stay in lane.

Stop play if someone is injured.

Don’t make any noise.

Shake hands with opponents.

You have 24 seconds when you get the ball.

No low punches.

No forward passes

Player must stay in opponents half.

Stay behind service line.


Rules for scoring.

Rules to ensure smooth running of activities.

Football – the whole ball must be over the line, for a goal to be scored.

Badminton – you can only score a point, by winning a rally on your own service.

Football – substitutions can only be made, when the play has stopped/the referee gives permission.

Tennis - players are only allowed 2 minutes, to change ends between games.

The ball must be over the line.

You can only score when serving.

Substitute when play stops.

Only 2 minutes between games.


Describe a written formal rule in a chosen individual activity.

Describe what happens if this rule is broken.

Describe the action you took to avoid breaking this rule.

Describe a written formal rule in a chosen team activity.



Tennis/serving-your feet must stay behind the service line, when serving.

N/A

I made sure that I kept my feet behind the line, until after I had struck the ball.

Basketball-You are not allowed to take more than two steps, when stopping.

Opponents gain possession, with a side ball.

I did a jump/parallel stop, which stopped me overstepping.

Feet can’t cross the line.

A point is awarded to my opponent.

I kept my feet behind the line.

You can’t take more than two steps with the ball.

Opponents get the ball. Opponents get a side ball.

I only took 2 steps.


Describe a written formal rule which restricts your movement in a chosen individual activity.



Describe a written formal rule which restricts your movement in a chosen team activity.



Long jump-my foot must not go over the trig board, on take-off.

N/A

I measured my run up, to make sure that my foot landed on the board.

Basketball-I am not allowed to stay inside the key for more than 3 seconds, when we are attacking.

Opponents gain possession with a side ball.

I made cuts through the key, making sure I stepped out of it each time.

My foot must not go over the trig board.

It is a no jump.

I measured my run up.

I am only allowed 3 seconds in the key.

Opponents get the ball. Opponents get a side ball.

I made cuts through the key.


Rules and safety.

Describe a safety rule in an individual activity of your choice.

Explain how this rule kept you safe.

Name an item of safety equipment you used in an individual activity of your choice.

Explain why you used this safety equipment.

Describe a situation where equipment was used to build up your confidence when learning in a chosen individual activity.

Badminton-you cannot walk across the court, when a game is in progress.

It prevents collisions between players and non-players, causing injury.

N/A

I was not a good swimmer and they helped me stay afloat.

Trampolining-I wore a safety harness, which gave me the confidence to attempt a somersault.

You cannot walk across the court.

It prevents injury/collisions.

Swimming-arm bands

I was not a strong swimmer. They helped me float.

I wore a safety harness.


Describe a safety rule in a team activity of your choice.

Explain how this rule kept you safe.

Name an item of safety equipment you used in a team activity of your choice.

Explain why you used this safety equipment.

Describe a situation/how where equipment was used to build up your confidence when learning in a chosen team activity.

Basketball-You are not allowed to make contact with someone who has possession of the ball, when reaching for the ball.

It helps stop dangerous collisions, which may cause injury.

N/A

It reduces the chance of an opponents tackle causing a serious shin injury.

Cricket/helmet-It gave me confidence to get in-line with the ball, knowing that I would not sustain a head injury if I missed the ball/ mis-timed the shot.

You can’t make contact with opponents.

It stops players colliding. It prevents injury.

Football-shin guards.

It reduces the chance of injury.

It gave me confidence to get behind the ball.


Rules for start and re-start.

Describe a rule with regard to starting/restarting an individual activity.

Describe the action taken if you break this rule.

Describe how you changed your performance to avoid breaking this rule.

Describe a rule with regard to starting/restarting a team activity.

Describe the action taken if you break this rule.

Describe how you changed your performance to avoid breaking this rule.

Swimming/50metres front crawl-you can’t dive in, until the gun has sounded.

N/A

I delayed my dive, until I heard the gun.

Football/throw-in-Your feet must be behind the line, when you are throwing the ball in.

Opponents gain possession with a throw-in.

I made sure that I kept my feet behind the line, until I released the ball.

You must wait for the gun.

You are disqualified.

I delayed my dive.

Your feet must be behind the line.

Opponents get possession. Opponents get a throw-in.

I kept my feet behind the line.


Name a skill/technique you found difficult to learn because of a formal/written rule.

Describe how it was adapted to help you learn.

Explain how this helped you to learn.

Name a formal/written rule from an activity that was adapted to let the activity flow better.

Describe how this formal/written rule was adapted.

Describe how this helped the activity to flow better.

N/A

N/A

I could focus on other aspects of the lay-up and had less to think about.

N/A

N/A

The game did not stop as often, so that the play kept moving.

Basketball/lay-up-you cannot take more than 2 steps with the ball in your hands.

We were not penalised for travelling, when doing lay-ups.

I could focus on other aspects of the lay-up.

I had less to think about.

Football/The offside rule.

The offside rule was removed.

The game did not stop as often.

The play kept moving.


Unwritten rules

Describe an unwritten rule in an individual activity of your choice.

Explain how you showed good sporting behaviour in an individual activity of your choice.

Describe an unwritten rule in a team activity of your choice.

Explain how you showed good sporting behaviour in a team activity of your choice.

Return the shuttle to your opponent, after they have scored a point.

I returned the shuttle to my opponent, after they scored a point.

Football-kick the ball out of play to stop the game, when an opponent is injured.

I kicked the ball out of play to stop the game, when an opponent was injured.

Return the shuttle to your opponent.

I returned the shuttle to my opponent.

Stop the play, if an opponent is injured.

I stopped the play, when an opponent was injured.


Conduct and behaviour.

What is meant by good behaviour?

What is meant by bad behaviour?

Examples of good behaviour.

Examples of bad behaviour.

Good behaviour ensures the safety of yourself and others/ensures that the rules are applied, so that the activity runs smoothly.

Bad behaviour endangers yourself and others as you perform/can result in the disruption of the activity, so that it does not run smoothly.

Football - kicking the ball out of play, when a player/ opponent is injured.

Golf – standing still, when a player is taking a drive.

Tennis – deliberately hitting the ball at an opponent, during a rally.

Football - arguing with the referee, when a decision goes against you.

Behaviour that keeps you safe.

Actions that make the activity run smoothly.

Behaviour that puts you in danger.

Actions that disrupt the activity.

Stopping play if someone is injured.

Stay still during play.

Hitting the ball at an opponent.

Arguing with the referee.


Scoring

What is meant by subjective scoring?

Activities which are subjectively scored.

Describe what a judge would look for to award marks when scoring subjectively.

What is meant by objective scoring?

Activities which are objectively scored.

When marks are awarded by a judge, on what performance looks like/based on personal opinion/level of difficulty.

N/A

He would look at how well I perform my actions and how well I link them together.

When the score is measured by use of a watch/goals/ points scored/measuring tape.

N/A

When marks are awarded.

Based on what it looks like.

Ice skating/dancing. Synchronized swimming. Dance gymnastics. BMX biking. Skateboarding. Freestyle skiing. Ski-jumping. Diving.

Quality of movements. Difficulty of movements. Flow of movements.

When a score is measured.

Football. Volleyball. Basketball. 100 metre sprint. Shot putt. High jump


How winner is decided after draw.

Football – we played 15 minutes each way extra time and then went to penalties.

American football – we went into overtime, with the first team to score winning.

Badminton – we played on, until one player went 2 points ahead.

High jump – we counted back to our previous heights and the athlete with the fewest failures wins.

We took penalties.

We played extra time.

We went into overtime.

We kept playing on until someone won.

We did count-back.

Concept/sub-concept 2 Mark Definition 1 Mark DefinitionScoring

Choose an individual activity an explain how it is scored.

Describe how the winner is decided in this individual activity.

Explain what happens if there is a draw to decide the winner.

Choose a team activity an explain how it is scored.

Describe how the winner is decided in this team activity.

Explain what happens if there is a draw to decide the winner.

Badminton-a point is awarded when you win a rally on your service/first player to score 15 points wins.

N/A

At 14 points each, first player to get two points ahead wins.

Football-a goal is awarded, when the whole ball crosses the goal line, within the goals.

The team that has scored the most goals at the end of 90 minutes, wins.

Two periods of fifteen minutes of extra time, then if it’s still a draw, penalty kicks.

Five penalties are taken by each team and if it is still a draw, sudden death penalties.

Win a rally to score a point.

First player to score 15 points wins.

First to get 2 points ahead wins.

A goal is scored, when the ball goes into the goals.

The team that scores the most goals wins.

We played extra time.

We took penalty kicks.


Different ways of adapting activities.

Examples of adaptation.

Equipment.

Team size.

Playing area.

Rule change.

N/A

Changed from a full sized racquet, to a shorter racquet.

Changed from a full height net, to a lower net.

Changed from a fast shuttle, to a slow shuttle.

Changed to a full size ball, to a smaller ball.

Changed from 11v11 to 5v5.

Changed from full pitch/court, to half pitch/court.

Volleyball-we can catch the ball, in the volley position.

Change pitch/court layout.

Change team size.

Change equipment.

Change pitch/court size.

Change scoring system.

Change playing time

Shorter racquet handle.

Slower shuttles.

Smaller/bigger ball.

Bigger goals/lower net.

Changed to 5v5

Played half pitch/court.

We can catch the ball.


Adaptation by adding conditions to activities.

Choose an individual activity and describe a condition added by your teacher to help you learn.

Explain why this condition helped you learn.

Choose a team activity and describe a condition added by your teacher to help you learn.

Explain why this condition helped you learn.

Badminton-You can only score a point, if you win a rally with a smash.

It encouraged me to keep trying smashes, even though I was not good at them.

Basketball-you cannot take the ball off an opponent, when he is holding it in his hands.

When I got the ball I was under less pressure and had more space/time, to pick a pass/shot.

You can only score with smashes.

It made me do smashes.

You cannot take the ball off an opponent.

I was under less pressure. I had more space when on the

ball.


Choose a team activity and describe how you adapted the team size.

Explain how adapting the team size helped you learn.

Choose an individual activity and describe how you adapted the rules.

Explain how adapting the rules helped you learn.

Choose a team activity and describe how you adapted the rules.

Explain how adapting the rules helped you learn.

Football-We changed from 11v11 to 7v7.

When I got the ball, I had more space/time/less pressure put on me and I could perform skills more easily.

Badminton-we were allowed to throw the shuttle up and serve over-arm when serving, instead of serving underarm.

I found it easier to hit the shuttle over the net, to start a rally.

Hockey/short corner-opponents cannot move, until the ball has been stopped.

I had more time/less pressure, to control the ball successfully.

We changed to 7v7.

When I got the ball, I had more space/time/less pressure put on me.

It was easier to perform skills.

We could serve over-arm.

It was easier to start a rally. I could hit the shuttle over the

net.

Opponents must delay their movement.

I was able to control the ball.


Choose an individual activity and describe a situation where you had a problem performing a skill.

Describe how you adapted the equipment.

Explain how adapting the equipment helped you learn.

Choose a team activity and describe a situation where you had a problem performing a skill.

Choose a team activity and describe how you adapted the equipment.


Badminton- I was missing the shuttle, when I tried to smash it.

I used a shorter racquet, instead of a full size one.

I was able to smash the shuttle hard/downwards /over the net.

Hockey/I did not have enough time to move into position, to stop the ball at a short corner push out.

Basketball-I changed from a full size ball, to a smaller ball.

I could shoot the ball higher/from further away, to score into the basket.

I couldn’t smash the shuttle.

I used a shorter racquet.

I could hit/smash the shuttle.

At a short corner.

I changed to a smaller ball.

I could reach the basket.


Choose an individual activity and describe how you adapted the equipment.

Explain how adapting equipment helped you learn.

Choose a team activity and describe how you adapted the equipment.


Badminton-I changed from a full size racquet, to a shorter racquet.

I found it easier to control, so my shots were more accurate.

The racquet head was nearer my hand, so I had more control.

Volleyball-we changed from a match volleyball, to a soft touch volleyball.

The ball did not sting when we used a dig, so we were less frightened to play it/more confident.

I used a shorter racquet.

It was easier to control.

My shots were more accurate.

We used a soft touch volleyball.

We were less frightened to dig it.


Choose an individual activity and describe how you adapted the duration.

Explain how adapting the duration helped you perform.

Choose a team activity and describe how you adapted the duration.

Explain how adapting the duration helped you perform.

Choose an individual activity and describe how you adapted the scoring system.

Explain how adapting the scoring system helped you learn.

Choose a team activity and describe how you adapted the scoring system.

Explain how adapting the scoring system helped you learn.

Tennis-we played the best of 3 sets, instead of 5

I could play at a higher intensity, because I was playing for a shorter period of time.

Football-We reduced the length of the game from 90minutes, to 80 minutes.

We could keep up with play for the entire game/ without tiring.

Badminton-whichever player won the rally, scored a point.

It was easier for us to under stand, to keep an accurate score.

Basketball-We scored one point, if we hit the rim of the basket.

It encouraged us to shoot more often, so that our shooting skills improved.

We played best of 3 sets.

I could play at a higher intensity.

We reduced the time to 80 minutes.

We lasted for the whole game.

A point was scored every rally.

It was easier to understand. It was easier to keep the score.

We scored if we hit the rim.

It encouraged us to shoot more often.


Choose an individual activity and describe how you adapted the layout/playing area.

Explain how adapting the layout/playing area helped you learn.

Choose a team activity and describe how you adapted the layout/playing area.

Explain how adapting the layout/playing area helped you learn

Badminton-I changed from full court singles, to half court singles.

I found it less tiring, so that I could concentrate on the skills more.

I could get to the shuttle earlier, giving me more time for the shots.

I had more time to plan my next shot.

Football-we changed from a full size pitch, to playing on half pitch across the way.

There were more players in a smaller area, so that I learned to cope better under pressure.

I changed to half court singles.

I found it less tiring. I could get to the shuttle

earlier. I had more time to think.

We changed to a half pitch game.

I could learn to cope with pressure.


Benefits of small-sided games.

To practice in a game situation, but be able to control aspects of the game.

More touches of the ball, helps me develop skill.

More opportunity to play different positions.

More chance for all players, to stay involved.

Increases the number of times a skill is performed, in a game situation.

Teacher can identify problems more easily.

Fewer options, so decision making skills can be improved.

Fewer people to pass to, so you have less to think about.

Improves problem solving skills in the game.

Less opponents, means fewer options.

You can focus on one part of your play, in a game situation.

More chance to practice skills, at game speed.

More touches of the ball.

Can learn to make the right decisions.

Can play in different positions.

More involved.

More chance to perform skill.

Problems easily identified.

Fewer options/decisions.

Less to think about.

Improves problem solving.

Fewer opponents.

Improve problem solving skills.

Improve decision making skills.


Benefits of practising with more attackers than defenders.

To develop confidence, due to less pressure/high success rate.

Range of options, develops decision making skills.

It can provide motivation, if there is a high success rate.

Extra attacker, means it is easier to practice our attacking skills.

It makes defence work harder, to develop fitness/learn to cope with pressure.

It makes practice easier/more successful.

You get more time/space.

It may help out attacking/defending teamwork.

Gives you a range of options when practising.

Easier to score.

Helps develop teamwork.

I can learn to cope with pressure.

It could make me fitter.


Choose a team activity where you practised using small sided games.

Describe how you practised using small sided games.

Explain why you would choose to practice using small sided games.

Describe the improvement to your performance of the skill/technique after practice.

Football-we played 5 V 5 on a half pitch.

I was under less pressure when I got the ball and had more time to perform skills well.

I got more touches of the ball and more chance to practice the skills.

I did not have to run about as much, so I did not tire so easily.

I had fewer opponents to worry about, so it was easier to make decisions.

I have fewer options, so that decision making is easier.

My skill level stayed higher, under pressure.

My decision making in the full game/under pressure improved.

We played 5 V 5.

I was under less pressure. I got more touches of the ball. I had fewer decisions to make. I had more time. I did not have to run about as

much. I did not tire quickly. There were fewer opponents.

My skill level improved. I could handle pressure

better. I could make better/quicker

decisions.


From a team activity of your choice describe a practice where you used more attackers than defenders.

Describe a problem experienced by the defenders because there were more attackers.

Describe how the defenders overcame this problem.

Explain the benefits to the attackers of having an extra player.

Basketball-three attackers running a fast break drill, against two defenders.

They couldn’t cover all their players and cut out passes.

The attackers always had a free player to pass to.

One defender went to the ball, while the other provided cover.

One defender went deeper to cover the basket.

The attackers always had a free player to pass to/in space, and it was easier to score.

3 V 2 fast break.

They could not stop the attackers from passing.

The attackers always had a free player.

They defended in depth.

One defender went deeper.

They used a zone.

They always had a free player.

It was easier to score.

Concept/sub-concept 2 Mark Definition 1 Mark DefinitionRoles and responsibilities

Attacking responsibilities Create space, for other team mates to attack/ draw defenders out of position.

Delay attack and wait for support/use the support.

To create space to shoot/score/for my team mates.

To attack quickly, before defence can organise.

To use my skill/ strengths, to beat the defenders/to score/gain an advantage.

To get in behind my opponents defence.

To get away from my marker, to receive the ball.

To keep possession of the ball, until support arrives.

To get into space.

To draw defenders out.

To hold up the play/ball.

To shoot/score goals/win points.

To attack quickly.

To win the ball.


Defensive responsibilities To defend the goals/net

against the attackers. To tackle the attackers

and win the ball. Deny my opponent the

opportunity to get the ball. To block/deny shooting

opportunities from opponents.

To link with other players, to move from defence to attack.

To delay an attack, to allow my team mates to get back.

To provide depth in defence, behind my team mates.

To delay an opponents’ progress, until team mates can help.

To hold my position on the court.

To play/pass the ball out of defence to a team mate.

To stay with opponents as they move into space.

To stay with my opponent, when opposition have the ball.

To close down opponents quickly, to pressure them/to win the ball/block the shot.

To stay closer to the goal/net than my opponent.

To defend the goals/net.

To block shots.

To win the ball.

To delay the attack.

To pass the ball out of defence.

To stay with opponents.

To mark opponents closely.

To clear the ball out of defence.

To close down opponents.

Concept/sub-concept€¦ · Web viewThe attackers always had a free player to pass to. One defender went to the ball, while the other provided cover. One defender went deeper to

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