PE SG Revision KU Notes

DRAFT
STANDARD GRADE
PHYSICAL EDUCATION
KNOWLEDGE AND UNDERSTANDING
REVISION NOTES
STANDARD GRADE PHYSICAL EDUCATION
KNOWLEDGE AND UNDERSTANDING COURSE STRUCTURE
SECTION 1 – ACTIVITIES
AREA – A - Nature and Purpose
Concepts
Nature and Purpose

Creativity
Principles of play
Tactics
AREA – B - Official/Formal and Unwritten Rules
Concepts
Rules
Conduct and Behaviour
Scoring
Adaptation
Small Sided Games
AREA – C - Roles and Functions
Concepts
Roles and Responsibilities

Personal Qualities
Physical Qualities
SECTION 1 – ACTIVITIES
AREA - A – NATURE AND PURPOSE
The different nature of Activities
• Different activities can suit different people in relation to age, gender, level of
fitness and physical qualities.
• Participating in activities can have different social and physical benefits.
• Activities can be; team or individual, competitive or non-competitive, directly
or indirectly competitive, subjective or objective, indoor or outdoor, time
limited or have no time limit.
• Different activities require performers to run, jump, kick, throw, strike objects,
rotate or stretch.
Examples of activities
Activity People suited Social or Type of activity Action used

to Physical
benefits
Bowls Older /all Leisure, Can be individual or team/ Throw
(team or directly competitive/indoor
individual) or outdoor/objectively scored
no time limit
American Male/Young Competition Team/outdoor/directly Jump/kick
Football /Fit competitive/objectively /throw/stretch
(team) Fast/Strong scored/time limited
Netball Female/fit/fast Competition / Team/indoor/directly Jump/throw/
(team) fitness/ competitive/objectively stretch
scored/time limited
Jogging All Fitness/ Individual/non-competitive/ Run
(Individual) relaxation outdoor/not scored/no time
limit
Golf All Fitness/ Individual or team/directly Strike a ball
(team or relaxation competitive or non-
individual) competitive/outdoor/
objectively scored/no time
limit
Athletics Young/fit/tall Competition/ Individual/indoor or Run/jump
High jump fitness/ outdoor/indirectly /stretch
(Individual) competitive/objectively
scored/no time limit
Dancing All Leisure/fitness Individual/indoor/indirectly Run, jump,
(individual) competitive or non- kick, rotate,
competitive/subjectively stretch
scored/no time limit
CREATIVITY
What is meant by creativity
Creativity is the ability to create a movement or react to a situation in a unique,

unusual or unexpected way.
Use of Space, Weight, Flow and Time in team and individual activities
• In aesthetic activities such as dance, ice skating and gymnastics marks are
awarded to your performance based on its level of difficulty and your use of
space, weight, flow and time to be creative.
• In team activities such as basketball, football and hockey, by quickly transferring your
weight you can create time and space in which to perform skills smoothly (flow).
Examples of Creativity in performance using Space, Flow, Time, and Space
Activity Skill or situation What you did to be Effect of creativity on

creative performance
Gymnastics Performing a I linked a number of skills My performance was
(individual) gymnastics together in an unusual different and unusual and
sequence way so that it flowed and had rhythm and flow and I
I did not stop during my was awarded high marks
sequence
Basketball Jump shot fake I faked a jump shot and I created the time and
(team) when the defender jumped space to dribble around him
up to block, I transferred and I could flow smoothly
my weight quickly down into a lay-up and score a
and dribbled around him basket
to score with a lay-up
Badminton Pretend to play I disguised my shot so My opponent started to
(individual) an overhead that my opponent thought move to the back of their
clear but play a I was going to play an court and then could not
drop shot instead overhead clear but slowed reach the shuttle which
down my weight transfer landed in the space I had
and the speed of the created in the front of the
racket head to play a drop court and I won the point
shot
Football Faking when I pretended move to my My opponent moved to
(team) dribbling left but quickly their right and I created
transferred my weight to space and time to move
go to the right to dribble around him/her to cross the
past the defender ball
Examples of how you stopped Opponents Creating and Using Space
Activity Skill or situation Actions of your opponent How you stopped your
opponent
Basketball Attempted jump My opponent faked a I put my hands up to block
(team) shot fake by jump shot and quickly the ball but did not jump
opponent brought the ball down to up, so that I could react
try and dribble into the quickly to transfer my
space he/she had created weight down to stop
to score a basket him/her from having time
to move into the space
Badminton Attempted drop My opponent faked to I anticipated the fake and
(individual) shot fake by perform an overhead did not move to the back of
opponent clear but transferred their my court so that I could
weight more slowly to move quickly to the shot
slow down the racket played to the front of my
head to perform a drop court to have time to play
shot into the space they an attacking shot
had created at the front of
my court
PRINCIPLES OF PLAY
What is meant by width in attack
Spreading your attacking players across the width of the pitch/court, to spread out the
defenders to create space.
What is meant by depth in attack
Positioning players behind your first line of attack, to play the ball back to, if no
forward movement is possible, to create a scoring opportunity or to provide cover.
What is meant by delay in defence
Slowing down your opponents’ attack, by backing off your opponent, or by holding
your positioning in front of them.
What is meant by depth in defence
Having a defender behind the defender who moves to oppose the attacker with the
ball, in case he/she is beaten.
What is meant by width in defence
Spreading your defenders across the width of the pitch/court to effectively cover all
areas of the pitch/court when your opponents have possession.
Application of Principles and Effect on Performance
Activity Principle of Play How Principle is Effect on Performance

Applied
Football Width in attack We played with two Our opponents
wingers, one playing defenders had to move
wide on each wing and out wide to cover our
a centre forward in the wingers which made
middle space in the middle for
our centre forward to
move into, to run onto
passes played through
the middle
Badminton Depth in attack When one player Even if our opponents
doubles attacks or plays a shot can return the shuttle,
in the front court the one player is ready to
other player moves attack the shuttle again,
behind him/her into the to keep our opponents
backcourt to cover for under pressure
the return shot
Hockey Delay in defence As the attacker dribbled I was able to slow down
the ball at me, I moved my opponents dribble so
back to keep a metre that he/she could not get
between us and angled past me, which gave my
him/her onto their team mates time to
weaker side organize our defence
behind me.
Basketball Depth in defence We played a 2-1-2 zone Even if the player in
defence and always had possession managed to
a defender behind the get past the first
defender marking the defender he/she would
attacker in with the ball immediately be
pressured by the second
defender behind and be
unable to shoot
Football Width in defence We played with four Our opponents could
defenders spread across not get passed our full
the pitch when our backs to get behind us
opponents had and they had to play
possession of the ball high crosses into the
box which our tall
centre half won easily
Tactics adopted to overcome these principles of play
Activity Principle of Actions of our Tactic used to Effect on

play opponents overcome performance
Basketball Width in attack Our opponents We changed our We could put
played a player defence to man- immediate pressure
wide in each to-man so that on the receiver which
corner when each player was stopped our
attacking against always covered opponents from
our 2-1-2 zone so scoring unopposed
that they could get from long range
unopposed shots
scoring many
baskets
Football Depth in attack Our opponents Our midfield Their midfield players
wingers were players had to could no longer get shots
getting the ball to track the runs of at goal from cut backs
the bye-line and their opponents, without being
cutting it back for so that they could immediately tackled
midfield players to immediately which reduced the
run on to get a shot tackle them if the number of shots they
at goal/score ball was cut back got at goal
to them
Hockey Delay in My opponent was I played a We could quickly get
defence slowing me down one-two pass the ball behind the
and forcing me out with a team mate defender to get a shot
wide when I tried and ran past my at goal
to dribble past him opponent to
receive the return
pass
Basketball Depth in Our opponents We positioned They were able to get
defence played a 2-1-2 our best shooters unopposed shots at
zone defence so wide in each the basket scoring
they always had corner when many points
depth behind the attacking and
ball passed the ball to
them
Football Width in Our opponents We played the Our centre forward
defence played in a 3-5-2 ball low through was able to run into
formation with the gaps in their space away from the
three players defence for our defenders on to the
spread across the fast centre passes to get shots at
back forward to move goal/score
on to
TACTICS
Definition of a Tactic
A Tactic is a plan that is made before you start playing in a game which considers your own or
your opponents’ strengths and weaknesses.
Tactics can be devised in relation to your/your teams’ physical qualities or your opponents.
Tactics devised which consider Physical Qualities
Activity Physical Role or Tactic Effect on performance

Quality Position
Basketball Tall Centre High pass played into the The centre won the
centre close to the basket ball in the air and scored a
basket
Badminton Slow Opponent Play the shuttle to the front Because my opponent is slow
of my opponents court and they fail to get back to play
then play the next shot to the the second shot and I win the
back of his/her court point
Tennis Powerful N/A Whenever the ball is They were unable to return
played up by my opponent I the ball and I won the
hit powerful smashes points
back at them
Football Fast Winger Pass played into space on the The winger was faster than
wing behind the defender the defender and got to the
ball first to cross the ball into
the box
Tactics can be changed during games for a number of reasons;
• Your tactics are not working .

• Your opponents are not performing the way you expected them to.
• Your opponents change their tactics.
• You are losing near the end of the game and need to score.
• You are winning near the end of the game and want to hold on to your lead.
• You have had a man sent off.
• You have a man injured.
• Your tactics were not working due to the conditions.
Tactics which are changed during games
Activity Strength Starting Reason Reason Change to Effect on

Weakness Tactic Tactic Tactic Tactic performance
Phys. Qu. chosen failed/action
Situation taken by
opponents
Badminton Opponent Play To force My shots I played the My opponent now
is slow in shuttle a weak were falling shuttle to played the shuttle
getting to high to return short in the the front of up and I could
the rear of rear of from mid-court my smash it to win a
the court opponents opponent and my opponents point
court which opponent court
can be could smash
attacked them
Football Tall centre High So that Opposing Play the ball Because our centre
forward passes tall centre half low into forward is faster
played player beating space for than the opposition
into the can win centre the centre centre half he/she
box the ball forward in forward to got to the ball first
in the air the air run on to to score a goal
and
score a
goal
Basketball Losing 2-1-2 N/A N/A Change to We put our
game/time Zone full court opponents under
running defence man-to-man more pressure so
out press that they made
errors and we were
able to regain
possession and
score baskets to win
the game
Football Losing 4-4-2 N/A N/A Take off a We put more
game/time defender pressure on our
running and put on opponents defence
out another and we scored a
attacker goal to equalise
and play 3-
4-3
Activity Strength Starting Reason Reason Change to Effect on
Weakness Tactic Tactic Tactic Tactic performance
Phys. Qu. chosen failed/action
Situation taken by
opponents
Badminton Serving High To force My opponent Short serve Because my
serve to opponent was to front of opponent was
rear of to the anticipating court expecting a high
court back of the long serve they were too
the court serve and far back in the court
was setting so that I played a
up to receive short serve to the
it further front of the court
back in their and they could not
court reach it and I won
the point
Basketball Opponents 2-1-2 To limit “star” outside Change to a One player can
bring on zone inside shooter can box and one cover “star” shooter
“star” defence shooting receive defence man-to-man so that
outside passes and he/she is under
shooter shoot under pressure when
no pressure receiving passes or
scoring shooting so that
consistently they do not score
consistently
Team Activity – Football
Physical Quality – Tall
Role/Position – Centre forward
Tactic – High cross into goal area
Reason for choosing tactic
Centre forward can jump high to win the ball in the air.
Effect on performance
Because he can win the ball in the air, he can get a header at goal and score.
Reason for changing tactic
The opposition centre half is jumping higher than our centre forward winning the ball in the air.
Change made to tactics
The ball was played into space for the centre forward to run on to.
Effect of changing tactic
The centre forward was quicker than the opposing centre half and he/she got to the ball first to get
a shot at goal and score.
Individual Activity – Badminton
Physical Quality – Powerful
Tactic – Powerfully smash the shuttle downwards every time my opponent makes a weak return.
Reason for choosing tactic
My smash was very powerful and my opponent was not good at returning smashes.
My opponent was unable to return the shuttle and I won the points.
Reason for changing tactic
My opponent was easily returning smashes hit to his/her forehand side.
Change made to tactics
I hit all of my smashes to his/her backhand side.
Effect of changing tactic
My opponent could only make weak returns to smashes played to his/her backhand side and I
could attack them winning many points.
Offensive tactics
Team Activity – Basketball
Offensive tactic – Fast Break
Description of tactic
Whenever we gain possession of the ball, we try to pass/dribble the ball up the court as quickly as
possible before our opponents can organize their defence.
Reason for selecting this offensive tactic
So that we can get the ball down the court quickly and score unopposed lay-ups.
Skills that are essential for effective fast break
Rebounding – To win the ball to start the fast break.
Passing - To pass the ball quickly up the court before our opponents can organise their defence.
Shooting – To score at the end of the fast break.
Importance of communication to Fast Break
We can call out “ball” when we win the rebound so that our players know that the break is on and
they can run immediately up the court.
How using Fast Break creates space
Because we can react quickly to when the break is on we can get into space behind our opponents to
receive the ball and shoot unopposed.
Offensive tactic – Attack all short returns made by opponent and smash the shuttle
Whenever my opponent plays a weak return I move forward to attack the shuttle
smashing it hard downwards
Reason for selecting this offensive tactic
My opponent was unable to return the shuttle and I won the points.
Skills that are essential for effective Smash
Footwork – Efficient footwork is essential for me to move into position to hit the smash
Smash – To hit the shuttle downwards hard and fast.
Defensive tactics
Defensive tactic – 2-1-2 zone defence
We move as a unit covering our own area rather than an individual player and we shift around the
key under the basket in relation to the ball.
Reason for selecting this defensive tactic
So that we can stop our opponents getting inside the key and limit the number of lay-ups they can
do.
Skills that are essential for effective 2-1-2 zone defence
Rebounding – To win the ball to after a shot
Footwork – to shift quickly and effectively in relation to the ball.
Importance of communication to 2-1-2 zone
By constantly communicating we can tell each other when a player is cutting through our area so that
we can cover them to stop them receiving a pass/shooting.
How 2-1-2 denies opponents space

Because we are working as a tight unit in the key under the basket our opponents cannot get any
space inside the key to receive passes or shoot.
Defensive tactic – Whenever I am under pressure I play an overhead clear high
When I am under pressure I hit the shuttle high and long to drop down between the tramlines at the
back of my opponents’ court.
Reason for selecting this defensive tactic
So that I can get time to return to the ready position to prepare for my opponents next shot.
Skills that are essential for effective overhead clear
Footwork – to shift quickly and effectively to get into a well balance preparation position to play the
clear.
Overhead clear – to hit the shuttle powerfully so that it goes high and long to drop down at the rear
of my opponents’ court.
RULES
Rules can be official/written or unofficial/unwritten.
Official/written rules are listed in the official rule book of an activity.
Examples of official/written rules
Activity – Football
Written/official rule – Offside rule
Description of rule
Their must be two players between the receiver and the goal when the pass is made.
Activity - Basketball
Written/official rule – 3 second rule
Description of rule
Attacking players are only allowed in the opposing teams’ zone for 3 seconds when their team has
possession of the ball.
Unofficial/unwritten rules are not written anywhere but are commonly applied and are examples of
good sporting behaviour.
Examples of unofficial/unwritten rules
Unwritten/unofficial rule – Kick the ball out of play if a player is injured.
Reason for rule – So that the injured player can receive medical attention.
Individual Activity – Golf
Unwritten/unofficial rule – Stand still and keep quiet when players are playing.
Reason for rule – So that you do not distract the players making them miss-hit their shot.
Rules can ensure safety; restrict movement; restrict actions; lead to the development of tactics
or skills and restrict layout and location.
Situation or Activity Rule Reason/Action taken to Action taken if rule
category avoid breaking rule is broken
Ensure Football Must wear To protect legs from injury Player removed
safety shin-guards during tackles from pitch until
shin- guards are
put on
Restrict Basketball Attacking team not Attacking players must Side ball awarded to
movement allowed in keep moving through/in defending team
(team) opposition key for and out of the key
more than 3 seconds
when in possession
Restrict Tennis When serving your You could gain an Footfault called – loss
Movement feet must be behind unfair advantage if you of point or second
(individual) the service line are too close to the net service
so you must keep your
feet behind the line until
you have served
Restrict Hockey When swinging the You could hit someone Free hit to defending
actions stick to hit the ball near you and injure team
(team) near other players them so you must keep
it must be kept below the stick below shoulder
shoulder height height when hitting
Restrict Badminton You must not hit the You may hit your Point or service
actions shuttle until it crosses opponent with the racket awarded to your
(individual) the net injuring them so you opponent
must make sure your
racket does not cross the
net when you hit a shot
near the net
Tactical Soccer Offside rule Defensive team moves Free kick awarded to
development out to catch attacking defending team
team offside so you must
learn to time your run to
be onside when the pass
is played
Skill Basketball 3 points scored for Players learn to shoot 3 points awarded for
development shot scored outside jump shots from outside basket instead of 2
3 point line the 3 point line
Layout 100 metre Runner must stay in Runner leaving his/her Runner disqualified
required by Hurdles lane lane may impede/put off
rules other runners
Location Rugby Rugby must be Playing on other surfaces N/A
required by played on a grass may cause injury
rule pitch
Rules can ensure the smooth running of activities
Rule to ensure smooth running – Substitutions can only be made when the referee has given
permission
and the play has stopped.
Reason activity runs smoothly – Play is not disrupted by the substitutions and teams can reorganize
as a
result of the substitution before play resumes.
Individual Activity – Tennis
Rule to ensure smooth running – Players are only allowed a 2 minutes break when changing ends.
Reason activity runs smoothly – So that the game is not interrupted for too long causing the players
to
cool down which may result in injury.
Safety Rules can limit your actions and ensure the safety of yourself and others.
Activity Safety rule How actions are limited How safety is ensured
Hockey Stick must be kept below I must ensure that I keep I will not hit anybody with the
head height if you are the stick below shoulder stick injuring them
swinging it near anyone height when hitting close
to anybody
Badminton You must not walk You must stay off the You will not collide with a
across the court when court when not playing player causing injury to them
someone is playing or yourself
Rugby Teams must not come You must stay upright You will not injure any players in
together in the scrum ready to engage the scrum your own team or the opposition
until the referee has and not go down and
given permission forward until your
opponents are ready
Tennis You must not hit the ball I must ensure that if hitting I will not hit my opponent with
when it is on the other the ball when close to the the racket, injuring them
side of the net net my racket does not
cross over the net
Safety rules with regard to wearing equipment can ensure safety
Activity Piece of equipment How safety is ensured

Football Shin guards When tackling you will not get an injury to
your leg
American Helmet When being tackled you will not get an injury
Football to your head
Cricket Gloves The batsman must wear gloves so that his
hands do not get struck by the ball when it is
bowled at him
Indoor Ball The ball must not be lifted off the ground as it
Hockey may hit a player causing injury
Boxing Mouth guard Boxers must wear a mouth guard so that they
are not injured when punched
All activities have rules with regard to start/restart; offence/defence; playing area and scoring.
Activity Category Rule Action taken as a result of Change made to

of rule rule or if rule is broken performance to avoid
breaking rule
Football Start/restart Players must be in Kick is retaken Make sure you stay in
(team) their own half own half until the ball is
when the kick off kicked
is taken
Badminton Start/restart Players feet must be Service awarded to your Keep both feet inside the
(individual) inside the service opponent service box when serving
box when serving
Basketball Offence You have 24 seconds Possession/side ball given Take a shot at the basket
(team) to take a shot at the to opponents within 24 seconds
basket
Boxing Offence You must not strike Disqualification Ensure that you only
(individual) your opponent below punch above the waist
the waist
Indoor Defence One player must stay Penalty awarded to your Make sure one player
Football in the opponents half opponents always stays in the
(team) when you are opponents half
defending
Badminton Defence When defending Point awarded to the Make sure that your feet
against the service server are in the service box
you must not go when receiving service
beyond the service
line to be nearer the
net
Activity Category Rule Action taken as a result of Change made to
of rule rule or if rule is broken performance to avoid
breaking rule
Football Playing area Pitch must not be Match abandoned N/A
(team) waterlogged and the
ball must be able to
roll
Badminton Playing area There must be no Moisture is wiped up/floor N/A
(individual) water/sweat on the dried
court
Football Scoring The whole ball must No goal awarded/play N/A
(team) be over the line for a continues
goal to be scored
Table tennis Scoring You must win the Game continues until one N/A
(individual) game by two clear player is two points ahead
points
Rules can be adapted as you learn or participate
Activity Rule How rule is adapted Why rule is adapted Effect on performance
of rule adaptation
Volleyball You must not Allow players to So that you can Because you are under
(team) catch the ball catch the ball in the learn the volley less pressure and can
when playing a volley position position and it gives more easily pass the ball
volley you more time high to a team mate
to make a pass
Basketball Opponents can Players are not To give you more You are under less
(team) take the ball out allowed to take the time on the ball with pressure when on the
of your hands ball out of your less pressure ball and it is easier to
during play hands during play pass the ball to your
team mates
Badminton You must serve You can throw the Because you could It allowed us to get the
(individual) from below the shuttle up and hit it not serve underhand game started and play a
height of the net over the net rally
Tennis The ball can only You can let the ball You are finding it You have more time to
(individual) bounce once in bounce twice before too difficult to get to thegetball
into position to
your court before hitting the ball return it after one return the ball and can
you hit it bounce play it accurately over
the net
CONDUCT AND BEHAVIOUR
Good behaviour ensures the safety of yourself and others and that the rules are applied so that the
activity runs smoothly.
Bad behaviour endangers yourself and others and can result in disruption to the activity so that it
does not run smoothly.
Examples of good behaviour

Activity Example of good behaviour Positive effect of good behaviour on smooth
running of the activity
Football Kick the ball out of play if a player is Players can receive immediate medical
(team) injured attention
Golf Stand still when a player is playing a Player is not distracted when playing a
(individual) drive drive so that the ball lands on the fairway
Examples of bad behaviour

Activity Example of bad behaviour Negative effect of bad How bad behaviour may be
behaviour on smooth running penalised
of activity
Football Tackling from behind Opponent could be injured Booked or sent off by referee
(team) and opposing team become
angry
Tennis Deliberately hit the ball at your
Opponent could be injured Warning given by umpire and
(individual) opponent and is likely to become angry point awarded to opponent
during a rally
SCORING
Activities can be scored objectively or subjectively.
Objective scoring involves counting a score or measuring distance or time. i.e. football, badminton,
basketball, 100 metres sprint, high jump, shot putt etc.
Subjective scoring considers the level of difficulty of the performance and is based on a judge’s
opinion of what a performance looked like.
Examples of subjective scoring
Dance, high board diving, ice skating, ice dancing, gymnastics, synchronized swimming.
In the event of performers being awarded the same number of marks both are declared winners.
Examples of Objective scoring
Activity How scored or winner decidedWhat happens if drawn Activities with similar
scoring systems
Football Most goals scored 30 minutes of extra time Hockey, handball, lacrosse
played then penalty kicks
taken
Basketball Most points scored Most points scored in N/A

period of overtime wins
US Football Most points scored First team to score in Football – golden goal
overtime wins
Table tennis First to score 21 points wins At 20-20 first to get Badminton
2 points ahead wins
Athletics First to the finish line wins Dead-heat Swimming 100 metres
100 metres
Athletics Distance thrown Both athletes win Athletics - Shot Putt,

Javelin Hammer, Discus
Athletics Highest height jumped wins Count back to next highest Athletics – Pole Vault
High Jump height jumped
Athletics Longest distance jumped Both athletes win Athletics – Triple Jump
Long Jump wins
Golf Player with lowest score Extra holes are played N/A
wins until winner is decided
ADAPTATION
Adaptation of an activity is when rules, scoring systems, equipment, duration, team size, lay-out, or
playing area are changed to make skill learning or performance easier.
Activity Adaptation Reason for Effect of adaptation on Effect of adaptation on

adaptation skill learning performance
Tennis Change a large Racket is too It is easier for me to I can play my shots with
racket for a heavy and control the swing of the more power and accuracy
shorter lighter you cannot racket and I can play the making it harder for my
racket play the shots shots more easily opponent to return my
(Equipment) effectively shots
Football No offside rule It is less I don’t have to worry The game is stopped less
(Rules) confusing for about my position in and we get more shots at
beginners and relation to opponents or goal/score more goals
more goals the timing of my runs
will be scored and I can concentrate on
learning the basic skills
Basketball Change from In 5v5 game I I get more of the ball and I am under less pressure
5v5 to 3v3 get fewer more opportunity to and have more time, so
(Team size) touches of the perform the skills in a that it is easier for me to
ball, less game pass to my team mates or
chances to shoot at the basket
score and I am
put under a
lot of pressure
Football Change from Players or I am able to keep I can perform the skills of
45 mins. each learners tire performing the skills of the game at the best of my
way to 30 mins. towards the the game well, for the ability for the full match
each way end of the 90 whole of the practice without tiring
(Duration) mins. and are match
unable to
practice/play
effectively
Badminton Change from Easier to It is less confusing and I N/A
only scoring a Understand find it easier to keep the
point if you for a beginner score accurately
win a rally
when serving,
to whoever
wins the rally
wins the point
(Scoring)
Activity Adaptation Reason for Effect of adaptation on Effect of adaptation on
adaptation skill learning performance
Hockey/ Change from It is easier to I get less tired when I am N/A
Football playing on a cover practising in the game
full size pitch defensively and I can keep
to playing and puts less concentrating on what I
game across demand on am trying to do in attack
half of the pitch my fitness or defence
(Playing area
or Layout)
SMALL SIDED GAMES
Benefits of small sided games
• More touches/possession of the ball.
• More chance to perform the skills of the game.
• More chances to score goals/points.
• Less pressure when in possession.
• More time to perform skills when in possession.
• Pitch/court less crowded/more space to play in.
Effects of small sided games on skill learning and performance
Team Game Team size Effect on skill learning Effect on performance

Football 5v5 instead of 11v11 I get more touches of the ball I have more time and less
Basketball 3v3 instead of 5v5 and more chance to perform pressure when I get the ball
Hockey 5v5 instead of 11v11 the skills in the game situation and it is easier to pass to one
and it is easier to perform the of my team mates because the
skills because I have more pitch/court is less crowded
space to play in
Benefits of practicing using more attackers than defenders
• Attacking team always has a free player to pass to.
• Easier for attacking team to get a shot at goal/more shots at goal.
• Defending team can practice under increased pressure.
.
ROLES AND RESPONSIBILITIES
Examples of Playing Roles
Football – Goalkeeper, midfielder, centre forward, winger etc.
Basketball – Centre, forward, guard etc
Netball – Goal attack, wing defence, goalkeeper, etc.
Examples of non playing roles
Badminton – Feeder, umpire, line judge, coach, etc
Basketball – Umpire, timekeeper, etc.
Gymnastics – Supporter, observer, teacher, etc.
Role of Attacking player
Basketball/football/netball/hockey – Get into space to receive passes, score goals, etc
Role of Defending player
Basketball/football/netball/hockey- Stay close to opponents when they have the ball,

cover runs made by opponent, stop goals from being scored, etc.
Roles of Officials and Non-playing participants
Referee – Keep up with the play and apply the rules fairly and firmly.
Line judge – Assist the referee by raising his flag to indicate an incident that the
referee had missed/ raise flag if ball is out of play/team offside, etc.
Coach – Devise/change tactics, give instructions to team, etc.
Physiotherapist – Give medical attention to injured player.
Supporter – Help learner perform skill, ensure performer safety.
Situations in which a performer requires assistance from non-participant
Activity – Gymnastics
Skill/Situation – Learning a headstand
Help given by non-participant - Support

Benefit to performance – The learner was able to hold the balanced position safely,
without falling and being hurt.
Activity – Badminton
Skill/Situation – Learning a smash
Help given by non-participant – Shuttles played up high for repeated practice of

smash
Benefit to performance – Learner can improve ability to perform smash
Skill/Situation – Coach giving instructions when game is being played.
Help given by non-participant – Coach changes tactics during the game
Benefit to performance – We overcome our opponents tactics and win the game.
PERSONAL QUALITIES
Personal Qualities are to do with the mind.
Examples of Personal Qualities

Motivation, determination, courage, concentration, patience, co-operation, fairness,
firmness, leadership, knowledge etc.
Personal Activity Role How Personal Quality helps

Quality performance
Cooperation Gymnastics Supporter I helped my classmate to perform a

handstand
Knowledge Football Coach I changed the tactics during the

game to beat our opponents
Concentration Badminton Line judge I was able to stay focused on the

shuttle when it was landing so that I
always gave the correct decision
Leadership Basketball Captain I was able to keep my team mates

motivated so that we won the game
Personal Qualities required by a learner and its effect on learning
Skill/Situation – Lay-up
Personal Quality – Concentration
Reason why Personal Quality helps learning
By concentrating I was able to link the dribble to the shooting action effectively, so
that I did not travel when shooting.
Individual Activity – Gymnastics
Skill/Situation – Headstand
Personal Quality – Determination
Reason why Personal Quality helps learning

I kept trying it over and over again until I could do it successfully.
Personal Quality required by a performer and its effect on performance
Skill/Situation – Tackling
Personal Quality – Bravery/Courage
Reason why Personal Quality helps performance
I was brave to go hard into a tackle with a bigger player so that I won the ball
Skill/Situation – Playing against very good opponent
Personal Quality – Motivation
Reason why Personal Quality helps performance
I kept trying as hard as I could so that I won the game.
Personal Quality required for a non-playing role and its effect on performance
Non-playing Role – Referee
Personal Quality- Firmness
Reason why Personal Quality is important
I kept control of the game so that the players played according to the rules.
Non-playing Role – Umpire
Personal Quality- Fairness
Reason why Personal Quality is important

Because the rules are applied equally/fairly to both players, they will not argue with
the umpire, making it easier to officiate.
PHYSICAL QUALITIES
Physical qualities are to do with the body.
Examples of Physical Qualities
Tall, small, fast, good eyesight, stamina, powerful, flexible etc.
Physical Activity Role/position Skill/Situation Effect on performance

Quality
I can jump up higher
Tall Basketball Centre Rebound than my opponent and
win the ball
I can tuck in tighter so
Small Gymnastics N/A Somersault that I rotate quickly and
land on my feet
I can hit my opponent
Strong Rugby Full Back Tackle hard and bring him
down to the ground
I can get to the ball
Fast Football Centre Running onto before the defender to
Forward through ball get a shot at goal/score
Physical Qualities required by a learner and its effect on learning
Team Activity –Basketball
Skill – Lay-up
Physical Quality – Power
Reason why Physical Quality helps learning
I can jump high to get closer to the basket so that it is easier to score
Skill – Handstand
Physical Quality – strong
Reason why Physical Quality helps learning

When I was attempting a handstand I could hold my own body weight so that I could
hold the balance.
Physical Qualities required by a performer and its effect on performance
Skill – Rebounding
Physical Quality - Tall
Reason why Physical Quality helps performance
Because I was taller than my opponents I could out-jump them to reach up higher to
win the rebound
Skill – Splits
Physical Quality - Flexible
Reason why Physical Quality helps performance
I can get down fully into the splits position so that it looks better/scores higher.
Physical Qualities required for a non-playing role and its effect on performance
Non-playing Role – Referee
Physical Quality – Stamina
Reason why Personal Quality is important to performing a non-playing role
The referee can keep up with the play throughout the game to clearly see what is
happening to make the correct decision.
Non-playing Role – Line judge
Physical Quality – Good eyesight
Reason why Personal Quality is important to performing a non-playing role

I can clearly see where the shuttle lands so that I can give the correct decision.
Effect of Physical Quality on Tactics
Activity – Basketball
Position/Role – Centre
Physical Quality – Height
Tactic – High pass played into centre close to the basket.
Effect of Physical Quality on performance
Because centre was tall he/she was able to reach up higher than the defender to win
the ball and score a basket.
Position/Role – Centre forward
Physical Quality – speed/fast
Tactic – Pass played into space beyond the defenders.
Effect of Physical Quality on performance
Because centre forward is fast he can get to the ball before the defender and shoot at
goal/score.
SECTION 2 – THE BODY
AREA – A - Structure and Function
Concepts
Oxygen Transportation System

Body Structure
Joints
Movement of a hinge joint
AREA – B - Aspects of fitness
Concepts
Cardio-Respiratory Endurance
Muscular endurance
Strength
Speed
Power
Flexibility
Co-ordination
Agility
Balance
Reaction Time
Mental Fitness
AREA – C - Training and its Effects
Concepts
Warm Up
Warm Down
Principles of Training
Circuit Training
Training Within Activities
SECTION 2 AREA - A – THE BODY
OXYGEN TRANSPORTATION SYSTEM
Description of Oxygen Transportation System
Oxygen is breathed in through the mouth/nose into the lungs. It passes from the lungs
into the blood. The heart pumps the blood with the oxygen in it around the body to the
body organs and working muscles.
How oxygen intake can be increased
• Breathe deeper.
• Breathe faster/more frequently.
Why you breathe faster/deeper when exercising/participating
When muscles have to work harder, a chemical reaction takes place in them, which
burns up an increased amount of oxygen.
Waste products produced by the body during exercise
• Carbon dioxide is breathed out after the oxygen has been burned up by the
body.
• If you work anaerobically the oxygen you are breathing in is not sufficient to
fuel the chemical reactions taking place in the working muscles. The body
then burns up the stored oxygen in the blood and you go into oxygen debt
and lactic acid builds up in the muscles. Anaerobic activity can only be
carried out for a short period of time.
Benefits of an improved oxygen transportation system
By improving your oxygen transportation system you can raise your anaerobic
threshold. This means that you can exercise/participate aerobically for a longer time at
high intensity, before your body has to work anaerobically.
STRUCTURE OF THE BODY
The skeleton
The purpose of the skeleton is to support the body and protect the heart, lungs and other organs.
Muscles
Muscles work in pairs to contract/shorten and extend/lengthen to bring about body movement.
Tendons
Tendons attach muscles to bones.
Cartilage
Cartilage is fibrous elastic tissue found in the body. In the knee and it acts as a pad/shock
absorber between the bones of the upper and lower leg
Ligaments
Hold joints in place/restrict the movement of joints.
Muscles/Muscle groups and Joints in the body
Shoulder
elbow
JOINTS
Ball and socket joints
The hip and the shoulder are ball and socket joints.
Range of movement of a ball and socket joint
Full range of movement/all the way around/360 degrees.
Hinge joints
The knee and elbow are hinge joints.
Range of movement of a hinge joint
Back and forward in one plane of movement.
Type of joint Where joint is found in the body Range of movement

Hinge Knee and elbow Back and forward in one plane only
Ball and Hip and shoulder Full range of movement/all the way
socket around/360 degrees
Movement of a Hinge Joint
To straighten the arm the triceps shortens/contracts while the biceps lengthens/extends. This
is because muscles work in pairs. Muscles are attached to bones by tendons. As the triceps
shortens, it pulls on the tendon which pulls on the bone causing movement.
To bend the arm, the biceps shortens/contracts and the triceps lengthens extends.
For movement of the leg, substitute: Hamstring for Biceps
Quadriceps for Triceps
Effect of joint movement on skill performance
Activity Skill Main joint Type of How movement of Effect of joint movement on
used joint joint influences performance
performance
Badminton Smash Shoulder Ball and Allows my arm to go Gives me a long lever action
(individual) socket fully back and it can so that I can get a fast racket
rotate it quickly forward head speed through the shuttle
so that it goes high and far the
rear of my opponents court
Football Shot at Knee Hinge
I can take my leg I can apply power and
(team) goal straight back and I can accuracy to the ball so that I
powerfully straighten can score a goal/it is difficult
it to strike through the for the keeper to save it
ball and follow
through after it
Basketball Javelin Shoulder Ball and Allows my arm to go Gives me a long lever action
(team) pass socket fully back and it can so that I can bring the ball
rotate it quickly forward forward at speed so that it
goes far and fast to my team
mate without being
intercepted
Gymnastics Splits Hip Ball and I can get fully down My performance of the splits
(individual) socket into the splits position looks better and scores higher
Football Long Elbow Hinge I can bend my arms to I can throw the ball far and
(team) throw-in put the ball fully back fast/hard so that it goes into
behind my head, then my opponents goal area, so
powerfully straighten that my forward can
them to release the ball score/head the ball at goal
at speed
Cricket Bowling Shoulder Ball and I can swing the ball I can bowl the ball with power
(team) socket around in a wind-milling and accuracy so that it beats
action so that I can the batsman and hits his
release the ball at speed wicket
and follow through to
wards the wicket with
my hand
Gymnastics Head Elbow Hinge I can powerfully I can push myself up off the
(individual) Spring straighten my elbows to box to give me time to
push me off the box as I rotate/flick my legs under me
flick over it so that I land on my feet
Athletics Shot Putt Elbow Hinge I can powerfully I can putt the shot with power
(individual) straighten my arm so so that it goes high and far
that I can apply force
to the shot
SECTION 2 – AREA B
ASPECTS OF FITNESS
CARDIO-RESPIRATORY ENDURANCE
What is meant by the word aerobic
With oxygen.
What is meant by the word anaerobic
Without oxygen.
Definition of aerobic endurance
Breathing in sufficient oxygen to supply the organs and working muscles without
going into oxygen debt. Aerobic exercise can be carried out for a long period of time.
Definition of anaerobic endurance
Breathing in insufficient oxygen to supply the organs and working muscles and going
into oxygen debt. Anaerobic exercise can only be carried out for a short period of
time.
What is meant by Oxygen Debt
Paying back oxygen to the body after strenuous/anaerobic exercise
Waste products produced by the body after anaerobic exercise
• Carbon dioxide is breathed out.
• Lactic acid builds up in the muscles.
Physiological effects of exercise or participation in activities
• Raised body temperature
• Increased pulse rate
• Deeper and more frequent breathing

Immediate physiological effects of stopping exercise or participation in activities
• Reduction in body temperature
• Rapid reduction in pulse rate
• Breathing becomes shallower and less frequent
Tests for measuring initial level of aerobic/anaerobic endurance
• 20 metre shuttle run test – I ran between two lines 20 metres apart pacing
myself to arrive on the line as the tape ‘beeped’. The beeps gradually got
closer together so that I had to progressively increase my speed to get to the
line on time. I worked aerobically for most of the test but eventually had to
work anaerobically. The last number called out was my test score.
• Coopers run – I ran around a measured course for 12 minutes and recorded the
distance I could run in that time.
Test to measure initial level of Anaerobic Endurance
Wingate cycle ergometer test - cycle flat out for 30 seconds while measuring heart
rate.
How to set the initial level of intensity of training
• Measure initial level of aerobic/anaerobic fitness.
• Work out your training zone.
• Decide on an initial intensity for your first training session.
• Monitor your heart rate during your first training session to ensure that you are
working in your training zone.
• Record whether or not you feel that your intensity of training was too easy or
too hard.
• Adjust the intensity of your training to ensure that you are working at an
appropriate level of training within your training zone.
What is meant by your training zone
To work in your training zone when exercising/participating you must raise your heart
rate into your training zone. This is calculated by using the Karvonen method to
calculate your heart rates upper and lower limits.
i.e. Upper limit – 220 – your age

Lower limit – 70% of upper limit
For age 16 – Upper limit is 204

Lower limit is 143
Unless training is done to maintain your heart rate in your training zone, although you
will burn up calories, you will not improve the fitness of your heart and lungs.
Use of pulse rates to measure/monitor training
Pulse rates can be used to measure:
• Resting pulse rate.
• Highest pulse rate reached.
• Whether or not you are working in your training zone.
• Whether or not you are working at your anaerobic threshold.
• Your recovery rate after exercise.
• Improvement in your recovery rate by comparing initial recovery rate with

recovery rate after several weeks of training.
Type of training to improve aerobic/anaerobic endurance
Fartlek training – Continuous varied pace running which stresses both aerobic and
anaerobic energy systems.
To develop anaerobic fitness your training intensity in Fartlek, Interval and

Continuous training must make you work at your anaerobic threshold.
Description of a Fartlek training session
I marked out a running course with coloured markers. It was set up on different
terrains with uphill and downhill sections. I started with a jog followed by a mid-
paced run followed by a sprint before a recovery walk. I then repeated the process
continually around the course for 8 minutes, had a 2 minute rest period and then ran
again for 8 minutes. I repeated this until I had performed the Fartlek run 5 times. This
gave me a work rest ratio of 4 : 1.
How Fartlek training can be made more demanding/overload training
• Increase length of Fartlek run
• Increase sprint or mid-paced section of Fartlek run/ reduce jog or walk section
• Decrease rest period to increase work : rest ratio
• Run wearing ankle weights
Interval training – Training using alternate periods of exercise and rest. Depending
on the level of intensity of training it can be used to develop aerobic or anaerobic
fitness.
Description of an interval training session
Run 100 metres sprint at full speed – rest for 2 minutes – run 100 metre sprint – rest
for 2 minutes.
Repeat until sprint performed 10 times.
How interval training can be made more demanding/overload training
• Increase the number of sprints in a session
• Decrease the rest period
• Increase the length of the sprint
• Wear ankle weights
Continuous training – Continuous exercise carried out without rest periods.
Description of a Continuous training session
I ran/cycled/swam continuously for 30 minutes at a steady pace in my training zone at

75% of my maximum heart rate.
How Continuous training can be made more demanding/overload training
• Run/cycle/swim for a longer period of time.
• Run faster at 80% of maximum heart rate.
• Wear ankle weights.
How to overload at the appropriate level of intensity

• Ensure that new workload keeps heart rate in training zone.
• Re-measure fitness level and adjust intensity of training in line with increased
fitness
Physiological effects of training on the body
• Heart becomes larger and stronger so that blood can be pumped around the
body more easily.
• Lowering of the resting pulse rate because larger/stronger heart does not have
to work as hard to pump blood around the body.
• Lowering in recovery rate i.e. pulse rate returns to resting pulse rate more
quickly after exercise.
• Increased lung capacity/VO2 max.
• Increase in blood vessels in muscles
What is meant by your recovery rate
Your recovery rate is the length of time it takes your heart to return to your normal
resting pulse rate after exercise/participation.
General effects of Aerobic Endurance on performance
• Tire as activity progresses.
• Unable to move with fluency and control throughout the activity.
• Unable to keep up with play during the activity.
• Skill level deteriorates towards the end of the activity.
• Unable to recover as quickly as you had at the start of the activity.

Positive and negative effects of aerobic endurance on performance
Activity Positive effects of Aerobic Negative effects of Aerobic

Endurance on Performance Endurance on Performance
Badminton I can play in long games without I tire easily during long games and
(individual) tiring so that I can still move rallies and I cannot move fluently
around the court and play all the throughout the game/fail to reach
shots as well as I had at the start of shots at the end of the game/rally
the game
Athletics I can run at a steady pace for a I tire easily after running a short
Long long period of time without tiring distance and slow down or stop
distance
(individual)
Basketball I can last for the whole game I tire towards the end of the game
(team) without tiring so that I can still and I cannot get back into my
make the offensive supporting runs defensive position/move to a
and defensive covering runs supporting position in attack
throughout the game
Football I can last for the whole game I tire towards the end of the game
(team) without tiring so that my skill level and my skill level deteriorates
remains high throughout the game
Positive and negative effects of Anaerobic endurance on performance
Activity Role/position Positive effects of Negative effects of

Anaerobic Anaerobic
Endurance on Endurance on
Performance Performance
Athletics N/A I can keep going at I tie up in the final
400 metres full pace until I cross straight and
(individual) the finish line so that slowdown so that
I win the race my opponent passes
me to win the race
Swimming N/A I can keep good As I tie up at the end
200 metres technique in my arm of the race my arm
(individual) and leg actions at the and leg action
end of the race so deteriorates and I
that I can win the slow down so that
race my opponent passes
me
Football Midfielder I can sprint the After sprinting the
(team) length of the pitch to length of the pitch I
cover our opponents cannot recover
quick break and quickly and I am
recover quickly to unable to move to a
support our next supporting position
attack so that we in our next attack so
score a goal that it breaks down
Basket ball Centre After sprinting up After sprinting up
and down the court and down the court
repeatedly I can still repeatedly I cannot
perform the skills recover quickly and
with control and I am unable to
accuracy perform skills with
control and accuracy
Practices to develop Aerobic Endurance and improve skill at the same time
Practice 1
Team activity – Basketball
Skill/technique – Lay-up
I placed a marker at the head of the key and performed 20 lay-ups, continuously
dribbling around the marker after each shot.
How exercise can be made more demanding
• Move marker further from the basket.
• Increase the number of lay-ups to 25.
Practice 2
Individual activity – Badminton
Skill/technique - Smash
I was fed 20 shuttles up for me to smash. After each smash I had to run and touch the
backline of the court and return to the ready position for the next shot.
How exercise can be made more demanding
• Touch the wall at the back of the court instead of the backline.
• Increase the number of smashes to 25.

SPEED
Definition of speed
Speed is moving the body or part of the body quickly.
Tests for measuring initial level of whole body speed
• 30 metre sprint test - I ran between two lines 30 metres apart and my teacher
timed how fast I could do it with a stop watch.
• 50 metre shuttle run test - I did the 50 metre shuttle run test. 1 ran 10 times
between two lines 5 metres apart, and my teacher timed how fast I could do it
with a stop watch.
Test for measuring initial level of part of body speed
• Plate tapping – I tapped two plates 20cm apart on the top of a table as many
times as I could in 30 seconds.
Type of training to improve speed
Sprint training
Description of sprint training session
I ran 100 metres 10 times with 2 minutes rest between runs.
Recovery time is essential because the body has been working anaerobically and has
gone into oxygen debt and must return to normal before the next sprint.
How to make training more demanding/overload training
• More repetitions of sprint.
• Increase distance of sprints.
• Less recovery time between sprints.
Workload/training demand would be increased/progressively overloaded every 4

weeks due to an increase in speed achieved as a result of training.
Examples of importance of whole body speed to activity
Skill/Situation – Running away from a defender into space.
Role/Position – Centre Forward
Reason why whole body speed is important
I can get away from the defender into space to receive the ball to get a shot at goal.
Skill/Situation – Running back to get into defence.
Role/Position - Defender
I can get quickly back into defence to cover my opponent so that he/she cannot
receive a pass/get a shot at goal.
Individual Activity – Athletics
Skill/Situation – Long Jump
Because I can run up very quickly into the jump, I can jump powerfully upwards and
forwards to travel a long distance.
Skill/Situation – Moving into position to play a shot.

Because I can move quickly I can get to the shuttle and adopt a good well balanced
preparation position, which allows me to place my shot/play the shot
effectively/powerfully.
Examples of importance of part of the body speed
Skill/Situation – Serve
Part of the body moved at speed – The arm
Effect on Performance
Because I can swing my arm fast, I can get power into the serve, so that the ball
travels fast and is difficult for my opponent to return and wins the point.
Skill/Situation – Shot at goal
Part of the body moved at speed – The leg
Because I can move my leg quickly through the ball when kicking, I can apply
force/power to the ball, which makes it move harder/faster so that it is difficult for the
keeper to save/scores.
How you can run faster/move the whole body quicker
• Take longer strides
• Take faster/more frequent strides.
• Use a more vigorous punching action with the arms.
• Faster contractions of the muscles of the leg used when sprinting.
How you can move part of the body quicker
• Faster contraction of the muscles used to bring about movement of that part of
the body.
Exercises designed to improve speed
Exercise 1
Description of exercise
5 parallel lines 5 metres apart. I ran from the start to each line, returning to the start
each time. I repeated this 5 times, with a rest of 2 minutes between each exercise.
How exercise made more demanding
• Increase distance between lines to 6 metres.
• Reduce rest period to 1 ½ minutes.
• Repeat the exercise 6 times.
Exercise 2
I stood in the centre of a circle of 10 metres diameter with a basket at my feet. 10

tennis balls were placed on the circle at regular intervals. I had to run to collect one
ball at a time ball and then place it in the basket. I repeated this at full speed until all
of the balls were in the basket. I performed this exercise 3 times with 2 minutes rest in
between.
How exercise made more demanding
• Increase number of tennis balls.
• Increase the size of the circle.
• Perform the exercise 4 times.
• Decrease the rest period to 1 ½ minutes.

Changing speed/direction of body or part of body to beat an opponent
Activity Role/position Skill/Situation Description of how Effect on

speed/direction performance
changed
Football Forward Faking Pretend to go to the I create space to
Hockey opponent left with the ball - move into to get a
defender follows shot at goal/score
ball – quickly
pull/move ball back
to the right to lose
the defender
Basketball Guard Jump shot Pretend to do a I can create a
fake jump shot – as space to move
defender moves into behind my
weight up to block opponent so that I
shot – quickly can perform a lay
move weight down up
and go around
opponent
Badminton N/A Overhead Set up as if you are My opponent
clear/drop playing an overhead thought the
shot clear then slow shuttle was going
down the speed of to the rear of their
the arm to play a court so they
drop shot instead moved back and
were unable to
reach the shuttle
in the front court
so that I won the
point
Volleyball Spiker Spiking the Set up as if you are Opponent thinks
ball going to play a the ball is going
power spike but to land further
slow down the arm back in the court
to play a soft spike and starts to
instead move back and
then cannot reach
the shuttle when
it is played to the
front court and
we win the point
Practice to improve skill and speed at the same time
Skill – lay-up
Description of practice
Place 10 balls in a basket at the head of the key. Select a ball and perform a lay-up as
quickly as possible. Return immediately to the basket and repeat until all the balls
have been used.
How practice is made more demanding
• Increase number of balls
• Increase the distance of the balls from the basket
Skill – smash
Description of practice
A feeder will play 10 feeds up for you to smash as soon as you return to the ready
position. After each smash, sprint to the back of the court to touch the back line before
returning to the ready position.
How practice is made more demanding
• Increase number of feeds
• Touch wall instead of back line after each smash

POWER
Definition of Power
Power is strength applied quickly
Tests to measure initial level of Power
• Vertical Jump/Sergeant Jump – Stand beside/side on to a wall and stretch up

to mark full extended stretch height on the wall. Jump as high as you can and
mark maximum jump height on the wall. Measure the distance between the
stretch height and the jump height to measure the vertical jump.
• Standing Broad Jump – Stand with legs side by side and toes at the edge of the
jump mat. Crouch and rock back before driving upward and forward onto the
mat. Observer watches for heel of foot closest to the start of the mat and reads
off the scale on the mat to measure the jump distance.
Type of Training to improve Power - Weight Training
• Identify specific exercises to develop specific muscles.
• Measure each specific weight training exercise to maximum.
• Lift high weight (75% maximum) with a small number of repetitions with
each exercise performed explosively quickly.
• Balance the circuit of exercises so that the same muscle/muscle group is not
being worked twice in a row.
How to set an appropriate level of intensity/workload
Perform each exercise at 75% of maximum with a small number of repetitions (6).
Example of Weight Training circuit
3 sets of the following circuit with 2 minutes rest between sets.

Exercise Maximum Weight lifted Repetitions
Squats 100Kg 75Kg 6
Bench Press 80Kg 60Kg 6
Leg Extension 24Kg 18Kg 6
Pull down 48Kg 36Kg 6
Dead Lift 100Kg 75Kg 6
Upright Row 20 Kg 15Kg 6
Application of Training Principles to Weight Training Circuit
• Frequency – 3 times per week on Monday, Wednesday and Friday to allow a

rest day in between sessions to allow the body to recover.
• Intensity – Lift weights at 75% maximum with a small number of repetitions.
• Duration – Training programme will last for 16 weeks with each session
lasting approximately 1 hour.
• Overload – After each 4 week period retest level of fitness and increase
workload in relation to new level of fitness.
How to overload training/make training more difficult.
• Increase number of repetitions.
• Increase amount of weight.
• Decrease the rest period between sets.
• Increase the number of sets.
Why training needs to be overloaded
Through regular training the level of fitness will increase and the Workload/Intensity
of training will become easier. If the workload is not increased in line with improved
fitness then the increase in the level of fitness will plateau off.
Description of Specific Exercises to develop Power
Part of the body – Lower body/Legs
Exercise – Squats
Stand holding weights bar, with 75% of maximum weight, behind neck on shoulders,
then bend knees and then straighten up again 6 times.
Part of the body – Upper body/Arms
Exercise – Bench Press
Lie on back holding weights bar with 75% of maximum weight on chest, then raise
the bar until arms are straight and then lower back to the chest 6 times.
Examples of importance of Power to activities
Upper Body Power
Skill/Situation – Javelin Pass
Reason why Power is important
Upper body power is important because I can apply force to the ball so that the pass
goes further/faster to a team mate and gets behind opponents before they can organise
their defence so that he/she can score easily.
Upper Body Power
Skill/Situation – Smash
Upper body power is important as it leads to a more powerful swing of the racket with
fast racket head on contact. A powerful force can be applied to the shuttle so that the
smash is hard /fast and difficult for my opponent to return/wins the point.
Lower Body Power
Skill/Situation – Shot at goal.
Lower body power is important as it allows me to get my foot moving quickly

through the ball, and I can apply a large force to the ball so that it flies hard and fast
and is difficult for the keeper to save/scores.
Lower Body Power

Skill/Situation – High Jump

Lower body power is important as it allows me to apply a large force downwards as I
am jumping so that I can jump up high and clear the bar.
How power is created
Jumping Action
Activity – Volleyball
Skill – Blocking
I bent my knees deeply and powerfully straightened them by contracting the muscles
to apply a powerful force downward against the resistance of the floor enabling me to
drive upwards to get my hands above the net to block my opponents’ spike.
Throwing Action
Activity - Basketball
Skill – Javelin pass
I pulled my arm back fully so that I was able to pull my am through a large distance to
build up speed on the ball before release so that the ball will fly far and fast to get to
my team mate behind my opponents defence before they can get organised.
Striking Action
Skill – Smash
I pulled my arm back fully in my backswing so that I could build up speed in the
racket head on contact with the shuttle so that it flies very quickly which makes it
difficult for my opponent to reach the shuttle and return it/wins the point.
. FLEXIBILITY
Definition of flexibility
Flexibility is moving the joints through their full range of movement.
Definition of Static flexibility
Static flexibility is the range of movement across a joint where part of the body is
moved and then held.
Test for initial level of Static Flexibility
Goniometer
Description of test using a Goniometer
Hold the joint to be measured at full range of movement and using the goniometer
measure the angle of stretch achieved by the joint.
Definition of Dynamic flexibility
Dynamic flexibility is the range of movement across a joint where a fast action is used
but not held.
Test for initial level of Dynamic Flexibility
Sit and Reach test
Description of Sit and Reach test
I sat on the floor with my feet flat against the sit and reach box. I kept my legs straight
and stretched forward to push a ruler as far up the board as I could. My score was then
read off the board.
Effect on body of Flexibility training

Stretching exercises used in flexibility training will result in an increase in the range
of movement in and across the joint.
Type of training to increase Static Flexibility
Stretching - holding stretch position at full range of movement.
Descriptions of stretching exercises
Lower Body
Joint Stretched - Knee
Hamstring Stretch – I put my right heel on the ground in front of me with my right leg
kept straight. I stretched down to touch the toes of my right foot with both hands
allowing my left leg to bend as I did this. I held this at maximum stretch for 30 secs.
before repeating it with my left leg.
Joint Stretched – Hip
Groin Stretch – I raised my right knee to waist height in front of me and turned it my
leg slowly as far as I could around to the right side. I repeated this 5 times before
repeating it with my left leg.
Upper Body
Joint Stretched – Spine and Shoulders
Back stretch – I stood with my feet parallel and apart and my hands stretched straight
up above my head. I arched my back reaching back with my hands allowing my legs
to bend slightly. I held this at maximum stretch for 30 secs.
Joint Stretched – Shoulder
Shoulder Stretch – I stood holding my right arm across my body at shoulder height. I
held it with my left hand above my right elbow. I gently pulled back with my left
hand to maximum stretch and held it there for 30 secs. before repeating this with my
left arm.
Type of training to increase Dynamic Flexibility
Ballistic stretching exercises
Descriptions of stretching exercises
Lower Body
Joint Stretched - Knee
Hamstring Stretch – I put my right heel on the ground in front of me with my right leg
kept straight. I stretched down to touch the toes of my right foot with both hands
allowing my left leg to bend as I did this. I bounced my arms up and down to stretch
for my toes 30 times before repeating it with my left leg.
Joint Stretched – Hip
Groin Stretch – I raised my right knee to waist height in front of me and I quickly
turned it as far as I could around to the right side as far as it could go before
immediately bringing it back in front of me. I repeated this 5 times before repeating it
with my left leg.
Upper Body
Joint Stretched – Shoulders
Back stretch – I stood with my feet parallel and apart and my hands stretched straight
out to the side of my body. I bounced my arms back as far as they would go before
immediately bringing them back to the starting position. I repeated this 30 times.
Joint Stretched – Shoulder
Shoulder Stretch – I stood holding my right arm across my body at shoulder height. I
held it with my left hand above my right elbow. I pulled back with my left hand to
maximum stretch and immediately let the arm bounce forward again. I repeated this
30 times.
Flexibility training session
Perform the static or dynamic exercises described above. Do each exercise one after
the other .Do 6 sets of this circuit with 30 seconds rest between sets.
Description of stretching exercise used in relation to specific skill
Skill – Throwing the javelin

Exercise – I pulled my right arm back fully into the javelin throwing position and
gently pressed back 10 times.
Skill – Javelin pass
Exercise – I pulled my right arm back fully into the javelin pass position and gently
pressed back 10 times.
How stretching exercises can be made more demanding
• Hold the stretch position for longer in static stretches.

.
• Increase the number of repetitions of the stretch in dynamic flexibility.
Effect of Flexibility on performance
Activity Skill Role or Part of body Joint Effect on

position Performance
Athletics Javelin N/A Upper body Shoulder The more flexible my
(individual) shoulder joint, the
further back I can
pull the javelin which
gives me a longer
lever action so that
the javelin is thrown
further
Basketball Javelin Centre Upper body Shoulder The more flexible my
(team) pass shoulder joint, the
further back I can
pull the ball which
gives me a longer
lever action so that
the ball is thrown
harder/further and is
not intercepted
Gymnastics Splits N/A Lower body Hip The more flexible my
(individual) hips the lower I can
get into the splits
position and the
better it will look
Football Tackling Full Back Lower body Hip The more flexible my
(team) hip the further I can
reach when
stretching to make a
tackle so that I can
win the ball
Practices to improve skill and flexibility at the same time
Skill – Javelin Pass
Joint - Shoulder
Description of Practice
I stood 20 metres from a partner and I Javelin passed the ball repeatedly, ensuring that
my arm is pulled back fully each time.
Skill – Smash
Joint - Shoulder
Description of Practice
I was continually fed shuttles up for me to smash, ensuring that I pulled my arm back
fully each time.
Effect of Static Flexibility on performance
Activity Skill Role or Part of body Joint Effect on Performance

position
Gymnastics Splits N/A Lower body Hip Because of my good
(individual) static flexibility I can get
down fully into the splits
position and hold it
steady
Athletics Shot N/A Lower body Hip Because of my good
(individual putt static flexibility I can
hold my body in the T
position in the
preparation position
Netball Blocking Goal Whole body All Because of my good
(team) shot defence static flexibility I can
stretch up and hold a
stretch position in front
of the goal attack to make
it difficult for her to shoot
Hockey Penalty Shooter Lower body Hip Because of my good
(team) flick static flexibility I can get
down into and hold the
ready position for the
flick
Effect of Dynamic Flexibility on performance
Activity Skill Role or Part of Joint Effect on Performance

position body
Badminton Smash N/A Upper Shoulder Due to my good
(individual) body dynamic flexibility I can
move my arm fully back
and bring it forward at
speed so that I can hit
the smash powerfully
downwards
Karate High N/A Lower Hip Due to my good
(individual) kick body dynamic flexibility I can
stretch my leg high to
swing around and kick
above my head height
Basketball Javelin Centre Upper Shoulder Due to my good
(team) pass body dynamic flexibility I can
move my arm fully back
speed so that I can
throw the ball
powerfully so that it
reaches my team mate
behind our opponents
defence
Football Shot at Centre Lower Hip Due to my good
(team) goal forward body dynamic flexibility I can
pull my leg back fully
speed to follow through
fully after the ball so
that the ball travels fast
and is hard for the
keeper to save
.
STRENGTH
Definition of strength
Maximum force applied against a resistance.
Test to measure initial level of hand/arm strength
• Grip dynamometer - Hold the dynamometer at your side with your arm
stretched. Squeeze the handle of the dynamometer without bending your arm.
Read of the score recorded.
Test to measure initial level of leg strength
• Leg press – measure the maximum weight you can lift in a leg press in a
multi-gym.
Type of Training to improve Strength - Weight Training
• Lift high weight (70% maximum) with a small number of repetitions(6).
Perform each exercise at 70% of maximum with a small number of repetitions (6).
Example of Strength Weight Training circuit

Squats 100Kg 70Kg 6

How to overload Strength training/make training more difficult.
Why Strength training needs to be overloaded
Description of Specific Exercises to develop Strength
Exercise – Squats
Examples of importance of Strength to activities
Upper Body Strength
Individual activity – Gymnastics
Skill/Situation – Handstand
Reason why Strength is important
Upper body strength allows me to support my own body weight so that I can keep
control the balance and hold it steady.
Upper Body Strength
Role/position - Centre
Skill/Situation – Boxing out
I can hold off my opponent to stop him getting inside to win the rebound/so that I can
win the rebound.
Lower Body Strength
Team Activity – Rugby
Skill/Situation – Scrum
Role/position -Prop
I can push against our opponents and we hold our position so that we can channel the
ball back under control.
Lower Body Strength

Individual activity – Weight lifting
Skill/Situation – Rising up to standing with bar on shoulders
I can overcome the resistance of the bar by applying a force from the leg muscles to
stand up straight.
Examples of importance of Strength to activities
Activity Skill or Role or Part of body Effect on performance

situation position
Gymnastics Handstand N/A Upper body I can support my body weight by
contracting the muscles of the
arm and chest to hold the
handstand steady for 5 seconds
Weight lifting Squat N/A Lower body I can apply sufficient force from
the leg muscles against the
resistance of the weight of the
bar to stand up straight from the
squat position
Rugby Scrum Prop Lower body I can apply force from the leg
muscles against the resistance of
our opponents push to hold my
position steady in the scrum so
that we can control the
channelling of the ball back
Basketball Boxing out Centre Upper body I can hold off my opponent by
applying force from my arm
muscles to stop him/her from
getting inside me to win the
rebound
Hockey Block Defender Upper body I can apply more force from my
tackle arms than my opponent in the
tackle to win the ball
Football Block Defender Lower body I can apply more force from my
tackle legs than my opponent in the
tackle to win the ball
.
MUSCULAR ENDURANCE
Definition of Muscular Endurance
The ability to repeat an action or hold a position over a long period of time, without
tiring
Test to measure initial level of local Muscular Endurance
• Upper body/arms – bent arm hang – Hold onto a bar using over-grasp
grip raising your chin above the height of the bar. Measure how long it
takes until your chin falls below bar height.
• Lower body – squat thrusts – Perform as many squat thrusts as you can
in 60 seconds.
• Abdominals – sit-ups – perform as many sit-ups as you can in 30

seconds.
Type of Training to improve Muscular Endurance - Weight Training
• Lift low weight (25% maximum) with a large number of repetitions(20).
Perform each exercise at 25% of maximum with a large number of repetitions (20).
i.e. low weight and high reps.
Example of Muscular Endurance Weight Training circuit

Squats 100Kg 25Kg 20

How to overload Muscular Endurance training/make training more difficult.
Why Muscular Endurance training needs to be overloaded
Description of Specific Exercises to develop Muscular Endurance
Exercise – Squats
Examples of importance of Muscular Endurance to activities
Upper Body Muscular Endurance
Individual activity – Gymnastics
Skill/Situation – Handstand
Reason why Muscular Endurance is important
Muscular Endurance in my arms allows me to hold the handstand position steady for
10 seconds.
Individual activity – Table tennis
Skill/Situation – Forehand volley
I can repeatedly play the forehand volley without tiring so that I continue to play the
shot accurately.
Lower Body
Team Activity – Volleyball
Skill/Situation – Blocking a spike
Role/position -Blocker
I can repeatedly jump up to my maximum height throughout the game without tiring
to block spikes.

Skill/Situation – Raising arms up above head in defence.
I can keep my arms up fully extended when defending in basketball throughout the
game without tiring so that I am always able to pressure my opponent.
Examples of importance of Muscular Endurance to activities
Activity Skill or Role or Part of body Effect on performance

situation position
Gymnastics Handstand N/A Upper body Muscular Endurance in my arms
(individual) allows me to hold the handstand
position steady for 10 seconds
Table tennis Forehand N/A Upper body I can repeatedly play the
(team or volley forehand volley without tiring so
individual ) that I continue to play the shot
accurately
Volleyball Block Blocker Lower body I can repeatedly jump up to my
(team) maximum height throughout the
game without tiring to block
spikes
Basketball Raising Centre Upper body I can keep my arms up fully
(team) arms in extended when defending in
defence basketball throughout the game
without tiring so that I am
always able to pressure my
opponent.
Canoeing Paddling N/A Upper body I can paddle repeatedly for a

(individual) long period of time without
tiring
Rowing Pulling N/A Whole body I can repeatedly pull the oars for
(team or the oars a long period of time without
individual) tiring so that I can keep up the
same stroke rate.
PERFORMANCE RELATED FITNESS
CO-ORDINATION
What is meant by Co-ordination
The ability to perform motor tasks accurately, while effectively timing the movement
of the limbs, muscles and body parts.
Why a complex highly co-ordinated skill is difficult to learn
A complex skill involves the performer having to consciously control and think about
their actions and make decisions about its execution.
Importance of moving joints and body parts in the correct order
Moving the joints, muscles and body parts in the correct order ensures that the
subroutines of the skill are performed in the correct order, with the correct timing for
effective performance.
Importance of coordination to skill performance
Activity Skill or Role or Positive effect of coordination Negative effect of co-ordination

situation position on performance on performance
Badminton Smash N/A I was able to play the smash I was off balance in the
with good technique and preparation position and my
timing to hit the shuttle timing of the smash was poor so
powerfully downwards that it lacked power and
accuracy
Gymnastics Headspring N/A I was able to time the flick of I timed my flick at the too early
(individual) over box my legs well to get good and got little extension off the
extension off the box to spot box and landed poorly
my landing
Football Dribbling Winger I was able to keep my balance I was off balance and lost control
(team) well to constantly keep the off the ball hitting it too far
ball under control so that my ahead of me so that my opponent
opponent could not take it won possession
from me.
Basketball Lay-up Guard I could coordinate my dribble My coordination of the dribble
(team) into my shot to drive into the into the shot was poor so that I
basket to score a lay-up took off too far away from the
basket and missed the shot
AGILITY
What is meant by agility
The ability to quickly change direction while under control.
Importance of agility to skill performance
Activity Skill or Role or Positive effect of agility on Negative effect of agility on

situation position performance performance
Badminton Returning Receiver I was able to change the I was unable to change my
(individual a smash direction I was going in direction quickly enough to reach
) quickly so that I could the shuttle so that my opponent
reach the shuttle to return it scored a point
effectively
Football Penalty Goalkeeper I started going one way but I started to go the wrong way and
(team) kick could quickly change could not change direction
direction to go the other quickly enough to save the ball
way to save the ball
BALANCE
What is meant by balance
Keeping the body weight over the base of support while static or moving.
Importance of balance to skill performance
Activity Skill or Role or Positive effect of good Negative effect of poor balance
situation position balance on performance on performance
Gymnastics Headstand N/A I was able to keep my hips I could not keep my hips above
(individual) above my shoulders to hold my shoulders so that I fell over
the balance steady
Football Dribbling Winger I was able to move quickly I did not move my body weight
(team) while adjusting my body to keep it above my supporting
weight to be above my feet so that I lost balance and
supporting feet to that I kept control of the ball
control of the ball
REACTION TIME
What is meant by reaction time
The time between receiving a stimulus and initiating a response.
Importance of reaction time to skill performance
Activity Skill or Role or Positive effect of good Negative effect of poor reaction
situation position reaction time on performance time on performance
Badminton Receiving Receiver I could react instantly to I reacted slowly and could not
(individual) smash quickly move the racket to move the racket quickly enough
get it behind the shuttle to to get it behind the shuttle so that
return it effectively I lost the point
Tennis Receiving Receiver I could react quickly to the I reacted slowly and could not
(Individual) a serve fast serve to get to the ball get to the ball so that my
and return it effectively opponent won the point
Basketball Fast Guard I could react instantly when I reacted slowly giving our
(team) break we won possession of the ball opponents time to get back into
to break behind our defence so that the fast break
opponents defence to receive failed
a pass and score
Football Shot at Centre I could react instantly when I reacted slowly when the ball
(team) goal forward the ball broke to me in the broke so that the defender got to
box to shoot into the goal the ball first and cleared it
MENTAL FITNESS
MENTAL PREPARATION
What is meant by mental preparation

Mental preparation involves the performer focusing on the actions they intend to carry
out and visualizing a successful skill performance before they perform.
Effect of mental preparation on skill performance
Activity Skill or Role or How you Positive effects of Effects of mental

situation position prepared mental preparation on preparation on skill
mentally skill learning performance
Athletics High N/A I visualized I was able to learn to I was able to carry out my
(individual) jump my run –up, run up to the bar as I jump as I had visualized it
take-off and had pictured it and to successfully clear the
flight could take off on the bar
before I correct foot
started my
run up
Football Penalty Centre Before I I was able to learn to I was successfully able to
(team) kick forward started my ignore what the keeper place the ball in the part
run up I was doing and built up of the goal that I had
decided on confidence that I could chosen and score a goal
where I stay calm and place the
would place ball
the ball and
imagined it
going into
the goal
Gymnastics Forward N/A I focused on I was able to learn to I was able to perform the
(individual) roll the points of carry out and perform forward roll successfully
technique the technique correctly and fluently
that my
teacher had
taught me
Basketball Free Shooter I visualized I was able to learn to I was able to carry out the
(team) throw the timing shoot consistently with shot as I had imagined so
of the action the correct technique that it dropped
I would be successfully into the
using and basket
imagined
the flight of
the ball and
the ball
going into
the basket
CONCENTRATION
What is meant by concentration
Concentration is the ability to stay focused on and be fully aware of what is going on around you.
Effect of concentration on skill performance
Activity Skill or Role or How you Positive effects of Effects of

situation position concentrated concentration on skill concentration on skill
or focused learning performance
Gymnastics Gymnastics N/A I concentrated I was able to learn to My sequence flowed
(individual) sequence on linking the link the skills together with all the skills
different skills smoothly with rhythm being linked together
in my and fluency smoothly so that I
sequence gained a high score
together
smoothly
Athletics Sprint start N/A I concentrated I was able to learn to I got a very quick
100 metres on listening react instantly to startstart and got into my
(individual) for the gun so quickly stride before my
that I could opponents so that I
react instantly won the race
Football Timing an Centre I concentrated I learned when to I was able to time my
(team) offensive forward so that I was make the runs so that I run so that I could run
run aware of my was not caught in an onto the pass behind
opponents offside position my opponents
position and defence to get shot at
could goal
anticipate
when my team
mate would
play the pass
Basketball Fast break Guard I concentrated I was able to learn I was able to break
(team) when our break instantly to get instantly to get
opponents shot behind our opponents behind our opponents
the ball so that defence defence to receive a
I could react pass and score a lay-
instantly if one up
of my team
mates won the
rebound
CONFIDENCE
What is meant by Confidence
Confidence is a positive state of mind in which you feel that you can perform successfully.
Effect of Confidence on skill performance
Activity Skill or Role or Positive effects of Effects of confidence on skill

situation position confidence on skill learning performance
Badminton Overhead N/A I build up confidence in my I am consistently able to fool my
(individual) clear ability to disguise my opponent so that I can create space
overhead clear to try a drop in the front court to play the drop
shot shot into
Hockey Dribble Winger I built up confidence in my I was able to consistently get past
(team) ability to keep control of the the defender to cross the ball
ball so that I could attempt
to dribble past an opponent
Effects of using safety equipment or support on level of confidence
Activity Skill or Role or Equipment Effect on confidence

situation position or support
Gymnastics Back N/A Two I was not frightened to attempt the back flip and
(individual) flip supporters was able to get over onto my feet
Swimming Front N/A Arm bands I was not frightened to attempt to swim and
(individual) crawl could swim a few strokes successfully
Hockey Saving a Goalkeeper Helmet and I was not frightened to put my body in the way
(team) shot pads of the ball because I was confident that I would
not be hurt
Cricket Batting Batsman Pads and I was not frightened to attempt to play the ball
(team) the ball gloves as I was confident I would not get hurt if the
ball hit me
MOTIVATION
What is meant by Motivation
The internal feelings and external stimuli which influence and direct behaviour.
Effect of Motivation on skill performance
Activity Skill or Role or Positive Effects of high level Effects of low level of
situation position effects of of motivation on motivation on skill
high skill performance performance
motivation
on skill
learning
Badminton Moving to N/A Because I I wanted to win the I was playing against
(individual) reach the was highly competition and a good opponent who
shuttle motivated I was highly was beating me and I
learned to motivated to reach did not feel I could
push myself every shuttle win the game so that I
to reach the did not push myself to
shuttle reach the shuttle
Athletics High jump N/A I constantly I was highly I was having difficulty
(individual) wanted to motivated to try as with my jumping
improve my hard as I could and I technique and I could
personal best beat my personal not clear the bar so
and was best that I did not see the
highly point in trying hard
motivated
when
practising
Football Running to Centre I wanted to I wanted to win the The centre forward
(team) win the half win the ball cup and I was was much faster than
ball as often as determined to get to me and I could not see
possible every ball before the point in attempting
when my opponent to beat him to the ball
practising to
impress my
coach
American Conversion Kicker I was It was at the end of We were losing 28 -0
football after a try motivated to the game and if I and I had missed my
(team) beat my scored we would previous 5 attempts so
record of win the game so I that I lacked
scoring 18 was highly motivation to score
kicks out of motivated to score
20 when
practising
SECTION 2- AREA C
TRAINING AND ITS EFFECTS
WARM-UP
There are three stages in a Warm-Up
• Increases heart rate.

Stage 1 Light running/ • Increases blood flow to muscles.
jogging • Raises the body temperature.
• Allows easier movement.
Stage 2 Stretching • Increases joint flexibility.
• Stretches the muscles.
Stage3 Practice actions • Warms up specific parts of the body that

from the activity will be used in the activity.
General reasons for a Warm-Up
• Prevents injury to muscles, tendons and ligaments
• Muscles will react quicker when they are warm.
• Prepares the body for specific exercise.
• Greater range of movement of joints when performing skills
Description of Warm-Up
Stage 1
I ran around the football pitch twice.
Stage 2
I stretched each muscle/muscle group than I would be using in the game by holding
exercise at maximum stretch for 30 secs.
Stage 3
I passed the ball in a circle for 5 minutes with my team mates following the ball after
each pass to take up the receivers’ position.
Stage 1
I ran around the tennis court 10 times.
Stage 2
I performed a stretching exercise for each muscle/muscle group than I would be using
in the game by holding each stretch to maximum range of movement for 30 secs.
Stage 3
I repeatedly played the ball over the net with my opponent for 5 minutes making sure
that I used all of the shots I would play in the game.
WARM-DOWN
Reasons for Warm-Down
• Loosens off the muscles that have been working.
• Allows the body to get rid off lactic acid.
• Allows the body to return to normal slowly.
• Failing to perform a warm-down may make you feel sick or dizzy, or you may
get cramp.
Description of Warm-Down
Team activity – Football
I jogged slowly around the pitch twice shaking my muscles to loosen them off as I
ran.

I jogged slowly around the court 10 times shaking my muscles to loosen them off as I
ran.
PRINCIPLES OF TRAINING
What is meant by Frequency of training
The frequency of your training is how often you will train. You may train 3 times per
week with a rest day in between sessions, to allow the body to recover, and for the
training effect to occur.
What is meant by Intensity of training
The intensity of your training is how hard you work in terms of the workload you set
and the work : rest ratio that you use. The intensity of your training will be specific
to you and is based on your own initial level of fitness. For example this is likely to be
different to your classmates.
What is meant by Duration of training
The duration of your training is the length of time your training programme or sessions last.
You may train for a 16 week period with each session lasting approximately 1 hour.
What is meant by Overload of training
You must overload your training by increasing the frequency and/or intensity and/or
duration of your training as your level of fitness increases. If you did not overload your
training then your training will become too easy and your increase in fitness would eventually
plateau off (see graph on next page)
What is meant by Progression of training
You must progressively overload your training by re-measuring your fitness every 4 weeks
and then increase the frequency and/or intensity and/or the duration of your training in line
with your increased level of fitness.
Diagram showing how fitness increases over time as a result of overload
Overload → increased fitness
No overload → fitness plateau
training
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Number of weeks of training
What is meant by specificity
Training must be made specific to;
• Your workload/intensity of training will be specific to your own initial level of

fitness.
• Your role or position in the activity you wish to train to improve your fitness for.
• The specific aspect of fitness you wish to improve.
• The specific part of the body you wish to improve/develop.
• Choose a specific type of training to improve this aspect of fitness.

What is meant by balancing training
When devising any training programme you must be careful not to overburden any one part of
the body. For example. you would not include in a circuit two exercises, one after another,
which put strain on the legs.
What is meant by adaptation
The body (muscles, tendons, ligaments and bones), must adapt to the greater stresses being put
on them when training.
As the body adapts, training must be overloaded progressively. Too much stress too soon can
lead to breakdown or injury. Too little stress will make training ineffective.
What is meant by reversibility
After you stop training, reversibility occurs. Your fitness level will very quickly deteriorate
if you cease training and you will lose the increase in your fitness level you achieved through
training.
How to set the initial level of intensity of your training
To set the intensity of your training you must first of all test your initial level of fitness, and
then decide on the intensity of your workload and your work : rest ratio.
Aerobic endurance
Test your initial level of fitness using the 20 metre shuttle run test and work out your training
zone. You must ensure that you work in your training zone for at least 20 minutes at a time to
develop the fitness of your heart and lungs. You and your classmates will have to work at
different levels of intensity to get your heart rate into your training zone. The fitter you are the
harder that you will have to work to get into your training zone.
To set find your training zone:
Upper range – 220 – your age
Lower range – 70% of your upper range
For a 16 year old that would be:
Upper range - 220 – 16 = 204

Lower range – 70% × 204 = 143
How to ensure progressive overload in Aerobic endurance training
By re-measuring your aerobic fitness and by monitoring your pulse rate you can monitor
increased fitness. You can then increase the frequency, intensity and duration of your
training in relation to your improved level of fitness to make it more demanding. This would
be done after each 4 weeks of your training programme.
In Fartlek training you could increase the length of time you run before resting, increase the
distance of the sprints in your run, shorten the walks or jogs, make the sprints uphill, shorten
the rest periods between runs, perform more repetitions of the run, wear ankle weights when
running or add another training day.
How to set the initial level of intensity of Power/Strength/Muscular Endurance training
Identify the muscles or muscle groups you wish to develop and a specific exercise you could
use to develop them. Measure each exercise to maximum. Set the intensity of your training in
the following way:
Power – 75% of maximum for each exercise, with the exercises being performed explosively.
A small number of repetitions (6) would be used in each set. (High Weight and Low
Repetitions)
Strength – 75% of maximum for each exercise. A small number of repetitions (6) would be
used in each set. (High Weight + Low Repetitions)
Muscular Endurance – 25% of maximum for each exercise. A large number of repetitions
(20) would be used in each set. (Low Weight + High Repetitions)
How to ensure progressive overload in Power/Strength/Muscular Endurance training
After each 4 week period, each exercise should be measured to maximum again. If the
maximum weight lifted has increased, this indicates improved fitness. The new % for each
exercise will result in an increase in the weight lifted for each repetition. Overload can also
be carried out by increasing the number of reps or sets or by adding another training day.
The importance of a work : rest ratio when training

It is important that you allow your body time to recover after periods of intense training.
Training flat out, for an extended period of time without rest in any aspect of fitness, could
cause strain to your body which could result in injury. A work rest ratio of 4 : 1 means that
you may work for 8 minutes and then rest for 2 minutes, before working for 8 minutes again.
This may for example be repeated 5 times. When setting the rest period it is important that it is
not too long as this could result in the body cooling down, which could result in injury. The
length of the work period depends on the intensity of the training and your specific ability to
cope with it.
CIRCUIT TRAINING
Circuit training consists of performing a series of exercises so that different muscle

groups/body parts/aspects of fitness can be worked at consecutive stations. It can be designed
to develop one or more than one aspect of fitness and can be easily adapted to meet the needs
of individuals.
Specific exercises are used to develop specific muscles/muscle groups/aspects of fitness. The
circuit must be balanced, so that no muscle/ muscle group or aspect of fitness is worked on at
two consecutive stations.
Strength training circuit
Station Muscle or Exercise Number of repetitions

muscle group
1 Chest/arms Press-ups 15
2 Calf Toe raises 40
3 Arms/chest Pull-ups 5
4 Abdominals V-sit 6
5 Quadriceps Bench jumps 25
+ hamstring
6 Back Back raises 10
How to set the intensity of a specific Strength circuit training session
I would test myself to the maximum number of the exercise I could do without stopping or
within 2 minutes whichever happened first. I then set my work rate at 80% of my maximum or
the number I achieved in two minutes.
Circuit to develop general fitness
Station Exercise Aspect of fitness Number of repetitions

1 Sit-ups Muscular endurance 30
2 Shuttle sprint Speed 5
between lines
5 metres apart
3 Press-ups Strength 10
4 4 minute run Aerobic endurance 1
around Games Hall
5 Back raise Flexibility/strength 10
6 Bench jumps Power 25
How to set the intensity of a general circuit training session
You would perform the full circuit once. Kinaesthetic feedback will let you know which
stations are too hard or too easy for you, or if the rest periods were too long. You would then
adjust each station and rest period until you felt that the circuit was suitable for your level of
fitness. This could be repeated to decide on the number of sets you would perform.
How training principles are applied to circuit training
Frequency – I performed my circuit training 3 times a week on Monday, Wednesday and

Friday, allowing a rest day in between sessions to recover and for the training effect to occur.
Intensity - I performed the circuit 4 times (4 sets) with 1 minutes rest between each station and
2 minutes rest between sets
Duration – I carried out my circuit training for 16 weeks and each session lasted
approximately 40 minutes.
Overload – after each 4 week period I increased my workload by increasing the number of
repetitions at each station, increasing the number of sets done or by adding another training day
to train 4 times per week.
Specificity – In the strength training circuit, I made the exercises specific to developing
strength, the muscles/muscle groups I wished to strengthen and my initial level of fitness.
In the general fitness circuit I made my exercises specific to a different aspect of fitness at
each station.
Balance – I balanced the circuit so that I was not straining any muscle/muscle group on two
consecutive stations.
Importance of rest/recovery periods in circuit training
The rest/recovery periods between stations and sets are necessary to allow the body to recover
and return to normal after strenuous exercise. If no recovery periods were taken between
stations/sets then you could strain your body and injure yourself.
TRAINING WITHIN ACTIVITIES
Fitness training can be carried out through participation in activities or it can be carried out in
isolation out with activities.
Reasons for Fitness Training within Activities
• You may find training in isolation boring.
• You find fitness through participation more enjoyable.
• Fitness within the activity motivates you more.
• You can work on specific skills and aspects of fitness required for your role/position
within an activity.
• You can practice when fatigued in game like situations.
Reasons for Fitness Training in Isolation
• You can develop a specific aspect of fitness.
• You can work on your own when training.
• It requires less organisation.
• You can choose a type of training specific to your needs
Examples of practices to develop skill and fitness at the same time
Skill – Lay-up
Aspect of fitness – Aerobic Endurance
Description of Exercise
A marker was placed at the top of the key. Starting from the marker, I dribbled as fast as I
could in to the basket, to perform a lay-up, collected the ball and had to dribble around the
marker before performing a lay-up again. I repeated this 10 times.
Skill – Overhead clear
Aspect of Fitness – Aerobic Endurance
I started in the ready position. A feeder played a shuttle up to land at the back of my court and I
had to perform an overhead clear. After the shot I had to run and touch the wall at the back of
the court and then run back to the ready position. As soon as I reached the ready position the
feeder played up the next feed. I repeated this 20 times.
Team activity – Basket ball
Skill – chest pass
Aspect of fitness – muscular Endurance
I stood on a line 5 metres from the wall and continually passed the ball off the wall for 2
minutes without stopping.
Skill – Front court forehand net shot
Aspect of fitness – Muscular Endurance
Starting from the ready position I moved to play a shadow net shot at the front right hand side
of the court and then quickly returned to the ready position. I repeated this 20 times without
stopping.
SECTION 3 – SKILLS AND TECHNIQUES
AREA –A - Techniques
Concepts
Skills and techniques
AREA – B - Ways of Developing Skill
Concepts
Skill Learning
Principles of Effective Practice and Refinement
Feedback
Co-operation
AREA – C - Mechanical Principles
Concepts
Balance
Transfer of Weight
Application of Force
Rotation
Resistance
Follow Through
SECTION 3 – SKILLS AND TECHNIQUES
AREA – A - TECHNIQUES
SKILLS AND TECHNIQUES
What is meant by a skill
Skill is the learned ability to bring about pre-determined results with the minimum
application of time and energy.
What is meant by a technique
A specific sequence of movements used in the performance of a skill.
Skills involving; striking, kicking, throwing, jumping, stretching and rotation
Activity Skill Role or position Action

Badminton Smash N/A Striking
(individual)
Volleyball Serve Server Striking
(team)
Football Shooting at goal Centre forward Kicking
(team)
Karate High kick N/A Kicking
(individual)
Athletics Throwing the javelin N/A Throwing
(individual)
American Quarterbacks pass Quarterback Throwing
football
(team)
Athletics Long jump N/A Jumping
(individual)
Volleyball Blocking blocker Jumping
(team)
Gymnastics Splits N/A Stretching
(individual)
Basketball Rebounding Centre Stretching
(team)
Use of different techniques of skills
Activity Skill Technique1 Technique 2 Problem/reason Effect of change on

for changing performance
Badminton Serve High/long Short/low My opponent was My opponent had to play
(individual) serve serve attacking my high the shuttle up and I was
serve winning able to play attacking shots
points or putting to win points or put my
me under pressure opponent under pressure
Golf Chip Low chip High chip The grass around The high chip landed and
(individual) and run the green was stopped on the green
long which
stopped the
running ball
Basketball Lay-up Underarm Over arm The defender was The defender could not
(team) lay-up lay-up easily able to block the shot and I scored
reach across and a basket
block my shot
Volleyball Serve Underarm Over arm The receiver The receiver could not get
(team) serve serve could easily dig accuracy on the harder
the ball up to the serve and the setter had to
setter to start a move to play it making it
quality attack harder to start a quality
attack
Description of skills in terms of preparation/action/recovery
Activity Skill Preparation Action Recovery

Badminton Overhead Move into position Transfer weight from Follow through down and
(individual) clear under the shuttle, back foot to front foot across the body and move
side on to the net as you swing the forward to return to the
with non-hitting arm racket forward at ready position
pointing at the speed with arm
shuttle and racket extended to strike the
raised behind head shuttle
Volleyball Dig Judging the flight of Straighten the legs to Follow through with the
(team) the ball move into rise up and straighten arms forward and up
position behind it the arms to meet the towards the receiver and
with arms joined ball. Strike the ball move to be in position for
together and legs with both forearms the next shot
bent with your left
foot out in front of
the right
Progressive practices to improve skill performance
Activity Skill Problem Simple practice More demanding practice

Badminton Overhead I am square-on to Suspend a shuttle at Have shuttles fed to me so
(individual) clear the net when hitting height and that I have to move into a
playing the shot repeatedly practiced side-on position while
getting side-on when adjusting to the flight of
hitting the stationary the shuttle
shuttle
Basketball Lay-up I take off too far Mark an X at the take- Dribble the ball into
(team) from the basket off position and perform the lay-up
when shooting repeatedly perform ensuring that your take-off
standing shots from it. foot lands on the X
Effect of the environment on skill performance
Activity Skill or Effect of Change made to Effect of change

situation environment on skill performance
performance
Golf Pitch and The wet ground was I pitched the ball The ball stopped and
(individual) run slowing the ball up high in the air landed on the green
as it rolled across the
ground and it did not
reach the green
Athletics Sprinting I was running into I leaned further I presented less of my body
100 metres the wind which was forward into the to the resistance of the
(individual) slowing me down wind wind so that I could run
faster
Rugby Conversion The wind was I aimed to the left Although the wind still
(team) attempt blowing across from of the goal blew the ball it went
my left which forced between the posts and
my kicks too far to scored
the right
Football High pass The wind was I played a low The forward was able to
(team) over defence blowing behind me pass through the reach the ball and get a
for forward and the pass was channel or the shot at goal
to run onto blown too far and forward to run
fast for the forward onto
to reach
Skills required for official to be effective
Activity Official Skill Why skill is important

Badminton Umpire Keeping the correct So that a the players know the
(individual score and knowing correct score and when its their turn
or team) who was to serve to serve
Gymnastics Judge Awarding marks based So that the correct mark is awarded
(individual) on the creativity and to all performances
level of difficulty of a
performance
Volleyball Umpire Giving correct hand So that all performers, coaches and
signals with decisions spectators know what decision has
been given
Football Referee Moving into a good So that they can have the best view
position to see the of the action to give the correct
action decision
What is meant by a complex skill
A complex skill involves the performer consciously having to think about and control
the performance, and make decisions about it. e.g. basketball lay-up
What is meant by a simple skill
A simple skill has a basic movement pattern, few sub-routines, requires limited
decision making and involves little conscious thought. e.g. badminton short serve
Difficulty in learning Complex skills
Activity Complex skill Reason skill was difficult to learn

Badminton Jump smash I had to judge the flight of the shuttle and move into a good
(individual) preparation position under the shuttle before jumping to hit it
attempting to direct it away from my opponent
Basketball Lay-up I had to coordinate the dribble into the shot and I then only take two
(team) steps before jumping and stretching up to shoot
Use of Space, Weight, Flow and Time in team and individual activities
• In aesthetic activities such as dance, ice skating and gymnastics marks are
awarded to your performance based on your use of space, weight, flow and
time to be creative and for its level of difficulty.
• In team activities such as basketball, football and hockey, by quickly

transferring your weight you can create time and space in which to perform
skills smoothly (flow).
Effect of Space, Flow, Weight and Time, on skill performance
Activity Skill or situation Use of space, flow, Effect of using space, flow,
weight and time weight and time
Gymnastics Performing a I linked a number of skills My performance was
(individual) gymnastics together in an unusual different and unusual and
sequence way so that it flowed and had rhythm and flow and I
I did not stop during my was awarded high marks
sequence
Basketball Jump shot fake I faked a jump shot and I created the time and
(team) when the defender jumped space to dribble around him
up to block, I transferred and I could flow smoothly
my weight quickly down into a lay-up and score a
and dribbled around him basket
to score with a lay-up
Badminton Pretend to play I disguised my shot so My opponent started to
(individual) an overhead that my opponent thought move to the back of their
clear but play a I was going to play an court and then could not
drop shot instead overhead clear but slowed reach the shuttle which
down my weight transfer landed in the space I had
and the speed of the created in the front of the
racket head to play a drop court and I won the point
shot
Football Faking when I pretended to move to my My opponent moved to
(team) dribbling left but quickly their right and this created
transferred my weight to space and time for me to
go to the right to dribble move around him/her to
past the defender cross the ball
SECTION 3 AREA – B
WAYS OF DEVELOPING SKILL
Introduction of new skills

Your teacher will introduce you to new skills in different ways;
• Tell you how to perform the skill.
• Demonstrate the skill to you by performing it.
• Show you a good/model performance of the skill on video.
• Show you a picture of the skill.
What is meant by demonstration

A demonstration is an explanation, display or illustration showing how to complete a
skill/task correctly.
Purpose of a demonstration
A demonstration gives you a clear picture of how a skill is performed and lets you
know what it is you need to do to perform a skill correctly. You can then attempt to
copy the performance of the skill/task that you have seen or heard.
FEEDBACK
What is meant by feedback

Feedback is information you receive about your performance as you learn or perform
skills.
When to give feedback

Feedback is best given immediately, while the performance is still fresh in your mind.
You can then use this feedback to alter your next performance of the skill to make it
more effective.
How much feedback should be given at one time.

Only one or two points of information or feedback should be given at any one time, so
that you do not get confused and be unable to focus effectively on any one part of
your performance.
Why feedback should be specific

If feedback is specific in identifying the part of your skill performance that you need
to improve, then you can focus your mind and your practices on fixing these specific
weaknesses.
How feedback is used

Based on feedback you receive, you can change your performance of a skill to try to
improve specific identified weaknesses. You can also devise practices to specifically
focus on your identified weaknesses.
Internal feedback
Kinaesthetic feedback
Feedback from within, based upon how you feel about your performance. i.e. do you
feel balanced/in control etc.
External feedback
This is feedback received from out-with the body and can be received in a number of
different ways.
Verbal feedback
Feedback given by an observer/teacher, after they have watched you perform, to tell
you what you are doing right or wrong as you perform, or what you should do to
improve your performance.
Written feedback
Feedback which is written down by an observer, for you to look at i.e. an observation
sheet.
Visual feedback
Feedback which you can receive by watching your performance on video so that you
can see the aspects of your performance that you are performing well and those that
need improvement.
Knowledge of results
Feedback received by watching the result of your skill performance i.e. if you perform
a free throw in basketball which falls short of the basket, then you know that you need
to put more power into the next throw.
Examples of feedback
Activity Skill Type of How Weakness Change Effect of change

feedback feedback identified made or or practice
received practice
used to
improve
performance
Basketball Free Knowledge I watched I did not In my 2nd The ball went
(team) throw of results my free put free throw I further and
throw fall enough put more higher and
short of the power into power into dropped into the
basket the shot the shot. basket to score
Badminton Short Knowledge I saw that My serve I hit my My opponent
(team or serve of results my serve went too next serve had to hit the
individual) went too high over lower shuttle upwards
high over the net and I could
the net for smash it.
my
opponent to
attack it
Badminton Smash Verbal An observer I am I practised I was able to get
(team or watched me square on hitting a side on when
individual) play and to the net suspended hitting the
told me when shuttle, smash so that I
what I was smashing making sure got more power
doing wrong that I was and my
when side on to it.opponent could
smashing not return it
Basketball Dribble Verbal An observer I was I practised I bounced the
(team) watched me bouncing dribbling ball lower when
play and the ball the ball low dribbling so that
told me too high in and out of my opponent
what I was when cones could not take it
doing wrong dribbling from me
when and my
dribbling opponent
could steal
it from me

received practice
used to
improve
performance
Golf Drive Kinaesthetic I felt that I I was For my 2nd I hit the drive
(team or hit across hitting drive I made straight down
individual) the line of across the sure that I the middle
the ball so line of the hit straight
that it sliced ball through the
out of instead of ball
bounds straight
through it
Basketball Free Kinaesthetic I felt that I was For my 2nd The ball went
(team) throw my hand did following shot I made straight towards
not go through to sure that my the basket and I
straight the left hand went scored
through to side of the straight
the basket basket through to
making the basket
me miss
the shot
Basketball Lay-up Visual I was video- I could see
I marked a When I
(team) taped as I that I was
cross at the performed lay-
performed taking off
take-off ups in the game
the lay-up too far position and I was taking off
so that I away from
practised closer to the
could watch the basket
lay-ups basket and
it after my making sure scoring more
performance that I took often
off from the
cross
Badminton Over- Visual I was video- I could see I practised I was able to hit
(team or head taped as I that my hitting a the shuttle with
individual) clear performed arm was suspended a straighter arm
the clear so bent when shuttle, so that I got
that I could I hit the making sure more power and
watch it shuttle that my arm the shuttle went
after my was straight to the back of
performance when I hit it my opponents
court

received practice
used to
improve
performance
Football Corner Written My coach The ball In the The keeper did
(team) kick had written was going second half not come out to
down that I too close I hit the catch the ball
was hitting to the corners and my forward
the corners keeper so further out headed the ball
too close to he could away from into the goal
the catch it the keeper
goalkeeper easily
Swimming Front Written An observer Because The I swam with my
(individual crawl wrote down my legs practised legs closer
that my legs were too doing together giving
were too far far apart repeated me a more
apart when my leg breadths of powerful leg
kicking kick legs only kick making me
lacked swim faster
power
PASSIVE AND ACTIVE PRACTICE SITUATIONS
What is meant by a passive practice situation
A practice situation where you are not put under pressure and your opponent is not
attempting to gain possession or win points.
Learning in passive practice situations
Activity Skill or Description of passive practice Benefits to effective learning

situation
Badminton Smash I was fed up shuttles repeatedly so I was able to focus only on
that I could practice my smash and playing the smash without
my passive opponent would worrying about an opponent or
attempt to play a return shot which dealing with the next shot and I
I did not attempt to play could see how effective my smash
had been by the quality of my
opponents return
Tennis Serve I repeatedly practiced hitting my After each serve, I could focus on
serve to an opponent who would the serving action only, without
attempt to return it but I did not having to immediately focus on
attempt to play it again my next shot and I could see how
effective my serve was by the
quality of my opponents return
Basketball Lay-up I performed lay-ups repeatedly I could experience performing the
against an opponent who was shot with a defender close to me
making no attempt to get the ball but under no pressure
Handball Jump shot I repeatedly practiced my jump I was able to build up confidence
shot over two players who stood in my ability to jump shoot
with their arms up but who did not without worrying about defenders
move or attempt to get the ball pressuring me or trying to block
the ball
What is meant by an active practice situation
A game like practice situation where you are under pressure and your opponent is
attempting to gain possession or win points.
Learning in active practice situations
Activity Skill or Description of active practice Benefits to effective learning

situation
Badminton Smash I was fed up shuttles repeatedly so I could get experience of playing
that I could practice my smash and my smash in a pressured game
my active opponent would attempt like situation
to play a return shot which I had to
attempt to play
Tennis Serve I repeatedly practiced hitting my I could get experience of dealing
serve to an opponent who would with service returns in a pressured
attempt to play a return shot which game like situation
I had to attempt to play it again
Basketball Lay-up I performed lay-ups repeatedly I could experience performing the
against an opponent who was shot in a game like situation
making an attempt to block or win against a defender who was trying
the ball to block the shot
Handball Jump shot I repeatedly practiced my jump I was able to practice my jump
shot over two players who were shot in a pressured game like
attempting to pressure me and situation against defenders who
were jumping to block the shot were trying to block the shot
AUTOMATIC STAGE OF LEARNING
What is meant by the automatic stage of learning
Skills can be performed with a high level of efficiency, speed, control and accuracy
with little or no conscious thought.
Effective practice and performance at the automatic stage of learning
Practices used when at the automatic stage of learning will be pressured and game like.
Activity Skill or Description of practice used at Benefits to performance

situation automatic stage
Badminton Smash I was fed up shuttles repeatedly When I was playing in a game I was
so that I could practice my be used to returning smash returns
smash and an active opponent and I was be able to move and
would attempt to play a return respond automatically when I was
shot which I had to attempt to playing them
play
Tennis Serve I repeatedly practiced hitting my When I was playing in a game I was
serve to an opponent who would used to returning service returns and
attempt to play a return shot I was able to move and respond
which I had to move to and play automatically when I was playing
them
Basketball Lay-up I performed lay-ups repeatedly When I played in a game I was able
against an opponent who was to respond automatically in a
making an attempt to block or pressured situation when performing
win the ball a lay-up, and I was able to score
Handball Jump I repeatedly practiced my jump When I was playing in a game I was
shot shot over two players who were used to performing the jump shot
attempting to pressure me and automatically when under pressure
were jumping to block the shot and was able to stay calm and score
PRINCIPLES OF EFFECTIVE PRACTICE
For practice to be effective
• Practice must be realistic and appropriate to your level of ability.
• Practices should be enjoyable.
• Practice must be performed with the correct technique.
• Practice must not be carried out for too long.
• Practices must be varied.
• Practices must be specific to improving weaknesses in your skill or performance.
Effects of practising for too long
• Become fatigued/tired.
• Become bored and lose interest.
• Lose motivation.
• Possible risk of injury.
Effects of variation in practice
• Can keep you interested.
• Can be more enjoyable.
• Can help avoid fatigue/tiredness.
• Can help avoid injury.

Adapting easy practices to make them more difficult
Activity Skill or Easy practice More difficult practice

situation
Gymnastics Back flip I practised with two I practised with no
(individual) supporter to give me lift supporters
Badminton Smash I practised smashing a I had shuttles fed to me as I
(individual) suspended shuttle so that I practised so that I had to
did not have to worry about move into position to play
the flight of the shuttle the smash
Basketball Learning a I practised lay-ups against a I practised lay-ups against
(team) lay-up passive defender so that an active opponent in a
although the situation was pressured game like
game like I was not put situation
under pressure
Football Direct free I practised my free kicks I practised my free kicks
(team) kick over a practice wall but with over a practice wall but
no goal keeper with a keeper trying to save
them
Effect of specific weakness on performance
Activity Skill or Specific weakness Effect of weakness Practice to improve

situation or problem on performance weakness
Trampolining Front I was not tightly I did not rotate fast I practised
(individual) somersault enough tucked enough so that I fell somersaults wearing
back when I landed the suspended safety
belt held by my
teacher, making sure
that I tucked tightly
each time
Badminton Overhead My body was I could not get I practised hitting a
(individual) clear square-on to the net power into the shot suspended shuttle
when hitting the so that it landed in making sure that I was
shuttle the mid-court and side-on each time
was smashed by my
opponent
Basketball Lay-up I took off too far My shots tended to I marked an x at the
(team) away from the be too hard and I take off position and
basket seldom scored practised unopposed
lay-ups making sure
that I took off on the x
each time
Football Shooting I lean back too far My shots go high I repeatedly practised
(team) at goal when shooting over the cross bar shooting at a
goalkeeper making
sure that I was not
leaning back each
time
WHOLE – PART – WHOLE
Definition of Whole-Part-Whole
Practising the whole skill, then practising and improving a part of the skill which
needs to be improved, then practising the whole skill again.
Who would learn using Whole-Part-Whole
Whole-Part-Whole would be used by a performer with some experience rather than a

beginner.
Reasons for learning using Whole-Part-Whole
• You can isolate the part of the skill which requires to be improved.
• You can focus specifically on the part of the skill considered a weakness.
• You can attempt the full skill again, only when the part which is a weakness
has been improved.
• The skill being learned is complex and has many sub\routines.
Examples of skills practised using Whole-Part-Whole
Activity – Swimming
Skill – Front Crawl
How Whole-Part-Whole is used
• Repeated breadths of front crawl to identify specific weakness that the legs are
kicking too far apart.
• Repeated breadths, holding a float in both hands, using legs only, to improve
the weakness and get the legs kicking closer together.
• Repeated breadths of full stroke front crawl, trying to make sure that the legs
are kicking closer together.
How Part is practised
A float is held out in front of the body in two hands, with the body in a streamlined
position. Repeated breadths are done using the legs only for propulsion.
Effect of Whole-Part-Whole practice on performance

Legs kick closer together producing a more powerful kick, so that more force is
applied backwards against the resistance of the water and you can swim faster.
Skill – Overhead clear
How Whole-Part-Whole is used
• Repeatedly practice performing an overhead clear from a feed to identify the

specific weakness that I am square on to the net at contact.
• Using a suspended shuttle, repeatedly practice hitting an overhead clear shot

with body side on to the net at contact.
• Repeatedly practice performing an overhead clear from a feed, concentrating

on the body being side on to the net at contact.
How Part is practised
Suspend a shuttle at a measured hitting height. Stand under the shuttle adopting a well
balanced side-on preparation position. Repeatedly practice hitting an overhead clear
without worrying about the flight of the shuttle.
Effect of Whole-Part-Whole practice on performance
I can now get side on to the net when hitting an overhead clear. This has resulted in
more rotation into the shot and a faster swing, so that the shot is more powerful and
the shuttle goes further to the back of my opponents’ court.
GRADUAL BUILD-UP
Definition of Gradual Build-Up
Gradual build-up is learning a skill in stages with each stage becoming progressively
more difficult.
Who would learn using Gradual Build-Up
Gradual Build-Up would be used by a beginner or someone learning/practicing a

dangerous skill.
Reasons for learning using Gradual Build-Up
• You can practice at a level appropriate to your ability level.
• You can build up confidence and improve ability before moving onto the next
stage/level.
• You can move onto the next stage/level only when ready.
• You can move back a stage if losing confidence or failing to be successful.
• The skill you are learning is dangerous.
Examples of skills practised using Gradual Build-Up
Individual Activity – Swimming
Skill – Diving
Stage 1 – Sit on the edge of the pool with feet in the channel. Lean forward with head
between the arms, with hands pointing towards the water. Topple forward
into the water.
Stage 2 – One knee and one foot on edge of the pool. . Lean forward with head
between the arms, with hands pointing towards the water. Topple forward
into the water.
Stage 3 – Crouch down with both feet on the edge of the pool. Lean forward with
head between the arms, with hands pointing towards the water. Topple
forward into the water.
Stage 4 - Stand with both feet on the edge of the pool. Lean forward with head
between the arms, with hands pointing towards the water. Topple
forward and straighten legs to dive into the water.
Skill – Right-handed Lay-Up
Stage 1 – Mark the take-off position on the ground and repeatedly perform a standing
shot in off the back board.
Stage 2 – Mark the take-off position on the ground and repeatedly perform a jumping
shot in off the back board.
Stage 3 – Take two steps back from the basket. Bounce the ball in front of you and
catch it and take two steps, right foot then left foot, taking off from the
take-off position on the left foot, before jumping and stretching up to lay
the ball in off the back-board.
Stage 4 – Dribble the ball into the basket, to perform a full lay-up, jumping up off the
left foot from the marked take-off position.
SECTION 3 – AREA C
MECHANICAL PRINCIPLES
BALANCE
What is meant by Balance
Balance is achieved by keeping your body weight above your base of support.
This can occur when the body is static or moving.
The Basic Principles of Balance
• The larger the base the easier it is to balance, the smaller the base the
more difficult it is to balance. For example, a shoulder stand is easier to
perform than a handstand.
• The lower the centre of gravity the easier it is to balance, the higher it is
the more difficult it is to balance. For example a crouched headstand is
easier to perform than an extended headstand.
• The body weight/mass should be kept above the base of support to

make the balance stable. For example the hips should be kept above
the triangular base of support/shoulders when performing a headstand.
• Movement into a balance should be controlled so that you can stop

in/hold the balance position. For example when performing a
headstand you should control your movement into the headstand
position so that you can stop your hips moving and keep them above
your triangular base of support/shoulders.
Effect of balance on performance
Activity Skill or How balance is Effect on performance

situation achieved or maintained
Gymnastics Handstand I controlled my I could hold the
(individual) movement into the handstand steady for 5
handstand and put my seconds
hands shoulder width
apart tightened my
muscles and kept my
hips above my
shoulders
Football Dribbling I slightly bent my legs, I was able to move and
(team) which were about change direction quickly
shoulder width apart to while still keeping control
lower my centre of of the ball so that I could
gravity, I kept my body dribble past my opponent
weight above my base
and tightened my
muscles to apply force
when I changed
direction quickly
What is meant by Centre of Gravity
The centre of gravity is the point at which all weight tends to be concentrated
so that the body is balanced in all directions. This can occur when the body is
static or moving.
Examples of the effect of Centre of Gravity on Performance
Activity Skill or Centre of gravity during Effect on performance

situation performance to be
balanced
Gymnastics Handstan Hips kept above I can hold the
(individual) d shoulders handstand still for 5
seconds
Football Dribbling Hips above feet when I can quickly transfer
(team) dribbling my weight in different
directions because I
am balanced
What is meant by the size of base
The size of your base is the area covered by the points of contact that your
body makes with the floor/ground.
The effect of the size of your base on performance
Activity Skill or Size of base during Effect on performance

situation performance to be
balanced
Gymnastics Headstand Triangular base made I can hold the balance
(individual) with hands and forehead still for 5 seconds
because I have a large
base
Gymnastics Handstand My hands are placed I am unable to hold the
(individual) close together on the handstand steady for
floor any length of time due
to my small base
Football Faking Feet are roughly Because I am balanced
(team) shoulder width apart due to the large base I
when attempting to fake can quickly transfer my
my opponent weight to move one
way and then another
to lose my opponent
Basketball Dribbling I had my feet too close I was unable to transfer
(team) together when dribbling my weight quickly from
one direction to another
and I could not lose my
opponent
What is meant by having body weight above the base off support
During static balances the body weight must be held still above the base of
support. If the body weight moves out-with the base of support the balance
cannot be held. To be balanced during movement, if the body weight moves
out-with the base of support then body control will be lost.
The effect of having body weight above the base of support on
performance
Activity Skill or how body weight is kept Effect on performance

situation above base of support
to be balanced
Gymnastics Handstand Hips kept above I can hold the
(individual) shoulders handstand still for 5
seconds
Football Dribbling Hips above feet when I can quickly transfer my
(team) dribbling weight in different
directions because I am
balanced
What is meant by body tension
Body tension occurs when muscles/muscle groups contract to hold the body
in stillness or to apply a force.
The effect of body tension on performance
Activity Skill or How body tension is used Effect on performance

situation
Gymnastics Handstand I contracted/tightened the I was able to hold my
(individual) muscles I was using as I balance still for 5
balanced to hold the body seconds
still
Badminton Smash As I struck the shuttle with I was able to apply a
(individual) the racket, I large force to the
contracted/tightened the shuttle so that it was
muscles used to smash hit hard on fast and
my opponent found it
difficult to return
Rugby Scrum As we pushed in the We were able to
(team) scrum we apply a large force so
contracted/tightened the that our opponents
muscles/muscle groups could not push our
used in the push to hold scrum backwards
our scrum steady
Football Penalty As I struck the ball, I I was able to apply a
(team) kick tensed the large force to the ball
muscles/muscle groups so that I kicked it hard
used when kicking so that and fast and the
I could apply a large force goalkeeper could not
to the ball save it.
Changing body position to increase stability
By changing your body position you can increase stability or make it easier to
hold a balance.
Activity Skill or Change made to body How change of body

situation position position improved
performance
Gymnastics Headstand I changed from an I was not able to
(individual) extended headstand perform the headstand
position to a crouched in the extended position
headstand position but when I lowered my
centre of gravity I could
hold the headstand
position steady more
easily
Basketball Control I bent my legs more to I could bounce the ball
(team) dribble lower my body when lower and I could more
pressured by an easily change my
opponent direction by transferring
my weight quickly so
that I was able to keep
control of it in a tight
pressured situation
TRANSFER OF WEIGHT
Definition of transfer of weight
Transfer of weight is achieved by moving the body weight from one part of the
body to another.
Efficient transfer of weight can result in increased power in striking throwing
and pushing actions.
Activity Skill/Tech Role or Main Weight Effect on Performance
position part of transfer
body From -
used To
Basketball Jump Guard Whole Down to I can jump up high to elevate
(team) shot body up myself above the defender
and get power and height on
the ball so that it
reaches/drops down on the
basket.
Hockey Drive Midfielder Legs Back I can get a faster swing of the
(team) and foot to stick through the ball so that
arms front foot it goes hard and fast and is
not intercepted
Basketball Javelin Centre Arm Back I can build up speed on the
(team)l pass foot to ball before release so that it
front foot goes far and fast to my team
mate and is not intercepted
Athletics High N/A Whole Down to I can drive up powerfully to
(individual) Jump body up jump high to clear the bar
Badminton Smash N/A Arm Back I can build up speed in the
(individual) foot to racket head as I move
front foot forward quickly so that the
shuttle is hit hard downwards
to win the point
Basketball Chest Centre Legs Back I can apply force to the ball
(team) Pass And foot to so that it goes flat and hard
arms front foot to its target and is not
intercepted
Football Throwing Centre Legs Side to I can make my opponent
(team) a fake forward side think that I am going one way
and by changing direction
quickly to go in the opposite
direction I can lose my
marker
Effect of Weight Transfer on Performance
Individual Activity - Badminton
Skill/Technique - Overhead Clear
Part of the Body - Arm/upper body
Type of Action - Striking action
Description of how and when Weight is Transferred
I moved my weight onto my back foot as I adopted the ready position under the shuttle. As I
swung
forward to strike the shuttle, I transferred my weight onto my front foot.
I was able to apply a powerful force back and down as I transferred my weight forward. This
enabled
me to turn quickly to get a fast racket head through the shuttle so that it went high and long
to force
my opponent to the rear of their court.
Team Activity - Football
Skill/Technique - Faking an opponent
Part of the Body - Leg/lower body
Type of Action - Pushing action
Description of how and when Weight is Transferred
I moved my weight onto my right foot, and when my opponent moved to their left, I very
quickly,
by driving down onto my right foot, transferred my weight sideways onto my left foot to
change
direction quickly to go around my opponent.
I can make my opponent/the defender think that I am going to the right and then by changing
direction very quickly to move to the left, I can lose my marker to get into space to cross the
ball/shoot at goal
Team Activity - Basketball
Skill/Technique - Javelin pass
Part of the Body - Arm/upper body
Type of Action - Throwing action
Description of how an when Weight is Transferred
I moved my weight backwards onto my back/right foot and then very quickly by driving back
and
down onto my right foot, I transferred my weight forwards onto my left/front foot just as I
started
to bring the ball forwards.
I was able to bring the ball forward quickly, building up speed on it before release, so that I
got
power into the pass and it flew far and fast to my team mate without being intercepted.
APPLICATION OF FORCE
Definition of Application of Force
By contracting the muscles force can be applied against a resistance to achieve

thrust/propulsion
in the opposite direction.
The more powerful the muscle contraction, the greater the force applied and the greater the
thrust/propulsion achieved.
Activity Skill/Tech Direction Direction Main part Effect on Performance

or of of Thrust of
Situation Force or body used
Propulsion
Athletics Sprint Back Forward Legs By powerfully straightening the legs
(ind) start + down + up against the blocks I can get a
powerful thrust up and forward to get
into my stride quickly before my
opponents
Rugby Scrum Back Forward Legs By powerfully pushing with our legs
(team) We can apply a great force back so
that our scrum moves forward
pushing our opponents back
Swim Push start Back Forward Legs By powerfully straightening my legs
(ind) off the back against the wall I can get a
wall large thrust forward so that I can get
into my stroke quickly/before my
opponents
Football Faking To the To the left Legs By pretending to go to my right and
(team) right then applying a large force by driving
off my right foot to go quickly to my
left I can lose my marker
Swim Front Back Forward Arms and By pushing back against the
(ind) Crawl legs resistance of the water powerfully I
get a great propulsion forward so
that I can swim fast and win the race
B/ball Rebound Down Up Legs By powerfully straightening the legs
(team) I can apply a large force against the
resistance of the floor so that I can
get a powerful thrust upwards to
jump high and win the rebound
Effect on Performance of Application of Force
Skill/Technique/Situation - Faking to lose opponent
Direction of force applied - Sideways/to the right
Direction of thrust achieved - Sideways to the left
Description of how Force is applied
By applying a powerful force to the right by straightening my leg against the resistance of the
ground, I changed my direction of movement quickly, to go sideways to the left.
By changing my direction quickly, I was able to deceive my opponent and get away from
him/her
into space.
Skill/Situation - Rebounding
Direction of force applied - Down
Direction of thrust achieved - Up
By powerfully straightening my legs, I can apply a large force down against the resistance of
the
floor which gives me a powerful thrust upwards.
I can jump up higher than my opponents and win the rebound.

Individual Activity - Athletics
Skill/Situation - Sprint start
Direction of force applied - Back and down
Direction of thrust achieved - Forward and up
By powerfully straightening my legs, I could apply a large force back and down against the
resistance
of the blocks. This gave me powerful thrust forward and up.
I was able to get away quickly at the start of the race to get in front of my opponents.
Individual Activity - Swimming
Skill/Situation - Front Crawl
Direction of force applied - Back
Direction of thrust achieved - Forward
By powerfully pushing back with the arms and legs, I can apply a large force against the
resistance
of the water which gives me a large forward propulsion.
I can swim quickly through the water, faster than my opponents so that I win the race.
ROTATION
Definition of rotation
Rotation is the movement of the body or part of the body around a central axis.
Effect of changes of Body Shape on Rotation
Activity - Trampolining
Skill/Technique - Front Somersault
Change made to Body Shape
I tucked by body into a tight ball shape as I turned.
Effect on Rotation
The tighter the tuck the faster the rotation.
I was able to rotate my body fully to land on my feet
Activity - High Board Diving
Skill/Technique - Open Back somersault
Change made to Body Shape
I opened my body up fully as I rotated in the somersault.
Effect on Rotation
The more open my body, the slower my rotation.
I was able to slow down my rotation so that I didn't over-rotate and I could enter the water
hands
first, with my body straight.
RESISTANCE
Definition of resistance
Resistance occurs as a result of friction occurring between an object and an external force or
other
object.
Resistance as an Advantage
Activity Skill/tech Resistance How resistance Effect on Performance

or given by is used
situation
Swim Front crawl Water Force is applied by The greater the force applied
the muscles of the backwards the greater the
arms and legs to propulsion I get forward and the
push back against faster I can swim so that I win
the resistance of the the race
water to get
propulsion forwards
Athletics 100 metres Wind A strong wind This means that I can run faster
Blowing at my back and I can win the race
forces me forward so
that I can run faster
B/ball Rebound Floor I bend and then This enables me to jump up high
powerfully straighten so that I can win the rebound
my legs to apply
force down against
the resistance of the
floor to get thrust
upwards
Football Fake Ground By powerfully driving I can make my opponent think
down off my right that I am going to my right and
foot against the then quickly go to my left to lose
resistance of the him/her/to move into space
floor I can quickly
change my direction
to go to my left
Skill/Technique - Rebounding
Resistance given by - Floor
How Resistance is used to Advantage
I bend and then powerfully straighten my legs to apply force downwards against the
resistance of
the floor to get thrust upwards
By powerfully straightening my legs to apply force downwards, I can jump up higher than my
opponents to win the rebound.
Individual Activity - Swimming
Skill/Technique - Front Crawl
Resistance given by - Water
How Resistance is used
Force is applied by the muscles of the arms and legs to push back against the resistance of
the
water to get propulsion forward.
The harder/greater the push back against the resistance of the water the more propulsion I
achieve
and the faster I can swim, so that I can swim faster than my opponents and win the race.
Resistance as a Disadvantage in Individual activities
Activity Skill/tech ResistanceHow Resistance How body Effect on Performance

or given by hinders shape changed
Situation
Swim Front WaterTo move Streamline By streamlining my body I
(ind) Crawl forward my body by offer less surface area to the
I have to cut putting my resistance of the water and I
through the head between can cut through the water
water which my arms and more easily to swim faster to
pushes by straightening
win the race
against me my legs and
and slows mekeeping them
down together
Athletics 100 Air/wind As I run the I leaned I offer less of a surface area
(ind) metres air/wind further to the resistance of the wind
pushes forward which lets me run faster so
against me putting my that I won the race
slowing me head down
down
Cycling Cycling Wind As I cycle theI leaned I offer less of a surface area
(ind) against air/wind further to the resistance of the wind
the wind pushes forward which lets me cycle faster so
against me putting my that I won the race
slowing me head down
down further over
the
handlebars
Resistance as a Disadvantage in Team activities
Activity Skill/tech ResistanceHow Resistance

Effect on Tactic to overcome
or given by hinders Performance
Situation
FootballLong passWind The wind The ball falls Hard pass played along
(team) up field Holds the ball short and is the ground into feet or
up and it falls intercepted into space
short of the
target
Rugby Kick at Wind Wind from theThe ball Aim further to the right
(team) goal right pushes moves to the when kicking to allow for
the ball to leftleft and movement in the air so
in flight misses that the ball goes
the goals between the posts
Team Activity - Rugby
Skill/Technique - Kicking for goal
Resistance given by - Wind
How Resistance is hinders performance
Wind from the right pushes the ball to the left in flight so that the ball moves in the air and
misses
the target.
Tactic to overcome resistance
Aim further to the left when kicking to allow for movement in the air so that the ball goes
between
the posts.
Individual Activity - Cycling
Skill/Technique - Cycling against the wind
Resistance given by - Wind
How Resistance is hinders performance
The wind blowing into my face makes a greater resistance for me to cycle against which
slows
me down.
Tactic to overcome resistance
I lean forward over the handlebars of the bike to reduce the amount of my body presented to
the
wind so that I can cycle faster.
FRICTION
Definition of Friction
Friction is caused when two objects rub together which leads to an increase in resistance.
Effect of increased Friction on Performance
Activity - Athletics
Skill/Technique - 100 metre sprint
How Friction is increased
Spikes are worn to increase the friction with the track which increases the resistance that can
be
achieved.
Effect of increased Friction on Application of Force
Wearing spikes gives me a better grip of the track, which enables me to apply a greater force
downwards and backwards against the resistance of the track so that I get more thrust
upwards
and forwards.
Effect of increasing Friction on Performance
Due to the better grip on the track and the increased forward thrust I can run faster than my
opponents and I win the race.
Effect of reduced Friction on performance
Activity - Skiing
Skill/Technique - Skiing downhill
How friction is reduced
I put wax on the bottom of my skis which makes the skis slide easily across the snow,
reducing
the resistance.
Effect of reducing Friction on Performance
Because my skis were sliding across the snow more easily I was able to ski faster than my
opponents and win with the quickest time.
STREAMLINING
Definition of Streamlining
Streamlining occurs when you put your body into a shape and position to present as small as
possible a surface area to a resistance. This can reduce the resistance you need to
overcome
and improve your performance.
Effect of adopting a streamlined position on performance
Activity - Swimming
Skill/Technique - Front Crawl
Resistance to be overcome - Water
How the body shape is changed to make it Streamlined
I made my body straighter on the surface of the water by putting my head between my arms
and
by putting my legs together.
Effect of adopting streamlined position on reducing Resistance
Due to my straighter body shape I offered a reduced surface area to the water, so that I can
cut
through the water more easily.
Effect on performance of adopting a more Streamlined position
As I can cut through the water more easily I can swim faster than my opponents and win the
race.
Activity - Cycling
Skill/Technique/Situation - Cycling against the wind resistance to be overcome - wind/air
How the body shape is changed to make it Streamlined
I bent my body more over the handlebars.
Effect of adopting streamlined position on reducing Resistance
Due to my hunched body shape I offer a reduced surface area to the wind/air, so that I can
cut
through the wind/air more easily.
Effect on performance of adopting a more Streamlined position
As I can cut through the wind/air more easily I can cycle faster than my opponents and win
the race.
FOLLOW THROUGH
Definition of follow through
In striking/kicking/throwing actions the part of the body (arm, leg, hand etc) or piece of
equipment (racket, club stick etc) continues after the object that has been struck or released
in the direction of the target.
Importance of Follow Through to striking/kicking/throwing actions
• Increases power
• Increases accuracy
• Maintains balance
• Prevents injury
Effect of follow through on performance
Striking Action - Shooting at goal
Description of follow through
After contacting/kicking the ball the foot continues to follow the ball towards the goal.
Effect of Follow Through on Performance
As my foot continues after the ball it gives the kick more power and I hit it accurately towards
the goals so that I score a goal
Throwing Action - Javelin pass
After releasing the ball the hand continues to follow the ball towards the player I am passing
to.
Following through gives my pass more power and accuracy so that it flies far and straight
and
is not intercepted.
Individual Activity - Badminton
Striking Action - Smash
After contacting/hitting the shuttle the racket head continues to follow it forwards and
downwards
towards the ground.
Following through gives my smash more power and accuracy so that my opponent cannot
return it
and I win the point.
Individual Activity - Athletics
Throwing Action - Javelin
After releasing the javelin the arm continues to follow it forwards and upwards into the air/at
an
angle of 45 degrees.
Following through after releasing the javelin gives my throw accuracy and more power so
that it
flies furthest and I win the event.

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DRAFT

KNOWLEDGE AND UNDERSTANDING COURSE STRUCTURE

AREA – A - Nature and Purpose

Nature and Purpose

AREA – B - Official/Formal and Unwritten Rules

AREA – C - Roles and Functions

Roles and Responsibilities

AREA - A – NATURE AND PURPOSE

The different nature of Activities

Activity People suited Social or Type of activity Action used

What is meant by creativity

Creativity is the ability to create a movement or react to a situation in a unique,

Examples of Creativity in performance using Space, Flow, Time, and Space

Activity Skill or situation What you did to be Effect of creativity on

What is meant by width in attack

What is meant by depth in attack

What is meant by delay in defence

What is meant by depth in defence

What is meant by width in defence

Activity Principle of Play How Principle is Effect on Performance

Activity Principle of Actions of our Tactic used to Effect on

Tactics devised which consider Physical Qualities

Activity Physical Role or Tactic Effect on performance

Tactics can be changed during games for a number of reasons;

• Your tactics are not working .

Activity Strength Starting Reason Reason Change to Effect on

Physical Quality – Tall

Role/Position – Centre forward

Tactic – High cross into goal area

Reason for choosing tactic

Reason for changing tactic

Change made to tactics

Effect of changing tactic

Physical Quality – Powerful

Reason for choosing tactic

Reason for changing tactic

My opponent was easily returning smashes hit to his/her forehand side.

Change made to tactics

I hit all of my smashes to his/her backhand side.

Effect of changing tactic

Team Activity – Basketball

Offensive tactic – Fast Break

Reason for selecting this offensive tactic

Skills that are essential for effective fast break

Rebounding – To win the ball to start the fast break.

Shooting – To score at the end of the fast break.

Importance of communication to Fast Break

How using Fast Break creates space

Reason for selecting this offensive tactic

Skills that are essential for effective Smash

Smash – To hit the shuttle downwards hard and fast.

Team Activity – Basketball

Defensive tactic – 2-1-2 zone defence

Reason for selecting this defensive tactic

Skills that are essential for effective 2-1-2 zone defence

Rebounding – To win the ball to after a shot

Footwork – to shift quickly and effectively in relation to the ball.

Importance of communication to 2-1-2 zone

How 2-1-2 denies opponents space

Defensive tactic – Whenever I am under pressure I play an overhead clear high

Reason for selecting this defensive tactic

Skills that are essential for effective overhead clear

Rules can be official/written or unofficial/unwritten.

Official/written rules are listed in the official rule book of an activity.