Concept/sub-concept
Concept/sub-concept |2 Mark Definition |1 Mark Definition | |
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|Rules | | |
|Unwritten rules. |Help your opponent up, after a tackle. |Help your opponent up. |
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| |Pass the shuttle back to your opponent, after | |
| |they have won a point. |Pass the shuttle back to your opponent. |
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| |Wait until your opponent is ready, before | |
| |playing. |Wait until your opponent is ready. |
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| |Kick the ball out of play, when opponent is |Stop play if someone is injured. |
| |injured. | |
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| | |No dirty tackles. |
| |Football-you cannot tackle a player from | |
| |behind. | |
|Rules to keep activities safe. | |No dirty/high tackles. |
| |Rugby- you cannot tackle opponents around the | |
| |neck. | |
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| |Hockey- you cannot swing the stick high, when |Don’t swing the stick high. |
| |an opponent is close. | |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Rules to restrict movement. |Football/offside – there must be two players |There must be two players between you and the goal. |
| |between you and the goal, when the ball is | |
| |passed. | |
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| |Basketball – you cannot pass/dribble the ball |You cannot re-cross the half way line. |
| |back across the half way line, | |
| |once you have crossed it. | |
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| |Badminton – you must serve underarm below net |You must serve underarm. |
| |height. | |
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| |Volleyball – you cannot touch the net when | |
| |spiking. |You cannot touch the net. |
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| |Long Jump – your take off foot must not be | |
| |on/over the trig/take-off board. | |
| | |You cannot step on the board. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Rules for start/restart. |Football – you must stay in your own half, |Stay in your own half at centre. |
| |until the ball has been kicked. | |
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| |Sprint start – you must not start to run, until|You must wait for the gun. |
| |the gun sounds. | |
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| |100 metre sprint – you must stay in your own | |
| |lane when running/ swimming. |Stay in lane. |
|Rules with regard to playing area. | | |
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| |Football - kick the ball out of play, when an | |
| |opponent is injured. | |
|Unwritten rules to encourage sporting | |Stop play if someone is injured. |
|behaviour. |Golf – stand still/quiet, when someone is | |
| |playing a shot. | |
| | |Don’t make any noise. |
| |Volleyball – shake hands with opponents, after | |
| |the game. | |
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| |Basketball – you have 24 seconds to take a shot|Shake hands with opponents. |
| |at the basket. | |
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| |Boxing – you cannot punch an opponent below the| |
|Rules for offence. |waist. |You have 24 seconds when you get the ball. |
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| |Rugby – you cannot pass the ball forwards, when| |
| |attacking. |No low punches. |
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| |Indoor football – one player must stay in | |
| |opponents half, when defending. | |
| | |No forward passes |
| |Badminton – you must be behind the service | |
| |line, when receiving service. | |
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| | |Player must stay in opponents half. |
|Rules for defence | | |
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| | |Stay behind service line. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Rules for scoring. |Football – the whole ball must be over the |The ball must be over the line. |
| |line, for a goal to be scored. | |
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| |Badminton – you can only score a point, by | |
| |winning a rally on your own service. |You can only score when serving. |
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| |Football – substitutions can only be made, when| |
| |the play has stopped/the referee gives |Substitute when play stops. |
|Rules to ensure smooth running of |permission. | |
|activities. | | |
| |Tennis - players are only allowed 2 minutes, to| |
| |change ends between games. | |
| | |Only 2 minutes between games. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Describe a written formal rule in a |Tennis/serving-your feet must stay behind the |Feet can’t cross the line. |
|chosen individual activity. |service line, when serving. | |
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|Describe what happens if this rule is |N/A | |
|broken. | |A point is awarded to my opponent. |
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|Describe the action you took to avoid |I made sure that I kept my feet behind the |I kept my feet behind the line. |
|breaking this rule. |line, until after I had struck the ball. | |
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|Describe a written formal rule in a |Basketball-You are not allowed to take more | |
|chosen team activity. |than two steps, when stopping. |You can’t take more than two steps with the ball. |
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|Describe what happens if this rule is |Opponents gain possession, with a side ball. | |
|broken. | |Opponents get the ball. |
| |I did a jump/parallel stop, which stopped me |Opponents get a side ball. |
| |overstepping. | |
|Describe the action you took to avoid | | |
|breaking this rule. | |I only took 2 steps. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Describe a written formal rule which |Long jump-my foot must not go over the trig |My foot must not go over the trig board. |
|restricts your movement in a chosen |board, on take-off. | |
|individual activity. | | |
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|Describe what happens if this rule is | | |
|broken. |N/A |It is a no jump. |
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|Describe the action you took to avoid | | |
|breaking this rule. |I measured my run up, to make sure that my foot|I measured my run up. |
| |landed on the board. | |
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|Describe a written formal rule which | | |
|restricts your movement in a chosen team |Basketball-I am not allowed to stay inside the | |
|activity. |key for more than 3 seconds, when we are |I am only allowed 3 seconds in the key. |
| |attacking. | |
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|Describe what happens if this rule is |Opponents gain possession with a side ball. | |
|broken. | | |
| | |Opponents get the ball. |
| |I made cuts through the key, making sure I |Opponents get a side ball. |
|Describe the action you took to avoid |stepped out of it each time. | |
|breaking this rule. | | |
| | |I made cuts through the key. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Rules and safety. | | |
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|Describe a safety rule in an individual |Badminton-you cannot walk across the court, |You cannot walk across the court. |
|activity of your choice. |when a game is in progress. | |
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| |It prevents collisions between players and | |
|Explain how this rule kept you safe. |non-players, causing injury. |It prevents injury/collisions. |
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| |N/A | |
|Name an item of safety equipment you used| | |
|in an individual activity of your choice.| |Swimming-arm bands |
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|Explain why you used this safety | | |
|equipment. |I was not a good swimmer and they helped me | |
| |stay afloat. | |
| | |I was not a strong swimmer. |
|Describe a situation where equipment was |Trampolining-I wore a safety harness, which |They helped me float. |
|used to build up your confidence when |gave me the confidence to attempt a somersault.| |
|learning in a chosen individual activity.| | |
| | |I wore a safety harness. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Describe a safety rule in a team activity|Basketball-You are not allowed to make contact |You can’t make contact with opponents. |
|of your choice. |with someone who has possession of the ball, | |
| |when reaching for the ball. | |
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| |It helps stop dangerous collisions, which may | |
|Explain how this rule kept you safe. |cause injury. |It stops players colliding. |
| | |It prevents injury. |
| |N/A | |
|Name an item of safety equipment you used| | |
|in a team activity of your choice. | |Football-shin guards. |
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|Explain why you used this safety | | |
|equipment. |It reduces the chance of an opponents tackle | |
| |causing a serious shin injury. | |
| | |It reduces the chance of injury. |
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|Describe a situation/how where equipment |Cricket/helmet-It gave me confidence to get | |
|was used to build up your confidence when|in-line with the ball, knowing that I would not| |
|learning in a chosen team activity. |sustain a head injury if I missed the ball/ |It gave me confidence to get behind the ball. |
| |mis-timed the shot. | |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Rules for start and re-start. | | |
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|Describe a rule with regard to | | |
|starting/restarting an individual |Swimming/50metres front crawl-you can’t dive |You must wait for the gun. |
|activity. |in, until the gun has sounded. | |
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|Describe the action taken if you break | | |
|this rule. |N/A | |
| | |You are disqualified. |
|Describe how you changed your performance| | |
|to avoid breaking this rule. |I delayed my dive, until I heard the gun. | |
| | |I delayed my dive. |
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|Describe a rule with regard to | | |
|starting/restarting a team activity. | | |
| |Football/throw-in-Your feet must be behind the | |
|Describe the action taken if you break |line, when you are throwing the ball in. | |
|this rule. | |Your feet must be behind the line. |
| |Opponents gain possession with a throw-in. | |
|Describe how you changed your performance| | |
|to avoid breaking this rule. |I made sure that I kept my feet behind the | |
| |line, until I released the ball. |Opponents get possession. |
| | |Opponents get a throw-in. |
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| | |I kept my feet behind the line. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Name a skill/technique you found |N/A |Basketball/lay-up-you cannot take more than 2 steps |
|difficult to learn because of a | |with the ball in your hands. |
|formal/written rule. | | |
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|Describe how it was adapted to help you | |We were not penalised for travelling, when doing |
|learn. |N/A |lay-ups. |
| | |I could focus on other aspects of the lay-up. |
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| | |I had less to think about. |
|Explain how this helped you to learn. | | |
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| |I could focus on other aspects of the lay-up | |
| |and had less to think about. | |
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|Name a formal/written rule from an | |Football/The offside rule. |
|activity that was adapted to let the | | |
|activity flow better. |N/A | |
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|Describe how this formal/written rule was| | |
|adapted. | |The offside rule was removed. |
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|Describe how this helped the activity to |N/A | |
|flow better. | | |
| | |The game did not stop as often. |
| | |The play kept moving. |
| |The game did not stop as often, so that the | |
| |play kept moving. | |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Unwritten rules | | |
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|Describe an unwritten rule in an |Return the shuttle to your opponent, after they|Return the shuttle to your opponent. |
|individual activity of your choice. |have scored a point. | |
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|Explain how you showed good sporting |I returned the shuttle to my opponent, after |I returned the shuttle to my opponent. |
|behaviour in an individual activity of |they scored a point. | |
|your choice. | | |
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|Describe an unwritten rule in a team |Football-kick the ball out of play to stop the |Stop the play, if an opponent is injured. |
|activity of your choice. |game, when an opponent is injured. | |
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| |I kicked the ball out of play to stop the game,| |
|Explain how you showed good sporting |when an opponent was injured. |I stopped the play, when an opponent was injured. |
|behaviour in a team activity of your | | |
|choice. | | |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Conduct and behaviour. | | |
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|What is meant by good behaviour? |Good behaviour ensures the safety of yourself |Behaviour that keeps you safe. |
| |and others/ensures that the rules are applied, | |
| |so that the activity runs smoothly. |Actions that make the activity run smoothly. |
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| |Bad behaviour endangers yourself and others as | |
|What is meant by bad behaviour? |you perform/can result in the disruption of the|Behaviour that puts you in danger. |
| |activity, so that it does not run smoothly. | |
| | |Actions that disrupt the activity. |
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| |Football - kicking the ball out of play, when a| |
| |player/ opponent is injured. | |
| | |Stopping play if someone is injured. |
|Examples of good behaviour. |Golf – standing still, when a player is taking | |
| |a drive. | |
| | |Stay still during play. |
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| |Tennis – deliberately hitting the ball at an | |
| |opponent, during a rally. | |
| | |Hitting the ball at an opponent. |
|Examples of bad behaviour. |Football - arguing with the referee, when a | |
| |decision goes against you. | |
| | |Arguing with the referee. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Scoring | | |
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|What is meant by subjective scoring? |When marks are awarded by a judge, on what |When marks are awarded. |
| |performance looks like/based on personal | |
| |opinion/level of difficulty. |Based on what it looks like. |
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| |N/A | |
|Activities which are subjectively scored.| | |
| | |Ice skating/dancing. |
| | |Synchronized swimming. |
| | |Dance gymnastics. |
| | |BMX biking. |
| | |Skateboarding. |
| | |Freestyle skiing. |
| | |Ski-jumping. |
| | |Diving. |
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|Describe what a judge would look for to |He would look at how well I perform my actions | |
|award marks when scoring subjectively. |and how well I link them together. |Quality of movements. |
| | |Difficulty of movements. |
| | |Flow of movements. |
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|What is meant by objective scoring? |When the score is measured by use of a | |
| |watch/goals/ points scored/measuring tape. | |
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| | |When a score is measured. |
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| |N/A | |
|Activities which are objectively scored. | | |
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| | |Football. |
| | |Volleyball. |
| | |Basketball. |
| | |100 metre sprint. |
| | |Shot putt. |
| | |High jump |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|How winner is decided after draw. |Football – we played 15 minutes each way extra |We took penalties. |
| |time and then went to penalties. | |
| | |We played extra time. |
| |American football – we went into overtime, with| |
| |the first team to score winning. | |
| | |We went into overtime. |
| |Badminton – we played on, until one player went| |
| |2 points ahead. | |
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| |High jump – we counted back to our previous | |
| |heights and the athlete with the fewest |We kept playing on until someone won. |
| |failures wins. | |
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| | |We did count-back. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
|Scoring | | |
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|Choose an individual activity an explain |Badminton-a point is awarded when you win a |Win a rally to score a point. |
|how it is scored. |rally on your service/first player to score 15 | |
| |points wins. | |
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| |N/A | |
|Describe how the winner is decided in | | |
|this individual activity. | |First player to score 15 points wins. |
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|Explain what happens if there is a draw |At 14 points each, first player to get two | |
|to decide the winner. |points ahead wins. |First to get 2 points ahead wins. |
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|Choose a team activity an explain how it |Football-a goal is awarded, when the whole ball| |
|is scored. |crosses the goal line, within the goals. |A goal is scored, when the ball goes into the goals. |
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| |The team that has scored the most goals at the | |
|Describe how the winner is decided in |end of 90 minutes, wins. | |
|this team activity. | |The team that scores the most goals wins. |
| |Two periods of fifteen minutes of extra time, | |
|Explain what happens if there is a draw |then if it’s still a draw, penalty kicks. | |
|to decide the winner. | |We played extra time. |
| |Five penalties are taken by each team and if it| |
| |is still a draw, sudden death penalties. | |
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| | |We took penalty kicks. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Different ways of adapting activities. |N/A |Change pitch/court layout. |
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| | |Change team size. |
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| | |Change equipment. |
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| | |Change pitch/court size. |
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| | |Change scoring system. |
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| | |Change playing time |
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|Examples of adaptation. | | |
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|Equipment. | | |
| |Changed from a full sized racquet, to a shorter|Shorter racquet handle. |
| |racquet. | |
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| |Changed from a full height net, to a lower net.| |
| | |Slower shuttles. |
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| |Changed from a fast shuttle, to a slow shuttle.| |
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| |Changed to a full size ball, to a smaller ball.|Smaller/bigger ball. |
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| |Changed from 11v11 to 5v5. |Bigger goals/lower net. |
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|Team size. | | |
| |Changed from full pitch/court, to half |Changed to 5v5 |
| |pitch/court. | |
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|Playing area. |Volleyball-we can catch the ball, in the volley| |
| |position. |Played half pitch/court. |
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|Rule change. | | |
| | |We can catch the ball. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Adaptation by adding conditions to | | |
|activities. | | |
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|Choose an individual activity and |Badminton-You can only score a point, if you |You can only score with smashes. |
|describe a condition added by your |win a rally with a smash. | |
|teacher to help you learn. | | |
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|Explain why this condition helped you |It encouraged me to keep trying smashes, even |It made me do smashes. |
|learn. |though I was not good at them. | |
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| |Basketball-you cannot take the ball off an | |
|Choose a team activity and describe a |opponent, when he is holding it in his hands. | |
|condition added by your teacher to help | |You cannot take the ball off an opponent. |
|you learn. | | |
| |When I got the ball I was under less pressure | |
| |and had more space/time, to pick a pass/shot. | |
|Explain why this condition helped you | | |
|learn. | |I was under less pressure. |
| | |I had more space when on the ball. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Choose a team activity and describe how |Football-We changed from 11v11 to 7v7. |We changed to 7v7. |
|you adapted the team size. | | |
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|Explain how adapting the team size helped|When I got the ball, I had more space/time/less| |
|you learn. |pressure put on me and I could perform skills |When I got the ball, I had more space/time/less |
| |more easily. |pressure put on me. |
| | |It was easier to perform skills. |
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| |Badminton-we were allowed to throw the shuttle | |
|Choose an individual activity and |up and serve over-arm when serving, instead of | |
|describe how you adapted the rules. |serving underarm. |We could serve over-arm. |
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| |I found it easier to hit the shuttle over the | |
| |net, to start a rally. | |
|Explain how adapting the rules helped you| | |
|learn. | | |
| | |It was easier to start a rally. |
| |Hockey/short corner-opponents cannot move, |I could hit the shuttle over the net. |
| |until the ball has been stopped. | |
|Choose a team activity and describe how | | |
|you adapted the rules. | | |
| |I had more time/less pressure, to control the |Opponents must delay their movement. |
| |ball successfully. | |
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|Explain how adapting the rules helped you| | |
|learn. | | |
| | |I was able to control the ball. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Choose an individual activity and |Badminton- I was missing the shuttle, when I |I couldn’t smash the shuttle. |
|describe a situation where you had a |tried to smash it. | |
|problem performing a skill. | | |
| | | |
|Describe how you adapted the equipment. | | |
| |I used a shorter racquet, instead of a full | |
|Explain how adapting the equipment helped|size one. |I used a shorter racquet. |
|you learn. | | |
| |I was able to smash the shuttle hard/downwards | |
| |/over the net. |I could hit/smash the shuttle. |
|Choose a team activity and describe a | | |
|situation where you had a problem | | |
|performing a skill. |Hockey/I did not have enough time to move into | |
| |position, to stop the ball at a short corner | |
| |push out. |At a short corner. |
|Choose a team activity and describe how | | |
|you adapted the equipment. | | |
| |Basketball-I changed from a full size ball, to | |
|Explain how adapting the equipment helped|a smaller ball. | |
|you learn. | | |
| |I could shoot the ball higher/from further |I changed to a smaller ball. |
| |away, to score into the basket. | |
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| | |I could reach the basket. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Choose an individual activity and |Badminton-I changed from a full size racquet, |I used a shorter racquet. |
|describe how you adapted the equipment. |to a shorter racquet. | |
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|Explain how adapting equipment helped you| | |
|learn. |I found it easier to control, so my shots were | |
| |more accurate. |It was easier to control. |
| |The racquet head was nearer my hand, so I had | |
| |more control. |My shots were more accurate. |
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|Choose a team activity and describe how |Volleyball-we changed from a match volleyball, | |
|you adapted the equipment. |to a soft touch volleyball. | |
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|Explain how adapting the equipment helped|The ball did not sting when we used a dig, so |We used a soft touch volleyball. |
|you learn. |we were less frightened to play it/more | |
| |confident. | |
| | |We were less frightened to dig it. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Choose an individual activity and |Tennis-we played the best of 3 sets, instead of|We played best of 3 sets. |
|describe how you adapted the duration. |5 | |
| | | |
|Explain how adapting the duration helped | | |
|you perform. | | |
| |I could play at a higher intensity, because I |I could play at a higher intensity. |
| |was playing for a shorter period of time. | |
|Choose a team activity and describe how | | |
|you adapted the duration. |Football-We reduced the length of the game from| |
| |90minutes, to 80 minutes. |We reduced the time to 80 minutes. |
|Explain how adapting the duration helped | | |
|you perform. |We could keep up with play for the entire game/| |
| |without tiring. |We lasted for the whole game. |
| | | |
|Choose an individual activity and | | |
|describe how you adapted the scoring |Badminton-whichever player won the rally, | |
|system. |scored a point. | |
| | |A point was scored every rally. |
|Explain how adapting the scoring system | | |
|helped you learn. |It was easier for us to under stand, to keep an| |
| |accurate score. | |
| | |It was easier to understand. |
|Choose a team activity and describe how | |It was easier to keep the score. |
|you adapted the scoring system. |Basketball-We scored one point, if we hit the | |
| |rim of the basket. | |
|Explain how adapting the scoring system | | |
|helped you learn. | |We scored if we hit the rim. |
| |It encouraged us to shoot more often, so that | |
| |our shooting skills improved. | |
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| | |It encouraged us to shoot more often. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Choose an individual activity and |Badminton-I changed from full court singles, to|I changed to half court singles. |
|describe how you adapted the |half court singles. | |
|layout/playing area. | | |
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|Explain how adapting the layout/playing |I found it less tiring, so that I could |I found it less tiring. |
|area helped you learn. |concentrate on the skills more. |I could get to the shuttle earlier. |
| |I could get to the shuttle earlier, giving me |I had more time to think. |
| |more time for the shots. | |
| |I had more time to plan my next shot. | |
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| |Football-we changed from a full size pitch, to | |
| |playing on half pitch across the way. | |
|Choose a team activity and describe how | |We changed to a half pitch game. |
|you adapted the layout/playing area. | | |
| |There were more players in a smaller area, so | |
| |that I learned to cope better under pressure. | |
|Explain how adapting the layout/playing | | |
|area helped you learn | |I could learn to cope with pressure. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Benefits of small-sided games. |To practice in a game situation, but be able to|More touches of the ball. |
| |control aspects of the game. | |
| | |Can learn to make the right decisions. |
| |More touches of the ball, helps me develop | |
| |skill. |Can play in different positions. |
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| |More opportunity to play different positions. |More involved. |
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| |More chance for all players, to stay involved. |More chance to perform skill. |
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| |Increases the number of times a skill is |Problems easily identified. |
| |performed, in a game situation. | |
| | |Fewer options/decisions. |
| |Teacher can identify problems more easily. | |
| | |Less to think about. |
| |Fewer options, so decision making skills can be| |
| |improved. |Improves problem solving. |
| | | |
| |Fewer people to pass to, so you have less to |Fewer opponents. |
| |think about. | |
| | |Improve problem solving skills. |
| |Improves problem solving skills in the game. | |
| | |Improve decision making skills. |
| |Less opponents, means fewer options. | |
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| |You can focus on one part of your play, in a | |
| |game situation. | |
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| |More chance to practice skills, at game speed. | |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Benefits of practising with more |To develop confidence, due to less |It makes practice easier/more successful. |
|attackers than defenders. |pressure/high success rate. | |
| | |You get more time/space. |
| |Range of options, develops decision making | |
| |skills. |It may help out attacking/defending teamwork. |
| | | |
| |It can provide motivation, if there is a high |Gives you a range of options when practising. |
| |success rate. | |
| | |Easier to score. |
| |Extra attacker, means it is easier to practice | |
| |our attacking skills. |Helps develop teamwork. |
| | | |
| |It makes defence work harder, to develop |I can learn to cope with pressure. |
| |fitness/learn to cope with pressure. | |
| | |It could make me fitter. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Choose a team activity where you | | |
|practised using small sided games. | | |
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|Describe how you practised using small | | |
|sided games. |Football-we played 5 V 5 on a half pitch. |We played 5 V 5. |
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|Explain why you would choose to practice | | |
|using small sided games. |I was under less pressure when I got the ball | |
| |and had more time to perform skills well. |I was under less pressure. |
| |I got more touches of the ball and more chance |I got more touches of the ball. |
| |to practice the skills. |I had fewer decisions to make. |
| |I did not have to run about as much, so I did |I had more time. |
| |not tire so easily. |I did not have to run about as much. |
| |I had fewer opponents to worry about, so it was|I did not tire quickly. |
| |easier to make decisions. |There were fewer opponents. |
| |I have fewer options, so that decision making | |
| |is easier. | |
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| |My skill level stayed higher, under pressure. | |
| |My decision making in the full game/under | |
| |pressure improved. | |
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|Describe the improvement to your | | |
|performance of the skill/technique after | | |
|practice. | |My skill level improved. |
| | |I could handle pressure better. |
| | |I could make better/quicker decisions. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|From a team activity of your choice |Basketball-three attackers running a fast break|3 V 2 fast break. |
|describe a practice where you used more |drill, against two defenders. | |
|attackers than defenders. | | |
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|Describe a problem experienced by the | | |
|defenders because there were more |They couldn’t cover all their players and cut | |
|attackers. |out passes. |They could not stop the attackers from passing. |
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| |The attackers always had a free player to pass |The attackers always had a free player. |
| |to. | |
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|Describe how the defenders overcame this | | |
|problem. |One defender went to the ball, while the other |They defended in depth. |
| |provided cover. | |
| | |One defender went deeper. |
| |One defender went deeper to cover the basket. | |
| | |They used a zone. |
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|Explain the benefits to the attackers of |The attackers always had a free player to pass | |
|having an extra player. |to/in space, and it was easier to score. | |
| | |They always had a free player. |
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| | |It was easier to score. |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
|Roles and responsibilities | | |
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|Attacking responsibilities |Create space, for other team mates to attack/ |To get into space. |
| |draw defenders out of position. | |
| |Delay attack and wait for support/use the |To draw defenders out. |
| |support. | |
| |To create space to shoot/score/for my team |To hold up the play/ball. |
| |mates. | |
| |To attack quickly, before defence can organise.|To shoot/score goals/win points. |
| |To use my skill/ strengths, to beat the | |
| |defenders/to score/gain an advantage. |To attack quickly. |
| |To get in behind my opponents defence. | |
| |To get away from my marker, to receive the |To win the ball. |
| |ball. | |
| |To keep possession of the ball, until support | |
| |arrives. | |
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|Concept/sub-concept |2 Mark Definition |1 Mark Definition |
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|Defensive responsibilities | | |
| |To defend the goals/net against the attackers. |To defend the goals/net. |
| |To tackle the attackers and win the ball. | |
| |Deny my opponent the opportunity to get the |To block shots. |
| |ball. | |
| |To block/deny shooting opportunities from |To win the ball. |
| |opponents. | |
| |To link with other players, to move from |To delay the attack. |
| |defence to attack. | |
| |To delay an attack, to allow my team mates to |To pass the ball out of defence. |
| |get back. | |
| |To provide depth in defence, behind my team |To stay with opponents. |
| |mates. | |
| |To delay an opponents’ progress, until team |To mark opponents closely. |
| |mates can help. | |
| |To hold my position on the court. |To clear the ball out of defence. |
| |To play/pass the ball out of defence to a team | |
| |mate. |To close down opponents. |
| |To stay with opponents as they move into space.| |
| |To stay with my opponent, when opposition have | |
| |the ball. | |
| |To close down opponents quickly, to pressure | |
| |them/to win the ball/block the shot. | |
| |To stay closer to the goal/net than my | |
| |opponent. | |
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