Practical Sport

Be able to demonstrate skills, techniques and tactics for sports.

Learning Outcome 1: Indicative Content 

Skills and techniques: i.e. demonstrate the ability to perform techniques and apply skills within the selected sports e.g. Badminton: shirt serve, long serve, smash, drop shot, overhead clear, footwork and movement, ready position to receive serve; Rounders: close catching, high catching, long barrier, retrieving the ball, bowling, batting, fielding on the base.

Tactics: e.g. Badminton: shot selection, positioning, being in the centre of the court, moving your opponent around the court, deception, playing shots as early as possible. Rounders: Strategies and team skills – Fielding - setting the field for good and weak batters; Batting tactics – hitting into the spaces between fielders, hitting over the top of fielders, hitting into the space where there are no fielders; Bowling – Tactics for bowling against individual batters (slow delivery, fast delivery and looping delivery).

Individual Sports: e.g. Badminton, tennis, gymnastics, trampolining, athletics, swimming, martial arts.

Team Sports: e.g. Football, Netball, Cricket, Hockey, Rounders, Volleyball, rugby, basketball, ice hockey.

Assessment Criteria

• 1.1
  Demonstrate appropriate skills, techniques and tactics for a selected individual sport.
  
• 1.2
  Demonstrate appropriate skills, techniques and tactics for a selected team sport.

Know rules, regulations and scoring systems of sports.

Learning Outcome 2: Indicative Content 

Rules: i.e. rules / laws of the sport devised by international governing bodies, utilised and adhered to by national governing bodies e.g. ICC and ECB – Cricket.

Regulations: i.e. relating to maintaining the health and safety of all participants within selected sports (e.g. cricket players wearing helmets, abdominal guards, pads and gloves; checking of playing surfaces, spaces and equipment; correct number of officials).

Scoring Systems: Methods and procedures of point scoring / gaining points in selected sports, how to win a match in selected sports (e.g. Cricket – speed of runs, four runs for the ball crossing the boundary, six runs for the ball crossing the boundary in the air without bouncing, winning team scores the most runs from one or two innings).

Importance: of rules, regulations and scoring systems for a selected individual or team sport (e.g. football – wearing shin pads and removing jewellery to prevent injury, no two footed tackles to prevent injury and encourage fair play, the whole of the ball crossing the goal line to reduce goals being awarded inaccurately, the advantage rule in football to maintain flow and reduce conflict).

Assessment Criteria

• 2.1
  Describe the rules, regulations and scoring system for a selected individual sport.
  
• 2.2

  Describe the rules, regulations and scoring system for a selected team sport.

Know the roles and responsibilities of sports officials.

Learning Outcome 3: 

Roles: i.e. of officials (referees, linesmen, umpires) in team and individual sports. Badminton – Line judges, umpire, match referee. Rounders – batting umpire, bowling umpire; positioning (e.g.) batting umpire must have view of the batting square, the bowling square and 1^st and 4^th base, bowling umpire must have view of 2^nd and 3^rd base and batting square. Umpires swap position after 1^st innings.

Responsibilities: Hold the required qualifications and certifications needed to be able to apply, interpret and uphold the rules / laws, communicate them clearly and consistently to the participants, check and maintain health and safety (check surface, equipment, clothing, footwear), encourage etiquette and fair play, record and report scores accurately.

Importance: i.e. of officiating correctly and according to the rules / laws of the sport (e.g. safer for participants by maintaining control, maintaining fair play, encouraging good relationships and respect between participants and officials, teams and individuals, developing rapport with participants).

Effectiveness: of officials in performing their duties on a specific occasion (e.g. a competitive situation); Strengths and weakness of officials and impact of their performance within the competitive situation (e.g. poor positioning by an assistant referee not spotting an offside which resulted in a goal, incorrect scoring recorded / reported, checking equipment / space before competition resulting in a safer environment for participants).

Assessment Criteria

• 3.1
  Describe the main roles and responsibilities of officials for a selected individual sport.
  
• 3.2
  Describe the main roles and responsibilities of officials for a selected team sport.

Be able to review sports performance.

Learning Outcome 4: Indicative Content 

Design: Create a tool/template that could be used to identify strengths and weaknesses in both an individual and team sport (e.g. tally table to collect data on skills, techniques, tactics, communication, team work, fitness).

Observe: Use the template to collect data on own performance in an individual or team sport identifying strengths and areas for improvement (e.g. skills, techniques, tactics, communication, team work, fitness).

Observe: Use the template to collect data for another individual, or for a team, identifying strengths and areas for performance (e.g. skills, techniques, tactics, communication, team work, fitness).

Explain: Use findings to explain strengths and weaknesses of self and peer/team (e.g. technical models of skills/techniques, raw data and percentages of performance, observation and subjective analysis).

Evaluate the tool: Explain the strengths and weaknesses of the tool used to collect data for self and the other individual or team. What changes would you make to the tool next time and how will this help to improve the collecting of data in the future?

Assessment Criteria

• 4.1
  Design an appropriate tool to identify strengths and areas for improvement in sporting performance
• 4.2
  Apply tool of own devising to identify
  a) own strengths and areas for improvement in a selected sporting activity
  b) strengths and areas for improvement for an individual, other than self, or for a team in a selected sporting activity.