Overview

Framework:
RQF
Level:
Level 2
Unit No:
R/505/3238
Credits:
6
Guided learning hours:
40 hours

Assessment Guidance

Portfolio of Evidence

Unit Learning Outcomes

1

Know about the technical and tactical demands of a sport.

Learning Outcome 1: Indicative Content 

Types of skill: cognitive (game plan/tactics before match), perceptual (detecting and interpreting information such as receiving serve in tennis), motor (passing a ball in football) and psychomotor (reading a serve in tennis and performing a return).

Technical demands: i.e. skills for a specific sport such as:

passing, receiving, turning, defending, shooting, dribbling, running with ball, heading in football

short serve, high serve, drop shot, smash, overhead clear in badminton.

sports, e.g. association football, rugby union, tennis, badminton, volleyball, cricket, netball, trampolining, hockey, swimming.

Tactical awareness: i.e. tactics for a specific sport such as:

Football -

e.g. in possession: use of width to create space, positional awareness, understanding of role in specific formation when team win ball, correct choice and use of specific attacking techniques in game

e.g. out of possession: marking and covering, intercepting ball, positional awareness, understanding of role in specific formation when team lose ball.

Badminton -

e.g. variety of serves, moving opponent forwards and backwards and side to side, playing shots early, use of deception, playing to opponent’s weaknesses.

Assessment Criteria

  • 1.1
    Describe the technical skills and tactical awareness required for a specific sport.

2

Be able to assess the technical skills and tactical awareness of a sports performer.

Learning Outcome 2: Indicative Content 

Methods of assessment: e.g. observation and analysis (e.g. observational/notational analysis, subjective analysis, performance profiling, SWOT analysis).

Strengths and areas for improvement: e.g. skills and tactics for specific sports as mentioned in learning outcome 1.

Elite performer: e.g. professional athlete, world record holder, Olympic record holder, world champion, Olympic champion, county performer, national champion)

Supporting evidence/technical and tactical data: e.g. specific number/percentages for skills/techniques such as successful passes, dribbles, shots, tackles, turns in football, smashes, serves, drop shots, overhead clears in badminton, e.g. scatter graph of shots in badminton match to show where shots are placed throughout match, scatter graph to show where on pitches ball is won by team before goal scored to show defensive tactics of a team. 

Assessment Criteria

  • 2.1
    Use appropriate methods to identify strengths and areas for improvement in relation to the technical skills and tactical awareness of an elite performer.

3

Be able to plan for own development of technical skills and tactical awareness.

Learning Outcome 3: Indicative Content 

Methods of assessment: e.g. observation and analysis (e.g. observational/notational analysis, subjective analysis, performance profiling, SWOT analysis).

Strengths and areas for improvement: e.g. skills and tactics for specific sports as mentioned in learning outcome 1.

Development plan:

aims & objectives: i.e. technical (maintain 75% of shots on target in football in next game), tactical (vary serves in badminton during a match).

targets: i.e. SMART (Specific, measurable, achievable, realistic, time-bound).

training: i.e. planned, structured drills/practices to maintain/develop strengths and weaknesses, e.g. shooting drill against goalkeeper from different distances to maintain shooting accuracy in football and full match situation in badminton where player has to not use the same serve twice in a row in practice matches.

Impact: how will practices and maintaining/improving strengths and weaknesses help to improve technical skills and tactical awareness from starting point in the future against future opposition.

Assessment Criteria

  • 3.1
    Identify own strengths and areas for improvement in relation to the technical skills and tactical awareness for a chosen sport.
  • 3.2
    Create a short-term development plan that builds on strengths and addresses areas for improvement.

4

Be able to undertake a programme to develop technical skills and tactical awareness.

Learning Outcome 4: Indicative Content 

Devising a development plan:

aims & objectives, targets, training such as practices used, frequency of training sessions, duration of training sessions, a diary and witness statement from teacher/coach should be used as evidence that plan performed, a before and after analysis should be used to judge success of plan.

Assessment Criteria

  • 4.1
    Complete a development programme of own devising which improves technical skills and tactical awareness for a chosen sport.

5

Be able to review own technical and tactical development.

Learning Outcome 5:

Review of own technical skills and tactical awareness:

use same methods of assessment from learning outcome 3 to analyse performance now using same criteria as learning outcome 3

methods of assessment: e.g. observation and analysis (e.g. observational/notational analysis, subjective analysis, performance profiling, SWOT analysis)

strengths and areas for improvement: e.g. skills and tactics for specific sports as mentioned in learning outcome 1

strengths and improvements compared to previous analysis from learning outcome 3 and also feedback from peers/teachers and effect on performance.

Action plan: targets for the future both technical and tactical and the potential impact on future performance.

Assessment Criteria

  • 5.1
    Use own self-assessment and feedback from others to
    a) identify own progress
    b) agree further goals for improvement
    in relation to technical and tactical development for a chosen sport.