ANALYSING AND EVALUATING PERFORMANCE AEP OCR GCSE 9

ANALYSING AND EVALUATING PERFORMANCE (AEP) OCR GCSE 9 1 Physical Education Non Exam Assessment

Worth 20 10% of marks your final in total! grade!

WHAT DO YOU NEED TO DO… (IT’S A LOT SO GET READY)!!! ‘Learners are required to demonstrate their ability to analyse and evaluate their own practical performance or that of a peer in order to: i. Analyse aspects of personal performance in a practical activity ii. Evaluate the strengths and weaknesses of the performance iii. Produce an action plan which aims to improve the quality and effectiveness of the performance’.

Action plan – Produces an action plan that contains everything and overall is of a good standard = Level 3 HOW WILL YOU BE MARKED? Evaluation – all of the strengths and weaknesses = top end of Level 5 Analysis – A justified analysis = middle of Level 4 Movement Overview – analysis – gives a fairly an accurate response to this overview = = Top end of middle of Level 4 3 Assessment – gives an accurate and thorough assessment = top end of Level 5 Overall = Best fit middle of Level 4

SO WHEN ARE YOU DOING ALL THIS? Introducti on to section Wednesday lunch time B 113 will be OPEN! Write up Catch up Monday P 5 new Each Friday You will. P 3&4 have 1. 5 hours Monday PM If not completed, section will be introduced and guided examples will be outlined to write up the relevant section. At the end of the lesson your homework will be to complete the section you will attend intervention after school until the section is complete

Analysing and Evaluating Performance EVALUATION

SECTION 1 EVALUATION: CANDIDATE EXAMPLES 20/ 20 mark s 6/ 20 mark s

SECTION 1 EVALUATION: PART 1 For this section you need to evaluate the strengths and weaknesses of your own physical fitness accurately, using appropriate tests for each component. What you need to do NOW!!! Using the template provided and for each component of fitness you must: 1. Identify the type of test used to measure the component of fitness 2. Give the score you recorded including the correct units. 3. Give the ‘Health rating’ compared to the normative data. Compone Type of nt of test Fitness Score Compari son to normativ e data Cardiova sc ular enduranc e Multi stage fitness L 13 S. 2 Excellent Muscular enduranc e Press up test 49 Good Speed 30 m sprint 4. 5 (s) Below average

SECTION 1 EVALUATION: PART 2 to do NOW!!! What you need Using the template provided and for each component of fitness you must: 1. Name the type of test used to measure the component of fitness 2. Name the component of fitness measured by the test 3. Describe the ‘Health rating’ compared to the normative data for your gender and age. 4. Explain when you use each component of fitness and why its is important to your sport. 5. Explain the impact on your performance given your health rating. SS: The first component of fitness that I measured was… SS: (component of fitness) is measured using the… (fitness test). SS: The score that I achieved on the test was (give score including units). SS: This shows that compared to normative data my (component of fitness) is ‘(health rating)’. SS: (component of fitness) is used in (your sport) because… SS: Specifically, as a (position) (component of fitness) is important because… SS: Therefore, because I achieved a rating of ‘(health rating)’ the impact upon my performance would be…

Analysing and Evaluating Performance ANALYSIS

SECTION 2 ANALYSIS: CANDIDATE EXAMPLES 18/ 20 mark s 6/ 20 mark s

SECTION 2 ANALYSIS: PART 1 For this section you need to produces a fully justified analysis of the importance of the different components of fitness for your chosen activity. What you need to do NOW!!! Using the template provided and for each component of fitness you must: 1. Cardiovascular endurance 2. Muscular endurance 3. Speed 4. Strength 5. Power 6. Flexibility 7. Agility 1. Rank order every component of fitness from the most important (1) to the least (10) for your chosen activity. 8. Balance 9. Co ordination 10. Reaction time

SECTION 2 ANALYSIS: PART 2 you need to do NOW!!! What Using the template provided and for each component of fitness you must: 1. Identify the rank order of your chosen component of fitness. 2. Describe the component of fitness. 3. Explain why you would need the component of fitness for your chosen activity. 4. ***Explain why you would need the component of fitness for your specific position e. g. skills/ situations. 5. Explain why you would not need the component of fitness for your specific position e. g. SS: I have ranked (component of fitness) (rank number 1 10) overall for its relevance to (sport) in order to be successful. SS: (component of fitness) is defined as… SS: In (sport) (component of fitness) is important to be successful because… SS: Specifically, as a (position) (component of fitness) is important because… *** repeat for at least two different situations within your chosen activity. SS: However, (component of fitness) would not be needed when (give action or skill) because. .

Analysing and Evaluating Performance OVERVIEW

SECTION 3 OVERVIEW: CANDIDATE EXAMPLES 18/ 5/ 20 20 mark s s

SECTION 3 OVERVIEW: PART 1 For this section you need to gives an accurate overview of all of the key skills required for their chosen activity. These must include ALL core and advanced skills!!! What you need to do NOW!!! Category Core skill sub category Advanced skill sub category Short and long N/A Shooting Short and long range Use of swerve and volleys Dribbling Use of both feet and close control Ability to beat opponents Using the specification for your chosen activity: Passing 1. Identify each skill category 2. Identify each core skill subcategory 3. Identify each advanced skill sub-category

SECTION 3 OVERVIEW: PART 2 What you need to do NOW!!! Using the template provided and for each CORE & ADVANCED skill you must: 1. Name all the core skills needed to be successful. 2. Describe when you would use each core/ advanced skill. 3. Explain why you would chose to use this skill. 4. Explain why you would chose to use this skill specifically in a relevant position. 5. Explain giving practical examples, what would happen if you were unable to perform the specific skill. SS: In (sport) there a variety of different core skills that are needed to produce a successful performance. These core skills are (list all core skills)… SS: When playing competitively I would chose to use a (core/ advanced skill) when… SS: I would chose this (core/ advanced skill) because… SS: Specifically, as a (position) I would chose to use a (core/ advanced skill) more often because… SS: However, as a (position) if I was unable to perform a (core / advanced skill) I wouldn’t be able to… SS: For example…

Analysing and Evaluating Performance ASSESSMENT

SECTION 4 ASSESSMENT: CANDIDATE EXAMPLES 2/ 20 mark s 17/ 20 mark s

SECTION 4 ASSESSMENT: PART 1 For this section you need to give an accurate and thorough assessment of your own or a peers skills in your chosen activity. These must include three strengths and three weaknesses based on the success criteria of your chosen activity! What you need to do NOW!!! Using the specification for your chosen activity: 1. Identify three specific skill strengths 2. Identify three specific skill weaknesses 3. Rank each skill strength from the biggest to smallest. 4. Rank each skill weakness from the biggest to smallest. Skill strength Passing: Short range Shooting : short range Heading: Attacking Rank order (1 3) Skill Weaknes s Rank order (1 3) 1 Shooting : use of swerve 1 2 Tackling: Block tackle 2 3 Ball control: Use of chest 3

SECTION 4 ASSESSMENT: PART 2 Hint: After assessing (watching) your own performance what were your three biggest strengths and your three biggest weaknesses that you observed? What you need to do NOW!!! SS: After assessing my own performance in (activity) the / second/ third most important key skill strength / weakness was… Using the template provided as a guide (RE WORD) you must: Hint: How do you know that you were successful? Was the skill accurate, consistent, efficient, fluent or coordinated. 1. Name the strength or weakness of your own performance. 2. Explain how you know you were successful. What was good about the skill? Did the skill have good technique , decision making or component of fitness e. g. power, speed etc. SS: (key skill) was a strength of my own performance Hint: When were you successful? At what point of the because… match/ race/ routine? What happened? SS: For example in (activity) during a competitive match/ race/ competition… 3. Explain giving a practical example, when you were successful. Hint: What did the key skill allow you to do/ not do? What was the outcome on your own/ teams performance, outcome or end result? 4. Explain the impact on SS: Therefore the impact on my own/ teams performance was…

Analysing and Evaluating Performance MOVEMENT ANALYSIS

SECTION 5 MOVEMENT ANALYSIS: CANDIDATE EXAMPLES 18/ 2/ 20 20 mark s s

SECTION 5 MOVEMENT ANALYSIS: CANDIDATE EXAMPLES 18/ 2/ 20 20 mark s s

SECTION 5 MOVEMENT ANALYSIS: PART 1 For this section you need to give a detailed and accurate analysis of a movement within your chosen activity. Using examples you must also justify the skill classification. What you need to do NOW!!! For the first and second phase of your chosen skill: Chosen skill: Chest pass Preparation phase Lower phase Upper phase Body positions e. g. lunge split stance, sideways on. Feet shoulder width apart, facing target, split stance Upright facing the target, chest forwards Angle of joint e. g. 90°, 45° Right knee 45°, left knee 180° Right and left elbow 90° 4. Identify the muscle groups. Type of joint Hinge 5. Identify the muscle action. Type of movement Left knee extension, right knee slight flexion Flexion 1. Describe the body position. 2. Identify the type of joint. 3. Identify the type of movement.

SECTION 5 MOVEMENT ANALYSIS: PART 2 What you need to do NOW!!! For the first and second phase including EACH type joint for your chosen skill: 1. Describe the body position. 2. Identify the angle of the joint. 3. Identify the type of joint (what movements can it perform). 4. Identify the type of movement. Hint: What position is the upper or lower body in during each separate phase? SS: Firstly, during the preparation as the athlete is about to… Hint: What angle is each type of joint positioned in during each phase? E. g. 45°, 90° or 180° at the knee, hip, elbow or shoulder etc. Hint: What is the type of joint? E. g. hinge or ball and socket? Hint: What type of movement is happening is around the joint? E. g. flexion, extension, abduction, adduction, rotation or circumduction. Hint: What muscle groups are working together as a pair? E. g. bicep and tricep, quadricep and hamstring, pectoral and latissimus dorsi or trapezius and deltoid. Hint: What role is each muscle performing? E. g. agonist (shorten) or antagonist (lengthen). 5. Identify the muscle groups. 6. Identify the muscle action. 7. Identify the fixator muscle. 8. Identify the plane of movement. Hint: What muscle supports or stabilises one part of the body whilst the other is moving? Hint: Which direction is the movement happening? E. g. Front to back (frontal), side to side (sagittal) or lower to upper (transverse).

SECTION 5 MOVEMENT ANALYSIS: PART 2 What you need to do NOW!!! For the first and second phase including EACH type joint for your chosen skill: 1. Describe the body position. 2. Identify the angle of the joint. 3. Identify the type of joint (what movements can it perform). 4. Identify the type of movement. Hint: What position is the upper or lower body in during each separate phase? SS: Firstly, during the preparation as the athlete is about to… Hint: What angle is each type of joint positioned in during SS: The right knee is positioned at approximately 45 each phase? E. g. 45°, 90° or 180° at the knee, hip, elbow degree angle. or shoulder etc. Hint: What is the type of joint? E. g. hinge or ball and SS: The knee is a hinge joint. socket? Hint: What type of movement is happening is around the SS: The type of movement that is occurring around the joint? E. g. flexion, extension, abduction, adduction, joint is slight flexion. rotation or circumduction. Hint: What working together as a pair? SS: The twomuscle major groups muscle are groups that are working E. g. bicepasand tricep, and hamstring, pectoral together a pair are quadricep the quadriceps and hamstring. This and latissimus dorsi or trapezius and deltoid. is because… Hint: What roleofisthe each muscle performing? E. g. agonist The role hamstring is to act as the agonist and (shorten) or antagonist the quadriceps acts as (lengthen). the antagonist. This is because… 5. Identify the muscle groups. 6. Identify the muscle action. 7. Identify the fixator muscle. 8. Identify the plane of movement. Hint: What muscle supports stabilises part of the The fixator muscle that or stabilizes theone movement body whilst the other around the joint is… is moving? Hint: The Which plane direction of movement is the movement that the movement happening? occurs E. g. Front to is… through back (frontal), side to side (sagittal) or lower to upperis(transverse). This because…

SECTION 5 ASSESSMENT: PART 3 What you need to do NOW!!! Using the template provided as a guide (RE WORD) you must: 1. Draw the difficulty continua (scale). 2. Place your chosen skill on the continua (scale). 3. Explain the reason why you have placed your chosen skill on the scale. 4. Using other practical examples justify the reason why you have placed your chosen skill on the scale. 5. Identify where you have placed your chosen skill on Difficulty Continua Netball: Interception Simple Complex SS: The reason why I have placed (insert chosen skill) towards the (simple/ complex) end of the continuum is because… For example, when… Hint: Does the action require a lot of decisions to be made? e. g. netball interception requires a lot of decisions. SS: Whereas, when compared to (skill) this skill requires (many/ few) because… Hint: What other skills either require a lot or few decisions? e. g. netball interception requires a lot of decisions whereas a catching whilst stationary doesn’t require as many decisions to be made. SS: Therefore the skill would be placed (insert chosen skill) towards the (simple/ complex) end of the continuum.

Analysing and Evaluating Performance ACTION PLAN

SECTION 6 ACTION PLAN: PART 1 For this section you need to produce a detailed and accurate action plan that must include; clear identification of the specific skill being improved, full justification based on analysis of performance, principles of training, range of detailed drills with coaching points, and smart goal setting application. What you need to do NOW!!! 1. Identify the specific skill you want to improve. 2. Justify based on your analysis of performance. 3. Design three specific skill practices to improve your area of weakness with coaching points. 4. Explain the use of training principles; specificity, progression, overload, reversibility and time. 5. Give examples of SMART application. Action plan The skill that I want to improve is… long range shooting. Based upon my analysis I have chosen this specific skill because. . . *copy and paste previous justification from ‘Analysis’

HOW COULD YOU MAKE THIS DRILL HARDER?

THINGS YOU NEED TO THINK ABOUT WHEN PROGRESSING A DRILL… S Space The area around the activity T Time How long the activity should last E Equipment What type/ number of resources that is available P People The number, age range and ability of the participants.

SECTION 6 ACTION PLAN: PART 2 *Design three specific skill practices to improve your area of weakness with coaching points. What you need to do NOW!!! 1. Design a practice drill in isolation. 2. Progress the first drill using the S. T. E. P principle. 3. The final progression must be game related. Description Coaching points If possible, calls the player should Forward a server look up to see the position of by name and moves the goalkeeper, choosing a towards thethe pas, side to shoot ball. receiving it, turns and Approachatthe ball. shoots goal. Plant the support foot beside or slightly ahead of the ball, Description which helps to keep the shot low. Forward receives the Keep the head steady and ball then turns and eyes on the ball. shoots against the defender and Make proper contact with the ball. goalkeeper. Ankle of kicking foot is locked and the toe is pointed down if Description shooting with instep. 4. Describe each progression. Hips and knee of kicking foot In a game situation are pointed in thepoints direction award double if of a the shot. forward turns and scores. 5. Describe in detail the coaching points for the technique of the skill. Follow through to keep the ball low (weight going forward, landing on the kicking foot).

SECTION 6 ACTION PLAN: PART 4 What you need to do NOW!!! Using the template provided as a guide (RE WORD) for EACH training principle you must: Hint: How have you made the drill/ activity relevant to you? SS: I have used specificity when designing the skill practices to improve my area of weakness because… I have made it relevant as each practices focuses upon my long range shooting when outside of the penalty box. Hint: How have you made the drill/ activity gradually increase in difficulty? SS: I have used progression when designing the skill practices to improve my area of weakness because… I have increased the difficulty of the first practices by adding in an additional defender and goal keeper. This will give the athlete less time to control the ball, turn and shoot. Also by adding a goal keeper it will encourage the athlete to improve their Hint: Howwhen haveshooting. you made. Repeat the drill/ activity push athlete past accuracy for second to the third practice. their comfort zone to cause adaptation? 1. **Explain how you have used each principle in the design of your action plan. SS: I have used overload when designing the skill practices to improve my area of weakness because… I have increased the intensity of each practice by adding in a defender and goal keeper this will cause the athlete to work at a higher intensity each time. Repeat for second to third practice. § S- Specific § P- Progression Hint: How have you maintained the drill/ activity to prevent loss in performance? § O- Overload § R- Reversibility SS: I have used reversibility when designing the skill practices to improve my area of weakness because… I will not take any extended breaks from training.

SECTION 6 ACTION PLAN: PART 3 What you need to do NOW!!! Using the template provided as a guide (RE WORD) for EACH principle: 1. ***Give examples of how you have used each principle of goal setting in the design of your action plan. § S- Specific § M- Measurable § A- Achievable § R- Recorded § T- Time Hint: What is the overall goal that you want to achieve? E. g. short range pass, long range shooting, dribbling, heading etc. SS: The overall goal that I want to achieve is to improve my… Hint: How have you made your goal clear and focused? E. g. a performer on a weight loss exercise program has a goal of losing 2 cm from their waist after six weeks of aerobic exercise. SS: My specific goal is to… Hint: How have you made your goal able to be assessed to know how well a performer has done. E. g. a coach should be able to measure how many times a gymnast completes a cartwheel with perfect technique. SS: My measurable goal is to… Hint: How have you made your goal realistic and within the performers capability. E. g. if a netball team scored 12 goals in the first quarter a goal of 13 would be achievable. SS: My achievable goal is to… Hint: How have you logged (written down) measurements to track progress. E. g. a weight lifter records the number of sets, reps and weight lifted each session. SS: My recorded goal is to… Hint: How have you made your goal more achievable by giving a time frame for completion. E. g. a one- week goal for training to improve the sprint- start technique. SS: My time goal is to…

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