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BODY-PART TECHNIQUE DIRECTION SPEED SHAPE

Duncanrig Secondary School

Standard Grade

Evaluating Booklet

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Contents Page

Page Contents_________________________________________________________________________________________________

3 Types of Questions

4 Describing Words

5 - 7 Part A: Describing Performance Questions

8 Part B: Suggesting Improvement Questions

9 – 14 Exemplars Answers

15 Similarities and Differences between Techniques

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Types of Question

There are different two aspects to Evaluating performance at Standard Grade Level. You will be assessed on both of these aspects during unit tests, prelim papers, S3 exam and your final exam in S4.

The two aspects are

Part A of any evaluating question will always ask you to describe the performance.

Part B of any evaluating question will always ask you to suggest improvements to performance

General Instructions when Evaluating Performance

Read the questions carefully when prompted.

Listen carefully to the number of times you will see the piece of action.

Organise your answer based on the number of times you will see the action and the number of parts in the question.

Identify the action/skill/situation and at least two other details.

Watch the video carefully whenever the action is on the screen.

Identify the performers left and right sides. (think of yourself in the performers position to help you do this)

In Part A if asked for in detail and in correct order, ensure that you do so.

In Part B if asked for improvements then start sentence with him/her should.

DO NOT answer in a negative way if asked for improvement (i.e. don’t, shouldn’t etc).

When asked to suggest an improvement to a skill/technique performance, answering by changing to use a different skill will be awarded 0 marks. You must describe a change to the performance shown on the video.

If shown a good/model performance and a poorer performance look carefully and note any differences between the two performances.

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DO NOT be put off by new or unusual activities (i.e. lacrosse, dance, synchronised swimming, rhythmic gymnastics, high diving etc.).

Remember they are looking for general points and principles not specific knowledge. of the activity.

Take notes on your paper to remind you of the video action in case you have to return to the question during the 5-minute checking period.

If you have finished a question or do not need the 5 minute checking time you may look ahead to start the K.U. section of the paper.

Describing Words

BE PREPARED TO DO SOMETHING SPECIAL

B.P.T.D.S.S.

B = BodyP = PartT = TechniqueD = DirectionS = SpeedS = Shape

Word Bank

B.P.T.D.S.S4

Body partBody part TechniqueTechnique DirectionDirection Speed Speed ShapeShapeRight handRight hand Overhead clearOverhead clear ForwardsForwards QuicklyQuickly TuckedTuckedLeft handLeft hand High serveHigh serve BackwardsBackwards SlowlySlowly StraightStraight

HeadHead Chest passChest pass DiagonallyDiagonally AcceleratedAccelerated ArchedArchedShoulderShoulder Lay-up shotLay-up shot UpwardsUpwards StillStill WideWide

KneesKnees Volley passVolley pass SidewaysSideways ExplosiveExplosive FlatFlatLeft footLeft foot Dig passDig pass clockwiseclockwise ControlledControlled ExtendedExtended

Right footRight foot Forward rollForward roll HighHigh FastFast CrouchedCrouched

Both feetBoth feet HandstandHandstand LowLow steadysteady RoundedRounded

ElbowElbow In-step passIn-step pass AboveAbove

ApartApart

Two handsTwo hands Volley shotVolley shot BelowBelow High/lowHigh/low

Front dropFront drop Target Target Back somersault Back somersault Name/NumberName/Number


Part A Questions - Describing the Performance

Describing Performance Questions often come in two formats:

1. To describe a single skill/action being performed.

Often the question will ask you to describe a single skill/action in three parts.Pupils should watch the action carefully and answer this question by using

1. Preparation (What did they do at the start)2. Action (What did they do in the middle)3. Recovery (What did they do at the end)

______________________________________________________________

2. To describe a player carrying out a series of skills and actions

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Often the question will ask you to describe a series of skills performed by performer. Pupils should watch the action carefully and list/describe in detail the player’s actions in order.

Part A Questions - Describing the Performance

Example 1 – Foundation, General and Credit Levels

The following two pages outline what types of phrase that are required to gain full marks when answering Part A Questions

Basketball Chest Pass

Foundation Answers

Passes the ball forward 2 Marks (Skill Identified and some description)Chest passes the ball Forward 2 Marks (Specific skill Identified)Chest Passes the ball quickly forwards 2 Mark (Skill Identified and some description)

General Answers

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Passes the ball forward 1 Mark (Skill Identified and limited description)Chest passes the Ball Forward 2 Marks (Specific skill Identified)Chest Passes the ball quickly forwards 2 Mark (Skill Identified and some description)

Credit Answers

Passes the ball forward 1 Mark (Skill Identified and limited description)Chest passes the Ball Forward 1 Marks (Specific skill Identified)Chest Passes the ball forward quickly 2 Mark (Skill Identified and some description)

Example 2 – Credit Level

Diving

In activities such as DIVING, the technical name for a skill/technique often contains descriptive words, e.g. “front somersault”.

Remember, “front somersault” would only be worth 1 mark at Credit Level therefore it is essential that pupils expand their answers as can be seen below.

Somersault 0 marks(Part of skill named)

Front Somersault 1 mark(No description)

Tuck front Somersault 2 marks

Tuck Somersault bent knees 1 mark(Tuck & Bent Knees=Same)

Tuck Somersault with knees together 2 marks

Example 3 – Credit Level

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No 9 passes to team mate 0 mark No 9 spin passes to team mate 0 mark No 9 passes with two hands to team-mate 1 mark

(Describes “two hands”) No 9 passes with two hands to team-mate on his left 2 mark

(Describes “2 hands” and “on his left”)

Part B Questions - Suggesting Improvements to the Performance

Part B Questions will often ask pupils to suggest improvements or make comparisons between two performances.

When answering the question, pupils must answer in positive way rather than negative. In other words you must describe what they should do to correct their performance rather than describing what they are not doing. See below

Example 1

Correct Answer

She should arch her back more

Wrong Answer

She was not arching her back

Example 2

Correct Answer

He should move more quickly to get chest in front in line with approaching ball.

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He should pull his chest back more oncontact with the ball to cushion it.

Wrong Answer

He does not move quickly to get chest infront in line with approaching ball.

He does not pull his chest back more on contact with the ball to cushion it.

REMEMBER: In Part B, start the sentence with HE SHOULD or SHE SHOULD

Exemplar Example 1 - Football

Goalkeeper – narrowing the angle

Part A Answers - Describing the Performance

He/she covers the near post when moving out quickly to block/save. He/she moves back/along line to the near post to block/save. He/she spreads his/her body to make himself/herself as big as possible as he/she moves out.

Part B Answers – Suggesting Improvements to Performance

He/she should move quicker back/right/left to cover his/her near post. He/she should move out quickly in line with the near post to block/save the ball. He/she should spread his/her body wider to block/save the shot.

Defensive wall – football


Wall should be lined up to cover one side of the goal. When an indirect free kick, no.5 charges quickly out of the wall to block the shot/pressure the

shooter. Goalkeeper positions himself/herself to cover the middle/unprotected side of the goal.


The wall should have moved to the left/right to cover the goal more. One or more than one of the defenders should have charge out quickly to close down

on/pressure the shooter, to block the shot. The goalkeeper should have moved to cover the centre/unprotected side of the goal.

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Dribbling


He/she keeps his/her head up when dribbling so that he/she can see goal/team mates/defenders and react appropriately.

He/she keeps ball under control close to his/her feet when dribbling. He/she plays the ball forward in front of the body. He/she uses either foot when appropriate.


He/she should keep his/her head up so that he/she can see the goal/defenders/team mates. He/she should keep the ball close to his/her feet. He/she should use either foot as appropriate. He/she should bend his/her legs more to be better balanced.

Exemplar Example 2 - Rugby

Pick up and Pass


No.x picks ball up from ground with two hands. No.x runs forward with ball held firmly in two hands. No.x passes/spin passes with two hands diagonally backward to team mate. No.x holds both hands out ready to receive the ball. No.x catches the ball with two hands. After catching no.x runs forward with ball held firmly in two hands.


No.x should pass the pass in front of running team mate. No.x should pass the ball diagonally backward to team mate. Receiver/no.y should hold out his/her hands out to receive the ball early. Receiver/no.y should catch the ball with two hands.

Scrum


Scrum half/no.9 feeds the ball along the ground straight into the middle of the scrum. The hooker/no.2 (in the middle of the front row) side foots the ball between his legs. No.2 backheels the ball through legs (channelled) to the back of the scrum. As the scrum moves forward, the player at the back of the scrum (no.8) controls the ball

with his feet to keep the ball in the scrum. The scrum half (no.9) positions himself at the back of the scrum, walking forward to stay

at the back of the scrum.

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The scrum half (no.9) steps over the ball, bending down to pick it up with two hands. The scrum half (no.9) passes the ball backward and to the side/diagonally slightly in

front of his running team mate.


The player at the back of the scrum (no.8) should control the ball better with his feet to keep the ball in the scrum.

The scrum half (no.9) should step over the ball earlier to pick the ball up quickly. The scrum half (no.9) should pass the ball in front of his running team mate.

Exemplar Example 3 - Lacrosse

Catching the ball


He/she moves his/her stick to be in line with the flight of the ball. He/she times his/her movement in relation to flight of ball. He/she moves quickly forward/to the right to get his/her stick behind the ball. Take the pace out of the ball by pulling the stick back away from the ball on contact.


He/she should move the stick more quickly to be in line with the approaching ball. He/she should pull the stick back more on contact with the ball to cushion it.

Pick up of moving ball


He/she/no.x moves body to get in line with rolling ball. He/she/no.x holds stick in two hands in front of/across body. He/she/no.x splits grip with left hand at top of stick. He/she/no.x puts stick down on ground to scoop ball up in front of body.


He/she/no.x should move quicker to get to/in line with the ball. He/she/no.x should hold the stick in two hands/across the front of the body as he/she

goes to pick up the ball. He/she/no.x should split his/her grip with hands apart on the stick.

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He/she/no.x should have his/her left hand at the top of the stick. He/she/no.x should put the stick lower on the ground to scoop the ball up in front of the

body.

Exemplar Example 4 – Gymnastics

General Points


He/she keeps his/her legs straight/toes pointed in the cartwheel. He/she arches his/her back in the back flip. He/she bends his/her knees on landing. He/she spots his/her landing to finish in stillness. He/she tucks in tightly in the 2nd roll. Part B Answers – Suggesting Improvements to Performance

He/she should try to keep her arms/legs/body in the same plane/in the one line in the cartwheel. He/she should arch her back more in the back flip. He/she should bend his/her legs more on landing.

S tretched position


He/she holds his/her up/in line with his/her body. He/she keeps his/her arms tense when doing the handstand.. He/she keeps his/her arms and legs straight in the handstand. He/she has his/her toes pointed in the headstand.


He/she should hold his/her head straight up in the finish position. He/she should straighten his/her legs in the handstand. He/she should point his/her toes more in the headstand.

S omersault


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He/she jumps high to somersault giving him/her more time to rotate and land his/her feet. He/she tucks in tightly when rolling to get a faster rotation. He/she opens up the body to slow his/her rotation. He/she swings is/her arms quickly to get faster rotation. He/she keeps his/her head in line with the body when somersaulting. He/she puts his/her head back and bring his/her knees to your chest in the back somersault


He/she should jump higher into the front somersault. He/she should tuck in tighter to rotate faster. He/she should open up the body to slow down the rotation. He/she should increase the speed of his/her arm action to increase the speed of rotation. He/she should keep his/her head in the same plane as his/her body in the front

somersault and not put his/her chin on his/her chest.Exemplar Example 5 - Dance

General


He/she leaps high into the air. He/she keeps his/her legs straight when jumping. He/she stretches his/her leg straight out behind her. He/she stretches his/her right arm straight out to the side as he/she turns around. Both dancers do a 360º turn to the left at the same time. Both dancers step back away from each other.


He/she should leap higher. He/she should have his legs straighter in the leap. He/she should jump/roll earlier to be in time with his/her partner. He/she should have his right arm/leg in front of his/her left in the finish position. He/she should swing his/her arms higher while side stepping. The dancer in the black leotard should turn earlier to be in time with the other dancers.

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Exemplar Example 6 – Tennis/Badminton/Table Tennis, Volleyball

Court

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4

2

1

1. Shot played diagonally to the back right hand side of the court/table.

2. Shot played straight to the back centre of the court/table (centre of the court does not have to be exactly on the centre line).

3. Shot played diagonally to the middle of the court/table on the left side.

4. Shot played straight to the front middle of the court/table.(be prepared to name the specific shot used).

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Was It

In Out Left Right Middle Diagonal Front Back

Similarities and Differences Between Techniques

Activity Skill Technique 1 Technique 2 Similarities Differences

Badminton Serve Forehand Short serve

Backhand Short serve

UnderarmFrom same place.Soft/low over net

Forehand/backhand Different side of

Racquet used. Racquet more horizontal in

backhand serve.Badminton Serve Forehand

Low serveForehandHigh serve

Underarm From same

place. Point of

contact same. Both hit in

front of body.

Bigger backswing in high serve.

Faster swing of racquet in high serve.

Bigger follow through after hit in high serve.

Volleyball Serve Overarm Serve

Underarm serve

Both hit with heel of palm/hand.

Both hit in front of body.

Hand follows through after ball

Ball thrown up with left/non-hitting hand.

Step forward onto court after hitting serve.

Overhead serve hit above head, underarm serve hit at waist height.

Golf Pitch High pitch Low pitch and run

Both shots are hit in front of player.

One pitch goes high in the air to land on the green, the other flies low and bounces along the ground to the green.

Athletics High jump

Role Fosbury Both jumps take off on left foot.

Both jumps drive

Role takes off on foot closest to the bar, Fosbury takes off on foot furthest

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upwards to clear the bar.

from bar. Fosbury jumps with back to

bar, role jumps with front to bar.

Fosbury approaches from right side of bar

Hockey Pass Push pass Hit Both hit with front stick.

Both hit in front of body.

Legs shoulder width apart in both.

No backswing in push pass/backswing in hit.

Hands split in push pass/hands together in hit.

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