ROLES & RESPONSIBILITIES For each type of activity people are required to take different roles. A...
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Transcript of ROLES & RESPONSIBILITIES For each type of activity people are required to take different roles. A...
ROLES & RESPONSIBILITIES
• For each type of activity people are required to take different roles.
• A ROLE is the part that a person plays in an activity.
• Different roles have different requirements to fulfil that role – these are your responsibilities!
ROLES & RESPONSIBILITIES (PERFORMER)
• When performing as an individual or as part of a group/team, you must understand your responsibilities to perform that role to the best of your ability.
• Some players will have more Defensive roles where as others will be required to Attack within a team formation.
• The individual role you adopt is dependent upon many factors; – Physical Fitness– Skill Related Fitness– Skill levels– Decision making qualities
ROLES & RESPONSIBILITIES (DIFFERENT ROLES)
• Your SGPE course will require you to adopt a range of different roles in addition to being a performer.
• Official – Responsible for activity taking place within the rules, the score is correct
and players are treated equally
• Coach– Person who works on the skill level and works out tactics for that activity
• Helper– Feed the ball/shuttle to help partner practice skills
• Opponent– Act as an opponent so skills can be practiced in game like situations
• Can you name the different roles and responsibilities you encountered during your swimming block?
PHYSICAL QUALITIES
• Physical Qualities a person has will have an effect on the activities/roles they take part in.
• Physical Qualities can be seen on a person.• Physical Qualities include:
– Height, Strength, Speed, Eye sight, Weight, Stamina, Flexibility
• Football Winger– Needs Speed and Strength to beat opponents
• Gymnastics performer– Needs Flexibility
• Swimmer – Needs Speed, Strength, Stamina and Long Levers
PERSONAL QUALITIES
• Personal Qualities are qualities not able to be seen by looking at a person.
• They make a person who they are and have an effect on their performance.
• Personal Qualities include:– Determination, Motivation, Leadership, Concentration, Fairness
• Swimmer having a bad race– Needs Determination
• Football Referee– Needs high levels of Concentration
• Captain of a hockey team– Needs good Leadership
FEEDBACK
• When learning or practicing skills, the performer is helped by receiving feedback about their performance.
• FEEDBACK is ‘information received about a performance’.
• There are 3 different types of feedback that help us understand our performance:– EXTERNAL
– INTERNAL
– KNOWLEDGE OF RESULTS
EXTERNAL FEEDBACK
• VISUAL– Demonstration showing model performance or fault
– VIDEO record action and continually watch it
• Written– A partner may mark on a checklist those points which
are good or need improving
EXTERNAL FEEDBACK
• VERBAL a Teacher, Coach or Partner can tell you the good points and points you need to work on to improve your performance.
• Verbal feedback to a performer must begin with being positive to maintain motivation levels and confidence.
• Feedback about a performance must be kept to 1 point at a time. Too much information at one time will only confuse a performer.
Watch performer
CompareTo Model
Performance
‘Positive’FeedbackOn good
points
SuggestImprovements performance
CheckFor
improvements
INTERNAL FEEDBACK
• Internal feedback is referred to ‘Kinaesthetic’ feedback.
• It refers to the ‘feel’ of different actions• An example of this would be;
– A Diver or Gymnast knowing where segments of their body are during routines
KNOWLEDGE OF RESULTS
• Knowledge of Results is feedback received from the results of a game or practice.
• This can come in the form of Scores, Times or Distance covered.
• An example of this can come from you swimming;– Time Frontcrawl over 50m
– Practice Frontcrawl technique and fitness over a training period
– Go back and time Frontcrawl over 50m again
– Has your time improved?
EVALUATION
• During your practical sessions you can practice and improve your ability to analyse a performance
• Evaluating in SGPE has 2 parts:
– Describing Performance
– Analysing Performance
EVALUATION
• Describing a performance means stating what you see.• A helpful way of describing physical performance is to use B.O.S.S• B.O.S.S stands for: BODY, ORDER, SHAPE, SPEED
• BODY– Which body parts are being used and in what direction are they moving?
• ORDER– In what order are these movements taking place?
• SHAPE– What shape are the body parts throughout the movement? (curled/bent)
• SPEED– At what speed do the movements take place?
EVALUATION
• Analysing a performance means studying the action to identify its ‘good’ and ‘bad’ points.
• This information can then be given to the performer to improve their performance.
• A good way to analyse performance is to use PEEB-D-TOT.
• PEEB-D-TOT stands for: – Purpose, Effectiveness, External factors, Body factors, Decision
making, Technique, Order, Timing
EVALUATION
• PEEB-D-TOT described using Breaststroke • Purpose
– Work out what performer is trying to do. (move through water in streamlined position)
• Effectiveness– Success in carrying out the purpose of the skill. If not successful then we
must analyses to pinpoint the problem (compare to purpose)
• External factors– Include weather, ground conditions, opposition. Performer has no control
over these factors. (water conditions; pool or sea)
• Body factors– Performers helped / hindered by size, shape or level of fitness. (tall
swimmers have long levers and can swim faster. Body weight can limit performance)
EVALUATION
• Decision making– Has the performer selected the right skill for that given situation? (no real
decision to make, may increase speed in a race)
• Technique– Describes how the skill is performed against a model performer. (does
technique compare to model?)
• Order– Are the parts of the technique being carried out in the correct order? (pull,
kick, glide in extended position)
• Timing– Are parts of the technique coordinated and timed to take place at the
correct moment for the skill to be successful? (technique executed in correct time?)
EVALUATTION
• GOOD EVALUATION:
• Relevant– Focus on what is required (read the question)
• Detail– E.g full turn, pointing toes, straight legs, kick from hips
• Objective– State facts, not opinions
• Positive– State how performance can be improved not just what's wrong