Sports Performance Handbook
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Transcript of Sports Performance Handbook
Sports Performance
GCSE PE & Btec First
Student Portfolio Name:.............................
Introduction to your sports performance course
The BTEC Sport Performance course is a mix of GCSE PE and Btec First in Sport that has been developed to provide education and training for future sport, leisure and recreation industry candidates or university aspirants. What can you expect?
-‐ The two courses will run side by side as the content is similar in both courses, however you will complete coursework for Btec that will form your revision guides for GCSE PE.
-‐ Each btec unit is assessed via coursework apart from Unit 1
-‐ You need to achieve PASSES in ALL btec units in order to pass the course
-‐ You will be assessed in four sports for GCSE PE including rounders, netball, fitness and a sport of your choice that you are competent at and play or participate in on a regular basis. You will be externally moderated for your practical in year 11 and the practical element is worth 60% of your final mark.
-‐ Your GCSE PE exam is 1 hour 30 minutes exam and includes multiple-‐choice, short-‐answer,
and longer-‐answer questions, with 80 marks on offer. It is worth 40% of the final mark.
-‐ You will undertake a PEP and 6 week training program
-‐ There will be a mixture of theory and practical-‐ where possible theory will be taught through practical activities
-‐ Your teacher will be Mr Barrett
-‐ Strict deadlines will be put in place for your coursework to ensure your work is returned in good time for improvement
Our expectations:
-‐ Deadlines to be met when stated to allow for adequate feedback & marking -‐ Full practical kit to be worn for all practical activities -‐ Folders to be maintained and purchased by all pupils
Unit 1 (Section 1.1) Healthy, active lifestyles (+ 1.2= 40%)
Topic 1.1.1 Healthy, active lifestyles and how they could benefit you
Topic 1.1.2
Influences on your healthy, active lifestyle
Topic 1.1.3 Exercise and fitness as part of your healthy, active lifestyle
Topic 1.1.4 Physical activity as part of your healthy, active lifestyle
Topic 1.1.5 Your personal health and wellbeing
Unit 1 (Section 1.2) Your healthy, active body (+ 1.1= 40%)
Topic 1.2.1
Physical activity and your healthy mind and body
Topic 1.2.2 A healthy, active lifestyle and your cardiovascular system
Topic 1.2.3
A healthy, active lifestyle and your respiratory system
Topic 1.2.4 A healthy, active lifestyle and your muscular system
Topic 1.2.5 A healthy, active lifestyle and your skeletal system
Unit 2 Performance in physical education (practical 60%)
Section 2.1 Practical performance in four sports including netball, rounders, fitness and your choice of
sport.
Section 2.2 Analysis of performance
Topics covered for Btec
Unit name & title GLH Coursework/exam
1. Fitness for Sport and Exercise
Online exam
Sat by Christmas 2012, out of 50 marks.
2. Practical Sports Performance Three assignments
1) Rules & regulations
2) Practical log (Two sports)
3) Analysis of performance
4 The Sports Performer in Action (Anatomy)
Two assignments
1) Muscles & bones 2) Heart and lungs
5 Training for Sports Activities
30 guide
d learning hou
rs per unit
One assignment
6 week training program Level 1 Pass level 2 Merit level 2 Distinction
For each unit completed you get the following
points for every 10 GLH
2 points per 10 GLH 4 points per 10 GLH 6 points per 10 GLH 8 points per 10 GLH
Points
=6 points per unit for a level 1
=12 points per unit for a pass
= 18 points per unit for a merit
= 24 points per unit for a distinction
Grades
Level 1 24 points (6x4 units)
L2 pass 48 points
(12x4 units)
ALL UNITS =PASS
L2 merit 66 points
(18x4 units)
3/4 Units = Merit
L2 Distinction 84 points (24x4)
3 units = D 1 unit = P
GCSE Equivalent D/E ALL UNITS PASSED
= C
Abo
ve pass =
3 UNITS MERIT 1 UNIT PASS
=B
3 UNITS DISTICNTION 1 UNIT PASS
=A
Deconstruction method & exam technique
How do I get the best grades at btec? Use the grid below when creating your coursework so that you understand exactly the terminology needed to meet that grade.
Pass Describe Give a clear description that includes all the relevant features -‐ think of it as
‘painting a picture with words’
Demonstrate Show that you can do it in a practical scenario like perform a skill or a range of exercise
List Provide the information in a list, rather than in continuous writing
Identify Point out or choose the right one or give a list of the main features
Merit Explain Provide details and give reasons and/or evidence to clearly support the argument
you are making
Compare Identify the main factors that apply in two or more situations and explain the similarities and differences or advantages and disadvantages
Independently Plan, do or organise something on your own without teacher input
Distinction Analyse
Look at both sides of the story and examine in detail in order to discover further meaning or essential features.
Evaluate
Review the information then bring it together to form a conclusion. Give evidence for each of your views or statements
Justify
Give reasons or evidence to support your opinion or view to show how you arrived at these conclusions.
Introduction: Deconstruction is process of exploring concepts and words in more detail to reveal the truth behind something. In order to aim for the higher grades in GCSE, BTEC OR A LEVEL PE it is important to be able to construct a good written answer and not rely on short sentences. Use this simple template to pull apart a complex question, grading criteria or assessment task to then construct a solid answer worthy or that merit, grade b or even higher.
Faq’s
Who should use this?
Anyone studying btec, gcse or a level pe
When should I use it?
Btec-‐ When you have a grading criteria or assessment task that is at merit or distinction level that you find difficult to attempt.
GCSE/A LEVEL: When faced with a long answer question you find difficult to write.
How do I do it?
Follow the 6 steps guide below!
Always use your postcard!
1. Underline the command: What are the grading/assessment/command word criteria you are aiming for?
2. Circle the topic: What are the key ASSESSMENT/FOCUS WORDS from the above criteria?
3. Star the focus word:
4. Mindmap the key points/words/sentences:
5. Compare/contrast/analyse and get two sides of the story or two
opinions. This can include pro’s & cons, advantages & disadvantages, positives or negatives.
6. Finally paragraph your work into a full answer
Deadlines & disciplinary procedures
There are many deadlines throughout the course and they are in place to ensure:
1) Your work can be accurately and thoroughly marked by staff members to ensure you get the best chance of achieving higher grades
2) The course can run to time
We work on a ‘Three strikes’ policy in the PE Department at the College whereby if you miss a deadline on three occasions your place on the course will be in jeopardy and reviewed by the senior management team.
X Detention and phone call home
X Letter Home after School Detention
X Parents called in for meeting with Bp, Se and SLT
Please ensure that you adhere to the coursework policy to ensure your work is marked accurately & adequate time given to improve.
Plagiarism
Plagiarism is the use of any work that is not your own. When completing your pieces of coursework they must be YOUR own work. If not the piece of work will be graded as a fail and you risk the losing your place on the course.
Plagiarism in one subject can also result in you be excluded from ALL of your subjects at GCSE/BTEC.
It is okay to use sources such as text books and the internet to support you work. However, if you do this you must give the author or the source of the work credit for their information.
Examples of Plagiarism:
Copying sentences, paragraphs or tables out of an textbook.
Copying and pasting sentences, paragraphs off the internet and websites.
Copying and using friends or colleagues pieces of work in your own.
Any form of Plagiarism will not be tolerated and your will FAIL the unit your parents will be informed and your place on the course will be under jeopardy.
Referencing your work:
It is okay to use other sources such as text, diagrams and tables in your work to support your findings. When doing this you must reference the source in your work and then create a reference list at the end of your work to show the
source of the information.
Examples of Referencing within your work:
An example of a lubricated joint in the body is the knee. “Lubrication is provided by synovial fluid which is secreted
into the joint by the synovial membrane.” (Wesson 2000)
This example shows that the text within the text is from another source but credit is given to Wesson who wrote it first and then the year it was written within the brackets.
The same needs to be done when referencing sources from the internet. However instead of the name of the other
you put the name of the site. (www.bbc.co.uk)
Once you have finished your piece of work you have to create a reference list showing your different sources.
Reference List
Wesson K, 2000 Sport and PE: A complete guide to advanced level of study
www.bbc.co.uk accessed 19/6/10
A reference list should be on a page of its own and show ALL the sources used within a piece of work.
Glossary of key terms
Aerobic: ‘With oxygen’. If exercise is not too fast and is steady, the heart can supply all the oxygen muscles need. Agility: The ability to change the position of the body quickly and to control the movement of the whole body. Anabolic steroids: Drugs that mimic the male sex hormone testosterone and promote bone and muscle growth. Anaerobic: ‘Without oxygen’. If exercise is done in short, fast bursts, the heart cannot supply blood and oxygen to muscles as fast as the cells use them. Anorexic: Pertaining to anorexia – a prolonged eating disorder due to loss of appetite. Balance: The ability to retain the body’s centre of mass (gravity) above the base of support with reference to static (stationary), or dynamic (changing), conditions of movement, shape and orientation. Balanced diet: A diet that contains an optimal ratio of nutrients. Beta blockers: Drugs that are used to control heart rate and that have a calming and relaxing effect. Blood pressure: The force exerted by circulating blood on the walls of the blood vessels. Body composition: The percentage of body weight which is fat, muscle and bone. Cardiac output: The amount of blood ejected from the heart in one minute. Cardiovascular fitness: The ability to exercise the entire body for long periods of time. Competence: The relationship between: skill, the selection and application of skills, tactics, strategies and compositional ideas; and the readiness of the body and mind to cope with the activity. It requires an understanding of how these combine to produce effective performances in different activities and contexts. Coordination: The ability to use two or more body parts together. Diuretics: Drugs that elevate the rate of bodily urine excretion.
Ectomorph: A somatotype, individuals with narrow shoulders and narrow hips, characterised by thinness. Endomorph: A somatotype, individuals with wide hips and narrow shoulders, characterised by fatness. Erythropoietin (EPO): A type of peptide hormone that increases the red blood cell count. Exercise: A form of physical activity done to maintain or improve health and/or physical fitness, it is not competitive sport. Fitness: The ability to meet the demands of the environment. FITT: Frequency, Intensity, Time, Type (used to increase the amount of work the body does, in order to achieve overload). Flexibility: The range of movement possible at a joint. Health: A state of complete mental, physical and social wellbeing, and not merely the absence of disease and infirmity. Healthy, active lifestyle: A lifestyle that contributes positively to physical, mental and social wellbeing, and which includes regular exercise and physical activity. 22 Heart rate: The number of times the heart beats each minute. Individual differences/needs: Matching training to the requirements of an individual. Isometric contractions: Muscle contraction, which results in increased tension but the length, does not alter, for example, when pressing against a stationary object. Isotonic contraction: Muscle contraction that results in limb movement. Joint: A place where two or more bones meet. Mesomorph: A somatotype, individuals with wide shoulders and narrow hips, characterised by muscularity. Methods of training: Includes Interval training, continuous training, circuit training, weight training, Fartlek training, cross training. Muscular endurance: The ability to use voluntary muscles many times without getting tired. Muscular strength: The amount of force a muscle can exert against a resistance. Narcotic analgesics: Drugs that can be used to reduce the feeling of pain. Obese: A term used to describe people who are very overfat. Overfat: A way of saying you have more body fat than you should have.
Overload: Fitness can only be improved through training more than you normally do. Overweight: Having weight in excess of normal (not harmful unless accompanied by over fatness). 23 Oxygen debt: The amount of oxygen consumed during recovery above that which would have ordinarily been consumed in the same time at rest (this results in a shortfall in the oxygen available). PAR-‐Q: Physical activity readiness questionnaire. PEP: Personal Exercise Programme. Peptide hormones: Drugs that cause the production of other hormones. Performance: How well a task is completed. Physical activity: Any form of exercise or movement; physical activity may be planned and structured or unplanned and unstructured (in PE we are concerned with planned and structured physical activity, such as a fitness class). Power: The ability to do strength performances quickly (power = strength x speed). Progressive overload: To gradually increase the amount of overload so that fitness gains occur, but without potential for injury. Reaction time: The time between the presentation of a stimulus and the onset of a movement. Reversibility: Any adaptation that takes place as a consequence of training will be reversed when you stop training. Recovery: The time required for the repair of damage to the body caused by training or competition. Rest: The period of time allotted to recovery. RICE: Rest, Ice, Compression, Elevation (a method of treating injuries). 24 Self-‐esteem: Respect for, or a favorable opinion of, oneself. SMART: Principle of goal setting standing for Specific, Measurable, Achievable, Realistic, Time-‐bound. Somatotype: Classification of body type. Specificity: Matching training to the requirements of an activity. Speed: The differential rate at which an individual is able to perform a movement or cover a distance in a period of time.
Stimulants: Drugs that have an effect on the central nervous system, such as increased mental and/or physical alertness. Stroke volume: The volume of blood pumped out of the heart by each ventricle during one contraction. Target zone: The range within which an individual needs to work for aerobic training to take place (60-‐80 per cent of maximum heart rate). Training: A well planned programme which uses scientific principles to improve performance, skill, game ability and motor and physical fitness. Training thresholds: The boundaries of the target zone. Underweight: Weighing less than is normal, healthy or required.
Using the assessment criteria for Section 2.1: Practical performance
When you complete your practical lessons you will be continually assessed each week so that your progress can be tracked and monitored in accordance with the grading criteria. The following points will help you and provide some guidance so that you know what is expected of you. 1) The basis of all assessment will be your technique, (which underpins the skill and effectiveness with which skills are applied both in structured practices and full game situations). 2) In individual activities the overall assessment will be based on the cumulative principle, reflecting the degree of difficulty of the movement, which enables you to apply your skill in the context of the activity. 3) The final marks will depend on your technique and effectiveness in applying the skills when working under pressure, together with the outcome of the performance (for example, how fast you run or swim a given distance, or how well you perform a routine in trampolining or synchronized swimming). 4) When assessing skills consideration will be given to gender differentials. Whilst the assessment of technique will remain the same, the effectiveness of performance must be assessed in a ‘like v like’ situation (for example, boys should not play against girls in a competitive football or rugby match, however, they may play mixed badminton or tennis). 5) Video and photographic evidence will be taken throughout the course to evidence any work that you may do. Unless your parents sign the declaration below and tick the box you agree to be filmed or photographed for the purpose of your course. I do not consent for photo or video evidence to be taken of my son/daughter signed:………………………………………………..
Tick: O
Grade boundaries for practical performance
Grade boundaries for practical performance
Analysis of performance: In section 2.2 the analysis of performance requires all students to undertake an analysis of performance, which is made up of five separate components and must be based on one of your four sports. Secondly in section 2.2.5 the Personal Exercise Programme (PEP) Should also be based on that same sport. 2.2.1 Rules, regulations and terminology. This is the theory from unit 1 that you have
learnt.
2.2.2 Observe and analyse performance
2.2.3 Evaluate performance
2.2.4 Plan strategies, tactics and practices
2.2.5 Plan a Personal Exercise Programme (PEP)
You should be able to:
1. Show your knowledge and understanding of the rules, regulations and terminology of a sport
2. Observe and analyse performance in one sport
3. Evaluate performance in one sport and recognize strengths and areas for improvement
4. Plan strategies, tactics and practices to improve skills and performance
5. Plan a Personal Exercise Programme to improve their fitness and performance
Grade boundaries for controlled assessment
Grade boundaries for controlled assessment
Grade boundaries for controlled assessment (PEP)
Grade boundaries & assessment of learning