Presentation on theme: "Scoring Systems Different activities have different ways of deciding a winner. Highest points scored Most goals scored Best performance Least amount of."— Presentation transcript:
Scoring Systems Different activities have different ways of deciding a winner. Highest points scored Most goals scored Best performance Least amount of shots Longest throw Highest jump Longest jump Fastest time
How do you win at…… A game of football. The team that score most goals at the end of the match. A gymnastics competition. The person who does the best performance wins. A 100 meter race. The person who crosses the finish line in the fastest time wins.
How do you win at…… A diving competition. The person with the best dive wins. A long jump competition. The person with the longest jump wins. A basketball game. The team with the most points at the end of the game.
Objective Scoring Objective scoring is measured by definite means – points, goals, time. Examples are Basketball Badminton 100m Sprint Swimming
Subjective Scoring Subjective scoring is based on the opinions and values of those judging the performance. Examples are Gymnastics Trampolining Diving Dance
Personal Qualities Determination - not giving in easily Motivation - being keen & enthusiastic Fairness - treating everyone equally Cooperation - working with others & helping each other Concentration - full focus on the activity
Physical Qualities Tall - centre in basketball Strong - forward in rugby Fast - winger in football Agile - gymnast completing a floor exercise Good eyesight - umpire in badminton
Cardio-respiratory Endurance CRE is the ability of the heart and lungs to supply oxygen to the working muscles over a long period of time.
Why do we need CRE Allows you to last the whole game. Allows you to cover more ground (marking, moving off the ball). Keeps co-ordination through lack of fatigue (Consistent skills). Helps you recover quicker. Allows you to train longer.
Fitness Tests for CRE Leger Test (Bleep Test) 12 Minute Run
Ways of Training for CRE Continuous running - keeping the same pace for full run. Interval running - short breaks between periods of running. Varied pace running - changing speeds but continuously running.
Cardio-respiratory Endurance What happens to body while doing a CRE fitness session? Heart rate increases Breathing rate increases Start to sweat
Cardio-respiratory Endurance Select an activity Design a training programme for 1 week Detail what you would do in each session Remember Frequency, Intensity and Duration
Activity - Football Monday Continuous running Ran for twenty minutes Kept heart rate at 70% max heart rate for full 20 mins
Activity - Football Wednesday Interval running Ran for 5 mins rest for 30 secs Kept heart rate at 70% max heart rate whist running
Activity - Football Friday Varied pace running Ran for 20 minutes Kept heart rate at 70% max heart rate for 5 mins Then raised it to 75% for 5 mins I alternated between the two for the full length of the session
Skills Skills are the tools required to take part in an activity. First you should learn the basic skills, to get you started in the activity. As you progress, you will learn more complex skills. Complex skills are more difficult to learn as they are made up of more parts (more things to think about).
Balance Balance is the ability to hold yourself in a steady position. Your centre of gravity (around about your hips) must be over your base (part of your body touching the ground) to be in a balanced position. The bigger your base, the easier it is to balance. The lower your C.O.G., the easier it is to balance.
Balance Activity – Gymnastics Skill/Technique – Headstand I balanced by getting my hips over my triangular base (head and hands). How did this help? I was able to hold the balance for a longer time.
Balance Activity – Football Skill/Technique – Dribbling I was more balanced because I bent my knees – lowering my centre of gravity. How did this help? I was easier for me to turn and move in different directions quickly.
Warm Up The warm up is made up of three parts. 1 st part – Jogging Why – to raise the body temperature in preparation for the activity. Muscles will perform better when warm. 2 nd part – Stretching Why – to reduce the chance of injury to the muscles, tendons and ligaments during your performance. 3 rd part – Skills practice Why – To get used to the skills I will be performing during the game.
Mental Preparation Mental preparation is also important before you start any activity. This involves thinking about what you want to achieve in your performance. Looking at your opponent. What are their strengths and weaknesses. Thinking about a good performance and trying to do this again.
Roles/Responsibilities In any activity you may have to perform a certain role or have certain responsibilities. These can be playing and non playing roles/responsibilities.
Non-playing Referee - Football I had to decide if the tackle was a foul or not. Umpire - Badminton I had to keep the score during the game. Line judge - Tennis I had to decide if the ball was in or out. Coach - Basketball I had to train my players to get them ready for the match.
Playing Basketball – Centre I had to collect any rebounds from under my own basket. Volleyball – Setter I had to set the ball for the spiker to come in and hit. Football – Defender I had to mark the striker tightly, not giving them a chance of shooting.
Evaluating Video part of the exam. Each question is divided into two parts. The first part is always about describing the action that you see in the video. Describe this in as much detail as possible. Use who, how and where. Sometimes the players are wearing numbers – use these numbers to describe things.
Evaluating This piece of action shows a boy practising his football skills. Describe five actions he performs. Bounces on the spot. Controls the ball on his chest. Cushions the ball with his thigh. Played ball with right foot across body. Passed ball with left foot to the side.
Evaluating The second part of the question involves you describing what was good and what needed improving in a performance. Always answer positively. Don’t say ‘She should pass the ball better’ – we already know that! Say ‘She should have passed the ball more accurately to her team mate’
Evaluating Now watch another boy practising the same football skills. A)Suggest one part that was done well. B)Suggest one improvement the player could make. A)His control on his chest is done well. His pass with his left foot is done well. B)He could use a softer touch when using his thigh to keep the ball lower. He could play the ball across his body with his right foot before passing.
Q1. Which of the following statements are true and which are false. All the girls start by lying on their backs. All 3 girls lift left leg at the same time. All 3 girls do scissors kick at the same time. All 3 girls roll into line at the same time. All 3 girls make final role to their left. False True False
Q1. Now watch a similar dance sequence. Suggest 1 improvement the girl in the black top could make in performance 2. Suggest 1 improvement the girl in the white top could make in performance 2. She could roll into line with the other dancers. She could delay bending and rolling body. Keep leg straight when lifting at the start. Jump higher when jumping in turn. Hold landing to finish with others.
Q2. Describe three body shapes the boy makes when performing this dive. Shape 1 Shape 2 Shape 3 Standing straight, arm out to the side. Pike position with arms round knees. Toes pointed. Body straight and streamlined.
Q2. Identify parts of performance 2 which are done well and the parts which need improvement. Balanced, controlled on the springboard. Bends knees to jump high from board. After take off, legs straight for whole dive. Enters water directly under board. Done Well Needs Improvement
Q3. Place the numbers 1-5 next to his actions in the order they take place. Reaches high towards basket. Pushes ball against backboard to score. Lets ball bounce and collects in 2 hands to rebound. Takes off from 1 foot to shoot. Dribbles forward with right hand
Q3. Now watch another boy perform the same practice. Describe 1 thing he does well. Suggest 2 improvements he could make to his performance. Dribbles forward with right hand. Keeps control of ball during dribble. Get closer to basket before shooting. Reach up higher – nearer the net to shoot. Hit the ball off the line on the backboard.
Q4. Describe 3 actions they perform. Action 1 Action 2 Action 3 Picks up ball in 2 hands. Passes using 2 hands to team mate. Moves forward to catch ball. Catches ball in 2 hands. Drops ball from hands. Kicks ball with right foot.
Q4. Identify parts which are done well and parts which need improvement. Moves forward to meet ball. Catches ball in 2 hands. Follows through high with right leg. Sprints after the ball. Done well. Needs Improvement.
Q5. Name 4 different parts of the performers body which touch the trampolinine Feet Bottom/Hips/Legs/Hands Front/Chest/Stomach/Legs Shoulders/Back
Q5. Now watch a girl performing the same routine. Describe something she does well. Suggest 2 improvements she could make. Extends legs in seat drop. Straight body in front drop. Knees higher in tuck. Stay in centre of trampoline after back drop.