1. ACTIVITIES: Types of Activity Team & Individual Activities An individual activity is performed by one person. Task: Write down all the individual activities that you will cover in Standard Grade. A team activity involves you working with other people. Task: Write down all the team activities that you will cover in Standard Grade.

2. ACTIVITIES: Types of Activity Competitive & Non-Competitive Activities A competitive activity is a contest involving two or more rivals. Task: Write down all the competitive activities that you will cover in Standard Grade. A non-competitive activity involves performers who take part for self satisfaction and enjoyment i.e. Aerobics and Jogging

3. Directly & Indirectly competitive Activities ‘Directly competitive’ means that you have a direct influence on what your opponent does. ‘Indirectly competitive’ means that your performance does not affect the performance of your opponent.

4. C AB D EF Put the following headings in your jotter and put the letters which match these headings underneath them. TEAM ACTIVITY INDIVIDUAL ACTIVITY COMPETITIVE ACTIVITY DIRECTLY COMPETITIVE INDIRECTLY COMPETITIVE

5. Different Roles Throughout the course you will adopt different roles other than a performer Helper Opponent Coach Referee Give examples from your course when you adopted these roles, use a different activity for each role. Explain what you did.

6. ACTIVITIES: Equipment There are two main reasons why wearing the proper clothing, footwear or equipment is important SAFETY TO HELP YOUR PERFORMANCE

7. ACTIVITIES: Equipment SAFETY: Some activities you must wear certain items for safety e.g. leg pads Shin Guards Helmet

8. ACTIVITIES: Equipment Helping performance: Improvements in design and technology can help improve performance e.g. Reducing the weight of a piece of equipment Improving grip or friction Reducing friction (improving slide or glide) Task: Get into groups of 4 and discuss these 3 points. Give a minimum of 2 examples for each point. E.g. Improving friction: Football, Longer studs when playing on a soft mudding park. Allows me to turn and keep my balance.

9. FORMAL/WRITTEN RULES Written rules Found in a rule book Ensure that the activity is fair Shape the way we perform in an activity E.g. in basketball you're not allowed to run with the ball in your hands. Help keep an activity safe E.g. in rugby, you can't tackle an opponent around the neck or head.

10. Unwritten Rules Unwritten rules Informal codes of conduct which you won't find in a rulebook. They say how a team or player should behave, and are sometimes called 'etiquette' (or 'sportsmanship'). Give two examples of an unwritten rule

11. Rules: Shaping the Game Rules restrict movement Games are usually split into halves, thirds or quarters. When an opponent breaks a rule (foul, infringement) your team receive the ball. All activities have a restricted playing areas i.e. pitch, court etc. If a player deliberately breaks the rules they can be cautioned, sin binned or sent off.

12. Subjective Activities Are based on how the performance looks. They can also be described as aesthetic (the way it looks). The result depends on the opinion of the judges. Performers competing in a subjective activity need to use their imagination and be creative.

13. Objective Activities Performers achieve a definite score that can be measured in some way. This could be the number of goals scored in a game, the distance achieved, the fastest time or the number of points won in a match.

14. C AB G EF D H I 1.PUT THE LETTERS DOWN THE SIDE OF YOUR JOTTER 2.NAME EACH ACTIVITY 3. WRITE DOWN IF IT IS A SUBJECTIVE OR OBJECTIVE ACTIVITY 4.WRITE DOWN THE SCORING SYSTEM USED FOR EACH ACTIVITY

15. ACTIVITIES: Tactics Tactics (Game Plan) Competitors hope to make the most of their own strengths whilst exploiting the weaknesses of the opposition to win. Tactics are used both in team and individual activities. They can be adapted during the course of a competitive situation.

16. FORMATIONS IN FOOTBALL

17. Tactics The overall aims of a tactic are to play to your individual and teams strengths, and to attempt to exploit your opponent’s weaknesses. Here is an example: Activity: Basketball Strength: Fast agile players Tactic Used: Man to man defence Why it was effective: We were able to stay close to the attackers and pressure them in to making mistakes

18. Tactics in a Individual Activity It is important to realise that tactics are used in individual games. What tactic would you use in the following scenario? 1.Badminton: Opponent’s weakness is backhand 2.1500m: Opponent’s strength is their sprint finish

19. Tactics: TASKS 1.Give the definition of a tactic? 2.Name an individual activity, what tactic did you use to try and win? 3.Name a team activity, what tactic did you use to try and win? 4.Name an individual activity, what skills are needed in this activity for your tactics to be effective? 5.Name a team activity, what skills are needed in this activity for your tactics to be effective? 6.Why would you consider changing your tactics during the course of a competitive situation? Once you have completed the questions. Take a double page of your jotter and put TACTICS in the centre. Now draw a mind map with everything you know about Tactics.

20. TACTICS: Physical Qualities To fulfil a particular role in an activity, we require different qualities. Physical qualities can dictate the role we take. E.g. A goal-shooter in netball needs height. A prop forward in rugby needs strength. To perform successfully in gymnastics you need flexibility. Many sports require a level of skill. Choose two team and two individual activities. Explain what physical qualities you need to do well in that activity?

21. Physical Qualities: Body Shape Many activities have their own characteristic body shape. In other words certain body shapes are suited to specific activities. ENDOMORPHMESOMORPHECTOMORPH

22. Look closely at the following performers. What Physical qualities does each of activities require? (Some activities will have more than one)

23. TACTICS: Personal Qualities Personal qualities may also have an affect on the roles we take. Team members need to be able to co-operate with others to make tactics work. Some individuals are highly motivated. Depending on the situation, a player may be chosen for their ability to concentrate under pressure. Think of a team you know that don’t have the best players but seem to do well. Why is this the case?

24. POINTS TO REMEMBER Tactics will depend on your skill level, strengths and weaknesses (physical & personal) Tactics will depend on your opponents strengths and weaknesses Tactics will adapt and change depending on the situation, i.e. defending a lead. Realise specific positions needs specific qualities for tactics to be effective Tactics will be used in defence and attack

25. Creativity All movement can be analysed in terms of weight, time, flow and space. This is the case for both individual and team activities. Creativity can make the difference between winning and losing. Weight – The degree of power Firm movementFine touch Time – How quickly an action is performed SuddenSustained Flow – The way in which one action links to the next FreeBound Space – ‘Where’ the action takes place

26. Creativity: Individual Activities Creativity is important in subjective activities as performance is judged on weight, time, flow & space. Activity: Gymnastics Weight – The degree of power Firm movementFine touch How you control your movements. The greater the control the higher the points total. Soft, light, firm, delicate, strong, heavy

27. Creativity: Individual Activities Activity: Gymnastics Time – How quickly an action is performed SuddenSustained Some movements should be sudden/quick like a head spring. Others should be held/sustained like a balance. Fast, held, quick, sustained

28. Creativity: Individual Activities Activity: Gymnastics Flow – The way in which one action links to another FreeBound A sequence of movements should flow together and not be stopping and starting all the time. Smooth, jerky, fluent, stopping

29. Creativity: Individual Activities Activity: Gymnastics Space – ‘Where’ the action takes place A handspring. The technique could be fine, however, the higher you are in the air, the better it looks and the more time it allows for you to land on your feet. If you don’t go high enough it will make it difficult to land on your feet. High, sideways, low, wide, deep

30. ADAPTATION Activities can be adapted in many ways. The intention in making any of the changes to activities is that your skill development can benefit from the changes.

31. ADAPTATION ADAPTING ACTIVITIES PLAYING AREA EQUIPMENT SCORING SYSTEM TIME NUMBER OF PLAYERS RULESWEATHER

32. ADAPTATION Give examples of how you would adapt both individual and team activities using 3 examples on the previous page. What is the benefit of the adaptation you have made? E.g. Basketball limit the sides to 3 v 3. Players get more touches of the ball, thus giving them a chance to improve their skills. Badminton increase the amount of players 1 v 2. I played against 2 players to work on trying to improve my smash. I had to be accurate or my smash would be returned.

33. Sometimes the normal rules of an activity can be changed in order to make some important points clearer. This is sometimes referred to as a conditioned game. The condition should help you practise in a game setting the skills and technique which you have developed in practice. CONDITIONED GAMES

34. Example Lay-up practice in Basketball. During the game 4 points could be given to a team if they score with a lay-up. This would encourage players to try and use what they developed during their practice in a game situation. CONDITIONED GAMES

35. CONDUCT & BEHAVIOUR Good Conduct & Behaviour Arrive on time Help out – when not being asked Accept decisions Obey rules Respect other participants Want to play and participate Get winning & losing into perspective Conform to ‘unofficial’ rules

36. CONDUCT & BEHAVIOUR Named Activity Draw this diagram. Put an activity of your choice in the centre. Using the examples of good conduct & behaviour on the previous slide, relate these specifically to your activity. Choose 3 examples.

37. Good Conduct & Behaviour Arrive on time Help out – when not being asked Accept decisions Obey rules Respect other participants Want to play and participate Get winning & losing into perspective Conform to ‘unofficial’ rules