They then need to do the same sort of thing and explain how their incorrect action affected their own performance. Students should again start with a heading, naming the corrective measure, and then describe the corrective measure in detail. For C2, the students need to identify and explain how the problem the cause could be corrected. For example, a footballer has invariably attempted a pass, but has mis-hit the ball. The more detail the better. When the students return in September they hand in their Section Bs and while we look at them and make suggestions how to make them better, they can begin researching potential causes C1 of each weakness. Notify me of follow-up comments by email.
Let them do this for each of the two attacking AA1 and defending weaknesses AA2. This is another area where they made need help in understanding the requirements in simpler terms. Make sure the students include the names, times and dates of the incidents. Often an image of the perfect model can be found on the web, and this provides a good starting point for many skill descriptions. Once chosen, the cause needs to be written about in as much detail as possible at least equivalent to A-level standard. You do not develop skill by simply getting fitter, and you cannot correct poor skill performance by circuit training!
The larger the proportion of this part of the coursework that can be completed prior to the students returning in September the better. They then suggest possible causes for each weakness C1 and suitable corrective practices for each weakness C2.
Let them do this atyletics each of the two attacking AA1 and defending weaknesses AA2.
This description of the various perfect models and their own variations from that perfect model should be in considerable detail. Most students should be encouraged to complete at least four perfect models B2 and four weaknesses B1. Again as much detail as possible needs to be included in the description of the circumstances of the two weaknesses B1 coursswork the two perfect performances B2.
Some thought must be given to the corrective measures; they must have an effect. Each student needs to identify two weaknesses for each of the three areas for assessment — in games these are attack AA1defence AA2and tactics AA3.
Some students find this comparison easier as a direct comparison, using two columns for example, to highlight what they do as compared to what the elite performer does. Notify me of new posts by email. This simplistic approach invariably permits students to identify suitable weaknesses. This is another area where they made need help in understanding the requirements in simpler terms.
For example, a footballer has invariably attempted a pass, but has mis-hit the ball. Often an coursewrok of the perfect model can be found on the web, and this provides a good starting point for many skill descriptions. In general, a weakness caused by a lack of fitness is corrected by a certain type of fitness training; a weakness caused by lack of skill is corrected by a certain type of skills practice. Beware of using causes that are not part of the course, for athlettics a weakness due to injury, or lack of concentration!
Make sure the students include the names, times and dates of the incidents. Even better is a sequence of images that show the whole skill performance.
They then need to identify why they made this mistake; what did they do wrong! The perfect model here is the decision for example, to pass to the open player rather than x2 marked player. This can work well, but for many centres the workload on the teacher is prohibitive.
In summary, the student athketics their knowledge to identify two weaknesses from each of the three areas of assessment, making a total of six weaknesses in all B1. The only factor to be remembered here is that at least one cause must be from AS topics, and one must be from the A2 part of the course. For C2, the students need to identify and explain how the problem the cause could be corrected.
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We get our students to start with a heading naming the cause of one of their weaknesses. If all this is completed ready for September, it gives more time for the addition of the causes C1 and corrections C2.
For each weakness, the students need to describe a single cause rather than several, and they must also describe how the cause affected their performance. This is a weakness, but nobody can ever check whether this mistake actually happened in the match identified by the student. Different performers can be used for each perfect model, so using John Terry for perfect defensive heading and Wayne Rooney for perfect long-range shooting is fine.
Tactics and strategies AA3 do include playing formations and attacking and defensive patterns, but they also include instantaneous decision-making as well as pre-planned decisions.
They then need to do the same sort of thing and explain how their incorrect action affected their own performance.
Notify me of follow-up comments by email. Your email address will not be published. I expect my better students to research each cause to a depth that entails more detail than they received as part of their A-level notes.