BTEC Level 2 First Sport Assessment Resource Pack Unit 2 ......BTEC Level 2 First Sport Assessment Resource Pack Unit 2 ... ... the )

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BTEC Level 2 First SportAssessment Resource Pack

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Unit 2 Practical Sport

Unit overview The aim of this unit is to develop learner knowledge of the rules, skills and techniques for one team and one individual sport.

Learners will have the opportunity to participate in a variety of sports, with a focus on developing and improving their own practical sports performance in at least one team and one individual sport. They will learn to reflect on their own performance and that of other sports performers. Learners will study the rules and regulations, and will observe officials in action.

Scenarios for this unit’s assignments should focus on the introduction of sports to younger children. Year 6 children at primary school often need to develop their knowledge of national curriculum sports prior to progressing on to Key Stage 3 at secondary school. As they focus on helping younger children, learners will also improve their own knowledge and understanding of the sports covered.

To develop the learners’ understanding of skills, techniques and tactics, and their appropriate application within competitive situations, sports performers and coaches could be invited in as guest speakers. Talks by sports officials would be beneficial as they could discuss their responsibilities and the rules and regulations of their selected sport. If possible, centres may also benefit from talks by sports analysis experts (sports journalists or experts from professional sports clubs), who could tell learners about the process of observation analysis.

Assignments for this unit The following ready-made assignments are available in this Pack.

Assignment Learning outcomes Assessment and grading criteria

Summary

A1 Playing the game LO1 Be able to demonstrate a range of skills, techniques and tactics in selected sports

P1, P2, M1, D1

Learners develop two DVDs that can be used to introduce young children to different sports. They will demonstrate practical skills, techniques and tactics, and will justify the use of tactics for a team sport and an individual sport. Evidence: DVDs with voiceovers

A2 The laws, rules and regulations of sports

LO2 Know the rules, regulations and scoring systems of selected sports

LO3 Know the roles and responsibilities of officials in selected sports

P3, P4, P5, P6, M2

Learners produce a leaflet for Year 6 children that summarises the rules, regulations and scoring systems of a team sport and an individual sport. They will also look at the roles and responsibilities of officials. Evidence: leaflet

Cert / Ex Cert / DipCredits: 10

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Unit 2 Practical Sport BTEC Level 2 First SportAssessment Resource Pack

A3 Sports performance under the spotlight

LO4 Be able to review sports performance

P7, P8, P9, M3, M4, M5, D2

Learners produce and then complete an observation checklist to review their own sports performance and that of another sports performer in the same sport. Evidence: observation checklists; written explanation/analysis

Assignment guidance for tutors

A1 Playing the game P1 P2 M1 D1

In this assignment learners will produce a 20-minute video recording of themselves demonstrating the skills, techniques and tactics for basketball and table tennis to introduce these sports to young children (P1 and P2).

Learners are required to cover all skills, techniques and tactics required to perform each of the selected sports effectively. For example, when covering basketball learners should demonstrate the following skills and techniques: a range of passes, dribbling, shooting (free throws, jump shots, lay-ups), rebounds, footwork, fakes. Learners should also demonstrate the following tactics: defence – man-to-man, pressing defence (half court/full court), zone defence, double teaming. Offensive tactics could include one-to-one, fast break offence, zone offence, two-on-one situations, horseshoe, overload offence, post plays, screen plays, zone presses and plays. Special play tactics could include jump ball, and ball out of bounds.

To meet the requirements of M1 and D1, learners should provide a voiceover for their DVDs to describe appropriate tactics for each sport, with a justification of when and how a performer or team could use each tactic to improve their performance.

Recordings can be stored on pen drives or kept on learners’ documents on school files.

Ideas Rather than producing a DVD, learners could engage in a verbal discussion, which could be captured as an audio or video recording with individual learner achievements confirmed through use of a tutor observation record.

Alternatively, you could tailor this assignment around local sports teams/clubs with learners producing a video to develop the club’s/team’s knowledge of skills, techniques and tactics for the selected sports. Learners must look at one individual sport and one team sport to meet these criteria.

A2 The laws, rules and regulations of sports P3 P4 P5 P6 M2

In this assignment learners are asked to develop a leaflet for a local primary school to summarise the main rules, regulations and scoring systems for a team sport (P3) and an individual sport (P4). When preparing the leaflets learners should imagine that they are teaching the primary school children to play the sport as absolute beginners who are learning the rules for the first time. Rules selected should be the basic rules needed to participate successfully in the sport.

To meet the requirements of M2 learners must build upon the information they have developed for P3 and P4, and assess each of the key rules, regulations and scoring systems for both the team and individual sports selected. Learners should give detail and comment on examples of how these rules are applied.

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Learners are also required to identify the key officials in a team (P5) and an individual sport (P6). For example, if they selected football they would identify the referee, the assistant referees and the fourth official. After the learner has identified the key officials in a sport they will describe the main roles and responsibilities of each one.

A3 Sports performance under the spotlight P7 P8 P9 M3 M4 M5 D2

Here the learner is working with a local sports college and has been asked to help younger members of the centre with the development of self-analysis skills in sport. For this, learners are required to produce an observation checklist that could be used to review the sports performance of an individual or team (P7/M3). This is an important component of the Key Stage 3 curriculum in Physical Education so is both appropriate and vocational.

To meet P8, learners will use the observation checklist they have developed to carry out a written review of a sports performer or team from either an individual or team sport (learners could choose to carry out a review of a sports performer from a team sport – they do not have to carry out a team review). They should then explain strengths and identify areas for improvement in a written report (M4).

Learners should then view a video recording of themselves participating in a sport, and use their observation checklist to analyse their own performance (P9). After completing the observation checklist learners should explain their own strengths and areas for improvement (M5). To conclude the assignment and meet the requirements of D2 learners are required to build upon the information gathered for P9 and M5 and analyse the strengths and areas for improvement in their own performance, in one individual sport or team sport. They must provide recommendations for improvement, with justifications, and provide examples of what they will do to develop.

Idea To meet P8, learners could alternatively engage in a verbal discussion, which could be captured as an audio or video recording with individual learner achievements confirmed through use of a tutor observation record. Draf

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A1 Playing the game BTEC Level 2 Sport, Unit 2 Practical Sport

Learner name Assessor name

Date issued Deadline

Scenario The local sport development team are holding a campaign to develop young children’s knowledge about sport in the local area and to increase their participation in a number of different sports. A Sports Development Officer (SDO) has approached you and asked if you would develop two DVDs which could be used to introduce young children to basketball and table tennis. The SDO would like you to demonstrate the core skills required to perform each sport, and provide a voiceover which describes the technical requirement of each skill. To conclude the DVDs the SDO would also like you to demonstrate tactics which are used within each sport and provide a voiceover which describes and justifies when the tactics should be used during each sport to gain an advantage over the opponent(s).

In this assignment you will have the opportunity to provide evidence towards the following criteria: P1 demonstrate use of practical skills, techniques and tactics appropriate for one team sport

P2 demonstrate use of practical skills, techniques and tactics appropriate for one individual sport

M1 describe use of tactics appropriate for one team and one individual sport

D1 justify use of tactics appropriate for one team and one individual sport, identifying areas for improvement.

TASK 1 – Slam dunk! P1, M1, D1 a) Develop a DVD to demonstrate use of practical skills, techniques and tactics

appropriate for basketball. Ensure that you cover the following skills and techniques on the DVD:

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● a range of passes ● dribbling ● shooting (free throws, jump shots, lay-ups) ● rebounds ● footwork ● fakes.

b) On the DVD you should also ensure that you demonstrate the following tactics: ● defence, e.g. man-to-man, pressing defence (half court/full court), zone defence,

double teaming ● offensive tactics, e.g. one-to-one, fast break offence, zone offence, two-on-one

situations, horseshoe, overload offence, post plays, screen plays, zone presses, plays

● special play tactics, e.g. jump ball, ball out of bounds. This provides evidence towards P1.

c) You are also required to provide a voiceover to support the DVD which describes the use of tactics appropriate for basketball (M1 partial) and which justifies the use of the tactics during a competitive situation. You should identify areas for improvement for your own application of the tactics within your DVD demonstration (D1 partial).

TASK 2 – Ping pong P2, M1, D1 a) Develop a second DVD in which you demonstrate use of practical skills, techniques

and tactics appropriate for table tennis. Ensure that you cover the following skills and techniques on the DVD: ● serving ● forehand shots ● backhand shots ● blocks ● smashes.

b) On the DVD you should also ensure that you demonstrate the following tactics: ● defence tactics ● offensive tactics.

Parts a) and b) provide evidence towards (P2). c) You are also required to provide a voiceover to support the DVD which describes

use of tactics appropriate for table tennis (M1 partial). d) Finally, in your voiceover you should justify the use of the tactics during a competitive

situation. You should identify areas for improvement for your own application of the tactics within your DVD demonstration (D1 partial).

Useful sources of information Student Book pages 37–41 may be useful for Task 1 Your tutor will have a list of sources of information that you can use for this assignment

Evidence checklist TASK 1 DVD with voiceover for basketball TASK 2 DVD with voiceover for table tennis.

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A2 The laws, rules and regulations of sports BTEC Level 2 Sport, Unit 2 Practical Sport



Scenario Physical Education is taught and assessed in a very different way in Year 7 of secondary school,compared to how it is taught in primary school. As part of the transition between primary school and secondary school the School Sports Coordinator (SSCo) has come up with a plan to support local Year 6 children with the change in curriculum and learning patterns. Although team and individual sports are played in primary schools, very little time is spent on the rules, laws and scoring systems of the sports – this is an important part of the Key Stage 3 PE curriculum. In this assignment you will develop a leaflet for one team sport and one individual sport that summarises the laws, rules, regulations and scoring systems of the sports, and describes the roles and responsibilities of officials.

In this assignment you will have the opportunity to provide evidence towards the following criteria: P3 describe the rules, regulations and scoring systems for one team sport

P4 describe the rules, regulations and scoring systems for one individual sport

P5 describe the main roles and responsibilities of officials in one team sport

P6 describe the main roles and responsibilities of officials in one individual sport

M2 assess, using appropriate examples, the rules, regulations and scoring systems for one team and one individual sport.

TASK 1 – Team games P3, P5, M2 a) In your leaflet for the Year 6 primary school students you should describe the main

rules, regulations and scoring systems for one team sport which is delivered to Year 7 students at the local secondary school (P3).

b) In the leaflet you should also include a section which assesses the rules, regulations and scoring systems for one team sport using appropriate examples (M2 partial).

c) To conclude the leaflet you should describe the main roles and responsibilities of officials in the selected team sport (P5).

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TASK 2 – One on one P4, P6, M2 a) Continuing your work in Task 1 on your leaflet for Year 6 primary school students

you should describe the rules, regulations and scoring systems for one individual sport which is delivered to Year 7 students at the local secondary school (P4).

b) In the leaflet you should also include a section which assesses the rules, regulations and scoring systems for one individual, using appropriate examples (M2 partial).

c) To conclude the leaflet you should describe the main roles and responsibilities of officials in the selected individual sport (P6).

Guidance (for Tasks 1 and 2) ● Remember to consider your target audience – the Year 6 children – when you are

working on your leaflet. Think about the language you are using and the style of presentation – will the children be able to pick up your leaflet and understand it?

● Add your completed leaflet to your portfolio of evidence. Useful sources of information

Student Book pages 43–47 may be useful for Task 1, parts a and b and Task 2, parts a and b Student Book pages 48–55 may be useful Task 1, part c and Task 2, part c Your tutor will have a list of sources of information that you can use for this assignment

Evidence checklist TASK 1 section of leaflet about rules, regulations, scoring systems and officials for a

team sport

TASK 2 section of leaflet about rules, regulations, scoring systems and officials for an individual sport.

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A3 Sports performance under the spotlight BTEC Level 2 Sport, Unit 2 Practical Sport



Scenario A recent report published by the Youth Sports Trust has highlighted that an increasing number of students in schools who participate in physical education lessons are less able to become critical performers. Being a critical performer is a key part of the National Curriculum and schools are becoming increasingly concerned about the difficulties children are facing. The sports Partnership Development Manager (PDM) based at the local sports college has asked you to develop some resources which can be used by children between the ages of 11 and 14 to assess their own performance in a specific sport. The PDM would like you to develop an appropriate and easy-to-use observation checklist. If successful, the PDM may request that you complete a checklist for all the National Curriculum activities. To demonstrate how easy it is to analyse performance with your checklist, you have been asked to carry out an analysis of your own performance and an analysis of another sports performer in an individual sport or a team sport.

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In this assignment you will have the opportunity to provide evidence towards the following criteria: P7 produce, with tutor support, an observation checklist that could be used to review the sports

performance of an individual or a team

P8 use the observation checklist to review the sports performance of an individual or a team, identifying strengths and areas for improvement

P9 use the observation checklist to review own sports performance in an individual sport or team sport, identifying strengths and areas for improvement

M3 independently produce an observation checklist that could be used to review the sports performance of an individual or a team

M4 explain the strengths and areas for improvement of an individual or a team, in one individual sport or one team sport, justifying recommendations for improvement

M5 explain own strengths and areas for improvement in an individual sport or team sport, providing recommendations for improvement

D2 analyse own strengths and areas for improvement in an individual sport or team sport, justifying recommendations for improvement.

TASK 1 – Produce a checklist P7, M3 Produce an observation checklist that will enable you to analyse your own sports performance in a sport of your choice (P7/M3). Guidance ● On your checklist you should ensure that you are assessing the core skills, techniques

and tactics required to perform in the selected sport successfully. ● Add your completed checklist to your portfolio of evidence.

TASK 2 – Analysis of a sports performer P8, M4 To support the development of an observation checklist, the PDM believes that it would be most effective if you demonstrate its use to the children within the school aged 11-14 (Key Stage 3).

a) Use the observation checklist that you produced in task 1 to analyse a sports performer, identifying strengths and areas for improvement (P8).

b) Having completed your checklist, produce a written report explaining the strengths and areas for improvement of the performance of the selected sports performer (M4).

TASK 3 – Review of own performance P9, M5, D2 To conclude your report for the school you have been asked to carry out a self-analysis. You should obtain a visual recording of yourself performing in your selected sport in a competitive situation. When you have obtained this recording you should watch the performance and complete the steps below.

a) Complete the observation checklist that you produced in Task 1 for your own performance (P9).

b) Once you have completed the checklist you should you should use the results obtained to compile an analysis of your performance.

c) Having completed your observational analysis, explain the strengths and areas for improvement of your performance (M5).

d) Using the feedback from your coach/manager, and your own analysis, you should analyse your own strengths and areas for improvement in the selected sport (D2).

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e) For each area for development you must justify to the PDM each of the recommendations for improvement, providing examples of what you will do to develop in each of the areas.

Guidance Add your completed checklist to your portfolio of evidence. Useful sources of information

Student Book pages 57–60 may be useful for Task 1 Student Book pages 61–62 may be useful for Task 2 Your tutor will have a list of sources of information that you can use for this assignment

Evidence checklist TASK 1 observation checklist TASK 2 completed observation checklist for a sports performer explanation of strengths and areas for improvement TASK 3 completed observation checklist on your own sports performance analysis of strengths and areas for improvement.

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Sample learner work and assessor commentsSample learner work and assessor comments follow for the assignment A3 Sports performance under the spotlight (P7, P8, P9, M3, M4, M5, D2).

This piece of work has been completed by a Year 11 learner in a secondary school. The learner has produced an observation checklist and a review of performance for football. This could be adapted to any team or individual sport.

For this assignment all of the target assessment and grading criteria have been met (P7, P8, P9, M3, M4, M5 and D2). However, this assignment only addresses some of the criteria for this unit (see the assignments listed on pages 25–26). The other assignments for this unit would need to be completed and all the other criteria for the unit met before the learner can receive an overall unit grade of Distinction.

The learner has developed an excellent observation checklist which clearly meets the requirements of the targeted criteria and the unit content requirement for this learning outcome. The observation record provided confirms that the learner met the requirements for M3 by completing the observation checklist independently. It is expected that in such circumstances a supporting statement or observation record (like the one shown with this learner work) should be provided for each learner.

The learner has then gone on to use their checklist effectively to review the performance of another footballer and himself. For each review the learner has identified the strengths and areas for improvement. This meets the requirements of P8 and P9. The learner has then comprehensively explained the strengths and areas for improvement providing recommendations for improvement for him and the other performer observed. This meets the M4 and M5 criteria in full.

When reviewing his own performance the learner has analysed his own strengths and areas for improvement and justified the recommendations for improvement of his own performance in some detail (D2).

The assessor has accurately assessed this piece of work and has annotated the learner work electronically to justify to the internal verifier how the learner has met the requirement of each assessment criterion targeted in the assignment. Draf

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Sample learner work for A3 Sports performance under the spotlight

Task 1 Produce a checklist I have created this observation checklist to be used for a footballer. The checklist should be filled in after watching the performer in a compettitive situation. The checklist asks the observer to judge the sports performer on their ability to carry each of the skills and techniques on the list.

The checklist also asks the observor to talk about how tatctics are used in the competitive situation.

How the Scoring works

• to give an excellent the footballer should show an outstanding level of ability in the delivery of the skill/technique or tactic and should always apply the skill/technique and tactic very well (eg. 100% of shots on target = excellent)

• to give a very good the footballer should show a high levell of ability in the delivery of the skill/technique or tactic with not many errors in applying them

• to give a good the footballer should show moderate level of ability in the application of skill/technique or tactic with more success than failure in applying the skill/technique or tactic

• to give an average the footballer should show the ability to carry out the skill/technique or tactic following the right technique or prottocol with the same amount of success as failures of application of the skill/technique or tactic.

• to give a poor the footballer should show just enough when they are applying the skill/technique or tactic withnot very much success.

Assessor’s comment: watch your spelling in this section Ricky.

Assessor’s comment: this is an excellent introduction to the observation checklist and clearly defines how you are going to assess the performance of your selected sports performer.

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Observation Checklist for a FootballerFootballer’s Name:

Footballer’s Club: Footballer’s Position:

Skill and Techniques Excellent Very Good Good Average PoorPassing Long passShort passChip passLofted passBall Control (close range)Use of chestUse of thighUse of feetUse of HeadDribblingClose controlRunning with the ballDribbling past defendersHeadingDefensive HeadingAttacking Heading ShootingPower ShotsShots with inside of boots (placement)Penalties Direct Free Kicks Shots on target TacklingBlock tackleSlide tackle Side tackle JockeyingPressuring and attacking Closing down the playerApplication of Tactics Excellent Very Good Good Average PoorAttackingUse of space and timingMobility Support playPositional senseMovements off the ball DefendingClose markingLateral markingCoveringMan to Man MarkingZonal MarkingSet PiecesCornersDirect free kicksIn direct free kicksThrow ins

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Assessor’s comment: this checklist clearly covers all of the skills, techniques and tactics required to perform in a game of football.

Assessor’s comment: P7 observation checklist.

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Task 2 Analysis of a sports performerObservation Checklist for a Footballer

Footballer’s Name: Peter Mason

Footballer’s Club: Hornsea Town Footballer’s Position: Left Midfield

Skill and Techniques Excellent Very Good Good Average PoorPassing Long pass ✓Short pass ✓Chip pass ✓Lofted pass ✓Ball Control (close range)Use of chest ✓Use of thigh ✓Use of feet ✓Use of Head ✓DribblingClose control ✓Running with the ball ✓Dribbling past defenders ✓HeadingDefensive Heading ✓Attacking Heading ✓ShootingPower Shots ✓Shots with inside of boots (placement) ✓Penalties N/ADirect Free Kicks N/AShots on target ✓TacklingBlock tackle ✓Slide tackle ✓Side tackle ✓JockeyingPressuring and attacking ✓Closing down the player ✓Application of Tactics Excellent Very Good Good Average PoorAttackingUse of space and timing ✓Mobility ✓Support play ✓Positional sense ✓Movements off the ball ✓DefendingClose marking ✓Lateral marking ✓Covering ✓Man to Man Marking ✓Zonal Marking N/ASet PiecesCorners ✓Direct free kicks N/AIn direct free kicks ✓Throw ins ✓

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Assessor’s comment: the presentation of this checklist is excellent and the justification below is also very impressive.

Assessor’s comment: P8 partially met observation checklist used to assess the performance of an individual for football.

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Analysis of Performance for Peter Marson – FootballerFootballers Name: Peter Mason

Footballers Club: Hornsea Town

Footballers Position: Left Midfield

I observed Peter Marson in a county league game playing for Hornsea Town against Sculcoates Amateurs. I c selected Peter Marson as I knew he was the best player playing form Hornsea.

Hornsea managed to draw the game against Sculcoates 3 -3 and Peter was in my mind Hornsea Town’s man of the match. He managed to score two of the three goals which Hornsea scored.

Strengths of PerformanceSkills and Techniques

Passing

Running with the ball

Attacking Heading

Application of Tactics

Attacking

Set Pieces

Areas for Development in Performance Skills and Techniques

Tackling


Defending

Set Pieces (indirect free kicks)

Strengths of PerformanceThrough my observation of Peter performance the following areas of his performance i believed were his strengths.

Skills and Techniques

Passing – during the observed performance Peter showed excellent passing throughout the game. Although his pass completion was not 100% (I think that this is a lot to expect even for a professional footballer) his completion was very high. Throughout the game Peter demonstrated an excellent variety of passes. His long range passes were particularly effectively in switching play and involving other members of the team during attacks. Peter effectively used the chip pass to pass the football over his opponent’s heads and finding his own players feet. I would guess that 80% of the passes Peter tried during the game were accurate and found the players on his team he wanted to find. Peter also took the corners and used different passes successfully to find his own players in the opponent box.

Assessor’s comment: P8 met in full learner has completed an observation checklist and identified the strengths and areas for development for an individual in a team sport.

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Peter always showed excellent technique when passing the ball, the pass which he made depended upon the body shape he would use to strike the ball. For example for a long driven pass Peter would make sure that his striking foot (often left foot) stuck through the ball, the non striking foot would be planted next to the ball and his head would go over the ball and his back arched. His technique used for passes was excellent and because of this his passing accuracy was also very high. Peters passing was so accurate that for the first goal of the game he actually passed the ball to the Hornsea Town striker who shot from the success of the assist from Peter to score a goal. After the game when i discussed my results with Hornsea’s manager he also told me that one of Peters’ best skills is his passing. He told me that through his playing career at Hornsea Peter had showed his ability to be a play maker and make contributions to the how creative the team are. Running with the ball – this was another one of the strengths of Peter’s performance in football which I saw during this game, his ability to dribble and run with the ball at his feet. Peter is mainly a left foot player and this was shown in his wish to always favour this side of his foot when possession of the ball. Even though Peter liked to use his left foot more he was very effective with the ball at his feet. One or two times at the start of the game Peter did get caught in possession and one time this loss of possession almost caused the other team to get a goal. The rest of the times when Peter ran with the ball in the game he did this with great effect. Peters choice to run with the ball at his feet was 90% accurate and all but two times when he ran with the ball it ended up in a fast explosive break. One time when Peter ran 3o metres with the ball up the field into the opponents half he passed the ball to one of his team mates who then crossed the ball into the box were Peter met the ball with his head to score the third goal for Hornsea and level the match. This was just one incident in which Peter’s running with ball resulted in a quick break for Hornsea after the defence had observed a great deal of pressure from the opponents. Peter always found himself in space when the defence broke and this was another thing which made sure Peter could apply this skill sowell. When running with the ball Peter always used the inside of his boot to control the ball and only once hit the ball to far in front of him which caused disspossession. Attacking Heading – the last strength of Peter’s performance was how he was able to head the ball when attacking. Peter showed amazing attacking heading all though the game and within each of the three situations which Peter applied the skill of attacking head he hit the target. On two of the occassions he scored with attacking headers. Peter showed excellent technique because on the three occasions he headed the football in the opponent box he timed his jump very well meeting the cross made by his team mates on each occasions at the highest point. On each occasion Peter’s jump was higher than the defender who was meant to mark. This was because he created space for himself in the 18 yard box and timed his run onto the cross tp be perfect at each time. Peter’s connection with the ball was also excellent he got his body and most important his head into excellent positions which was in support of the downward force he put on the ball. He used his arms and head flick to put power in the header and show the direction he wanted. The first and second header both ended up in goals. Then the third header which Peter made in the game ended in a really good save from the goalkeeper.


Attacking – Peter has excellent knowledge for his attacking and he then knows how he can use this knowledge when he is applyign his skills. In the game which I saw Peter playing in it was clear to see that Peter applies the skills of passing and running free and movement to support tactical attacking. Peter reads attacking situations very well and during the game on a number of occasions Peter managed to pass the ball to his fellow team mates in space when closely marked by an opponent and once the pass was completed he then managed to lose the opponent marking him and then create space in the right place for one of his team mates to pass the ball.

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Peter was involved in almost all atacking plays which his team used during the game observed. I think it would be fair to say that without Peter being creative and how he was tactically aware Hornsea Town would have lost the game.Set Pieces (although a weak thing in his performance was in direct free kicks) - Peter was also really involved in most set plays which Hornsea did during the game. Even though he did not have as much involvement in the direct free kicks in and around the area this duty was given to the team captian and centre forward who took both the free kicks. Peter took all corners from both the left hand side and the right had side of the pitch. The corners which he took from the left hand side where varied and needed a bit of thought or they had been practiced. The team had seemed to be using different signs for different corners. I think when Peter bounced the ball once before the corner was taken this meant he wanted to take a short corner and then when he had the ball above his head this meant the corner was going to the back post and when he did nothing this meant front post. On the other side of the pitch (right hand side) Peter’s corner were very effective and caused the opposing goal keeper many problems (although none of the corners were converted to goals). Each corner which Peter took was sent into the front post at a fast speed and needed the goal keeper to punch the corner or save the resulting flick on from one of Peters teammates. Peter also took throw in’s very well on the left hand side of the pitch, all of the throw ins which he took were successful and the team never lost possession, Peters technique was excellent and a foul throw was never awarded against him. On a number of occasions Peter took quick throw ins to try and get the opponents on their back foot when defending.

Areas for Development in Performance

Skills and Techniques Tackling – Peter needs to develop on his ability to tackle. At the moment his tackling is a big weakness in his game. His technical ability looks like it is the problem. A few times when defending in his own half Peter gave away silly free kicks. When not in possession of the ball it looks like Peter gets frustrated and this is because he is inpatient and rushing into tackles. Peters technique of tackling is also weak. At the moment Peter slides into most tackles with his studs showing. This is dangerous for the opponents but because of the way he does this it could be dangerous for him to. Peter needs to develop the way in which he tackles, he needs to make sure that he is more patient when placed in the position of defending the ball, he should also make sure that he gets his body in the correct position and that he is placed in front of the opponent but not to close. Peter should try and direct the player away from the goal and towards the side line he should do this by jockeying. Only when he feels that he is committed and that he needs to make a challenge he should make the tackle. When making the tackle Peter should ensure that he tries to stay on his feet and that he uses his dominant leg to connect with the ball in an attempt to disspossess the ball from the opponent. At no point should he try and connect the dominant leg with the opponent (as this will result in a foul and possible a sanction from the referee). Peter should develop the skill and technique of tackling with the support of the club coach and or manager. This could be developed to begin with in isolation through specific drills and practices. The coach or manger could ask one of the defenders who have mastered this skill to demonstrate the skill to the group and ensure that Peter observes then they could ask Peter to replicate the correct way of tackling. To begin with this should be done in training and then the skill can be taken into a match situation.

Assessor’s comment: excellent justification of your strengths and areas for development. At times, just watch your spelling and be sure you explain yourself clearly.

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Defending – like most attacking midfielders Peter’s major tactical weakness is defending. He fails to track back when his team has lost possession and when defending technically his skills are much weaker than the attacking skills he has. Peter’s lack of application of this tactic I think may be through choice rather than ability. During the game it seemed that when he did not have the ball or a chance of getting the ball that Peter was not interested in the game. It was only when his team was in possession that his interest and wish to be involved increased. Peter needs to work on his ability to work with his team on gaining possession back when the ball has been lost through fault or not of other team members.

As a midfield player it is important that if his team lose possession of the ball that Peter gets behind the ball and does his bit to defend his team’s goal. This means tracking back and supporting the defence, Peter has a high level of aerobic endurance and demonstrated when Hornsea where in possession of the ball that he had excellent speed he should use both of these components of fitness to support his team in defence.

Peter will need to work on his application of tactical skills and this may be through small sided games where the team manager/coach will ask Peter to track back and work with the other midfield players working as a unit. The activities which Peter takes part in should really emphasis patience and team work and show that even without the ball the team has every opportunity to succeed. The manager should aply these drills in training and ensures that directions are given to Peter at the start of the game about the important role which he plays when defending as well as when the team are attacking. Peter needs to be told that his role in both defence and attack are important. This may motivate him to want to support the players around him

Set Pieces (indirect free kicks) - Although the majority of Peter set pieces were very effective his taking of direct free kicks was not as good. On a number of occasions Peter tried to take a quick free kick in his own half and on most of the occasions when he did this the team were disposed and placed under a lot of pressure. Although the passes which Peter made from the free kicks were successful i did feel that the use of free kicks in his own half placed his team under pressure that was not needed. Peter always wants to get the ball on the floor and play football but I do think there is a right time and a place to do this and this is not in your own half and with all the opponents behind the ball. I also think at times that Peter gets frustrated because all of the other players in the team are not as technical gifted as he is at passing and dribbling. This was shown when his team mates lost possession of the ball when Peter passed them the ball when they were under pressure from a defender. Peter showed his anger through shouting at the player who lost possession. I do not think Peter shows the best teammanship. I think if he was to develop more patience with his team mates this would make him a better play and more importantly make the team a strong unit. At the moment some of the younger players in the team heads went down when Peter shouted at them.

Assessor’s comment: Throughout this section the learner has met the requirements of M4 through providing the assessor with a clear explanation of the strengths and areas for improvement for the footballer and the learner has also justified the recommendations for improvement.

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Task 3 Review of own performance P9 Observation checklist for myself

Footballer’s Name: R Hornby

Footballer’s Club: Leeds United Academy Footballer’s Position: Right Back

Skill and Techniques Excellent Very Good Good Average PoorPassing Long pass ✓Short pass ✓Chip pass ✓Lofted pass ✓Ball Control (close range)Use of chest ✓Use of thigh ✓Use of feet ✓Use of Head ✓DribblingClose control ✓Running with the ball ✓Dribbling past defenders ✓HeadingDefensive Heading ✓Attacking Heading ✓ShootingPower Shots ✓Shots with inside of boots (placement) ✓Penalties ✓Direct Free Kicks ✓Shots on target ✓TacklingBlock tackle ✓Slide tackle ✓Side tackle ✓JockeyingPressuring and attacking ✓Closing down the player ✓Application of Tactics Excellent Very Good Good Average PoorAttackingUse of space and timing ✓Mobility ✓Support play ✓Positional sense ✓Movements off the ball ✓DefendingClose marking ✓Lateral marking ✓Covering ✓Man to Man Marking ✓Zonal Marking ✓Set PiecesCorners ✓Direct free kicks ✓In direct free kicks ✓Throw ins ✓

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Analysis of my performance as a footballerStengths of my performance as footballer

Skill and Techniques

Passing

Tackling


Defending

Set Plays – Throw Ins

Areas of Improvement of my performance as footballer


Shooting

Dribbling


Attacking

Set Plays (except throw ins)

M5 and D2 Strengths and Areas for improvement of my own performance (self analysis) I carried out this self analysis of my own performance after recording a game in which my academy team played Sheffield United Academy. We won the game 3-0. This was the last game of the season. My team Leeds United Academy Under 15’s has gone the full season without losing a game. I play right back for the academy and I have a had a very successful season. I hope that next season the club will take me on as a full time professional footballer on a scholarship.

Strengths of my performance as a footballer


Passing - my passing against Sheffield United and in my general performance is a strength. I believe that my distribution to my fellow team mates are always accurate and very rarely do I make mistakes and lose possession through a bad pass or miss-executed pass. I believe that my short passing is excellent this is a part of my game which i have been working on over the last season. The manger likes us to play from the back so I am often one of the players who gets the ball from the goalkeeper or one of the other defenders and then when I can I try and pass the ball to one of my team mates. A short pass is much easier to execute and much more accurate. The movement of my team mates and my awareness of their positions supports the way I am applying this skill. My long passing and chip passes are also very good, these are also important as a defender because when a short pass is not going to work I need to use one of these passes

Assessor’s comment: P9 met in full the learner has carried out a self analysis using the observation checklist and identified his strengths and areas for improvement.Draf

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to clear the ball from danger and try and find one of my fellow team mates. I am not as accurate when using these longer more tricky passes due to the range and difficulty of the pass. This is something which i have been working on in training and will carrying on doing this to improve my overall distribution from defence and support the way I develop this part of my game. I see the role of the coaching staff at the academy as very important. Over the season the staff at the club have helped me to improve this part of my game.

When executing a pass I believe I show an excellent technique. I make sure that I place my non striking foot in the correct position next to the ball; I also ensure that my body is in the right position depending upon the pass I am making. For example when executing a chip pass, I make sure that back is slight arched and my striking foot makes contact with the bottom of the ball and I use my laces to strike through the ball.

Tackling – I also believe that I am a very good at using the skill of tackling. As a defender this is a very important thing to have and one in which I believe I have mastered well. In the game I used this skill to dispossess my opponents a number of times. In the game I was asked to man mark the left winger, I did this and when I needed to I timed my tackles really well to dispossess the ball from his possession and also when possible win possession back for my team.

The reason I think tackling is a major strength of my game is obviously because I am successful in competitive situations but I also think my technique is very good as well. I always try to tackle when stood upright as I believe slide tackling should only ever be a last option. I always watch my distance between myself and the opponent as I am aware that if I get to close my opponent can trick me and I can lose my balance. I always stand upright and keep good balance I watch the player and the ball at his feet and I time my tackle and when I make the decision to tackle I do so knowing that I am going to win the ball and hopefully make none or not much contact with the man. In the game my tackle completion was very good and I did not give away any fouls. It is important when defending that you are patient and read the game well I believe that the fact the opponents did not score and I did not give any free kicks or get booked during the game shows my patience and ability to apply this skill of the game of football so effectively.


Defending – my tactical ability to defend is a strong component of my game as a footballer. As a right back it is important that i defend well. I use the skills and techniques which are important for this tactic very well. These skills include, tackling, marking, tracking, jockeying plus balance, aerobic fitness and speed.

I believe that during the game I showed a high level of tactical awareness when defending. At the start of the game I was given a task to mark the dangerous left winger. I did this through using man marking and did this for the whole game. By ensuring that the man who I had been asked by the manager to mark I supported the other members of the team in making sure that they only had to worry about the tactical requirements which the manager had provided them. As a team player it is important that when given tacticcal instructions that you follow the instructions closely. By failing to do this could it result in letting the team down. In this game we managed to successfully beat the opposing team. From my own point of view the left winger had very little impact on the game and I would like to believe that was because I did a good job on

Assessor’s comment: in this section you have successfully summarised your strengths and areas for development and provided details of what you would do in order to develop your performance as a footballer. Well done.

Assessor’s comment: within this section the learner has explained the strength (M5); the learner has also analysed the strengths (D2).


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him. I marked him closely when he was not in possession of the ball and when he got possession I put pressure on him. He only got one cross into the eighteen yard box which demonstrates how well I did the job.

I also think that I apply the tactic of defending well because I believe I read situations very well. I can sport when problems may occur and on a football pitch this is very important. I communicate with my fellow defenders and we work as a team to make sure we support the team and players around us to the best of our ability. I think my tactical ability has developed through playing with excellent players and also through having excellent managers and coaching staff at the academy.

Set Plays – Throw Ins – I think this is a strength of my performance because it is something which the team uses to turn defence in attack in situations to show weaknesses in opposing defences. During the game against Sheffield my ability to use the long throw was used on a number of occasions to reduce the pressure on defence. For example when they had pressured in our own half for a short period of time and the ball went out for a throw in near our goal line. I took a long throw to take off the pressure on the defence. I am asked to do this and we use this as a tactical advantage. I can throw the ball a long way and do this when attacking as well. When we get a throw-in near the opponent’s penalty area sometimes the manager will ask me to do a long throw, when I do this I throw the ball long into the opponents penalty area, the effect which this has on the opposing defence is similar to the pressure a corner has. Although the long throw is a weapon which I use I also take the entire throw ins on the right hand side. My long throws sometimes confuse the opponents and they think I am going to apply this tactic all the time. This is when I sometimes apply a short throw and we as a team keep possession and try to attack in another way. During the game against Sheffield United I believe I used this tactic effective to apply pressure on the opponents. One of my long throws resulted in a goal.

Areas of Improvement of my performance as footballerThese are the areas of my performance which I think I could develop to improve my performance as a footballer.


Shooting - at present shooting is a major weakness. This can be demonstrated in the game against Sheffield United when through on goal on two separate occasions when I shot at the goal I missed the target and got my technique all wrong.

I think this boils down to two things, firstly my technique. The two shots which I had at goal in the game both went high and wide of the goals. This is down to my body position. Similarly as when passing the technique which you use when shooting effects where the ball is heading and the part of the ball you strike and how you strike the ball effects the speed at which you hit the ball. When I looked back over the video of the game and slowed down the part of me when shooting both times I noticed that I had taken my eye off the ball and was looking at the oncoming goal keeper, I also noticed that my back was arched and that it seemed as if I had stroke underneath the ball causing the ball to rise up in the air.


Assessor’s comment: within this section the learner has explained the strength (M5); the learner has also analysed the strengths (D2).Draft



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When ready to take the shot at the goal I should have kept my eye on the ball and positioned my head over the ball, making sure that my non kicking foot was placed next to the ball, my kicking foot should have stroke the middle of the ball and my toes should follow through the ball in the direction of where I wanted the ball to follow – in this case the top left hand corner of the goal.

In order to improve my technique I would need to take part in some specific shooting frills which the manager and coaching staff often deliver within our training sessions. I will need to practice my technique initially in isolation which I could do both at the club and possibly at home and then try and apply the skill when under pressure. This pressure could be with a goal keeper in the goal at first and then progress to include defenders running behind me or me shooting at defenders and goalkeepers like it could happen in an actual competitive situation.

The other factor to explain my lack of ability in these situations is my confidence. This is down to the fact that when in these situations in games pyschologically I think i am going to mess up. I know that the only way to develop this is to get more confidence and I am aware that I will do this through developing more confidence in the technique through practise and also applying the skill successfully. In sport confidence grows through training and application of a skill with success in both training and competitive situations. Even the best centre forwards go through spells where they don’t score goals. It is therefore important that if I ever am in the same situations again that I have the confidence to take the shot without thinking with the confidence in myself that I will hit the target and make the goalkeeper work at least if not score a goal.

If I develop this skill I think it will support my whole game and performance within games. In a number of situations this year I have been in attacking situations and not had the ability to finish and score goals. I also believe that through developing this part of my game I will have more of chance to progress as a footballer. When a look at great defenders like John Terry and Ashley Cole they are as good at attacking as they are at defending and the goals which they score count toward their teams success and performance. To be the best and to improve as a footballer I am aware that it is important to try to improve and this is my aim. I know that I can only do this through training hard and listening to the advice and support from the experienced coaching staff at the football club. I am also aware that through trying to develop skills without support can be dangerous as at times bad habits can develop. If I want to develop areas of my game I always seek support and advice from the coaches of the best ways to do this.

Dribbling – another skills which I see as an area which I need to develop is my ability to dribble the ball. I believe that I have good control when in possession of the ball but I think that I struggle to use the skill of dribbling successfully within my performance. During the game against Sheffield when I was required to dribble the ball and run at defenders in the opposing teams half I struggled to do this successfully. I found it hard to beat the defender and on the occasions when I tried to do this I found myself losing possession of the ball and providing the opponents with an advantage.

I think to develop this component of my game I must develop my ability to faint and dummy to try and decieve the opponents whom I am trying to dribble past. I could develop this skill through carrying out the skill in isolation in a small grid initially with other players around me doing the same skills and show boating their ability. I could develop my ability to turn and run with the ball and get my head up while the ball is at my feet and look for space and get special awareness. To develop the skill I could then use the skill under pressure so possible run at

Assessor’s comment: within this section the learner has explained the area for improvement and provided recommendations for improvement (M5); the learner has also analysed the area for improvement and justified the recommendations for improvement (D2).

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defenders on a one-to-one basis in a small grid, this could start off with a player who is not a good as I am and then go on to a player of the same ability. When I feel that I have got the skill in isolation I should then apply this to training games and actual games and see if the skill grows.

The football game today requires full backs to be attacking options and when I play up the field and support the midfield players it is important that I have a variety of attacking options if I always cross or pass the ball after a short period of time my attacking play becomes very esy to predict and the defenders will quickly be able to predict what I am going to when in possession. If I develop my ability to dribble it will develop my Attacking options and also provide the team with more options and chances to create attacking situations when in possession.

If I want to succeed as a footballer and play at the highest level I know that been a good defensive right back is not good enough, players like Partrice Evra are as effective in attack as they are in defence and Evra who has become a key player in the Manchester united team has developed his attacking game to be possibly the bext full back in the world.


Attacking – tactically as I have already said my attacking tactical awareness is not as effective as defending. Although in areas I do think I contribute very well to the teams attacking options. I do think I need to develop my application of skills and tactical awareness in this area to be better in my overall performance.

At the moment I feel that I have really good mobility skills and move up and down the field of play very well. But I feel that my support play is not as good as it could be. At times I find it hard to leave the right hand side of the pitch. This makes my positional play very predictable and often opponents as Sheffield did in this game read my runs very quickly. I think that I need to be more confident in leaving the touch line and when the time is right drifting into the field of play more to be more supportive of my team mates when attacking. Obviously as a defender I am always worrying that I may leave the defence exposed so it is also important that I only carry out attacking tactics when the defence is covered and at no threat of a counter attack (without enough cover).

At the moment my attacking skills are very good for counter attacking football, and when the midfield looks to break quickly I use my speed and endurance to break with them. I struggle in confined attacking and often give very little options for my team mates in such situations. I struggle to find space in such situations.

To develop my attacking tactical awareness I think I need to work on my movements off the ball. To do this effectively initially I think I need to look at my agility in these situations. By developing my ability to move quickly when attacking I believe I can improve the opportunities to break free and make space.

During training and in competitive situations I also need to listed to the experienced coaching staff and try and learn off them. At this time I can read the game very well when defending but struggle to do this when attacking. I should also have the confidence to look for the space and make runs into the space and not fell bad if my team mates do not pass to me, after all my move may have drawn defenders away to create more space for my team mates. Getting tactical awareness in attacking is best done in training through small sided games where the situation

Assessor’s comment: within this section the learner has explained the area for improvement and provided recommendations for improvement (M5); the learner has also analysed the area for improvement and justified the recommendations for improvement (D2) .

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where the players are exposed to is similar to those which they would find themselves in during a game. Coaches can then support the players through providing them with advice and guidance of how the player should apply themselves in the future. We do a lot of these at the club and this helps the whole team. I believe that through participating in such exercises my attacking tactical awareness will develop.

Defenders must be able to contribute when a team is in attack, if a team has effective attacking defenders then this can be an advantage in numbers and also options. Lots of defenders like Glen Johnson are used as good attacking options during competitive games to give goal scoring chances. In order to be an effective attacking full back a player must have a high level of technical ability and the knowledge of when to use the right skills in certain situations. This comes with time and experience but I know I must also develop application of my skills on and off the ball to support my tactical development when attacking.

Set Plays (except throw ins) – my final area for development which I identified after my performance whilst playing against Sheffield United was my abilty to contribute effectively to set plays. This was particular weakness during this game because as usual I was set with the responsibility to take indirect free kicks from the right hand side within my own half and take corners from the left hand side. I felt that my performance when carrying out this role was very poor. My in-direct free kicks was particularly bad as each one which I took was one long ball to the centre forward/target man. Each one of these free kicks caused the centre forward to win the first header and then one of the opposing team defenders picking up the second ball. My manager showed his anger at my in-direct free kicks at half time and at the end of the game asking me why I was making it so hard for my fellow team mate. My manager said that if a shorter ball was not available I should express my anger at my team mates and communicate using hand signals to players asking that players come short and as a final option if I had to play a long ball up to the striker I should aim to land the ball at his feet so he had a chance to control the ball and wait for players from the team to get around him and support him.

I feel in order to develop this part of my game I will need to develop my long passing accuracy. Although i think my range and technique is very good I need to look at targeting the final ball into feet rather than at a target. To do this I will need to work on the skill in isolation. I could do this through setting up a 40 yard grid by 10 yards and placing a team mate at the end of the forty yard grid and using a range of passes I could place the ball in the air with the desired effect for the ball to land at my team mates feet. I could then develop this skill by passing the ball from a stationery position to a team mate and having someone mark him. Then to progress the skill I could be asked to show this skill in a conditioned practice until I improve the delivery of these dead ball situations.

As a defender with a responsibility it is important that I develop this part of my game. If I continue to get this incorrect then my team will always lose possession when we should keep possession and turn these situations into attacking situations.

Professional footballers spend a lot of time working on direct free kicks and in-direct free kicks and I think I would be happy to stay behind after training session to work upon this skill so I can improve the skills and develop this tactical part of my game.

Assessor’s comment: within this section the learner has explained the area for improvement and provided recommendations for improvement (M5); the learner has also analysed the area for improvement and justified the recommendations for improvement (D2).

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For corner taking I need to develop my curve pass from a stationary position because during the game against Sheffield the only two corners which I was given the opportunity to take were over hit. I over hit the ball and this resulted in the team losing out on an attacking situation. The manager clearly told me before the game that corners which I take should be curled into the front post ensuring that i beat the first man.

Again in order to develop my corner taking ability I would need to first work on the skill in isolation. I would just take corners and aim to get the ball into the goal. When hitting a corner from the left hand side trying to curl the ball into the front post it is important that contact is made with the ball using the correct part of the foot and hitting the correct part of the ball.

To develop this skill when i think i had mastered the skill i would ask a coach to watch the skill in isolation and then try and develop the skill within a conditioned practice so actually taken corners with defenders, attackers and a goalkeeper in place. Successful application of the skill will develop my confidence and provide me with the confidence and ability to take successful corners for the team in the next match.

Summary I am aware that my performance as a footballer has not yet hit its peak but with hard work and determination from me as a player and the support from my family and coaching staff at the club which i currently play I am confident that I will become a successful footballer and I have a dream to one day represent my country at a world cup finals.

Assessor’s comment: within this section Ricky has explained the area for improvement and provided recommendations for improvement (M5); the learner has also analysed the area for improvement and justified the recommendations for improvement (D2).

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Observation record – Task 1Learner name Ricky Hornby

Qualification Edexcel BTEC Level 2 Diploma in Sport

Unit number and title Unit 2: Practical Sport

Assignment title A3 Sports performance under the spotlight

Description of activity undertaken (please be as specific as possible)

The class were asked to complete an observation checklist for their selected sport. As a class we all designed an observation checklist for a volleyball player. If learners struggled to complete an observation checklist for their own sports then it was agreed that they could use this one.

After the completion of the class observation checklist which would be used to review the performance of a volleyball player, learners were asked to design their observation checklist for their own sports.

Learners were informed that they had to carry out this independently if they wanted to meet the requirements of M3 in full.

Learners were made aware of the requirements of each of the targeted criteria.

Assessment and grading criteria

P7: produce, with tutor support, an observation checklist that could be used to review the sports performance of an individual or a team

M3: independently produce an observation checklist that could be used to review the sports performance of an individual or a team

How the activity meets the requirements of the assessment and grading criteria

Ricky completed the observation checklist for football during lesson time in a restricted environment.

Nobody was able to provide Ricky with any support unless he asked for this support.

Ricky completed the checklist completely independently with no help from his peers class teachers or the learning mentor who is in the class supporting other members of the group.

The observation checklist which Ricky has developed shows creativity and innovation.

An excellent effort

Assessor signature M Cooper Date 01.04.2011

Assessor name M Cooper

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Assessor’s comments

QualificationEdexcel BTEC Level 2 Diploma in Sport

Assessor name M Cooper

Unit number and title Unit 2 Practical Sport Learner name Ricky Hornby

Assignment title Sports performance under the spotlight

Criteria reference

To achieve the criteria the evidence must show that the learner is able to: Achieved?

P7produce, with tutor support, an observation checklist that could be used to review the sports performance of an individual or a team

Y

P8use the observation checklist to review the sports performance of an individual or a team, identifying strengths and areas for improvement

Y

P9use the observation checklist to review own sports performance in an individual sport or team sport, identifying strengths and areas for improvement.

Y

M3independently produce an observation checklist that could be used to review the sports performance of an individual or a team

Y

M4 explain the strengths and areas for improvement of an individual or a team, in one individual sport or one team sport, justifying recommendations for improvement

Y

M5explain own strengths and areas for improvement in an individual sport or team sport, providing recommendations for improvement

Y

D2analyse own strengths and areas for improvement in an individual sport or team sport, justifying recommendations for improvement

Y

Learner feedback

I think that I have developed a very good review of the performance of Peter and myself. I found it difficult to carry out the self analysis and especially the video analysis of my performance. I would like to take away the knowledge I have picked up from this analysis to develop my performance. I am happy with the criteria I have achieved.

Assessor feedback

This is an excellent assessment that meets all targeted criteria. For P8 you developed an excellent observation checklist which could be used to review the performance of an individual footballer. The observation record provided within the assessment shows how you completed the observation checklist independently, meeting requirements of M3. The use of the checklist to assess your own performance and that of another sports performer has been done very well and you have clearly identified strengths and areas for development. This meets requirements of P8 and P9 in full.

You then explained each of the strengths and areas for development, justifying why each strength identified was a strength and each area for development identified was a weakness or flaw in the performances of yourself or Peter. You also provided clear recommendations for improvement and development in football for yourself and Peter. This meets requirements of M4 and M5 criterion in full.

You concluded by analysing your performance, justifying the recommendations for improvement. By doing this you met the requirements of D2 in full.

An excellent assessment that meets these criteria in full; P7, P8, P9, M3, M4, M5, D2 – Well done.

Action plan

No action required.

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Assessor signature M Cooper Date 10.5.2011

Learner signature R Hornby Date 15.5.2011

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Documents

BTEC Level 2 First Sport Assessment Resource Pack Unit 2 ......BTEC Level 2 First Sport Assessment Resource Pack Unit 2 ... ... the )