Scoring SystemsDifferent 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 - FootballFriday• 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).

SkillsExamplesBadminton• Serving, overhead shotsBasketball• Passing, dribbling, shootingFootball• Passing, tackling, crossing

Techniques• Techniques are the way in which a

skill is performed.Basketball• Skill – shooting• Technique – set shot, lay upFootball• Skill – tackling• Technique – slide tackle, block

tackle

TechniquesGymnastics• Skill – balancing• Technique – headstand, handstandBadminton• Skill – serving• Technique – high serve, low serve

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.

BalanceActivity – GymnasticsSkill/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.

BalanceActivity – FootballSkill/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 UpThe warm up is made up of three parts.• 1st part – JoggingWhy – to raise the body temperature in

preparation for the activity. Muscles will perform better when warm.

• 2nd part – StretchingWhy – to reduce the chance of injury to the

muscles, tendons and ligaments during your performance.

• 3rd part – Skills practiceWhy – 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-playingReferee - 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.

EvaluatingThis 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’

EvaluatingNow 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

• True

• False

• 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

• Done Well

• Needs Improvement

• 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.

• 3• 4

• 5

• 2

• 1

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.

• Done well.• Needs

Improvement.• Needs

Improvement.

Q5. Name 4 different parts of the performers body which touch the

trampolinine.

• 1• 2• 3• 4

• 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.