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Transcript

SP7 Playing Sports

Core British Values

Introduction Session

Unit Brief/IntroductionLearners will develop the skills and techniques needed for different sports and will review their own performance.Do you enjoy playing different sports? Do you want to get even better at playing them? This unit will give you the chance to do just that. Becoming more skilful in sport takes time and focus, and you will have lots of opportunity to participate in sport and develop your performance. You will improve your skills and techniques and will reflect on your performance, thinking about your strengths and areas for improvement. This will help you to make plans to improve your performance. This unit will develop your knowledge and understanding of the skills and techniques needed to be successful in sports. The transferable and sector skills you develop in this unit can enable you to progress to further learning. They will also support you in completing units in Group A of the qualification

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09 Distinction Criteria Learning Aim B

08 Merit Criteria Learning Aim B

07 Pass Criteria Learning Aim B

06 Distinction Criteria Learning Aim A

05 Merit Criteria Learning AimA

04 Pass Criteria Learning Aim A

03 What we will be looking at

02 Learning Aim B

01 learning Aim A

INDEX

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What we will be looking at.

Make sure you cover what you think you need to do to meet the pass, merit and distinction criteria.

Now you have read all the intro - discuss as a group what you have understood about this unit.

Share your experiences of sport past and current. Put together a story about the journey you have had so far with sports. You can choose how you record this, it could be you do a video to share with the group, voice over presentation, create a rap, written with images or just a visual representation of your journey. These will be shared with the group.

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Lets reflect on the session. Think about this cycle and the questions. Now log some notes on how you feel on class notebook.

Session 2

2. Now come up with one of your own that you can share with the group - try and make it hard to guess.

Baseball bat Cricket bat

Starter Task: - 1. You will be given various images of sports equipment can you name them and match them to the sport. Example

Click on this quiz GIF to view a sports quiz. Your teacher can set as a live quiz or as a worksheet.

Log your surveys and findings on class notebook. - SP7 Playing sport.

Now create your own survey and get feedback on the types of sports that people enjoy.

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Lets reflect on the session. Think about this cycle and the questions. Now log some notes on how you feel on class notebook.
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Session 3

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Example of what your fact file could look like.
Click here for some additional questions you could ask yourself.
Lets reflect on the session. Think about this cycle and the questions. Now log some notes on how you feel on class notebook.
Click on the embedded link and click each section to see what you will be doing in the session.
Session 4
Click here for some additional questions you could ask yourself.
Lets reflect on the session. Think about this cycle and the questions. Now log some notes on how you feel on class notebook.
Session 5
Click on the embedded link and click each section to see what you will be doing in the session.
Click here for some additional questions you could ask yourself.
Lets reflect on the session. Think about this cycle and the questions. Now log some notes on how you feel on class notebook.

Rules and regulations in different sports • Rules and laws as defined by governing bodies relating to skills and techniques, e.g. palming the ball in basketball or touching the net while blocking in volleyball.

Learning Aim A Show skills and techniques in sport

Learning Aim B Review own performance when playing sport to improve skills and techniques.

How are the activities preparing you for your next steps? How well are you doing? How do you know?What are you doing, and why are you doing it?What are you now working on? what came before that? whats coming next? how do they fit together? What can you do now that you couldn't do 2-3 weeks ago?Explain the topic to a friend in the class to ensure you are clear on what is being covered. How have your skills developed since starting this course? What skills have you learnt and did you use in this session? How did you use Math and English in this session?

Skills for defence and attack • Attacking skills and roles, e.g. shooting in netball and creating space for other team mates to attack by drawing defenders out of position. • Defending skills and roles, e.g. blocking in volleyball and closing down opponents quickly to pressure them or to win the ball.

Transferable skills • Reviewing own performance: evaluating performance of skills. • Identifying own strengths and areas for improvement: drawing conclusions and making suggestions as to how performance can be improved.

How are the activities preparing you for your next steps? How well are you doing? How do you know?What are you doing, and why are you doing it?What are you now working on? what came before that? whats coming next? how do they fit together? What can you do now that you couldn't do 2-3 weeks ago?Explain the topic to a friend in the class to ensure you are clear on what is being covered. How have your skills developed since starting this course? What skills have you learnt and did you use in this session? How did you use Math and English in this session?

Components of skills • Breaking down a skill or technique, e.g. whole-part-whole technique. • Consideration of body position, e.g. position of head, angles and placement of legs and arms, where to connect with ball/shuttlecock etc.Using skills in isolated, conditioned and competitive situations • Differences between performing skills alone and in small or full-sided/pressured situations.

Knowledge and sector skillsSkills and techniques required in selected sports • Definition of and differences between a sports skill and technique. • Why and when these are needed. • Learning, performing and improving skills and techniques.

Observing and reviewing own performance • Using checklists or SWOT (strengths, weaknesses, opportunities, threats) analysis for self-review. • Identifying strengths and areas for improvement. • How to select ways to improve performance.

How are the activities preparing you for your next steps? How well are you doing? How do you know?What are you doing, and why are you doing it?What are you now working on? what came before that? whats coming next? how do they fit together? What can you do now that you couldn't do 2-3 weeks ago?Explain the topic to a friend in the class to ensure you are clear on what is being covered. How have your skills developed since starting this course? What skills have you learnt and did you use in this session? How did you use Math and English in this session?
How are the activities preparing you for your next steps? How well are you doing? How do you know?What are you doing, and why are you doing it?What are you now working on? what came before that? whats coming next? how do they fit together? What can you do now that you couldn't do 2-3 weeks ago?Explain the topic to a friend in the class to ensure you are clear on what is being covered. How have your skills developed since starting this course? What skills have you learnt and did you use in this session? How did you use Math and English in this session?
How are the activities preparing you for your next steps? How well are you doing? How do you know?What are you doing, and why are you doing it?What are you now working on? what came before that? whats coming next? how do they fit together? What can you do now that you couldn't do 2-3 weeks ago?Explain the topic to a friend in the class to ensure you are clear on what is being covered. How have your skills developed since starting this course? What skills have you learnt and did you use in this session? How did you use Math and English in this session?