PE Year 9 Long Term Plan 2015-16

Document technical information

Format pdf
Size 387.9 kB
First found Mar 1, 2016

Document content analysis

Category Also themed
Language
English
Type
not defined
Concepts
no text concepts found

Transcript

Alcester Academy Curriculum Planning: Key Stage 4
Department:
P.E.
Year Group: NINE
Term
Topic/ subject
Assessment Objectives
Knowledge
Skills
Literacy, Numeracy and
SMSC opportunities
Autumn 1
Unit 3: The Mind
and Sports
Performance
LAA: Investigate
personality and its effect
on sports performance.
Topic A.1 Definition of personality: the
sum of the characteristics that make a person
unique.
Topic A.2 Structure of personality:
● Role-related behaviours.
● Typical responses.
● Psychological core.
Topic A.3 Personality types:
● Introverts.
● Extroverts.
● Type A and Type B.
● Effects of personality on sports
performance.
Topic A.4 Methods of measuring
personality:
● Questionnaires, e.g. EPI (Eysenck’s
Personality Inventory), POMS (Profile of
Mood States)
● Observation.
Topic A.5 Views of personality:
● Trait.
● Situational.
● Interactional.
Topic B.1 Definition of motivation: the
internal mechanisms and external stimuli
that arouse and direct behaviour.
Topic B.2 Types of motivation:
● Intrinsic.
● Extrinsic.
Topic B.3 Views of motivation:
● Trait centred.
● Situation centred.
● Interactional.
Topic B.4 Definition of achievement
motivation: an individual’s efforts to master
a task, achieve excellence, overcome
obstacles and perform better than others.
Topic B.5 Benefits of motivation on sports
performance: choice of activity, effort to
pursue goals, intensity of effort and
persistence in adversity.
Topic B.6 Principles of setting goals to
increase and direct motivation:
SMARTER
Topic B.7 Definition of self-confidence: the
belief that a desired behaviour can be
performed.
Topic B.8 Benefits of self-confidence: e.g.
producing positive emotions, improving
performance.
Topic B.9 Methods to increase selfconfidence: self-talk, imagery.
Topic B.10 Definition of self-efficacy: e.g.
self-confidence in a specific situation.
Topic B.11 Factors affecting self-efficacy:
● Performance accomplishments.
● Vicarious experiences.
● Verbal persuasion.
● Imaginal experiences.
Topic B.12 Goals: outcome, performance
- Performance in sport is the outcome of a combination
of various physiological, sociological and psychological
factors.
- Having the right psychological approach to achieve
success and remain at the top.
- Concepts that influence the mind in sporting situations
– Exploration of the effects that psychological concepts
can have on sports performance.
- Personality, the basis of our behaviour, including how
personality can influence choice of sport, and
performance in sport.
- Enable understanding of personal sports performance,
why results have been achieved and what could be done
in the future to improve preparation and performance.
- This unit will also help develop skills in teaching,
coaching and helping other people.
Reflection, awareness, challenge.
Teamwork, rules, self-discipline, fair play.
Explaining, instructing, describing,
questioning, analysing, evaluating.
Counting, scoring, shape, measuring,
ordering, grouping, data.
Autumn 2
Unit 3: The Mind
and Sports
Performance
LAB: Explore the
influence that motivation
and self-confidence have
on sports performance.
Include detail of any differentiation
Final assessment
task and title
Unit 3
Assignment 1
LAA: investigate
personality and its
effect on sports
performance
Equipment / graded groupings
/area/drills/support-peer & staff /
differentiated learning criteria / levels of
achievement.
- Performance in sport is the outcome of a combination
of various physiological, sociological and psychological
factors.
- Having the right psychological approach to achieve
success and remain at the top.
- Concepts that influence the mind in sporting situations
– Exploration of the effects that psychological concepts
can have on sports performance.
- Motivation and self-confidence, the influence that they
have on sports performance, and a range of techniques
that can be used to influence them.
- Enable understanding of personal sports performance,
why results have been achieved and what could be done
in the future to improve preparation and performance.
- This unit will also help develop skills in teaching,
coaching and helping other people.
Equipment / graded groupings
/area/drills/support-peer & staff /
differentiated learning criteria / levels of
achievement.
Reflection, awareness, challenge.
Teamwork, rules, self-discipline, fair play.
Explaining, instructing, describing,
questioning, analysing, evaluating.
Counting, scoring, shape, measuring,
ordering, grouping, data.
Unit 3
Assignment 2
LAB: Explore the
influence that
motivation and selfconfidence have on
sports performance.
Alcester Academy Curriculum Planning: Key Stage 4
Spring 1
Spring 2
Summer 1
Unit 3: The Mind
and Sports
Performance
Unit 2: Practical
Sports
Performance
Unit 2: Practical
Sports
Performance
LAC: Know about arousal
and anxiety, and the
effects they have on
sports performance.
LAA: Understand the
rules, regulations and
scoring systems for
selected sports.
LAB: Practically
demonstrate skills,
techniques and tactics in
selected sports.
and process.
Topic B.13 Influence of goal setting on
sports performance: e.g. directing
attention to certain aspects of performance,
mobilising effort, prolonging persistence,
developing new strategies.
Topic B.14 Influence of goal setting on
motivation: e.g. provide direction for
behaviour, maintain focus on the task in
hand, improvement of performance.
Topic C.1 Definition of anxiety: the level of
worry or nervousness an individual
experiences.
Topic C.2 Types of anxiety:
● State.
● Trait.
● Somatic.
● Cognitive.
Topic C.3 How arousal and anxiety affect
sports performance:
● Drive theory.
● Inverted U hypothesis.
● Catastrophe theory.
● Reversal theory.
Topic C.4 How anxiety and arousal can be
controlled:
● Imagery.
● Relaxation techniques.
- Performance in sport is the outcome of a combination
of various physiological, sociological and psychological
factors.
- Having the right psychological approach to achieve
success and remain at the top.
- Concepts that influence the mind in sporting situations
– Exploration of the effects that psychological concepts
can have on sports performance.
- Focuses on arousal and anxiety and the effect these can
have on sporting situations.
- Enable understanding of personal sports performance,
why results have been achieved and what could be done
in the future to improve preparation and performance.
- This unit will also help develop skills in teaching,
coaching and helping other people.
Reflection, awareness, challenge.
Teamwork, rules, self-discipline, fair play.
Explaining, instructing, describing,
questioning, analysing, evaluating.
Counting, scoring, shape, measuring,
ordering, grouping, data.
Unit 3
Assignment 3
LAC: Know about
arousal and anxiety,
and the effects they
have on sports
performance.
Reflection, awareness, challenge.
Teamwork, rules, self-discipline, fair play.
Explaining, instructing, describing,
questioning, analysing, evaluating.
Counting, scoring, shape, measuring,
ordering, grouping, data.
Unit 2
Assignment 1
LAA: Understand the
rules, regulations
and scoring systems
for
selected sports.
Reflection, awareness, challenge.
Teamwork, rules, self-discipline, fair play.
Explaining, instructing, describing,
questioning, analysing, evaluating.
Counting, scoring, shape, measuring,
ordering, grouping, data.
Unit 2
Assignment 2
LAB: Practically
demonstrate skills,
techniques and
tactics in
selected sports.
Equipment / graded groupings
/area/drills/support-peer & staff /
differentiated learning criteria / levels of
achievement.
Topic A.1 Rules (or laws):
Rules (or laws) as regulated by the national
or international governing body for the sport.
Topic A.2 Regulations:
For example, relating to players and
participants.
Topic A.3 Scoring systems:
For example, the method of scoring goals or
points, method and/or requirements of
victory.
Topic A.4 Application of the rules/laws of
sports in different situations:
For example, when a goal is scored when a
player is in an offside position in football.
Topic A.5 Sports:
For example, cricket, hockey, netball.
Topic A.6 Roles of officials:
For example, the roles of umpires, referees.
Topic A.7 Responsibilities of officials:
For example, appearance, equipment, fitness.
- Developing and improving practical sports
performance.
- Active participation in practical activities and
reflection on performances.
- Develop knowledge of the associated rules, regulations,
scoring systems, skills, techniques and tactics.
- Investigate the rules and regulations of a sport and
apply the knowledge gained through observing officials
in action.
Topic B.1 Technical demands:
These are the skills and techniques required.
Topic B.2 Tactical demands:
For example, decision making, defending and
attacking,.
Topic B.3 Safe and appropriate
participation: The demonstration of skills,
techniques and tactics within a controlled
environment,
Topic B.4 Relevant skills and techniques:
The skills and techniques relevant to the
selected sport and practice.
Topic B.5 Relevant tactics:
- Developing and improving practical sports
performance.
- Active participation in practical activities and
reflection on performances.
- Take part in a variety of sports.
- Demonstrate the skills, techniques and tactics within
each of the sports selected for assessment.
Equipment / graded groupings
/area/drills/support-peer & staff /
differentiated learning criteria / levels of
achievement.
Equipment / graded groupings
/area/drills/support-peer & staff /
differentiated learning criteria / levels of
achievement.
Alcester Academy Curriculum Planning: Key Stage 4
Summer 2
Unit 2: Practical
Sports
Performance
LAC: Be able to review
sports performance.
The tactics relevant to the selected sport and
practice/situation.
Topic B.6 Effective use of skills and
techniques, and the correct application of
each component:
For example, rugby conversion, including
head position, body position.
§ Topic B.7 Effective use of skills,
techniques and tactics:
The use of skills and techniques within
conditioned and competitive situations.
Topic B.8 Isolated practices:
Skills and techniques demonstrated
independently without any pressure or
external forces, completed successfully and
without fault.
Topic B.9 Conditioned practices:
For example, small-sided games, a limited
number of touches, a set number of
defenders or attackers.
Topic B.10 Competitive situations:
For example, full-sided games, with
appropriate opposition, with match officials.
Topic C.1 Observation checklist:
For example, to review performance in
selected sports using video analysis:
● Technical demands of sport.
● Production of a checklist suitable for selfanalysis of performance in selected sports.
● Tactical demands of sport.
Topic C.2 Review performance:
● Strengths and areas for improvement:
skills and techniques, specific to the sport
and non-specific, e.g. fitness.
● Self-analysis: completion of observation
checklist, e.g. use of video.
● Strengths and areas for improvement:
tactics, the effectiveness of decision making.
● Activities to improve performance: (shortterm and long-term goals) e.g. training
programmes, use of technology, attending
courses, where to seek help and advice.
- Developing and improving practical sports
performance.
- Active participation in practical activities and
reflection on performances.
- Review performance in the sports participated in. This
review will look at the strengths and areas for
development within the performance.
- Create plans to develop performance within the
selected sports.
Equipment / graded groupings
/area/drills/support-peer & staff /
differentiated learning criteria / levels of
achievement.
Reflection, awareness, challenge.
Teamwork, rules, self-discipline, fair play.
Explaining, instructing, describing,
questioning, analysing, evaluating.
Counting, scoring, shape, measuring,
ordering, grouping, data.
Unit 2
Assignment 3
LAC: Be able to
review sports
performance.

Similar documents

×

Report this document