Types of Activity

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Types of Activity

• Team Individual Activities
• An individual activity is performed by one
  person.
• Task Write down all the individual activities
  that you will cover in Standard Grade.
• A team activity involves you working with other
  people.
• Task Write down all the team activities that
  you will cover in Standard Grade.

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Types of Activity

• Competitive Non-Competitive Activities
• A Competitive activity is a contest involving
  two or more rivals.
• Task Write down all the competitive activities
  that you will cover in Standard Grade.
• A Non-Competitive activity involves performers
  who take part for self satisfaction and enjoyment
  i.e. Aerobics and Jogging

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Directly Indirectly competitive Activities

• Directly competitive means that you have a
  direct influence on what your opponent does.
• Indirectly competitive means that your
  performance does not affect the performance of
  your opponent.

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A
B
C
D
E
F
Put the following headings in your jotter and put
the letters which match these headings underneath
them.
TEAM ACTIVITY INDIVIDUAL ACTIVITY COMPETITIVE
ACTIVITY
DIRECTLY COMPETITIVE INDIRECTLY COMPETITIVE
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Subjective Activities

• Are based on how the performance looks. They can
  also be described as aesthetic. The result
  depends on the opinion of the judges. Performers
  competing in a subjective activity need to use
  their imagination and be creative.

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Objective Activities

• Performers achieve a definite score that can be
  measured in some way. This could be the number of
  goals scored in a game, the distance achieved,
  the fastest time or the number of points won in a
  match.

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A
B
C
D
E
F
G
I
H

• PUT THE LETTERS DOWN THE SIDE OF YOUR JOTTER
• NAME EACH ACTIVITY
• 3. WRITE DOWN IF IT IS A SUBJECTIVE OR OBJECTIVE
  ACTIVITY
• 4. WRITE DOWN THE SCORING SYSTEM USED FOR EACH
  ACTIVITY

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Different Roles

• Throughout the course you will adopt different
  roles other than a performer

• Coach
• Referee

• Helper
• Opponent

Give examples from your course when you adopted
these roles, use a different activity for each
role. Explain what you did.
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ACTIVITIES Equipment

• There are two main reasons why wearing the
  proper clothing, footwear or equipment is
  important
• SAFETY
• TO HELP
• YOUR
• PERFORMANCE

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ACTIVITIES Equipment

• SAFETY Some activities you must wear certain
  items for safety e.g.
• leg pads
• Shin Guards
• Helmet

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ACTIVITIES Equipment

• Helping performance Improvements in design and
  technology can help improve performance e.g.
• Reducing the weight of a piece of equipment
• Improving grip or friction
• Reducing friction (improving slide or glide)
• Task Get into groups of 4 and discuss these 3
  points. Give a minimum of 2 examples for each
  point.
• E.g. Improving friction Football, Longer studs
  when playing on a soft mudding park. Allows me
  to turn and keep my balance.

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ACTIVITIES Official/Formal Unwritten Rules

• Written rules
• Found in a rule book
• Rules ensure that the activity is fair
• Shape the way we perform in an activity
• E.g. in basketball you're not allowed to run
  with the ball in your hands. So, players have to
  move by dribbling the ball or by passing and then
  moving.
• Help keep an activity safe
• E.g. in rugby, you can't tackle an opponent
  around the neck or head. Another is the 100-metre
  sprint, where athletes must stay in their lane.
  This prevents them making contact with each other
  at high speed.

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ACTIVITIES Official/Formal Unwritten Rules

• Unwritten rules
• Informal codes of conduct which you won't find in
  a rulebook. They say how a team or player should
  behave, and are sometimes called 'etiquette' (or
  'sportsmanship'). These rules recognise the
  importance of co-operation, showing respect, and
  consideration for others.
• In rugby, players line up to clap the opposition
  off of the park.
• If a player is injured during a football match,
  it is common to see the ball put out of play
  by the opposition.
• Many activities end with players shaking hands at
  the end of the game.

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Rules Shaping the Game

• Rules restrict movement i.e. NETBALL You are
  only allowed in certain parts of the court.
• Games are usually split into halves, thirds or
  quarters.
• Most team games start with in the middle i.e.
  jump ball in basketball and centre in
  football.
• When an opponent breaks a rule (foul,
  infringement) your team receive the ball i.e.
  Football penalty or free kick.
• All activities have a restricted playing areas
  i.e. pitch, court etc.
• If a player deliberately breaks the rules they
  can be cautioned, sin binned or sent off.

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Subjective Activities

• Are based on how the performance looks. They can
  also be described as aesthetic. The result
  depends on the opinion of the judges. Performers
  competing in a subjective activity need to use
  their imagination and be creative.

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Objective Activities

• Performers achieve a definite score that can be
  measured in some way. This could be the number of
  goals scored in a game, the distance achieved,
  the fastest time or the number of points won in a
  match.

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A
B
C
D
E
F
G
I
H

• PUT THE LETTERS DOWN THE SIDE OF YOUR JOTTER
• NAME EACH ACTIVITY
• 3. WRITE DOWN IF IT IS A SUBJECTIVE OR OBJECTIVE
  ACTIVITY
• 4. WRITE DOWN THE SCORING SYSTEM USED FOR EACH
  ACTIVITY

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ACTIVITIES Tactics

• Tactics (Game Plan)
• Competitors hope to make the most of their own
  strengths whilst exploiting the weaknesses of the
  opposition to win.
• Tactics are used both in team and individual
  activities. And they can be adapted during the
  course of a competitive situation.

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FORMATIONS IN FOOTBALL
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ACTIVITIES Tactics in a Team Game

• Teams can use a variety of formations to utilise
  your teams strengths and exploit your opponents
  weaknesses. Tactics are you used both in attack
  and in defence. Lets look at basketball
• Formations 122, 212, 131 (Attacking tactics)
• Defensive Tactics Man to Man defence Zone

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PRINCIPLES OF PLAY

• In competitive team games strategies and tactics
  can be improved by applying principles of play.
• Width in attack players spread out across the
  area in order to pull defenders out and create
  space to play through the middle.
• Depth in attack players spread out up and down
  the area in order to pull defenders out of
  position and create passing options and support
  for each other.
• Delay in defence a player puts pressure on the
  ball carrier to slow down their play. This
  provides more time for their team-mates to get
  organised.
• Depth in defence a second defender moves behind
  the defender who is pressuring the ball to
  support them if they're beaten.

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ACTIVITIES Tactics in a Individual Game

• It is important to realise that tactics are used
  in individual games.
• What tactic would you use in the following
  scenario?
• Badminton Opponents weakness is backhand
• 1500m Opponents strength is their sprint
  finish

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Tactics TASKS

• Give the definition of a tactic?
• Name an individual activity, what tactic did you
  use to try and win?
• Name a team activity, what tactic did you use to
  try and win?
• Name an individual activity, what skills are
  needed in this activity for your tactics to be
  effective?
• Name a team activity, what skills are needed in
  this activity for your tactics to be effective?
• Why would you consider changing your tactics
  during the course of a competitive situation?
• Once you have completed the questions. Take a
  double page of your jotter and put TACTICS in the
  centre. Now draw a mind map with everything you
  know about Tactics.

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TACTICS Physical Qualities

• To fulfil a particular role in an activity, we
  require different qualities.
• Physical qualities can dictate the role we take.
  E.g.
• A goal-shooter in netball needs height.
• A prop forward in rugby needs strength.
• To perform successfully in gymnastics you need
  flexibility.
• Many sports require a level of skill.
• Choose two team and two individual activities.
  Explain what physical qualities you need to do
  well in that activity?

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• Look closely at the following performers. What
  Physical qualities does each of activities
  require? (Some activities will have more than
  one)

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Physical Qualities Body Shape

• Many activities have their own characteristic
  body shape. In other words certain body shapes
  are suited to specific activities.

ENDOMORPH
MESOMORPH
ECTOMORPH
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• Draw a table with three columns. Put the
  following headings in the top of each column
  MESOMORPH, ENDOMORPH ECTOMORPH. Look closely
  at the following performers. Place each one on
  the table.

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TACTICS Personal Qualities

• Personal qualities may also have an affect on
  the roles we take. They relate to our character
  and how we treat other people. E.g.
• Team members need to be able to co-operate with
  others to make tactics work.
• Some individuals are highly motivated.
• Depending on the situation, a player may be
  chosen for their ability to concentrate under
  pressure.
• Think of a team you know that dont have the
  best players but seem to do well. Why is this
  the case?

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POINTS TO REMEMBER

• Tactics will depend on your skill level,
  strengths and weaknesses (physical personal)
• Tactics will depend on your opponents strengths
  and weaknesses
• Tactics will adapt and change depending on the
  situation, i.e. defending a lead.
• Realise specific positions needs specific
  qualities for tactics to be effective
• Tactics will be used in defence and attack
• TACTICS ARE DEPENDANT ON THE SKILL LEVEL AVAILABLE

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Creativity

• All movement can be analysed in terms of weight,
  time, flow and space. This is the case for both
  individual and team activities. Creativity can
  make the difference between winning and losing.
• Weight The degree of power
• Firm movement Fine touch
• Time How quickly an action is performed
• Sudden Sustained
• Flow The way in which one action links to the
  next
• Free Bound
• Space Where the action takes place

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Creativity Individual Activities

• Creativity is paramount in subjective activities
  as performance is judged on weight, time, flow
  space.
• Activity Gymnastics
• Weight The degree of power
• Firm movement Fine touch
• How you control your movements. The greater the
  control the higher the points total.
• Soft, light, firm, delicate, strong, heavy

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Creativity Individual Activities

• Activity Gymnastics
• Time How quickly an action is performed
• Sudden Sustained
• Some movements should be sudden/quick like a
  head spring. Others should be held/sustained
  like a balance.
• Fast, held, quick, sustained

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Creativity Individual Activities

• Activity Gymnastics
• Flow The way in which one action links to
  another
• Free Bound
• A sequence of movements should flow together and
  not be stopping and starting all the time.
• Smooth, jerky, fluent, stopping

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Creativity Individual Activities

• Activity Gymnastics
• Space Where the action takes place
• A forward somersault. The technique could be
  fine, however, the higher you are in the air, the
  better it looks and the more time it allows for
  you to land on your feet. If you dont go high
  enough it will make it difficult to land on your
  feet.
• High, sideways, low, wide, deep

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Creativity Team Activities

• Creativity is also paramount in objective
  activities.
• Activity Football (Attacking)
• Weight The degree of power
• Firm movement Fine touch
• The weight of pass to create a goal scoring
  opportunity.
• The power of the shot needed to beat the goal
  keeper.
• Soft, light, firm, delicate, strong, heavy

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Creativity Team Activities

• Activity Football (Attacking)
• Time How quickly an action is performed
• Sudden Sustained
• The speed of controlling the ball.
• Holding up play to lay off a pass or shoot at
  goal.
• Fast, held, quick, sustained

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Creativity Team Activities

• Activity Football (Attacking)
• Flow The way in which one action links to
  another
• Free Bound
• Passing moves flow together to create openings
  and chances for your team.
• When a winger drifts past opponents as if they
  werent there.
• Smooth, jerky, fluent, drift, stopping

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Creativity Team Activities

• Activity Football (Attacking)
• Space Where the action takes place
• Passing movements create space for team mates to
  use.
• Making runs off the ball to create space for team
  mates.
• Creating an angle for the shot.
• High, sideways, low, wide, deep

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Creativity Team Activities (Defensive)

• Activity Football (Defensive)
• Weight The degree of power
• Firm movement Fine touch
• The weight of the tackle needed to win the ball
  back.
• The power required to clear the ball to safety.
• Soft, light, firm, delicate, strong, heavy

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Creativity Team Activities (Defensive)

• Activity Football (Defensive)
• Time How quickly an action is performed
• Sudden Sustained
• Timing of a tackle
• Holding an attacker up while waiting on support
• As a defensive unit, timing of catching opponents
  offside

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Creativity Team Activities (Defensive)

• Activity Football (Defensive)
• Flow The way in which one action links to
  another
• Free Bound
• Team mates work together to mark opponents and
  try to win the ball back.
• Smooth, jerky, fluent, drift, stopping

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Creativity Team Activities (Defensive)

• Activity Football (Defensive)
• Space Where the action takes place
• Narrowing opponents space by showing them
  towards team mates or to the sides of the pitch.

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CREATIVITY TASK

• Pick TWO different activity from your standard
  grade your course. Describe how you were
  creative in each activity.
• REMEMBER TO USE
• WEIGHT
• TIME
• FLOW
• SPACE

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ADAPTATION
Activities can be adapted in many ways. The
intention in making any of the changes to
activities is that your skill development can
benefit from the changes.
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ADAPTATION
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ADAPTATION

• Give examples of how you would adapt both
  individual and Team activities using all of the
  examples on the previous page. What is the
  benefit of the adaptation you have made?
• E.g. Basketball limit the sides to 3 v 3.
  Players get more touches of the ball, thus giving
  them a chance to improve their skills.
• Badminton increase the amount of players 1 v 2.
  I played against 2 players to work on trying to
  improve my smash. I had to be accurate or my
  smash would be returned.

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CONDITIONED GAMES

• Sometimes the normal rules of an activity can be
  changed in order to make some important points
  clearer. This is sometimes referred to as a
  conditioned game.
• The condition should help you practise in a game
  setting the skills and technique which you have
  developed in practice.

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CONDITIONED GAMES

• Example
• Lay-up practice in Basketball.
• During the game 4 points could be given to a
  team if they score with a lay-up.
• This would encourage players to try and use what
  they developed during their practice in a game
  situation.

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CONDUCT BEHAVIOUR
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CONDUCT BEHAVIOUR
Draw this diagram. Put an activity of your
choice in the centre. Using the examples of good
conduct behaviour on the previous slide, relate
these specifically to your activity. Choose 6
examples.
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