Analysing and Improving Task
It is important that all parts of the question are addressed and that you follow each
section guideline. The overall piece should not exceed 8 sides of A4 paper (not
including the instructions). Keep the work concise and use bullet points whenever
you can.
The outline is to help you structure your work. The first piece of text in bold under
every Section is the mark scheme given by the examination board. This is then
followed by some pointers – make sure you cover all the relevant points from the
mark scheme in order to gain full marks!
SECTION 1
Identify the important skills/techniques and tactics needed for participation in
this position/role and explain why they are important.
Marks should only be given if the student explains WHY each factor is
important to the role/position.
ACTIVITY ……………………………… POSITION……………………
Name 5-10 skills are needed to be successful in your position? e.g. Individual skills
like shooting (be detailed – long/short/aerial etc.) tackling, marking,
communication, passing, individual strokes in racket games, movements in
gymnastics or dance, body part action in swimming or athletics etc.
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Briefly outline the main tactics/strategies (3-5 depending on your sport) you will
need to be successful in the activity e.g. Playing a blitz defence in rugby, bowling
fuller to someone who likes to play off the back foot in cricket etc. If my
opponent is left footed then I would attack him/her on his right hand side
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SECTION 2a
Identify and describe in detail your strengths as a player/participant and the
effects these have on your performance.
(Marks should only be given if the student explains the effect of the strength on
performance. No mark for strength alone).
Consider:
 How well they perform the important skills
 Are they good in attack or defence and supporting other performers
resulting in more or less points being scored?
 Do they move well around the pitch/court area/arena resulting in being in
a strong attacking position from where they can to win the point?
 Is their footwork/arm action/leg action/body position good?
 Do they show good anticipation/timing?
 Do they make their performance look effortless and is it consistent?
 Do they have the appropriate fitness levels? (stamina/speed/strength, etc)
3-6 STRENGTHS – what is he/she good at and why? How
are these important their performance and the game?
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SECTION 2b
Identify and describe in detail the weaknesses of the person and the effects these
have on performance.
Look at preparation for the skills, the action of the activity, starting points,
contacts, releases, action as a whole and follow through. What are the
weaknesses and are these weaknesses repeated?
The marks should only be given if the student explains the effect of the weakness
on performance.
If they are analysing a particularly good performer, spotting weaknesses may
appear quite difficult, but then compare to an elite performer
Consider:
 Any errors in performing the important skills. (NB. These considerations
apply largely to Games players. Due consideration needs to be made to
other types of activities.)
 Do they show weaknesses is in attack/defence or supporting other
performers?
 Do they show little/limited tactical awareness?
 Is their movement round the court/pitch/area slow or clumsy?
 Are mere errors in footwork/arm action/leg action/body position/
 Do they only use one hand and/or foot, or is one weaker?
 Is their timing poor and/or do they show little anticipation?
 Is their work rate and effort low?
 Do they show weaknesses in particular fitness components? Eg
stamina/strength, speed, etc.
You may consider that the skills are OK but the weaknesses are physical or tactical.
What do they do badly?
List and explain 4-6 weaknesses
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SECTION 3
Suggest what training practices might be used to maintain the strengths but in
particular, the weaknesses, you have identified.
In this section students should focus on the skills, techniques and strategies and
NOT components of fitness as the latter will be covered in the next section. Give
no marks for Fitness Training methods in this section unless it is a largely
physical activity like athletics running events/cycling and possibly swimming.
Consider:
 Will the practice actually develop the strength/weakness?
 Does the practice have progressions built into it?
 Credit using diagrams/pictures if it helps to explain the practice.
You should concentrate on skill related deficiencies/strengths.
Describe 2 practices to maintain strengths
3A
diagrams may be used
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Describe 3-4 practices to improve
weaknesses(diagrams may be used)
3B
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SECTION 4.
Physical
Height/weight
Somatotype/Bodytype
Sleep/rest
Injury/illness
Muscle fibre type
(fast/slow)
Drugs (social)
Age/Gender
Psychological
Motivation
Arousal (inverted U
theory)
Stress
Social
Access/Provision
Family/Peer support
School
Environment
Tradition/Culture
Media/Role models
Socialization
From the above list chose the most relevant 3-5 points and give a detailed
explanation as to how they might affect your performance (or anyone else’s if not
relevant to you) in a positive or negative way
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Which components of fitness (strength, speed etc.)need to
be improved and why ?
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SECTION 5
Plan a six-week training programme to improve your overall performance
List 4-7 factors that will/might effect the aim and design of your programme.
E.g.Time factors, space, facilities, periodization (time of year training takes place
compared to rugby season etc.) , school, fixtures, fitness levels etc.
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1.Map out in detail the first week of the programme
Points to consider in the week one training plan:
Use name of weakness and strength drills (you do not have to explain
them in detail again)
Include some fitness training and make reference to appropriate methods
(eg Interval, Fartlek, continuous, circuit, weight, etc) Indicate
sets/reps/recovery periods
The plan is for a 15 year old, not a professional so you cannot make it
more a 2 hours a day 3 days a week
There should be at least one rest/recovery day.
WEEK ONE
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2.Discuss how they will develop it over the six week period. (hint – overload and
progression are key factors)
Points to consider in the development and progression of the programme.
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reference to the principles of training
where appropriate and show how these are used
to progress the plan over the period.
specificity
- pro
gre
ssi
Do they also consider F.I.T.T.
on from
Do they give examples of the sort of changes that should be made
ove
weeks 2 to 6
rlo
Do they consider different training methods that can be used to prevent
ad
tedium but have the same effect?
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Do they consider what development can be built into skill practices
ersi
overtime to make them harder and more challenging.
bili
ty
4-6 points - How I will develop my training
programme over 6 weeks (e.g. Overload and how
and why you are going to use it)
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The end – delete instructions leaving just the number and title of each section