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.
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
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.
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
DIRECTLY COMPETITIVE
INDIVIDUAL ACTIVITY
INDIRECTLY COMPETITIVE
COMPETITIVE ACTIVITY
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.
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.
A
B
D
C
E
G
H
F
I
1. PUT THE LETTERS DOWN THE SIDE OF YOUR JOTTER
2. NAME EACH ACTIVITY
3. WRITE DOWN IF IT IS A SUBJECTIVE OR OBJECTIVE ACTIVITY
4. WRITE DOWN THE SCORING SYSTEM USED FOR EACH ACTIVITY
Different Roles
Throughout the course you will adopt different roles
other than a performer
• Helper
• Opponent
• Coach
• Referee
Give examples from your course when you adopted these
roles, use a different activity for each role. Explain what
you did.
ACTIVITIES:
Equipment
There are two main reasons why wearing the
proper clothing, footwear or equipment is
important
• SAFETY
• TO HELP
YOUR
PERFORMANCE
ACTIVITIES:
Equipment
SAFETY: Some activities you must wear certain
items for safety e.g.
leg pads
Shin Guards
Helmet
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.
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.
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.
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.
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.
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.
A
B
D
C
E
G
H
F
I
1. PUT THE LETTERS DOWN THE SIDE OF YOUR JOTTER
2. NAME EACH ACTIVITY
3. WRITE DOWN IF IT IS A SUBJECTIVE OR OBJECTIVE ACTIVITY
4. WRITE DOWN THE SCORING SYSTEM USED FOR EACH ACTIVITY
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.
FORMATIONS IN FOOTBALL
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
ACTIVITIES: Tactics in a Team Game
• 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.
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?
1. Badminton: Opponent’s weakness is backhand
2. 1500m: Opponent’s strength is their sprint finish
Tactics: TASKS
1.
2.
3.
4.
5.
6.
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.
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?
Look closely at the following performers. What Physical
qualities does each of activities require? (Some activities
will have more than one)
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
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.
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 don’t have the best
players but seem to do well. Why is this the case?
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
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
Space – ‘Where’ the action takes place
Bound
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
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
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
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 don’t go high enough it will make it difficult to land on
your feet.
High, sideways, low, wide, deep
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
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
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 weren’t there.
Smooth, jerky, fluent, drift, stopping
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
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
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
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
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.
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
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.
ADAPTATION
PLAYING AREA
EQUIPMENT
WEATHER
ADAPTING ACTIVITIES
RULES
SCORING SYSTEM
NUMBER OF PLAYERS
TIME
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.
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.
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.
CONDUCT & BEHAVIOUR
Arrive on time
Help out – when
not being asked
Conform to
‘unofficial’ rules
Get winning &
losing into
perspective
Want to play and
participate
Good Conduct &
Behaviour
Accept decisions
Obey rules
Respect other
participants
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.
Named Activity
Arrive on time
Help out – when
not being asked
Conform to
‘unofficial’ rules
Get winning &
losing into
perspective
Want to play
and participate
Good Conduct
& Behaviour
Accept decisions
Obey rules
Respect other
participants