AQA A2 PE COURSEWORK ATHLETICS

This is another area where they made need help in understanding the requirements in simpler terms. Officials perform less movement skills and so tend to analyse their mistakes based on incorrect decision-making, which although appropriate, makes it difficult to provide suitable causes and corrective measures. We get our students to start with a heading naming the cause of one of their weaknesses. The perfect model here is the decision for example, to pass to the open player rather than the marked player. Often an image of the perfect model can be found on the web, and this provides a good starting point for many skill descriptions. Let them do this for each of the two attacking AA1 and defending weaknesses AA2. For each weakness, the students need to describe a single cause rather than several, and they must also describe how the cause affected their performance.

You do not develop skill by simply getting fitter, and you cannot correct poor skill performance by circuit training! In general, a weakness caused by a lack of fitness is corrected by a certain type of fitness training; a weakness caused by lack of skill is corrected by a certain type of skills practice. When the students return in September they hand in their Section Bs and while we look at them and make suggestions how to make them better, they can begin researching potential causes C1 of each weakness. They then need to do the same sort of thing and explain how their incorrect action affected their own performance. This simplistic approach invariably permits students to identify suitable weaknesses. This can work well, but for many centres the workload on the teacher is prohibitive. Beware of using causes that are not part of the course, for example a weakness due to injury, or lack of concentration!

So again at a basic level, if a performer has ever made a poor decision in an activity, then this is a strategic weakness. This simplistic approach invariably permits students to identify suitable weaknesses. If couursework this is completed ready for September, it gives more time for the addition of the causes C1 and corrections C2. Your email address will not be published.

Make sure the students include the names, times and dates of the incidents. Tactics and strategies AA3 do include playing formations and attacking and defensive patterns, but they also include instantaneous decision-making as well as pre-planned decisions. This description of the various perfect models and their own variations from that perfect model should be in considerable detail.

  SHARMANS CROSS JUNIOR SCHOOL HOMEWORK

Sections B and C – A2 Coursework – A Level Physical Education

Some students find this comparison easier as a direct comparison, using two columns for example, to highlight what they do as compared to athletjcs the elite performer does. Some thought must be given to the corrective measures; they must have an effect.

Notify me of new posts by email. When the students return in September they hand in their Section Bs and while we look at them and make suggestions how to make them better, they can begin researching potential causes C1 of each weakness. Most students should be encouraged to complete at least four perfect models B2 and four weaknesses B1.

A2 pe coursework

They then suggest possible causes for each weakness C1 and suitable corrective practices for each weakness C2. You do not develop skill by simply getting fitter, and you cannot correct poor skill performance by circuit training!

The larger the proportion of this part of the coursework that can be completed prior to the students returning in September the better. I expect my better students to research each cause to a depth that entails more detail than they received as part of their A-level notes. Officials perform less movement skills and so tend to athleitcs their mistakes based on incorrect decision-making, which although appropriate, courseworrk it difficult to provide suitable causes and corrective measures.

In summary, the student uses their knowledge to identify two weaknesses from each of the three areas of assessment, making a total le six weaknesses in all B1. This is a weakness, but nobody can ever check whether this mistake actually happened in the match identified by the student. Again as much detail as possible needs to be included in the description of the circumstances of the two weaknesses B1 and the two couraework performances B2.

The perfect model here is the decision for example, to pass to the open player rather than the marked player. For each weakness, the students need to describe a single cause rather than several, and they must also describe how the cause aqqa their performance.

  PHYSICS HOMEWORK #63

Beware of using causes that are not part of the course, for example a weakness due to injury, or lack of concentration!

aqa a2 pe coursework athletics

The more detail the better. Once chosen, the cause needs to be written about in as much detail as possible at least equivalent to A-level standard. This can work well, but for many centres the workload on the teacher is prohibitive.

A2 pe coursework – A-Level Physical Education (Sport & Coaching) – Marked by

The only factor to be remembered here is that at least one cause must be from AS topics, and one must be from the A2 part of the course. I also get my students to make links between B1 and B2 to show the impact of your actions compared to the perfect model.

aqa a2 pe coursework athletics

They then need to do the same sort of thing and explain how their incorrect action affected their own performance. They then need to identify why they made this mistake; what did they do wrong! Even better is a sequence of images that show the whole skill performance.

aqa a2 pe coursework athletics

This is another area where they made need help in understanding the requirements in simpler terms. In general, a weakness caused by a lack of fitness is corrected by a certain type of fitness training; a weakness caused by lack of skill is corrected by a certain type of skills practice. Different performers can be used for each perfect model, so using John Terry for perfect defensive heading and Wayne Rooney for perfect long-range shooting is fine.

Let them do this for each of the two attacking AA1 and defending weaknesses AA2. Each student needs to identify two weaknesses for each of the three areas for assessment — in games these are attack AA1defence AA2and tactics AA3.

In most centres, the return of AS students following their exams means that you have four weeks or so of time to fill.

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