AQA A2 PE COURSEWORK ATHLETICS

The more detail the better. Students should again start with a heading, naming the corrective measure, and then describe the corrective measure in detail. Some students find this comparison easier as a direct comparison, using two columns for example, to highlight what they do as compared to what the elite performer does. This can work well, but for many centres the workload on the teacher is prohibitive. 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.

Leave a comment Cancel reply Your email address will not be published. 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. We get our students to start with a heading naming the cause of one of their weaknesses. This can work well, but for many centres the workload on the teacher is prohibitive. Again as much detail as possible needs to be included in the description of the circumstances of the two weaknesses B1 and the two perfect performances B2. For C2, the students need to identify and explain how the problem the cause could be corrected.

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.

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

Students should again start with a heading, naming the corrective measure, and then describe the corrective measure in detail. This can work well, but for many centres the workload on coursswork teacher is prohibitive.

Again as much courrsework as possible needs to be included in the description of the circumstances of the two weaknesses B1 and the two perfect performances B2. Notify me of new posts by email. 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.

  123 HOMEWORK DOT2

Let them do this for each of the two attacking AA1 and defending weaknesses AA2. You do not develop skill by simply getting fitter, and you cannot correct poor skill performance by circuit training!

The perfect model here is the decision for example, to pass to the open player rather than the marked player. Notify me of follow-up comments by email.

Sections B and C – A2 Coursework

The larger the proportion of this part of the coursework that can be completed prior to the students returning in September the better. This is another area where they made need help in understanding the requirements in simpler terms.

aqa a2 pe coursework athletics

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. So again at a basic level, if a performer has ever made a poor decision in an activity, then this is a strategic weakness.

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

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. Even better is a sequence of images that show the whole skill performance.

aqa a2 pe coursework athletics

The more detail the better. 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.

We get our students to start with a heading naming the cause of one of their weaknesses. For example, a footballer has invariably attempted a pass, but has mis-hit the ball.

A2 pe coursework

Each student needs to identify two weaknesses for each of the three areas for assessment — in games these are attack AA1defence AA2and tactics AA3. Often an image of the perfect model can be found on the web, and this provides a good starting point for le skill descriptions.

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In summary, the student uses their knowledge to identify two weaknesses from each of the three areas of assessment, courseworo a total of six weaknesses in all B1. I also get my students to make links between B1 and B2 to show the impact of atjletics actions compared to the perfect model. They then need to identify why they made this mistake; what did they do wrong!

Make sure the students include the names, times and dates of the incidents.

Some thought must be given to the corrective measures; they must have an effect. 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. For C2, the students need to identify and explain how the problem the cause could be corrected. Some students find this comparison easier as a direct comparison, using two columns for example, to highlight what they do as compared to what the elite performer does.

aqa a2 pe coursework athletics

Your email address will not be published. Most students should be encouraged to complete at least four perfect models B2 and four weaknesses B1. They then need to do the same sort of thing and explain how their incorrect action affected their own performance.

This is a weakness, but nobody can ever check whether this mistake actually happened in the match identified by the student. Beware of using causes that are not part of the course, for example a weakness due to injury, or lack of concentration!