A2 PE Life Plan Help Pres
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A2 PE Life Plan Help Pres

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A2 PE Life Plan Help Pres A2 PE Life Plan Help Pres Presentation Transcript

  • Chapter 10 The developing sports performer Task 4.4 The Life Plan
  • Aim
    • The plan will require you in your chosen role (performer, leader, official) to detail a Life Plan that traces your development from the outset of the AS course to your long-term involvement in sport.
    • You will need to consider different ‘age stages’ along the timeline.
  • Assessment information
    • The Life Plan should be a maximum of 1000 words.
    • This task is marked out of 10.
    • Marks are in five bands: 1-2 limited level of knowledge 3-4 moderate level of knowledge 5-6 good level of knowledge 7-8 high level of knowledge 9-10 very high level of knowledge .
  • Top band
    • The Life Plan must include:
      • present performance
      • research into pathways available
      • exploration of changes along a life timeline
      • appropriate references and bibliography .
  • Timeline
    • You could divide your life timeline into five categories, as below. 16-18: the starting point of the AS course 18-24 24-35 35-55 55 plus
    • However, it has been said that sport can only be in two parts, under 18 and 18 to death!
  • Example Life Plan
    • The following slides show how you might tackle this task. The example Life Plan has been presented using the timeline template.
    • It then reviews changes in circumstance, incorporating statistical information and career pathways.
  • 16-18 Present performance level
    • Member of Welsh Schools Football (under 18) team.
    • Playing League of Wales Football (first team for Airbus UK).
    • Running for North Wales X-country (under 18) team.
    • Current position: striker
    • Playing record: current season with the Welsh Football Association (www.welshfootballassocation)
  • 18-24: my Life Plan (from AS)
  • Playing football
    • My research from the Football Association has identified an 8-stage model of Long-Term Player Development as shown below. This example describes an age-appropriate development pathway over time. The recommendations for the younger age groups being aligned to the school key stages wherever possible.
      • Stages 1 – 2: 5–11-year-old primary school ages (small-sided games played).
      • Stages 3 – 4: 11–16-year-old secondary school ages (11 v 11 games played).
      • Stages 5 – 6: 16–20-year-old school leaver age groups.
      • Stage 8: Retention, for any participant who is retained within football.
    • I am currently at Stages 5–6 and envisage myself going through to Stage 8.
  • Playing Life Plan
    • Playing football and working
    • Where are you starting?
    • What are your needs?
    Technical Age Psychological Physical Social The age range reflects windows of opportunity for the developing player in football.
  • Major League Soccer route
    • STYSA Partnership
    • The Houston Dynamo are partners with the South Texas Youth Soccer Association (STYSA). Together, the Houston Dynamo and STYSA plan on becoming the model program for Major League Soccer (MLS).
    • This partnership between the Houston Dynamo and STYSA will connect the professional game and youth soccer. It will merge the resources of STYSA and the Houston Dynamo to form a powerful, diverse, and focused organisation with mutual ideals and goals.
    • Most importantly, I can use this route into MLS.
  • Role model
    • Welsh footballer playing MLS: Carl Robinson. Capped 35 times for Wales.
    • Carl Robinson has followed the MLS route. He would be a contact for me through the Welsh Football Association.
    • He first represented Wales playing with the U-21 squad. He made his full debut for his country in March 2001 in their World Cup qualifying match against Ukraine. His play in that game at the Millennium Stadium in Cardiff had him named Man of the Match.
  • Factors to consider
    • 18–55 plus categories are more difficult to consider. There are many factors that might influence your Life Plan. These often involve changes in circumstances such as:
      • motivation
      • family
      • coaching
      • official
      • move area: change friends and work
      • different sport captures imagination.
    • Now, we’ll look at each one in turn.
  • Motivation
    • There are two kinds of motivation that enable sportsmen to achieve a particular goal or task.
      • Extrinsic motivation comes from external influences or people. People are extrinsically motivated to earn rewards, social recognition, or benefits. This can change due to circumstances at work, at home or due to injury.
      • Intrinsic motivation is an inherent characteristic that feeds off an inner drive to accomplish a goal or objective. Intrinsically motivated people focus on a task for their own sake. They have a sense of self-determination, and look upon themselves as being able to meet any demands they set.
  • Family
    • Expecting a baby may mean having to give up sport during pregnancy.
    • Getting back to/keeping up usual fitness level can be difficult as a new parent.
    • May need to use all spare time looking after an aging/ill relative.
  • Coaching (1)
    • Coaching pathway
    • Ideal introduction to coaching is the FA Level 1 Club Coach course. You do not need any experience to take part, just an interest in coaching and the motivation to improve your skills and understanding.
    • After a few seasons of coaching experience, you could start the FA Level 2 Club Coach course. The FA recommend that you have relevant coaching experience or complete the Level 1 qualification before moving on to Level 2.
    • You may be able to get into coaching through an Apprenticeship scheme. The range of Apprenticeships available in your area will depend on the local jobs market and the types of skills employers need from their workers. To find out more, visit www.apprenticeships.org.uk
    • You will need a CRB (Criminal Records Bureau) check to work with children.
  • Coaching (1)
    • As a football coach you would need qualifications that are acceptable to the Football Association (FA), which is the national governing body of football.
    • You need to:
      • plan and deliver training sessions and programmes
      • provide feedback and give advice on players' performance, fitness, technical skills and team working
      • demonstrate and/or train with players
      • develop and discuss strategies and tactics for both individual and team play
      • give guidance on nutrition and injury recognition and prevention, when working with competitive teams
      • plan activities, sessions and programmes, and research good practice and innovative examples.
  • Coaching (3)
    • At a higher level, you may have to:
      • analyse matches
      • design innovative training methods and programmes
      • deal with the media.
  • Official pathway
    • Through the Promotion Structure and Referee Classification Levels in Wales (Levels 1-10).
    • All referees have to register with their respective Area FA. The Area FAs are responsible for the recruitment and also administer an Assessment Scheme for those referees seeking promotion up to Level 6.
    • The Area FAs receive funding from the Football Association of Wales to assist them in their operations. The Referees’ Officer of the FAW administers the FAW Licensed Instructors Scheme, and all the Referee Courses in Wales.
    • The FAW Referees’ Officer also administers the Assessment Scheme for those referees seeking promotion from Level 6 to a higher level.
  • Relocation
    • Reasons for moving include:
      • change of employer/job
      • marriage or family support
      • change of lifestyle.
    • Consequences may be:
      • loss of training partner
      • difficulty finding/fitting in new club
      • stressful move – loss of fitness
      • no friends to help you get back into it.
  • Change of sport
    • Fresh challenge.
    • Sport with your partner/children .
    • Excellent facilities in the area.
    • Infectious enthusiasm from high-profile performer in popular sport.
    • Sport with work colleagues.
  • Incorporating facts
    • You must use statistical information, such as this survey on participation in sport and a similar survey on injury and participation in sport produced by the Sports Council for Wales (2007) to explain how the culture and lifestyle of where you live have an influence on a sporting life and continuing in sporting life.
    • The National Governing Bodies are a good source of facts and figures on sport for your local area.
  • Statistics for football
    • The figures below show the percentage of each age group that play football on a regular basis. 16–21 = 45% 21–29 = 26% 30–44 = 23% 45–55 = 12% 55 + = 2%
    • The conclusion from this research is that, statistically, the people of Wales play less football as they age.
  • Statistics for walking
    • Percentage of men that walk for exercise. 16–21 = 27% 21–29 = 31% 30–44 = 32% 45–55 = 38% 55+ = 40%
    • The conclusion from this research is the reverse that, statistically, the people of Wales walk more as they age. However, official figures show a decline in participation sport along the age timeline.
    • (Sport Council for Wales, 2007, edition 53)
  • Career pathways
    • There are a number of career pathways you can consider in your Life Plan:
    • Professional player
    • Teacher
    • Coach
    • Sports Scientist/Engineer (research)
    • Working with sports analysis software
  • Research
    • The Lucozade Sport Science Academy (LSSA) works collaboratively with the FA and Barclays Premier League clubs to provide advice, support and proven products to meet the nutritional needs of elite players.
    • More recently this support has been taken further by carrying out the first ever applied research studies with clubs, e.g. Tottenham Hotspur, December 2007: Caffeine boost is proven to increase the feeling of sharpness in professional players .
  • Sport analysis work
    • Sport aims to provide elite football with high standard academic courses, facilities and support services that student athletes require to train, compete and win at the highest level in their chosen sport.
    • A combination of video cameras and tailored software provides the opportunity for analysis of performance from athletes. Increasingly football clubs are turning to software to profile players.
  • References
    • You must source references in your Life Plan accurately (a list of web pages won’t do). Include a ‘webliography’ or bibliography .
    • The preferred form for books and publications is the Harvard style: author, title of boo, publisher and date, such as Honeybourne, J., Hill, M., Moors, H., Advanced Physical Education and Sport (3 rd edn), Nelson Thornes, 2004
    • For Internet sites include the full URL (web address) and a brief summary of the content and context of how you used the site: Peak Performance: www.pponline.co.uk, Six workouts to boost your VO 2 max : fitness journal article used to help design a training programme for improvong VO 2 max.