A2 PE Unit 4 life plan example

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A2 PE Unit 4 life plan example

  1. 1. Slide 1<br />9PE01<br />The Life Plan<br />Unit 4. Task 4.4<br />
  2. 2. Slide 2<br />9PE01<br />This exemplar…<br />Remember this student will have delivered this power point to the group, it will have been videoed and more depth and explanation will have been given. <br />Once the candidate and the centre staff are happy with the outcome of the presentation it can be placed in the folder 4.4 in the E-portfolio ready for moderation…or sent as a hard copy alongside the vidoe<br />
  3. 3. Slide 3<br />9PE01<br />Unit 4. Task 4 4. Life Plan.<br />The plan will require students in their chosen role<br />Performer, leader, official to detail a life plan that traces<br />their development from the outset of the As course to their<br />long term involvement in sport.<br />Students will need to consider different ‘age stages’ along<br />the time line.<br />
  4. 4. Slide 4<br />9PE01<br />Assessment Information.<br />The life plan is a maximum of 1000 words.<br />This task is marked out of 10.<br />Marks are in five bands<br />1-2<br />3-4<br />5-6<br />7-8<br />9-10<br />
  5. 5. Slide 5<br />9PE01<br />Time Line.<br />A suggested time line could be divided in to five categories, as below, but a elite performer told me in his sport there would only be two parts, under 18, 18 to death. ( Crown Green Bowls)<br />16-18 - The starting point of the As course. <br />18-24<br />24-35<br />35-55<br />55 plus<br />
  6. 6. Slide 6<br />9PE01<br />My Life Plan Unit 4 Task 4.4Remember the student will be talking to the power points provided…!<br />Name: B.Ody<br />Dock Road School <br />Centre No: 64532<br />Candidate No: 2345<br />
  7. 7. Slide 7<br />9PE01<br />Present Performance Level – My background<br />Currently a member of Welsh Schools Football Under 18 team<br />Playing League of Wales Football. First Team Airbus U.K.<br />North Wales X country team Under 18.<br />Position Striker. Current season playing record available @<br />www.welshfootballassocation .org.uk<br />
  8. 8. Slide 8<br />9PE01<br />My life plan from here - 2009<br />
  9. 9. Slide 9<br />9PE01<br />Sixth Form<br />University<br />Gap Year<br />Work<br />1st Team/ travel home to play for money to help pay for University<br />Scholarship to USA to play for University team<br />Continue playing for Airbus<br />Travel to Australia, New Zealand USA therefore will not play for year<br />Play for MLS franchise<br />
  10. 10. Slide 10<br />9PE01<br />Playing Football<br />Research from The Football Association has identified an 8 stage model of Long Term Player Development as shown here. This example describes an age appropriate development pathway over time. The recommendations for the younger age groups being aligned to the schools key stages wherever possible.<br />·       Stages 1-2: 5 to 11 year old primary school ages (small sided games played) <br />·        Stages 3-4: 11 to 16 year old secondary school ages (11 v 11 games played) <br />·        Stages 5-6: 16 to 20 year old school leaver age groups <br />·        Stage 7: 20+ the mature player example.<br /> Stage 8: Retention, for any participant who is retained within football<br />I am currently at stages 5 – 6 and envisage myself going through to stage 8<br />
  11. 11. Slide 11<br />9PE01<br />Playing life plan<br />Playing football and working<br />
  12. 12. Slide 12<br />9PE01<br />Major League Soccer route<br />STYSA Partnership<br /> The Dynamo are partners with the South Texas Youth Soccer Association (STYSA) .Together, the Dynamo and STYSA plan on becoming the model program for Major League Soccer. This partnership between the Dynamo and STYSA will connect the professional game and youth soccer. It will merge the resources of STYSA and the Dynamo to form a powerful, diverse, and focused organization with mutual ideals and goals. Most importantly, I can use this route in to MLS<br />
  13. 13. Slide 13<br />9PE01<br />Role Model.Welsh footballer who plays MLS.Carl Robinson<br />Carl Robinson has followed MLS route. Would be a contact for me through Welsh Football Association. <br />First represented Wales playing with the U-21 squad….made his full debut for his country in March 2001 in their World Cup Qualifying match against Ukraine….his play in that game at Millennium Stadium had him named Man of the Match…..capped 35 times for Wales..<br />
  14. 14. Slide 14<br />9PE01<br />Changes in circumstances<br />Motivation<br />Family<br />Coaching<br />Official<br />Move area change friends and work. <br />Different sport captures imagination<br />
  15. 15. Slide 15<br />9PE01<br />Motivation<br />There are two kinds of motivation that enables sportsmen to achieve a particular goal or task. The first type of extrinsic motivation in sports comes from external influences or people. People are extrinsically motivated to earn rewards, social recognition, or benefits. The second kind of intrinsic motivation is an inherent characteristic that feeds off one's inner drive to accomplish a goal or objective.<br />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 the demands of a particular However Motivation can change due to circumstances at work and at home or due in injury<br />
  16. 16. Slide 16<br />9PE01<br />Family<br />Female expecting a baby may have to give up sport during pregnancy. <br />Getting back to/keeping up usual fitness level can be difficult as a new parent.<br />May need to use all spare time looking after an aging/ill relative <br />
  17. 17. Slide 17<br />9PE01<br />Coaching<br />
  18. 18. Slide 18<br />9PE01<br />Coaching Pathway<br />The 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.<br />If you are a coach with a few seasons' coaching experience, you could start at the FA Level 2 Club Coach. The FA recommend that you have relevant coaching experience or complete the Level 1 qualification before moving on to Level 2.<br />You will need a CRB (Criminal Records Bureau) check if you will be working with children.<br />You may be able to get into this job 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 <br />
  19. 19. Slide 19<br />9PE01<br />Coaching<br />As a football coach you would:<br /><ul><li>plan and deliver training sessions and programmes
  20. 20. provide feedback and give advice on players' performance, fitness, technical skills and team working
  21. 21. demonstrate and/or train with players
  22. 22. develop and discuss strategies and tactics for both individual and team play
  23. 23. give guidance on nutrition and injury recognition and prevention, when working with competitive teams </li></ul>plan activities, sessions and programmes, and research good practice and innovative examples<br />
  24. 24. Slide 20<br />9PE01<br />Coaching Part 1<br />You would need qualifications that are acceptable to the Football Association (FA), which is the national governing body of football.<br />What qualifications and experience will employers look for?<br />
  25. 25. Slide 21<br />9PE01<br />Coaching Part 2<br />At a higher level, <br />you may have to:<br />Analyse matches <br />Design innovative<br />training methods and<br />programmes. <br />Deal with the media. <br />
  26. 26. Slide 22<br />9PE01<br />Official<br />The Football Association of Wales Referees’ Classifications:<br />Level 1 - selected by the Football Association of Wales to serve on the National List of Referees, and who meet the requirements of the promotion criteria for this level.<br /> <br />Level 2 – Referees selected by the Football Association of Wales to serve on the Supplementary National List of Referees, and who meet the requirements of the promotion criteria for this level.<br /> <br />Level 3 – Referees selected to serve on the FIFA list of Assistant Referees.<br /> <br />Level 4 – Referees selected by the Football Association of Wales to serve on the list of Referees who serve on the Welsh League Division One and the Cymru Alliance, and who meet the requirements of the promotion criteria for this level.<br /> <br />Level 5 – Referees selected by the Football Association of Wales to serve on the list of Referees of the Mid Wales League, the Welsh National League (Wrexham Area), the Welsh Alliance League and Division Two of the Welsh League, and who meet the requirements of the promotion criteria for this level. <br /> <br />Level 6 – Referees who are deemed qualified to referee in all matches below the above levels, and who meet the requirements of the promotion criteria for this level.<br /> <br />Level 7 – Referees who are deemed qualified to referee in all matches in Leagues affiliated to the Area Associations, and who meet the requirements of the promotion criteria for this level.<br /> <br />Level 8 – Referees who have satisfied the examiners as to their theoretical knowledge of the game.<br /> <br />Level 9 – Junior Referees who have satisfied the examiners as to their theoretical knowledge of the game not having attained 16 years of age.<br /> <br />Level 10 – Trainee Referees who have not yet satisfied the examiners as to their theoretical knowledge of the game, or are Non-Active Referees.<br /> <br /> <br />The Promotion Structure and Referee Classification Levels in Wales<br />All referees register with their respective Area FA. The Area FAs are responsible for the recruitment of referees in their respective areas, and also administer an Assessment Scheme for those referees seeking promotion up to Level 6. <br />The Area FA’s 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. <br /> <br />The FAW Referees’ Officer also administers the Assessment Scheme for those referees seeking promotion from Level 6 to a higher level.<br />  <br /> <br /> <br />
  27. 27. Slide 23<br />9PE01<br />Relocation<br />Consequences:<br />Loss of training partner<br />Difficulty finding/fitting in new club<br />Move stressful- loss of fitness <br />Reason for moving: <br />Employment<br />Marriage or family support<br />Change of lifestyle <br />
  28. 28. Slide 24<br />9PE01<br />Change of sport<br />Fresh Challenge <br />No friends to help you get back into it <br />Sport with your partner /children<br />
  29. 29. Slide 25<br />9PE01<br />Participation Rate Sporting activities of male population defined by age groups<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br />Walking<br /> <br />27<br />31<br />32<br />38<br />40<br />39<br />27<br />36<br />Snooker/pool/billiards<br /> <br />43<br />38<br />27<br />16<br />9<br />5<br />4<br />15<br />Cycling<br /> <br />25<br />15<br />17<br />16<br />11<br />6<br />2<br />12<br />Any swimming<br /> <br />17<br />15<br />14<br />18<br />11<br />6<br />3<br />12<br />Any soccer<br /> <br />45<br />26<br />23<br />12<br />2<br />0<br />0<br />10<br />Golf<br /> <br />10<br />10<br />12<br />10<br />9<br />7<br />4<br />9<br />Weight training<br /> <br />20<br />22<br />18<br />11<br />4<br />1<br />1<br />9<br />Keep fit/yoga<br /> <br />6<br />8<br />11<br />10<br />6<br />4<br />3<br />7<br />Running (jogging, etc.)<br /> <br />15<br />13<br />15<br />11<br />4<br />1<br />0<br />7<br />Tenpin bowls/skittles<br /> <br />12<br />11<br />5<br />5<br />3<br />0<br />0<br />4<br />Fishing<br /> <br />5<br />2<br />4<br />4<br />3<br />3<br />1<br />3<br />Squash<br /> <br />3<br />3<br />6<br />4<br />1<br />0<br />0<br />2<br />Weight lifting<br /> <br />10<br />6<br />6<br />2<br />1<br />0<br />0<br />2<br />Tennis<br /> <br />7<br />5<br />3<br />2<br />2<br />0<br />0<br />2<br />Badminton<br /> <br />6<br />3<br />4<br />3<br />2<br />1<br />0<br />2<br />Any bowls<br /> <br />1<br />0<br />0<br />1<br />1<br />5<br />4<br />2<br />Table tennis<br /> <br />6<br />3<br />2<br />2<br />1<br />1<br />1<br />2<br />Shooting<br /> <br />1<br />2<br />1<br />2<br />2<br />1<br />0<br />2<br />Self defence<br /> <br />2<br />3<br />2<br />2<br />0<br />0<br />0<br />1<br />Cricket<br /> <br />4<br />2<br />3<br />1<br />0<br />0<br />0<br />1<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br />At least one activity (exc. walking)5<br />80<br />72<br />73<br />63<br />45<br />30<br />19<br />51<br />
  30. 30. Slide 26<br />9PE01<br />Participation Rates<br />Official Figures ( Sport Council For Wales 2007. Edition 53) show a decline in participation along the time line. Figures below show percentage of age group playing football on regular basis<br />16 - 21 = 45%<br />21 - 29 = 26%<br />30 - 44 = 23%<br />45 - 55 = 12%<br />55 + 2%<br />Therefore I can conclude from this research that statistically my peers and myself will play less football as we age.<br />
  31. 31. Slide 27<br />9PE01<br />Percentage of Men that Walk for exercise.<br />Walking<br />Age 16 - 21 = 27%<br />Age 21 - 29 = 31%<br />Age 30 - 44 = 32%<br />Age 44 - 55 = 38%<br />Age 55+ = 40%<br />
  32. 32. Slide 28<br />9PE01<br />Facts<br />28% of the UK population do regular exercise,in Scandinavia the rate is 59%<br />One in five men dies from coronary heart disease. Where I live 47.12 deaths from CHD in men per 100,000. <br />These would be used to explain how the culture and lifestyle of where the student lives will have a influence on a sporting life.<br />
  33. 33. Slide 29<br />9PE01<br />Injury and Participation in SportStudents need to examine how injury changes the level of participation along the time line. The NGB’s produce facts and figures which the student should analyse to explain changes<br />
  34. 34. Slide 30<br />9PE01<br />Injuries<br />Head, spine and trunk (10-25%)<br />Lower limbs (46%)<br />Upper limbs (37%)<br />An analysis of NEISS* data shows:<br />85% of injuries occur in<br />athletes under age 23<br />45% are to those under age 15<br />Females are twice as likely to be<br />injured than males (2:1 ratio)<br /> <br />A serious sporting injury may end career. <br />* Source North East Institute Of Sports Science.<br />
  35. 35. Slide 31<br />9PE01<br />Career Pathways.<br />Professional player<br />Teacher<br />Coach<br />Engineer<br />Pro Zone work<br />
  36. 36. Slide 32<br />9PE01<br />Research Pathway<br />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 -Tottenham Hotspur - December 2007:<br />Caffeine Boost is proven to increase the feeling of sharpness in professional players<br />
  37. 37. Slide 33<br />9PE01<br />Pro Zone Work<br />ProZone’s<br />Sport aims to provide elite football<br />with high standard academic courses,<br />facilities and support services that<br />student athletes require to train,<br />compete and win at the highest level<br />in their chosen sport.<br />Match Insight software we are able<br />to differentiate our analysis<br />Increasingly clubs are turning to<br />Pro Zone to profile players <br />
  38. 38. Slide 34<br />9PE01<br />References <br />Webliography<br />Bibliography<br />All students must source references<br />accurately . <br />Not just list web pages. <br />
  39. 39. Slide 35<br />9PE01<br />Word Counts<br />1000 words if in continuous prose<br />Presentation mediums<br />Power point<br />Podcast<br />Documentary<br />
  40. 40. Slide 36<br />9PE01<br />The Criteria:<br />9-10<br />The candidate has demonstrated a proficiently high level of knowledge and understanding in writing a Life Plan based on their present and future participation in sport in their chosen role from performer, leader or official. The Plan fully details the candidate’s present performance levels and previous developments from post-16 education. <br />The Plan includes complete and detailed research into the performance pathways available in higher education, and / or in the candidates own locality, and reflects a continuing performer’s development as appropriate. <br />The Plan has extensive outlines as to the limits on progressive participation due to ageing, and/or injury, and contains an age ‘time line’ which fully explores changes in circumstance and the sporting provisions and opportunities presently available or may be available on a local and a national basis. <br />The Plan will have significant factual support where appropriate. The candidate includes appropriate references and a bibliography.<br />
  41. 41. Slide 37<br />9PE01<br />Examiner Commentary<br />Mark…This Life Plan will be placed in the Band 7-8<br />Why not 9-10?<br />No full explanation of the opportunities and options open at University should ne need to go<br />More detail on the in jury rates and length of time as a player <br />No real depth to the official route and drop out rates in refereeing etc, average ages and so on<br />However, this could have been brought out in questioning when undertaking the presentation!!<br />

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