3. (01/06/2020)
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Lesson 1
Today we are going to examine elements of our PDP: We
will do this in four parts. This is part one.
To do this successfully we should acquire the knowledge that will
allow us to answer the following question;
Describe adaptations/changes that may need to be made for a
personal development plan for physical factors (4)
Lets break this question down in to the three main themes…
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Lets start by discussing what we mean by Describing Physical Education
‘Questions that ask candidates to describe require them to provide a
statement or structure of characteristics and/or features. It will be more
than an outline or than a list. It may refer to — for instance — a concept,
process, experiment, situation, or facts.
Language is important for a describe. Candidates should use first person as
much as possible and talk through the process. The question you have been
asked goes beyond the usual WHAT, WHERE, WHEN and HOW, You must
describe the changes you have or need to make to a PDP.
“A change I made to my PDP was …………………………………………………”
“When carrying out my PDP I made the change………………………………….”
“I started out by carrying out……..However, an adaptation I made was……”
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Next, let’s discuss the them/focus.
Changes/adaptations to a PDP
A PDP is your plan to correct your area of development. For the purpose of
Higher PE you should carry out a total of two PDP’s. One should be focused
on one factor and the second on a different factor. For us, our PDP’s focus
on:
The Physical Factor and The Mental Factor.
The changes and adaptations we need to describe from week 1 to week 6.
We would not do the same lesson in week 1 as we would in week 6.
Why not? What should we do?
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Finally, let’s discuss the factor.
Every question you are asked in your paper will focus on a factor. In section
1, every factor must be asked. In section 2 you can only answer on your
PDP factors….which are??????????? In section 3 there will be factors asked
but not all.
This question is asking us to Describe adaptations/changes that may
need to be made for a personal development plan for physical
factors
Lets look at our PDP for the Physical Factor and work through some of
these changes…
7. Principle Week 1 & 2 Week 3 & 4 Week 5 & 6
S SPECIFIC Static Repetition Drills
Learner starts at static
repetition and performs
3x5 volleys/digs back to
their partner
Cognitive Learner
Movement Repetition
Learner has to move from
side to side/back and
forth and return a feed
from partner. Learner
performs 3x5 volleys/digs
back to partner
Associative Learner
Pressure Drills
Week 5 – Learner begins static
pressure drills where they turn
back to partner and react to a call
3x5.
Week 6 – Learner begins
movement pressure whereby
they have to react to where their
partner feed the ball to and
perform volley/dig back 3x5
Associative / Autonomous
Learner
O OVERLOAD NO PRESSURE. Learners
begin at static repetition
and have little to no
external factors
impacting their
performance
SOME PRESSURE
This session was harder
than the last as it
becomes more game like.
Performer carries out
volley/dig action without
interruption.
PRESSURE
This session was harder than the
last as it becomes more game
like. Performer carries out the
volley/dig action without
interruption but has to move to
ball and respond to a que from
partner.
F FREQUENCY Only two sessions a week were allocated given timetable restrictions. When evaluating
the effectiveness of the plan this could be a limitation. If we were to spend more sessions
per week on our area of development, it could allow us to make noticeable improvements;
however, we could only work within the time available to us. Are two sessions per week
enough time to make a real change to the performer?
I INTENSITY We worked for 3 sets of 5
repetitions with a 1-
minute rest between
each set.
We worked for 3 sets of 5
repetitions with a 30
second rest between
each set.
Week 5 - We worked for 3 sets of
5 repetitions with a 1-minute rest
between each set.
Week 6 - We worked for 3 sets of
5 repetitions with a 30 second
rest between each set.
T TARGETS To achieve 3/5 successful
volley/dig back to their
partner in one set.
To achieve 4/5 successful
volley/dig back to their
partner in a minimum of
two sets.
Week 5 – To achieve 3/5
successful volley/dig to back to
their partner in one set.
Week 6 – To achieve 4/5
successful volley/dig back to their
partner in a minimum of two sets
T TIME 6 weeks was allocated to the entire Personal Development Plan (PDP).
50 minute lesson – changing time = 30 minute development time per lesson.
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Based on this question, how can I access 4 marks?
1 mark can be awarded for each relevant point, or the development of a point of
description of an adaptation/change made within a performance development plan
for the physical factor impacting on performance. 0 marks for no description of any
adaptation/change.
Identifying the adaptations is not enough to access marks.
Adaptations must be qualified or quantified.
Examples of possible adaptations/changes may include:
• Frequency – increase training from 1 to 3 times per week
• Intensity – reduce rest between sets from 1 minute to 30 secs
• Time – Increase duration of practice from 20 minutes to 30 minutes
• Type – from static repetition to movement repetition etc.
• Target/Goal setting – review mid-term target
• Work Rest ratios – increase/decrease repetitions from 3 sets of 5 to 3 sets of 10
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Describe adaptations/changes that may need to be made for a
personal development plan for physical factors
Referring to your PDP can you provide 4 descriptive points in your
answer?
4 mark question = 12 minutes (we are just back so work for 15
minutes)
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Describe adaptations/changes that may need to be made for a
personal development plan for physical factors
During my PDP for the physical factor, a change that would need to be
made is to move from Static Repetition Drills for the dig in week one of
the plan to Movement Repetition Drills for the Dig in week 2 of the
plan…(1 mark)
Next change (move on and don’t stick with TYPE/SPECIFIC. Pick
another area to describe)
Next change (move on and pick another area to describe)
Final change (move on and pick another area to describe)
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Lesson 2
Today we are going to examine elements of our PDP: We
will do this in four parts. This is part two.
To do this successfully we should acquire the knowledge that will
allow us to answer the following question;
Explain why the changes/adaptations made in part 1 might be
selected (4)
Lets break this question down in to the three main themes…
13. (01/06/2020)
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Lets start by discussing what we mean by Explaining Physical Education
‘Questions that ask candidates to explain require them to make points that
relate cause and effect and/or make relationships between things clear.
This explanation may be the product of a process that includes evaluation
and/or analysis’
Language is important for an explain. Candidates should use first person as
much as possible and provide cause (example) and effect (impact). You
should provide detail as to why you have done something. To do this you
should use the PEgI structure
POINT – Reword the question to provide your starting sentence
EXAMPLE – Identify your first change and adaptation made
IMPACT – Detail why this change was important?/why was it needed?/what
did let you do?/How did it help you?
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Next, let’s discuss the them/focus.
Changes/adaptations to a PDP
A PDP is your plan to correct your area of development. For the purpose of
Higher PE you should carry out a total of two PDP’s. One should be focused
on one factor and the second on a different factor. For us, our PDP’s focus
on:
The Physical Factor and The Mental Factor.
The changes and adaptations we need to explain have already been
described. You would have described 4 changes so you now need to explain
these 4 changes made throughout week 1 to week 6.
15. (01/06/2020)
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AS WE ALREADY KNOW -Finally, let’s discuss the factor.
Every question you are asked in your paper will focus on a factor. In section
1, every factor must be asked. In section 2 you can only answer on your
PDP factors….which are??????????? In section 3 there will be factors asked
but not all.
This question is asking us to Describe adaptations/changes that may
need to be made for a personal development plan for physical
factors
Lets look at our PDP for the Physical Factor and work through some of
these changes…
16. (01/06/2020)
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Based on this question, how can I access 4 marks?
1 mark can be awarded for each relevant point, or development of a point of
explanation of the reasons why adaptations/changes were made to the performance
development plan. 0 marks for no explanation of why the adaptations/changes were
made.
Examples of possible reasons may include:
• Effects of boredom and fatigue….meaning that players don’t switch off during
practice
• Effectiveness of approaches within development plan….to ensure specific
weaknesses are being addressed
• Plateauing…making sure improvement on-going
• Stages of Learning….ensuring approaches are suitable to performer’s progress
• Injury….taking account of the need to manage the return to full training post-
injury
• Increase challenge/pressure to make it more game-like
• Different opposition will allow for variety of challenges experienced
• Adapting/changing of targets in order that motivation is increased
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Explain why the changes/adaptations made in part 1 might be
selected (4)
Referring to your PDP and your previous describe answer can you
provide 4 points of explanation in your answer?
4 mark question = 12 minutes (we are just back so work for 15
minutes)
18. (01/06/2020)
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Explain why the changes/adaptations made in part 1 might be
selected (4)
Referring to your PDP and your previous describe answer can you
provide 4 points of explanation in your answer?
(P)There are a number of reasons why the changes made were
selected. (Eg) First of all, choosing to move to move from Static
Repetition Drills in week 1 to Movement Repetition drills in week 2 (I)
was necessary to ensure I worked through the stages of learning and
avoided plateauing. In doing so, I was ensuring approaches were
suitable to my progress week by week which helped me to improve (1
mark).
20. (01/06/2020)
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Lesson 3
Today we are going to examine elements of our PDP: We
will do this in four parts. This is part three.
To do this successfully we should acquire the knowledge that will
allow us to answer the following question;
Evaluate the effectiveness of a PDP carried out for physical
factors (6)
Lets break this question down in to the three main themes…
21. (01/06/2020)
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debbie.shaw@eastayrshire.org.uk
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Lets start by discussing what we mean by Evaluating Physical Education
‘Questions that ask candidates to evaluate require them to make points
that make a judgement based on criteria and determine the value of
something’.
Language is important for an evaluate. Candidates should use first person
as much as possible, they should refer to their own experience as they
should be giving their opinion. To do this the candidate must IDENTIFY,
provide JUDGEMENT and then provide VALUE.
IDENTIFY – State whether the principle is EFFECTIVE or NOT EFFECTIVE.
JUDGEMENT – Provide a context. Provide background to how the principle
is in use.
VALUE – Detail why this principle was important?/why was it
needed?/what did let you do?/How did it help you? Or Why was it not
effective?/What did it cause?/Did it hinder you?
THIS MUST ALL RELATE TO YOUR DIG.
22. (01/06/2020)
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debbie.shaw@eastayrshire.org.uk
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Next, let’s discuss the them/focus.
Effectiveness of a PDP
A PDP is your plan to correct your area of development. For the purpose of
Higher PE you should carry out a total of two PDP’s. One should be focused
on one factor and the second on a different factor. For us, our PDP’s focus
on:
The Physical Factor and The Mental Factor.
To carry out a successful PDP you must carry out a 6 week plan that
improves your weakness. To do this you should carry out key planning
principles. To do this we follow the SOFITT acronym.
23. (01/06/2020)
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AS WE ALREADY KNOW -Finally, let’s discuss the factor.
Every question you are asked in your paper will focus on a factor. In section
1, every factor must be asked. In section 2 you can only answer on your
PDP factors….which are??????????? In section 3 there will be factors asked
but not all.
This question is asking us to Evaluate the effectiveness of a PDP
carried out for physical factors (6)
Lets look at our PDP for the Physical Factor and work through some of
these principles…
25. (01/06/2020)
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Next lets think about the areas we can evaluate:
In today’s lesson we will consider the first two principles and how they
were applied in our training and in turn whether we felt they were effective
or not.
Let us first evaluate whether or not your plan was specific to you and the
value of it.
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When creating a PD, it must be specific to several different variables.
1. DEVELOPMENT NEED: SPIKE or DIG (this means the approaches we select
are relevant and must compliment the weak area.
2. SPORT: Volleyball (it is a very technical sport that requires quick
interchanging between different complex skills so the approaches must
allow us to consolidate the technique)
3. ROLES and RESPONSIBILITIES: Many different roles required giving the
rotation of positions so the player must use approaches that will allow
them to prepare for games.
4. STAGE OF LEARNING: Everyone progresses at different paces therefore the
approach must be specific to the stage the learner is at. This will ensure
they feel suitably challenged.
27. (01/06/2020)
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DISCUSSION:
As a class discuss, what would be the problem if the performer had planned
to start their PDP by carrying out PRESSURE DRILLS as their first approach?
Answer this question (1 mark so give yourself 3 minutes)
1a) Explain which approach would be most suitable for your development
area in volleyball, if you were a beginner (1)
When answering the question, think about the content on the next slide…
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COGNITIVE ASSOCIATIVE AUTONOMOUS
This was you all in August.
You were beginners who had
to identify what you were
your strengths and what
were your weaknesses
You lacked confidence in
volleyball
You made a number of
mistakes in terms of
technique used and over
general gameplay.
To improve you would start
with simple practices that
have limited pressure such as
shadow drills and static
repetition drills
A number of you progressed
to be associative as you now
have more experience with
volleyball.
Your confidence in using
skills is increasing.
You are still making some
mistakes but fewer than at
the cognitive stage.
Your gameplay has improved
and can maintain a rally by
using a number of skills.
You would move from static
repetition drills to movement
repetition drills as well as
considering some pressure
related approaches.
At this stage you are nearing
the end of your overall
development, not just for
your weak area.
You are an accomplished
volleyball player who can
carry out most if not all skills
with confidence.
You make very few mistakes
and can play with control
and fluency.
At this stage you will
predominately use pressure
related approaches and
conditioned games.
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Example answer:
An approach that would be most suited to me and my weakness of the spike
would be Gradual Build Up. This is because, as a beginner, it breaks the skill of
the specific, which is complex, in to small, manageable parts. This means I will
be able to learn the skill in its most simplest form and gradually progress it at
my own pace. This is specific to my weak area as it focuses on the spike, it is a
skill based approach which is relevant for the sport and my development area
and as a cognitive learner it is specific to my stage of learning.
An approach that would be most suited to me and my weakness of the dig
would be Static Repetition Drills. This is because, as a beginner, allows me to
practice the skill without the pressure of movement. This allows me to focus
on the preparation, action and recovery of the skill meaning I can groove the
technique of the dig.. This is specific to my weak area as it focuses on the dig,
it is a skill based approach which is relevant for the sport and my
development area and as a cognitive learner it is specific to my stage of
learning.
31. (01/06/2020)
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Before the school closed we were at the mid-way point of our PDP
meaning we had carried out the approaches of a cognitive learner and
started some associative learner approaches. We have worked through a
range of approaches specific to your weakness.
NOW … Think about you and only you then answer the following
questions.
Were they SPECIFIC to you as a performer?
Did these approaches help you improve in volleyball?
Were these approaches relevant to your weak area?
Were these approaches well timed (too easy/too hard for your stage)?
Did you spend too long on these approaches?
Did you move on too quickly?
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How do I IDENTIFY for the first part of my answer?
Example: During my plan I felt that I was EFFECTIVE in selecting
approaches SPECIFIC to my area of development.
Approaches is the element of our plan we are going to evaluate and we
are going to talk positively about it because we have identified it as
effective.
Or
Example: During my plan I felt that the approaches I used were not
specific to my stage of learning and as such were not effective
Again, approaches is the element we are going to evaluate but in this
answer we have felt they did not work as we have stated they were not
effective.
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How do I provide JUDGEMENT for the second part of
my answer?
Dig example –
For example I used static repetition drills as a cognitive learner which
involved me standing a few feet away from my partner.
He/She would underarm feed the ball to exactly where I was standing
so I did not need to move. I would then play my dig back to them only
focusing on my technique which helped me groove the action of the
dig. I would do this for 3 sets of 5 under no pressure.
Here I have provided some context to the approach by stating what we
did but ensured I said that this helped me to groove the action.
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How do I provide VALUE for the last part of my answer?
Example: This was effective because I was able to improve the accuracy
of my digs by having a fixed target (my partner) to aim for. This was
specific to me as my General Observation Schedule indicated that my
digs were only 20% effective. As such, I needed to focus on improving
the preparation action and recover of the dig. As my accuracy increased
so to did my confidence in playing the dig.
Here I have provided some value by stating that:
1. My accuracy has improved (this has happened because it was specific
to me)
2. My confidence in playing the dig increased (This has happened
because my accuracy has improved)
Both points confirm that static repetition drills were effective to me as a
beginner because I was able to groove the technique which increased my
ability to play accurate returns and increased my level of confidence.
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Lets put the whole example together.
During my plan I felt that I was EFFECTIVE in selecting approaches SPECIFIC
to my area of development.
For example I used static repetition drills as a cognitive learner which
involved me standing a few feet away from my partner.
He/She would underarm feed the ball to exactly where I was standing so I
did not need to move. I would then play my dig back to them only focusing
on my technique which helped me groove the action of the dig. I would do
this for 3 sets of 5 under no pressure.
This was effective because I was able to improve the accuracy of my digs by
having a fixed target (my partner) to aim for. This was specific to me as my
General Observation Schedule indicated that my digs were only 20%
effective. As such, I needed to focus on improving the preparation action
and recover of the dig. As my accuracy increased so to did my confidence in
playing the dig.
1 mark
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Lets consider it from a different
perspective.
During my plan I felt that the approaches I used were not specific to my
stage of learning and as such were not effective
For example, as a class we stayed on static repetition drills for a number of
sessions and this involved me staying in the one position and playing a dig
return straight back to my feeder who would aim the ball straight to me.
What would you say in the value section?
Was this you? Did you feel this way?
What would happen to your area for development?
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Repeat the same process for the next
principle:
How do we increase the difficulty of our sessions?
To overload we could consider the following:
1. Increase intensity (We should be looking to gradually work for longer
and rest for shorter)
2. Frequency (We could look to increase the number of sessions we
carried out in a week)
3. Time (We could look to increase the length of a session)
Lets consider overload in general before considering each point from 1-3.
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NOW … Think about you and only you then answer the following
questions.
Did you effectively apply OVERLOAD?
Did you make each session harder than the last?
Was the next approach you moved on to harder than the last?
Did this help you? Could you cope with increase in difficulty? Or was it
too much for you and you started to struggle?
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Static
Repetition
drills
Cognitive Learner
• Week 1 and 2
Associative Learner
• Week 3 and 4
Autonomous
Learner
Overload – each stage that follows is more difficult.
You are increasing the level of challenge by
increasing pressure, increasing intensity, increasing
frequency and/or time.
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Evaluate how effective overload was applied in your training (1) – when
answering this you must ensure your answer coincides with your
evaluative comment for specificity.
For example – If you said in for SPECIFICITY that you the approaches
were specific to you and that they were effective then this would likely
mean that you then applied overload appropriately throughout your
PDP.
However
If you said for SPECIFICTY that the approaches were not specific to you
given you perhaps spent too long on an approach then it would mean
that overload was not applied effectively because you stayed at a level
that was too easy for too long.
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Let’s consider intensity:
We increased the intensity in a number of ways. First of all, from
looking at your PDP you will see that in weeks 1 and 2 of the plan you
afforded yourself a 1 minute rest between sets however this decreased
to 30 seconds in weeks 3 and 4. This means you were working harder as
you had less rest time (overload)
Also, whether you carried out static rep or gradual build up to begin
with, the next approach was more challenging than the last as you
increased the pressure. For GBU you moved on to continuously playing
the WHOLE spike time after time whereas before it was just in small
parts. For those who started with static rep you went on to movement
rep so you had to include movement in your preparation stage. This
was harder than standing still.
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How do I IDENTIFY for the first part of my answer?
Example: During my plan I felt that I was EFFECTIVE in progressively
applying OVERLOAD.
Overload is the element of our plan we are going to evaluate and we are
going to talk positively about it because we have identified it as effective.
Or
Example: During my plan I felt that the I did not utilise OVERLOAD well
enough in my plan.
Again, overload is the element we are going to evaluate but in this
answer we have felt they did not work as we have stated they were not
effective.
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How do I provide JUDGEMENT for the second part of
my answer?
Dig example –
For example I started by working on static repetition drills in weeks one
and two of my plan. I initially started by completing 3 sets of 5 reps
with a one minute rest in between.
As I progressed to weeks 3 and 4 I moved on to movement repetition
drills and reduced my rest time to 30 seconds. This was increasing the
intensity that I was working at and the pressure I was feeling.
However, I remained at 2 sessions a week for 30 minutes due to
timetable constraints
Here I have provided some context to the approach by stating what we
did and have mentioned the terms pressure and intensity. I have also
included a comment around frequency and time.
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How do I provide VALUE for the last part of my answer?
Remember for this stage I need to know what value overload had on
you. As such, when answering this section consider the following:
1. Did overloading the sessions help you improve your weak area?
2. Did decreasing rest time increase you ability to prepare for games?
3. Did decreasing rest time impact on your skill level?
4. Did adding pressure challenge you?
5. Did adding pressure cause you to regress?
6. Did maintaining the same frequency and time help or hinder you?
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How do I provide VALUE for the last part of my answer?
Example: By increasing the intensity I was preparing myself for carrying
out my weak skill in a game situation. I was learning to carry out the
skill time after time without such a large rest period. This would be the
case in a game therefore I was building suitable muscle memory in
weak skill. In addition, the added pressure of movement allowed me to
increase my ability to respond to different returns from the opposition,
my PAR improved in practice as I had to carry out each stage whilst
moving and this transferred to a game. However, I do feel I would have
benefitted from some more lessons on my weak area, working only
twice a week meant that I don’t feel I fully achieved all that I could in 6
weeks. For example, if I was to train 3 times on my weakness I may
have been able to add more variety to my approaches. Nevertheless, I
made improvements
1. Muscle Memory
2. Ability to carry out PAR on move
3. Lack of variety
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Lesson 4
Today we are going to examine elements of our PDP: We
will do this in four parts. This is part three.
To do this successfully we should acquire the knowledge that will
allow us to answer the following question;
Evaluate the effectiveness of a PDP carried out for physical
factors (6)
Lets break this question down in to the three main themes…
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Lets start by discussing what we mean by Evaluating Physical Education
‘Questions that ask candidates to evaluate require them to make points
that make a judgement based on criteria and determine the value of
something’.
Language is important for an evaluate. Candidates should use first person
as much as possible, they should refer to their own experience as they
should be giving their opinion. To do this the candidate must IDENTIFY,
provide JUDGEMENT and then provide VALUE.
IDENTIFY – State whether the principle is EFFECTIVE or NOT EFFECTIVE.
JUDGEMENT – Provide a context. Provide background to how the principle
is in use.
VALUE – Detail why this principle was important?/why was it
needed?/what did let you do?/How did it help you? Or Why was it not
effective?/What did it cause?/Did it hinder you?
THIS MUST ALL RELATE TO YOUR DIG.
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Next, let’s discuss the theme/focus.
Effectiveness of a PDP
A PDP is your plan to correct your area of development. For the purpose of
Higher PE you should carry out a total of two PDP’s. One should be focused
on one factor and the second on a different factor. For us, our PDP’s focus
on:
The Physical Factor and The Mental Factor.
To carry out a successful PDP you must carry out a 6 week plan that
improves your weakness. To do this you should carry out key planning
principles. To do this we follow the SOFITT acronym.
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AS WE ALREADY KNOW -Finally, let’s discuss the factor.
Every question you are asked in your paper will focus on a factor. In section
1, every factor must be asked. In section 2 you can only answer on your
PDP factors….which are??????????? In section 3 there will be factors asked
but not all.
This question is asking us to Evaluate the effectiveness of a PDP
carried out for physical factors (6)
Lets look at our PDP for the Physical Factor and work through some of
these principles…
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Next lets think about the areas we can evaluate:
In today’s lesson we will consider the next principle and how it was applied
in our training and in turn whether we felt they were effective or not.
Let us first evaluate whether the targets were effective or not.
LETTER PRINCIPLE DEFINITION
T TARGETS This first T stands for TARGETS. Throughout our plan we must make
SHORT and LONG TERM Targets. These Targets will provide the
direction for our PLAN. Our SHORT TERM TARGET provides the
direction for each of our SESSIONS whilst our LONG TERM TARGETS
provides the direction for our WHOLE PLAN. These Targets must also
be aspirational yet realistic, they must motivate and challenge whilst
always remaining specific to our needs
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When creating a PDP, our targets must be;.
1. RELATED TO OUR DEVELOPMENT NEED: SPIKE or DIG (this means the
targets we set are relevant and must compliment the weak area.
2. ASPIRATIONAL : (The target should be one that motivates you to achieve
more than you have at the moment)
3. REALISITIC: Our targets must be achievable for us to try and reach but also
challenging enough that we are being pushed each session
4. STAGE OF LEARNING: Everyone progresses at different paces therefore the
target must be specific to the stage the learner is at. This will ensure they
feel suitably challenged.
LETTER PRINCIPLE DEFINITION
T TARGETS This first T stands for TARGETS. Throughout our plan we must make SHORT
and LONG TERM Targets. These Targets will provide the direction for our
PLAN. Our SHORT TERM TARGET provides the direction for each of our
SESSIONS whilst our LONG TERM TARGETS provides the direction for our
WHOLE PLAN. These Targets must also be aspirational yet realistic, they
must motivate and challenge whilst always remaining specific to our needs
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Before the school closed we were at the mid-way point of our PDP
meaning we had carried out numerous sessions and also had monitored
our progress during each session. We have worked through a range of
approaches specific to your weakness and were able to set both short
term (after each session to plan for the next) and long term targets (at
the beginning of our PDP which we hoped to achieve by the end).
NOW … Think about you and only you then answer the following
questions.
Were the targets relevant to you in volleyball?
Did these targets challenge you each session?
Were these targets relevant to your weak area?
Were these targets realistic? (too easy/too hard for your stage)?
Did you overestimate your ability and not reach your target?
Did you change your target too quickly??
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How do I IDENTIFY for the first part of my answer?
Example: During my plan I felt that I was EFFECTIVE in setting both
short and long term TARGETS during my PDP.
Targets is the element of our plan we are going to evaluate and we are
going to talk positively about it because we have identified it as effective.
Or
Example: During my plan I felt that the TARGTES I set were not
appropriate to my needs as such were not effective
Again, TARGETS is the element we are going to evaluate but in this
answer we have felt they did not work as we have stated they were not
effective.
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How do I provide JUDGEMENT for the second part of
my answer?
Dig example –
For example, I set a short term target on week three to achieve 4/5
successful dig back to my partner in at least two sets during my
repetition drills.
My partner would stand facing me with their back to the net, I would
have to move around a cone and back to the middle of the court and
perform my dig back to my partner. For it to be considered successful,
my dig must be high and accurate back to my partner for them to catch
above their head. This increased my motivation during training as I had
a goal to work towards
Here I have provided some context to the approach by stating what we
did but ensured I said that this helped me stay motivated.
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How do I provide VALUE for the last part of my answer?
Example: This was effective because I was able to improve the accuracy
of my digs by having a target (my partner) to aim for. These targets
helped keep me motivated throughout my session as I wanted to
ensure that I was achieving my success rate of 4/5 in at least two sets.
As such, I was always giving maximum effort when training which
helped me to develop my dig much quicker than I would have had I not
set targets. As my accuracy increased I was able to make my targets
more challenging to ensure I was pushing myself every lesson, with
each short term target taking me closer to my long term target.
Here I have provided some value by stating that:
1. My accuracy has improved (this has happened because it was specific to me)
2. My motivation during lessons increased(This has happened because I had a
target to try and achieve)
Both points confirm that my targets were effective because I was more motivated
during training which increased my ability to play accurate returns and allowed me
to challenge myself each lesson.
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Lets put the whole example together.
During my plan I felt that I was EFFECTIVE in setting both short and long term
TARGETS during my PDP.
For example, I set a short term target on week three to achieve 4/5 successful dig
back to their partner in at least two sets during my repetition drills. My partner
would stand facing me with their back to the net, I would have to move around a
cone and back to the middle of the court and perform my dig back to my partner. For
it to be considered successful, my dig must be high and accurate back to my partner
for them to catch above their head. This increased my motivation during training as I
had a goal to work towards.
This was effective because I was able to improve the accuracy of my digs by having a
target (my partner) to aim for. These targets helped keep me motivated throughout
my session as I wanted to ensure that I was achieving my success rate of 4/5 in at
least two sets. As such, I was always giving maximum effort when training which
helped me to develop my dig much quicker than I would have. As my accuracy
increased I was able to make my targets more challenging to ensure I was pushing
myself every lesson.
1 mark
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Lesson 9
Today we are going to examine elements of our PDP: We
will do this in four parts. This is part four.
To do this successfully we should acquire the knowledge that will
allow us to answer the following question;
Explain how your progress in your PDP could be negatively impacted
by the physical factor (4)
Lets break this question down in to the three main themes…
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Lets start by discussing what we mean by Explaining Physical Education
‘Questions that ask candidates to explain require them to make points that
relate cause and effect and/or make relationships between things clear.
This explanation may be the product of a process that includes evaluation
and/or analysis’
Language is important for an explain. Candidates should use first person as
much as possible and provide cause (example) and effect (impact). You
should provide detail as to why you have done something. To do this you
should use the PEgI structure
POINT – Reword the question to provide your starting sentence
EXAMPLE – Provide an example of how the physical factor may be
impacting progress made in a PDP – What is happening
IMPACT – What has happened to your progress as a result? What impact
has it had?
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Next, let’s discuss the them3/focus.
Impact on progress
From start to finish you will make progress in your PDP. However, this
progress will rarely go according to plan at all times. There may be bumps
in the road. What could cause these bumps?
Could the physical factor contribute to slower progress?
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AS WE ALREADY KNOW -Finally, let’s discuss the factor.
Every question you are asked in your paper will focus on a factor. In section
1, every factor must be asked. In section 2 you can only answer on your
PDP factors….which are??????????? In section 3 there will be factors asked
but not all.
This question is asking us to Explain how your progress in your PDP
could be negatively impacted by the physical factor (4)
Lets look at our PDP and think are there times that the physical factor
could impact it?
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The Physical Factor:
Let’s consider your plan:
You had a weak area identified which was your skill. For some it was the volley or dig
and for others it was the spike.
We know that your technique was incorrect and your accuracy was poor but could
features from the physical factor limit your progress?
Could physical features from your team mates or group members also impact your
progress?
Let’s look at the list of features on the next slide and think if these features were low
could impact progress in a PDP and why?
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The Physical Factor:
YOU FEEDER/TEAM MATE
SPEED SPEED
POWER POWER
ACCURACY ACCURACY
CRE CRE
MUSCULAR ENDURANCE MUSCULAR ENDURANCE
AGILITY AGILITY
STRENGTH STRENGTH
SKILL LEVEL SKILL LEVEL
IF YOU OR A PARTNER IS LACKING IN ANY OF THESE FEATURES COULD THIS LIMIT YOUR
PROGRESS? WHICH ONES COULD IMPACT PROGRESS AND WHAT IMPACT WOULD THIS
HAVE ON YOU?
TAKE 5 MINUTES TO IDENTIFY WHICH FEATURES WOULD BE MOST LIKELY TO AFFECT
PROGRESS?
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The Physical Factor:
PARTNER/GROUP/TEAM MEMBER
For Gradual Build Up and Repetition Drills you relied on group
members. What would happen to your ability to carry out an approach
effectively if your group member lacked:
1. An accurate feed?
Discuss…
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The Physical Factor:
Explain how your progress in your PDP could be negatively impacted
by the physical factor (4)
POINT – My progress in developing my spike in the physical factor
could be negatively impacted if my partner lacks accuracy in their
ability to feed the ball to me.
EXAMPLE – When carrying out my static repetition drill I relied on my
partner playing an accurate feed to me across the line of the net.
However, my partner was unable to throw the ball to the right area
consistently for me.
IMPACT – How could this IMPACT YOU? Think about you carrying out
the approach – could you get to the ball? could you reach it? could you
make good contact? Could you carry out the P.A.R?
COMPLETE AN IMPACT AND SHARE WITH THE CLASS!!!!
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The Physical Factor:
YOU
For Gradual Build Up and Repetition Drills you are required to carry out
the action of the spike, volley or dig time after time. However, what
would happen if you lacked in any of the following areas?
1. CRE?
2. MUSCULAR ENDURANCE?
3. POWER (SPIKE)?
Discuss…
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The Physical Factor:
Explain how your progress in your PDP could be negatively impacted
by the physical factor (4)
POINT – My progress in developing my spike in the physical factor
could be negatively impacted by the lack of power I have in my legs.
EXAMPLE – To play an effective spike I must jump and make contact
with the ball at it’s highest point however during practice I am unable to
jump high enough to reach my partner feed.
IMPACT – How could this IMPACT YOU? Think about you carrying out
the approach – could you get to the ball? could you reach it? could you
make good contact? Could you carry out the P.A.R?
COMPLETE AN IMPACT AND SHARE WITH THE CLASS!!!!
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The Physical Factor:
Explain how your progress in your PDP could be negatively impacted
by the physical factor (4)
POINT – My progress in developing my dig in the physical factor could
be negatively impacted by the lack of muscular endurance during
movement repetition drills.
EXAMPLE – When carrying out a repetition drill for the dig I need to
move to the ball, bend my knees, play the dig and return. I would then
need to repeat this time and time again which can be tiring.
IMPACT – How could this IMPACT YOU? Think about you carrying out
the approach – could you get to the ball if your legs tire? could you
reach it? could you make good contact? Could you carry out the
P.A.R? What would happen to your skill level?
COMPLETE AN IMPACT AND SHARE WITH THE CLASS!!!!
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The Physical Factor:
Explain how your progress in your PDP could be negatively impacted
by the physical factor (4)
How to answer this successfully:
We know that this question is an explain so you should use your
PEgI structure. It is unlikely that there will be 4 features from the
physical factor impacting your progress but it may be the case
that there could be 2. A suggestion would be to consider one of
the following three structures when answering this question.
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The Physical Factor:
Explain how your progress in your PDP could be negatively impacted
by the physical factor (4)
How to answer this successfully:
Structure 1
Point
Example – YOU LACK…
Impact ON PROGRESS
Develop Impact
Example – PARTNER
LACKS…
Impact 1
Develop Impact
Structure 2
Point
Example – YOU LACK
Impact ON PROGRESS
Develop Impact
Example – YOU ALSO
LACK
Impact ON PROGRESS
Develop Impact
Structure 3
Point
Example – PARTNER
LACKS
Impact ON PROGRESS
Develop Impact
Example – PARTNER
ALSO LACKS
Impact ON PROGRESS
Develop Impact
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The MENTAL Factor:
Lets think about the MENTAL FACTOR
YOU FEEDER/TEAM MATE
DECISION MAKING DECISION MAKING
CONCENTRATION CONCENTRATION
LEVEL OF AROUSAL LEVEL OF AROUSAL
MENTAL TOUGHNESS MENTAL TOUGHNESS
PROBLEM SOLVING PROBLEM SOLVING
IF YOU OR A PARTNER IS LACKING IN ANY OF THESE FEATURES COULD THIS LIMIT YOUR
PROGRESS? WHICH ONES COULD IMPACT PROGRESS AND WHAT IMPACT WOULD THIS
HAVE ON YOU?
TAKE 5 MINUTES TO IDENTIFY WHICH FEATURES WOULD BE MOST LIKELY TO AFFECT
PROGRESS?
