Standard Grade Activities
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The document discusses various aspects of activities including team and individual activities, competitive and non-competitive activities, roles in activities such as player and official, rules that govern activities, and how activities may be adapted for children. It provides examples and definitions for key terms related to analyzing and participating in physical activities.
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The document discusses adapting activities to make them more accessible for beginners or younger participants. It provides examples of how to adapt activities in football by reducing the playing area or number of players to make it less demanding physically. Other adaptations mentioned include using smaller equipment like rackets or balls to make activities easier. The document also discusses using conditioned games, which change the typical rules to focus on specific skills, like passing drills in basketball that ban dribbling.
Pe11.4 (1)
The document is a student activity sheet for a Physical Education 11 module focusing on skill-related fitness. It includes definitions of the six components of skill-related fitness: agility, balance, coordination, power, speed, and reaction time. The activity has students perform various exercises for 30 seconds each to improve different skill-related fitness components while monitoring their heart rate before and after. Students then analyze which activities elevated their heart rate the most and identify the specific fitness components worked on by each activity.
Periodization in Academy Rugby Players
Periodization refers to structuring training into blocks or periods to continually stress and challenge the body. While classical periodization takes a linear approach, it may be too rigid for team sports with regular games. A more flexible and reactive approach is needed to account for the many individual factors that influence an athlete's response to training. Coaches should embrace fluidity and focus on physical development, especially for young athletes when games are less important, to provide an athletic foundation and protective qualities for future performance and injury prevention. The principles of reversibility and physiology should guide programming decisions over rigid adherence to predetermined plans.
30 Years coaching competitive tennis players
Over the course of 30 years coaching competitive tennis, the author has learned that coaching is about more than just developing individual players' skills. It involves educating parents, creating a systematic approach that integrates technical, tactical and performance optimization, and accepting that players will come and go over time as their needs change. The author emphasizes repetition and giving new ideas enough time to work, noting that concepts seen as "ridiculous" decades ago are now common practice. Overall, the document outlines the author's philosophy of coaching as an ongoing process with constant challenges to overcome.
Coaching theory
The document discusses various aspects of coaching including having three main objectives of winning, fun, and development. It also discusses coaching styles, communication skills, dealing with misbehavior, teaching skills, managing relationships, and risk management strategies to avoid legal issues. The goal is to provide guidance to coaches on creating a positive learning environment.
Plan 2019 20 pdf
I like to share the Football curriculum I created for the government schools in Rajasthan, fell free to contact me for any query or feedback, hope you like it
Fencing Lesson Plan-JYoung-002
This document provides a lesson plan for a sixth grade physical education class on fencing. The lesson plan outlines objectives, standards, materials, and procedures. It includes a warm-up, stretching, and two parts for the lesson body focusing on fencing footwork and form. The lesson teaches fencing skills and concepts like the lunge, en garde position, attacks, parries, and counterattacks through teacher instruction, activities like shadow fencing, and discussion of etiquette and rules. The goal is for students to learn and apply fencing techniques and understand their benefits for physical fitness, motor skills, and responsible behavior.
coaching theory
This document discusses various topics related to coaching theory and sports coaching. It covers three major objectives of coaching which are having a winning team, helping athletes have fun, and helping with athlete development. It also discusses coaching styles, keys to successful coaching, communication skills, using rewards and dealing with misbehavior, teaching skills, and managing relationships. Throughout it provides examples and details for effectively coaching young athletes.
Strategic intervention material
This document introduces a strategic intervention material for teaching basketball. It contains objectives, activities, and assessments to help students understand the rules of basketball and benefits of team sports. The activities include a message relay game to teach referee signals and having students officiate sample basketball games. Assessments evaluate the physical, emotional, mental and social benefits of playing basketball with family.
PEShare.co.uk Shared Resource
This document defines and distinguishes between gross motor abilities and psychomotor abilities. It explains that abilities are inherited traits that underlie and support skills, though abilities alone do not guarantee success - skills must be developed through practice. The document outlines Fleishman's classifications of gross motor abilities like strength, flexibility, and balance. It also covers psychomotor abilities involving information processing and movement, such as reaction time, aiming, and coordination. Current research suggests there is no single "sporting ability" and success requires the right combination of specific abilities for each skill.
Coaches as extrinsic motivators and supporter of intrinsic development
A presentation about motivation, the coach's role as an extrinsic motivator and how to support intrinsic motivation within athletes.
Skills and abilities and skill classification
Here are some abilities and skills for soccer classified along continua:
Abilities: Agility, balance, coordination, speed, power, endurance, flexibility
Skills:
1. Dribbling (continuous, internally paced, closed)
2. Passing (discrete, externally paced, open)
3. Shooting (discrete, internally paced, open)
4. Heading (discrete, externally paced, open)
5. Tackling (discrete, externally paced, open)
6. Throw in (discrete, externally paced, open)
7. Goalkeeping (continuous, internally paced, closed)
8. Defending (continuous, externally paced
CHAPTER 01,2,3.pptx
This document provides an overview of different categories and classifications of motor skills in sport. It discusses key concepts related to motor skills including skill acquisition, motor control, and categories of skills. Various classification systems are presented that categorize skills based on factors like precision of movement, discreteness of beginning and end, and environmental stability. Continuums are also described that place skills on scales regarding characteristics such as muscle involvement, environmental effects, pacing, and complexity. The classifications systems aim to better understand the nature of different motor skills.
Document converted
This document discusses factors that can lead to peak performance in sports. It identifies technical factors like quality preparation, mastering individual skills, high fitness levels, understanding overall team play, and minimizing errors. It emphasizes the importance of quality preparation, developing basic skills before complex plays, maintaining a high level of fitness even at the professional level, and ensuring players understand tactics rather than just executing plays. The document suggests these technical factors, when properly applied, can help athletes and coaches achieve peak performance in sports.
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Skills and abilities and skill classification 2014
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Coaches as extrinsic motivators and supporter of intrinsic development
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Standard Grade Activities
- 6. Task Many team mates 2-team mates Team Activity “ On my own” Totally alone Individual Activity
- 15. Task Description of Job Activity Official
- 49. Task Gymnastics High Jumper Judge in javelin competition Rugby Physical Quality Activity/Role
- 52. Task Captain of a hockey team Marathon runner having a bad race Gymnast learning a new skill Spotter at a trampette Personal Quality Activity/Role
- 60. CONGRATULATIONS MOVE ONTO SECTION 2 THE BODY IN ACTION.