As long as a clear link to strategies/tactics can be made, it is perfectly ... a near
post corner/penalty corner to the edge of the circle as a set play in football/hockey
.
A-level Physical Education PHED4 Strategies and Tactics This aspect of PHED 4 (ie Assessment Area 3 for a performer and coach) is sometimes causing confusion particularly, though not exclusively, with Category 3 activities. (eg gymnastics/ trampolining). Clarification of how Assessment Area 3 can be assessed in Section A and applied in B+C is therefore required. As long as a clear link to strategies/tactics can be made, it is perfectly acceptable to cover a skill/technical aspect of performance for Assessment Area 3. If such an approach is taken with a focus on the technique/skill, it is important to outline their own role in it (performer) or that of a named performer (coach). Perhaps this is best understood by giving a number of possible applications in different activities/categories. (NB- Assessment of these in performance/coaching situations is the focus for Section A, whilst in B+C the same structure is followed but in a written/verbal format similar to when completing Assessment Areas 1+2.)
Examples Netball Taking of a centre pass (and performer role in it/role in it of a named performer if a coach) in netball as a set play/restart Football/hockey The taking of a near post corner/penalty corner to the edge of the circle as a set play in football/hockey. Cricket Bowling a Yorker “at the death” in a limited over’s match when the opposition are after quick runs. Swimming Breathing strategy/technique towards the end of a race when speed is essential to catch up an opponent. Athletics Description of technique used at the start of a race to establish the “position desired” as part of a race plan. Trampolining/gymnastics Technical performance/analysis of a “relatively high tariff” move vault (etc) in a competitive situation following the strategic decision to potentially put pressure on opponents by posting a high score!
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