Curriculum Portal

neurologyYou need to know

• A skill is a learned ability to achieve a sporting outcome, while a technique is the specific method used to perform that skill.
• A performance strength is an aspect completed consistently and effectively, whereas a weakness is an aspect that limits performance and requires improvement.
• Sporting performance should be reviewed using specific evidence about accuracy, consistency, control, fluency, decision-making and success in competitive situations.
• A tactic is a specific action used to gain an advantage during performance, while a strategy is the broader plan used to achieve an overall objective.
• Creativity involves producing an effective and appropriate response to a performance problem, while compositional ideas concern how movements are selected, ordered and linked.
• Effective decision-making involves selecting an appropriate skill or tactic in response to factors such as space, opponents, team-mates, score and stage of the activity.
• Arousal is a performer’s level of mental and physical activation, and performance can decline when the performer is under-aroused or over-aroused rather than at their optimum level.
• Maintaining performance requires concentration, confidence, appropriate arousal and the ability to continue applying skills and decisions consistently under pressure.
• Fixed practice repeats a skill in the same conditions, whereas variable practice changes factors such as distance, speed, position, pressure or opposition.
• Whole practice involves performing an entire skill or activity, whereas part practice separates it into sections before the sections are combined.
• An action plan should identify a specific weakness, set a clear performance goal, state the session length and timescale, and include suitable drills, technical points and progressions.
• A pre-test establishes a baseline before training, while a comparable post-test provides evidence of whether performance has improved.
• Progressive drills retain the same performance objective but become more challenging through controlled changes such as reduced space, increased speed, greater distance, time limits or added opposition.
• A training programme logbook provides evidence of participation and records what was completed, what went well, what was difficult and what should change next.
• A hazard is a potential source of harm, risk is the likelihood and possible severity of that harm, and a control measure is an action taken to reduce the risk.
• A comprehensive risk assessment considers participants, facilities, equipment, clothing, supervision, first aid, emergency procedures and corrective actions.
• An effective sports activity session plan includes objectives, timings, an introduction, a warm-up, progressive drills, a conditioned activity, a cool-down, teaching points, organisation and equipment.
• A warm-up should progressively include a pulse raiser, mobility activities, dynamic stretching and activity-specific skill rehearsal.
• A conditioned game changes rules, space, scoring or player numbers so that participants repeatedly apply the session’s targeted skill or tactic in a realistic situation.
• An effective leader communicates clearly, demonstrates accurate technical points, organises participants and equipment safely, monitors performance, gives feedback and adapts the plan when required.

• Maintain participation and training logbooks that accurately record activities, outcomes, difficulties and next steps.
• Analyse skills, techniques, tactics and strategies in a chosen sport, categorising them as strengths or weaknesses and justifying each judgement with specific performance evidence.
• Apply suitable skills, tactics and decisions in conditioned sporting situations with accuracy, fluency and consistent focus under pressure.
• Design valid pre-tests and post-tests that measure the same identified weakness under comparable conditions and produce quantitative or clearly observable results.
• Select and apply fixed, variable, whole or part practice methods that directly address the demands of an identified performance weakness.
• Create and implement action plans for two separate weaknesses, using six linked drills for each weakness with clear technical points and appropriate increases in difficulty.
• Evaluate an action plan by comparing pre-test and post-test evidence, judging the effectiveness of its drills and proposing justified improvements.
• Complete a personalised risk assessment by identifying hazards, rating relevant risks and specifying practical control measures and corrective actions.
• Plan a safe sports activity session with appropriate objectives, timings, warm-up, progressive drills, conditioned activity, cool-down, teaching points, organisation and resources.
• Lead and review a sports activity session by giving clear instructions and demonstrations, monitoring safety and performance, adapting activities confidently, and justifying future alterations.