GCSE PE
QUESTIONS FOR THE
CONTROLLED ASSESSMENT
Assessment criteria for controlled assessment task for Section 2.2: Analysis of performance
2.2.1: RULES, REGULATIONS AND TERMONOLGY
0
Performance not worthy of credit.
1
Students demonstrate some knowledge of the basic rules and regulations and their roles in physical
activity and make use of simple terminology appropriate to the activity.
2
Students demonstrate a sound knowledge but may falter on the more complex rules and/or regulations of
the activity. They have an understanding of the basic terminology but falter on the more technical aspects.
Where students present work in a written format it may show weaknesses in grammar, spelling and
punctuation. Technical language will be used, but not always accurately.
3
Students demonstrate a clear understanding of the rules and regulations of competition. They will, on the
whole, use correct terminology. Where students present work in a written format it will, on the whole, be
grammatically sound and spelling and punctuation will be accurate. Technical language will be largely
accurate.
4
Students demonstrate a clear understanding of the rules and/or regulations of competition and the ability
to apply them. They show a clear understanding of the technical terms appropriate for the activity at this
level. Where students present work in a written format grammar, spelling and punctuation will be accurate.
Appropriate technical language will be correctly used.
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
0
Performance not worthy of credit.
1
Students may describe what they have seen but not analyse the performance.
2
Students will make a sound observation and are able to analyse simple, but not technical, aspects of
techniques, movements, tactics or strategies. Where students present work in a written format it may show
weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always
accurately.
3
Students will make a detailed observation and analyse performance making use of a variety of recognised
techniques applicable to the activity. Where students present work in a written format it, on the whole, be
grammatically sound and spelling and punctuation will be accurate. Technical language will be largely
accurate.
Students will observe and analyse performance and make and use a variety of recognised techniques.
4
They link detailed analysis of all aspects into comprehensive feedback. Where students present work in a
written format grammar, spelling and punctuation will be accurate. Appropriate technical language will be
correctly used.
2.2.3: EVALUATE PERFORMANCE
0
Performance not worthy of credit.
1
Students will identify and evaluate only the very basic strengths and areas for improvement in
performance.
2
Students will evaluate performances and compare one with another, indicating strengths and areas for
improvement. They will refer to the perfect model, but sometimes inaccurately. Where students present
work in a written format it may show weaknesses in grammar, spelling and punctuation. Technical
language will be used, but not always accurately.
3
Students will make a good assessment of the strengths and areas for improvement in performances. They
can evaluate and give a good explanation against the perfect model. Where students present work in a
written format it will, on the whole, be grammatically sound and spelling and punctuation will be accurate.
Technical language will be largely accurate.
4
Students will evaluate, the strengths and limitations of performances, accurately against the perfect model.
They provide a detailed evaluation that will link all aspects of the analysis into comprehensive and detailed
feedback. Where students present work in a written format grammar, spelling and punctuation will be
accurate. Appropriate technical language will be correctly used.
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
0
Performance not worthy of credit.
1
Students will suggest simple strategies and practices to improve skills and/or performance.
2
Students will suggest simple practices to improve basic skills in order to improve performance. They can
plan simple strategies and explain basic tactics. Where students present work in a written format it may
show weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always
accurately.
3
Students will make sound suggestions to improve skills and/or performance. They will suggest and discuss
tactics to take performance to a higher level. They will have sound evidence of a structured quantitative
analysis for some aspect of their physical activity. Where students present work in a written format it will,
on the whole, be grammatically sound and spelling and punctuation will be accurate. Technical language
will be largely accurate.
4
Students demonstrate a very good knowledge of and ideas for practices to improve performance. They
plan more complex strategies and explain advanced tactics to improve performance. They have very good
and clear documentation for the analysis. They will evaluate the evidence and suggest ways to improve
performance on the basis of this evidence. Where students present work in a written format grammar,
spelling and punctuation will be accurate. Appropriate technical language will be correctly used.
BASKETBALL
2.2.1: RULES, REGULATIONS AND TERMONOLGY
1. How do you start a game?
2. Give 3 time limitations that exist during a game
3. How long does a game last?
4. What is a personal foul?
5. What is a technical foul?
6. What happens if a player is fouled whilst trying to shoot?
.
7. What is the half court rule?
8. Describe what a fast break is.
9. Explain the role of two different players on a team e.g. guard, centre
10. Discuss the difference between zone and man-to-man marking
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
1. Having watched the player perform, give one strength and one weakness in his play.
2. What would you consider were your main strengths?
3. What is your main weakness?
4. How can you improve on your weakness?
5. Having watched a player perform, what limitations did you pick out?
6. Give a detailed analysis of the player’s performance.
2.2.3: EVALUATE PERFORMANCE
1. Describe the perfect lay-up shot.
2. Describe how to dribble under control.
3. How does a player would take the perfect free throw?
4. What does a player do when performing a chest pass or an overhead pass?
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
1. How would you set up a practice with 10 players to improve their passing and movement?
2. Describe a practice you could use to improve a players lay up.
3. How would you develop this practice from a basic one to a more realistic one that is related directly
to what the players would be doing in the game situation?
4. How would you go about improving a basketball player’s ability to keep sprinting at intervals during
a game?
5. What would you suggest to a basketball player, to improve their match stamina?
6. If I wanted to improve my ability to score baskets, what practice would you set up for me? How
could you develop this to make it more like a real game situation?
7. Why is it important to make these practices as like the real game situation as possible?
8. How could you develop most practices from easy to more difficult?
ROUNDERS
2.2.1: RULES, REGULATIONS AND TERMONOLGY
1. Explain the lay-out of a rounders pitch.
2. How many players on each team?
3. Explain what the five ways of scoring are.
4. Give three ways in which a half a rounder can be awarded.
5. What is a ‘no ball’?
6. Give 3 ways in which a player can be out.
7. What happens when there is only one batter remaining?
8. Explain the rules relating to the following:-
Bowler
Batter
Running around the bases
Hitting the ball backwards
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
1. Having watched the player perform, give one strength and one weakness in his/her play.
2. What would you consider were your main strengths?
3. What is your main weakness?
4. How can you improve on your weakness?
5. Having watched a player perform, what limitations did you pick out?
6. Give a detailed analysis of the player’s performance
2.2.3: EVALUATE PERFORMANCE
1. Explain the technique involved in the following
-
Bowling action
Straight hit
Long barrier position in fielding
2. Describe how to throw the ball over-arm
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
1. Explain why a team might not have a fielder at 1st base or 3rd base.
2. Explain how the person who is removed from 3rd base might be able to still be used at the base.
3. What role should the captain of the team have? What characteristics should he show and how
should he do this?
4. Describe the role of the backstop.
5. Suggest a fielding formation.
6. Describe the tactics of the game for a batter about to hit the ball.
7. Describe tactics when running between bases.
8. How would you set up a practice with 8 players to improve their batting?
9. How would you develop this practice from a basic one to a more realistic one that is related directly
to what the players would be doing in the game situation?
10. How would you go about improving a rounders player’s ability to move at speed around the bases?
11. How could you improve a rounders player’s ability to throw the ball a long distance?
FOOTBALL
2.2.1: RULES, REGULATIONS AND TERMONOLGY
1. Give three reasons for awarding a penalty?
2. What are the rules relating to a free kick?
3. When is a player in an offside position?
4. When does this rule not count?
5. What happens at a free kick if a defending player shows decent?
6. Give two reasons for awarding an indirect free kick
7. What must happen when a penalty kick is being taken?
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
1. Having watched the player perform, give one strength and one weakness in his play.
2. What would you consider were your main strengths?
3. What is your main weakness?
4. How can you improve on your weakness?
5. Having watched a player perform, what limitations did you pick out?
6. Give a detailed analysis of the player’s performance.
2.2.3: EVALUATE PERFORMANCE
1. Describe the perfect lofted pass over a 20 metre distance.
2. Describe how to control the ball on the thigh.
3. How does a player take the perfect free kick that curls into the corner of the goal?
4. What does a player do when performing an attacking header?
5. Describe good technique for a player dribbling the ball at pace.
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
1. Explain 3 different free kick routines that you could use to confuse the opponents.
2. What tactics might you use if your team had a corner?
3. Why might a team play with a sweeper?
4. What other formations might a team use and explain why?
5. When would you play a lofted pass?
6. During a goal kick, what tactics might each team use and why?
7. When faced with a one on one situation, what individual tactics would you use to try to beat your
opponent?
8. How would you set up a practice with 10 players to improve their passing and control under
pressure?
9. Describe a practice you could use to improve a players chest control.
10. How would you develop this practice from a basic one to a more realistic one that is related directly
to what the players would be doing in the game situation?
11. How would you go about improving a soccer player’s ability to keep sprinting at intervals during a
game?
12. What would you suggest to a soccer player, to improve their match stamina?
13. If I wanted to improve my ability to score goals, what practice would you set up for me? How could
you develop this to make it more like a real game situation?
14. Why is it important to make these practices as like the real game situation as possible?
CRICKET
2.2.1: RULES, REGULATIONS AND TERMONOLGY
1. Describe 5 ways of being out.
2. Why might an umpire call a no ball?
3. What signal does he give?
4. How does an umpire signal bye / dead ball / 6 runs / wide?
5. What rule applies to the fielding team during the first 15 overs of a one day match?
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
1. What qualities do you feel that a captain needs?
2. How would the captain ensure that his team plays to the best of their ability?
3. Describe the perfect model for the Pull Shot.
4. Describe the Perfect Model for the Off Drive.
2.2.3: EVALUATE PERFORMANCE
1. What are your strengths and weaknesses?
2. How could you work on improving your pull shot?
3. How could a bowler work on improving his line and length?
4. How would a leg spin bowler hold the ball?
5. How would a bowler, bowling an out swinger, hold the ball?
6. What is the popping crease?
7. What is the return crease?
8. Describe how you would perform the Long Barrier and why would you use this technique?
9. When catching a ball at long off, what technique would you use and why?
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
1. Why would you move a player to deep square leg / 4th slip / silly mid on?
2. When would you bowl your spinners during a game?
3. How could a fast bowler use tactics against the batsmen?
4. When would you play a square cut / pull shot / on drive?
5. When would you leave the ball alone?
6. When would you play an off spinner?
7. Where do the following fielders stand?
- Third man
- Square leg
- Point
- Cover
- mid on/off
- silly mid on
- slip
- gully
- fine leg
RUGBY
2.2.1: RULES, REGULATIONS AND TERMONOLGY
1. How do you start a game?
2.
3. Give 3 time limitations that exist during a game
4. How long does a game last?
5. Which player puts the ball into the scrum?
6. Name two ways of scoring points
7. Give two reasons for a scrum
8. How far away from a penalty must opponents stand?
9. What is given when a defender takes the ball in goal and touches it down
10. What is formed when players bind around a player who is holding the ball?
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
1. Having watched the player perform, give one strength and one weakness in his play.
2. What would you consider were your main strengths?
3. What is your main weakness?
4. How can you improve on your weakness?
5. Having watched a player perform, what limitations did you pick out?
6. Give a detailed analysis of the player’s performance.
2.2.3: EVALUATE PERFORMANCE
1. Describe how you would execute a front tackle
2. Describe how to tackle from the side
3. How does a player perform a pass whilst running
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
1. How would you set up a practice with 10 players to improve their passing and movement?.
2. Describe a practice you could use to improve a players passing under pressure.
3. How would you develop this practice from a basic one to a more realistic one that is related directly
to what the players would be doing in the game situation?
4. How would you go about improving a Rugby player’s ability to keep sprinting at intervals during a
game?
5. What would you suggest to a Rugby player, to improve their match stamina?
6. If I wanted to improve my ability to ruck effectively, what practice would you set up for me? How
could you develop this to make it more like a real game situation?
7. Why is it important to make these practices as like the real game situation as possible?
8. How could you develop most practices from easy to more difficult?
BADMINTON
2.2.1: RULES, REGULATIONS AND TERMONOLGY
1.
What are the service areas for singles and doubles?
2.
Are the court lines in or out when the shuttle lands on them?
3. Name 2 attcking strokes
4. Name 2 types of serve
5. Must the serve be played underarm or overarm?
6. What is the name given to high shots to the rear of the court?
7. Name 2 service faults
8. Which shots are often disguised as smashes?
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
1. Having watched the player perform, give one strength and one weakness in his/her play.
2. What would you consider were your main strengths?
3. What is your main weakness?
4. How can you improve on your weakness?
5. Having watched a player perform, what limitations did you pick out?
6. Give a detailed analysis of the player’s performance
2.2.3: EVALUATE PERFORMANCE
1. Explain the technique involved in the following
2. Describe how to effectively move around the court
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
1. Describe a practice you would use to improve a players movement around the court.
2. How would you improve a players short serve?
3. How would you develop this practice from a basic one to a more realistic one that is related directly
to what the players would be doing in the game situation?
4. How would you improve a players ability to play for longer without fatigue.
5. How would you improve a players power in the overhead clear or smash shot?
6. Describe how you would play a rally to force your opponent into the net.
GCSE PE
QUESTIONS FOR THE
CONTROLLED ASSESSMENT
Assessment criteria for controlled assessment task for Section 2.2: Analysis of performance
2.2.1: RULES, REGULATIONS AND TERMONOLGY
0
Performance not worthy of credit.
1
Students demonstrate some knowledge of the basic rules and regulations and their roles in physical
activity and make use of simple terminology appropriate to the activity.
2
Students demonstrate a sound knowledge but may falter on the more complex rules and/or regulations of
the activity. They have an understanding of the basic terminology but falter on the more technical aspects.
Where students present work in a written format it may show weaknesses in grammar, spelling and
punctuation. Technical language will be used, but not always accurately.
3
Students demonstrate a clear understanding of the rules and regulations of competition. They will, on the
whole, use correct terminology. Where students present work in a written format it will, on the whole, be
grammatically sound and spelling and punctuation will be accurate. Technical language will be largely
accurate.
4
Students demonstrate a clear understanding of the rules and/or regulations of competition and the ability
to apply them. They show a clear understanding of the technical terms appropriate for the activity at this
level. Where students present work in a written format grammar, spelling and punctuation will be accurate.
Appropriate technical language will be correctly used.
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
0
Performance not worthy of credit.
1
Students may describe what they have seen but not analyse the performance.
2
Students will make a sound observation and are able to analyse simple, but not technical, aspects of
techniques, movements, tactics or strategies. Where students present work in a written format it may show
weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always
accurately.
3
Students will make a detailed observation and analyse performance making use of a variety of recognised
techniques applicable to the activity. Where students present work in a written format it, on the whole, be
grammatically sound and spelling and punctuation will be accurate. Technical language will be largely
accurate.
Students will observe and analyse performance and make and use a variety of recognised techniques.
4
They link detailed analysis of all aspects into comprehensive feedback. Where students present work in a
written format grammar, spelling and punctuation will be accurate. Appropriate technical language will be
correctly used.
2.2.3: EVALUATE PERFORMANCE
0
Performance not worthy of credit.
1
Students will identify and evaluate only the very basic strengths and areas for improvement in
performance.
2
3
4
Students will evaluate performances and compare one with another, indicating strengths and areas for
improvement. They will refer to the perfect model, but sometimes inaccurately. Where students present
work in a written format it may show weaknesses in grammar, spelling and punctuation. Technical
language will be used, but not always accurately.
Students will make a good assessment of the strengths and areas for improvement in performances. They
can evaluate and give a good explanation against the perfect model. Where students present work in a
written format it will, on the whole, be grammatically sound and spelling and punctuation will be accurate.
Technical language will be largely accurate.
Students will evaluate, the strengths and limitations of performances, accurately against the perfect model.
They provide a detailed evaluation that will link all aspects of the analysis into comprehensive and detailed
feedback. Where students present work in a written format grammar, spelling and punctuation will be
accurate. Appropriate technical language will be correctly used.
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
0
Performance not worthy of credit.
1
Students will suggest simple strategies and practices to improve skills and/or performance.
2
Students will suggest simple practices to improve basic skills in order to improve performance. They can
plan simple strategies and explain basic tactics. Where students present work in a written format it may
show weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always
accurately.
3
Students will make sound suggestions to improve skills and/or performance. They will suggest and discuss
tactics to take performance to a higher level. They will have sound evidence of a structured quantitative
analysis for some aspect of their physical activity. Where students present work in a written format it will,
on the whole, be grammatically sound and spelling and punctuation will be accurate. Technical language
will be largely accurate.
4
Students demonstrate a very good knowledge of and ideas for practices to improve performance. They
plan more complex strategies and explain advanced tactics to improve performance. They have very good
and clear documentation for the analysis. They will evaluate the evidence and suggest ways to improve
performance on the basis of this evidence. Where students present work in a written format grammar,
spelling and punctuation will be accurate. Appropriate technical language will be correctly used.
BASKETBALL
2.2.1: RULES, REGULATIONS AND TERMONOLGY
11. How do you start a game?
12. Give 3 time limitations that exist during a game
13. How long does a game last?
14. What is a personal foul?
15. What is a technical foul?
16. What happens if a player is fouled whilst trying to shoot?
.
17. What is the half court rule?
18. Describe what a fast break is.
19. Explain the role of two different players on a team e.g. guard, centre
20. Discuss the difference between zone and man-to-man marking
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
7. Having watched the player perform, give one strength and one weakness in his play.
8. What would you consider were your main strengths?
9. What is your main weakness?
10. How can you improve on your weakness?
11. Having watched a player perform, what limitations did you pick out?
12. Give a detailed analysis of the player’s performance.
2.2.3: EVALUATE PERFORMANCE
5. Describe the perfect lay-up shot.
6. Describe how to dribble under control.
7. How does a player would take the perfect free throw?
8. What does a player do when performing a chest pass or an overhead pass?
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
9. How would you set up a practice with 10 players to improve their passing and movement?
10. Describe a practice you could use to improve a players lay up.
11. How would you develop this practice from a basic one to a more realistic one that is related directly
to what the players would be doing in the game situation?
12. How would you go about improving a basketball player’s ability to keep sprinting at intervals during
a game?
13. What would you suggest to a basketball player, to improve their match stamina?
14. If I wanted to improve my ability to score baskets, what practice would you set up for me? How
could you develop this to make it more like a real game situation?
15. Why is it important to make these practices as like the real game situation as possible?
16. How could you develop most practices from easy to more difficult?
ROUNDERS
2.2.1: RULES, REGULATIONS AND TERMONOLGY
9. Explain the lay-out of a rounders pitch.
10. How many players on each team?
11. Explain what the five ways of scoring are.
12. Give three ways in which a half a rounder can be awarded.
13. What is a ‘no ball’?
14. Give 3 ways in which a player can be out.
15. What happens when there is only one batter remaining?
16. Explain the rules relating to the following:-
Bowler
Batter
Running around the bases
Hitting the ball backwards
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
7. Having watched the player perform, give one strength and one weakness in his/her play.
8. What would you consider were your main strengths?
9. What is your main weakness?
10. How can you improve on your weakness?
11. Having watched a player perform, what limitations did you pick out?
12. Give a detailed analysis of the player’s performance
2.2.3: EVALUATE PERFORMANCE
3. Explain the technique involved in the following
-
Bowling action
Straight hit
Long barrier position in fielding
4. Describe how to throw the ball over-arm
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
12. Explain why a team might not have a fielder at 1st base or 3rd base.
13. Explain how the person who is removed from 3rd base might be able to still be used at the base.
14. What role should the captain of the team have? What characteristics should he show and how
should he do this?
15. Describe the role of the backstop.
16. Suggest a fielding formation.
17. Describe the tactics of the game for a batter about to hit the ball.
18. Describe tactics when running between bases.
19. How would you set up a practice with 8 players to improve their batting?
20. How would you develop this practice from a basic one to a more realistic one that is related directly
to what the players would be doing in the game situation?
21. How would you go about improving a rounders player’s ability to move at speed around the bases?
22. How could you improve a rounders player’s ability to throw the ball a long distance?
FOOTBALL
2.2.1: RULES, REGULATIONS AND TERMONOLGY
8. Give three reasons for awarding a penalty?
9. What are the rules relating to a free kick?
10.
When is a player in an offside position?
11.
When does this rule not count?
12.
What happens at a free kick if a defending player shows decent?
13.
Give two reasons for awarding an indirect free kick
14.
What must happen when a penalty kick is being taken?
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
7. Having watched the player perform, give one strength and one weakness in his play.
8. What would you consider were your main strengths?
9. What is your main weakness?
10.
How can you improve on your weakness?
11.
Having watched a player perform, what limitations did you pick out?
12.
Give a detailed analysis of the player’s performance.
2.2.3: EVALUATE PERFORMANCE
6. Describe the perfect lofted pass over a 20 metre distance.
7. Describe how to control the ball on the thigh.
8. How does a player take the perfect free kick that curls into the corner of the goal?
9. What does a player do when performing an attacking header?
10.
Describe good technique for a player dribbling the ball at pace.
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
15. Explain 3 different free kick routines that you could use to confuse the opponents.
16. What tactics might you use if your team had a corner?
17. Why might a team play with a sweeper?
18. What other formations might a team use and explain why?
19. When would you play a lofted pass?
20. During a goal kick, what tactics might each team use and why?
21. When faced with a one on one situation, what individual tactics would you use to try to beat your
opponent?
22. How would you set up a practice with 10 players to improve their passing and control under
pressure?
23. Describe a practice you could use to improve a players chest control.
24. How would you develop this practice from a basic one to a more realistic one that is related directly
to what the players would be doing in the game situation?
25. How would you go about improving a soccer player’s ability to keep sprinting at intervals during a
game?
26. What would you suggest to a soccer player, to improve their match stamina?
27. If I wanted to improve my ability to score goals, what practice would you set up for me? How could
you develop this to make it more like a real game situation?
28. Why is it important to make these practices as like the real game situation as possible?
CRICKET
2.2.1: RULES, REGULATIONS AND TERMONOLGY
6. Describe 5 ways of being out.
7. Why might an umpire call a no ball?
8. What signal does he give?
9. How does an umpire signal bye / dead ball / 6 runs / wide?
10.
What rule applies to the fielding team during the first 15 overs of a one day match?
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
5. What qualities do you feel that a captain needs?
6. How would the captain ensure that his team plays to the best of their ability?
7. Describe the perfect model for the Pull Shot.
8. Describe the Perfect Model for the Off Drive.
2.2.3: EVALUATE PERFORMANCE
10.
What are your strengths and weaknesses?
11.
How could you work on improving your pull shot?
12.
How could a bowler work on improving his line and length?
13.
How would a leg spin bowler hold the ball?
14.
How would a bowler, bowling an out swinger, hold the ball?
15.
What is the popping crease?
16.
What is the return crease?
17.
Describe how you would perform the Long Barrier and why would you use this technique?
18.
When catching a ball at long off, what technique would you use and why?
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
8. Why would you move a player to deep square leg / 4th slip / silly mid on?
9. When would you bowl your spinners during a game?
10.
How could a fast bowler use tactics against the batsmen?
11.
When would you play a square cut / pull shot / on drive?
12.
When would you leave the ball alone?
13.
When would you play an off spinner?
14.
Where do the following fielders stand?
- Third man
- Square leg
- Point
- Cover
- mid on/off
- silly mid on
- slip
- gully
- fine leg
RUGBY
2.2.1: RULES, REGULATIONS AND TERMONOLGY
11. How do you start a game?
12.
13. Give 3 time limitations that exist during a game
14. How long does a game last?
15. Which player puts the ball into the scrum?
16. Name two ways of scoring points
17. Give two reasons for a scrum
18. How far away from a penalty must opponents stand?
19. What is given when a defender takes the ball in goal and touches it down
20. What is formed when players bind around a player who is holding the ball?
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
7. Having watched the player perform, give one strength and one weakness in his play.
8. What would you consider were your main strengths?
9. What is your main weakness?
10. How can you improve on your weakness?
11. Having watched a player perform, what limitations did you pick out?
12. Give a detailed analysis of the player’s performance.
2.2.3: EVALUATE PERFORMANCE
4. Describe how you would execute a front tackle
5. Describe how to tackle from the side
6. How does a player perform a pass whilst running
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
9. How would you set up a practice with 10 players to improve their passing and movement?.
10. Describe a practice you could use to improve a players passing under pressure.
11. How would you develop this practice from a basic one to a more realistic one that is related directly
to what the players would be doing in the game situation?
12. How would you go about improving a Rugby player’s ability to keep sprinting at intervals during a
game?
13. What would you suggest to a Rugby player, to improve their match stamina?
14. If I wanted to improve my ability to ruck effectively, what practice would you set up for me? How
could you develop this to make it more like a real game situation?
15. Why is it important to make these practices as like the real game situation as possible?
16. How could you develop most practices from easy to more difficult?
BADMINTON
2.2.1: RULES, REGULATIONS AND TERMONOLGY
9.
What are the service areas for singles and doubles?
10. Are the court lines in or out when the shuttle lands on them?
11. Name 2 attcking strokes
12. Name 2 types of serve
13. Must the serve be played underarm or overarm?
14. What is the name given to high shots to the rear of the court?
15. Name 2 service faults
16. Which shots are often disguised as smashes?
2.2.2: OBSERVE AND ANALYSE PERFORMANCE
7. Having watched the player perform, give one strength and one weakness in his/her play.
8. What would you consider were your main strengths?
9. What is your main weakness?
10. How can you improve on your weakness?
11. Having watched a player perform, what limitations did you pick out?
12. Give a detailed analysis of the player’s performance
2.2.3: EVALUATE PERFORMANCE
3. Explain the technique involved in the following
4. Describe how to effectively move around the court
2.2.4: PLAN STRATEGIES, TACTICS AND PRACTICES
7. Describe a practice you would use to improve a players movement around the court.
8. How would you improve a players short serve?
9. How would you develop this practice from a basic one to a more realistic one that is related directly
to what the players would be doing in the game situation?
10. How would you improve a players ability to play for longer without fatigue.
11. How would you improve a players power in the overhead clear or smash shot?
12. Describe how you would play a rally to force your opponent into the net.
Information and questions supplied to us by
Lampton School