WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching &

leadership

Unit 2
Sports coaching & leadership

Learning Outcome Three

Be able to use methods to improve
skills, techniques, and tactics in sport

Learning and Assessment for LO3

Within this LO, we will be working through the following content:

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WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching &
leadership

We will examine the different methods of assessing and improving skills, techniques, and
tactics, evaluating their strengths and weaknesses.
You will be assessed on criteria P5 and M2 which involve a practical element and a written
report.

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WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching &
leadership

Methods for identifying strengths and weaknesses in skills, techniques, and the
deployment of tactics in sport
Before you make improvements to your performance, you must first understand what needs to
be improved! For beginners this might be easier… basically everything! But as performers gain
in skill and experience, it can be more difficult

ACTIVITY:
Write down your own ideas of how strengths and weaknesses in sport are identified…

We are going to look at two main methods:

1. Self-assessment - This involves the performer reflecting on themselves. They might
compare themselves to other performers, or to their own, previous performances, using
recent results etc.
2. Peer-assessment - This involves the performer receiving feedback from their peers
(teammates) or coach; someone other than themselves, who has knowledge of their
performance levels.

Note: For P5, you will need to demonstrate use of both these methods.

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WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching &
leadership

You will want to consider some factors that will help you decide which is the best type of
assessment to use:
Consider the group you may be coaching and their characteristics:
 Size
 Age
 Ability/experience/knowledge
 Environment they are in e.g. Dangerous/indoors/large area
Consider the activity or skill you may be coaching and their characteristics:
 Difficulty
 Danger/risk of injury
 Whole body or precision movement
 Repeated cycle e.g. dribbling or one-off movement

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WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching & leadership
Complete the table:

Self-assessment or Justification
Peer-assessment

Consider the Example PA – friends/peers If group is very big – hard for coach to speak to
group you Size everyone individually, so this way, pair or small
may be group work with time and set task for group
coaching and feedback – everyone must receive something
their positive and constructive
characteristi Age
cs:

Ability/experience/knowledge

Environment they are in e.g.

Dangerous/indoors/large
area

Consider the Difficulty

activity or
skill you may
be coaching Danger/risk of injury
and their
characteristi
cs: Whole body or precision
movement

Repeated cycle e.g. dribbling

or one-off movement

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WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching &
leadership

Classification of skills
To help us understand different skills, we can classify them using the following continua:

OPEN CLOSED

GROSS FINE

SIMPLE COMPLEX

DISCRETE CONTINUOUS
SERIAL

By classifying skills, it can help us to understand how best to coach them, using different methods
of breaking down the skill and organising the ways in which we practice the skill differently.
ACTIVITY: Match the correct term with the correct definition

OPEN FINE DISCRETE

CLOSED SIMPLE SERIAL
GROSS COMPLEX CONTINUOUS

Classificatio Definition
n of Skill
A skill that requires precision, control and accuracy. Intricate movements using
smaller muscle groups.
A skill that involves a lot of information processing or ‘thinking about’. It may
involve several complicated, coordinated movements.

A skill performed in an adaptable, every changing, unpredictable environment.

A skill that requires one single movement that has a distinct or definite start and
finish point

A skill or movement with a repetitive cycle; there is no clear start and finish
point

A skill performed in a predictable, unchanging environment that cannot be

affected by external factors. It should be performed identically each time.

A skill requiring movements using large muscle groups. Precision is not vital.

A skill or movement that links several discrete skills together in a particular and
importantly ordered sequence

A skill that does not involve a lot of information processing. Often a single
movement

As we go through these in more detail, fill out the sections below.

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WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching &
leadership

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WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching &
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Types of Practice
Once we are able to classify skills, we can choose different ways to teach the skill, in how we
break the skill down, or how we organise the practice session.
We can teach the skill as a:
 Whole
 Part
 Whole-Part-Whole

Type of Used Advantages Disadvantages Example

presentati when skill
on is:
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WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching &
leadership
Whole – skill Fast Fluency – develops Too much information Racing Swim dive
in its Closed feel of the skill Beyond the capabilities Pass in hockey
entirety; Discrete (kinaesthesis) of the performer – Not Shot in netball
sub-routines Simple Keeps links between for beginners
intact sub-routines

Part – skill Longer Focussing on one Time consuming Tennis serve (ball
broken down Serial part reduces Fluency and toss)
into sections Complex information kinaesthesis of whole Footwork of
or focus on overload movement can be lost basketball layup
just one sub- Aids understanding Motivation affected if
routine of each part progress in ‘whole’ skill
Can focus on errors not being seen
in one part of skill
Reduced danger
Increase
confidence/motivati
on
Whole-Part- Fast Fluency and Time consuming Front crawl:
Whole Complex kinaesthesis Fluency and
Whole – practice
Novice generally kinaesthesis of whole
the whole stroke
performer maintained movement can be lost
Note that arm
Experience Can focus on errors if not practiced as
action/kicking
d performer in one part of skill whole quickly enough
action is weak
with Increase Motivation affected if
specific confidence/motivati progress in ‘whole’ skill Part – practice area
weakness on as impact on not being seen quickly of weakness with
overall skill seen enough use of float to
isolate body part
Whole – Practice
whole stroke again,
showing
improvement in
arm/kicking action

Or we can organise the session to allow for different types of practice:

 Variable
 Fixed
 Massed
 Open

Type of practice Used when Advantages Disadvantage Example

skill is: s
Fixed/Massed – Discrete Forms motor Fatigue Free throw in
High volume, Simple programmes Too demanding basketball
repetitive practice Closed Improves fitness Can be boring – Passing in any
of the same, Encourages lead to loss of team sport
simple, usually ‘grooving’/overlearni motivation Free/
discrete skills ng/ habitual response If no feedback, conversion
Efficient then high /penalty kicks
volume of
incorrect
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WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching &
leadership
practice can
lead to bad
habits
Open – rehearsal Required in True to ‘real life’ If strategic Dribbling in
of skills in a open play Develops game element, football/basketbal
varied/ever- awareness progress can be l
changing More realistic so slow and Shooting
environment ie. highly motivational therefore boring Any open skill
Game-related Strategy/tactical
scenarios elements eg
positioning/
formations,
supportive plays/
set pieces
Variable – Required in True to ‘real life’ Can be Any open skill
different practices open play Develops game confusing if that has closed
incorporated into awareness swapping and elements e.g.
one session More realistic so changing all the Passing in
highly motivational time football – can be
Variety reduces Requires the practised in
boredom and can previous closed/massed
maintain focus practice to have setting and then
been effective in possession 3v3
to allow practice
progression
Note - Most team game practice sessions are organised using Variable practice.

Methods for measuring improvement in skills, techniques and deployment of

tactics
There are a number of ways for a performer and or coach see whether improvements have
been made following training/practice/rehearsal:
 Self-assessment (by participants)
 Peer assessment (by teammates/peers)
 Coach assessment (by coach or other leader)
 Objective measures (eg goals scored, distance jumped),
 Performance analysis technology (eg slow motion replay)

Think carefully about how each of these methods will be able to see and measure the
improvements:
1) Self-assessment - How will you measure/see/assess your own improvement?

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WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching &
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2) Peer-assessment - How will the teammates/peers measure/see/assess your improvement?

3) Coach-assessment - How will the coach measure/see/assess your improvement?

4) Objective measures - How do these specific measures show that improvement was made?

5) Performance analysis technology - How do these specific measures allow improvement to be

seen?

Complete the table on the following page. Complete this piece of work carefully as it will be
the basis of your M2 written report.

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WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching &
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Task 2: Winning a contract (This

task should take between 2 and 4 hours.)
Learning Outcome 3: Understand methods to improve skills, techniques and tactics in sport

Your task is to:

As you are now an established member of the Sportasaurus Ltd. team, you have been asked
by a sales manager to try and win a contract to offer after-school sports and physical activity
sessions. You must show that Sportasaurus Ltd. can offer expert coaching and leadership by
demonstrating to the school methods for identifying the strengths and weaknesses of the
participants’ skills; how you can pick relevant types of practice in your sessions depending on
the skill classification you are working to improve; how you use SMART goals in your sessions
and the methods you use for measuring improvement in skills, techniques and the
deployment of tactics.

Pass Merit Distinction

P5 Demonstrate M2: Evaluate the

methods used to effectiveness of different
improve skills, methods of measuring
techniques and improvement in skills,
tactics in sport techniques and tactics

Tasks/Evidence
P5 – Demonstration and supporting written evidence
M2 – Written report

Date assignment
set:
Assignment
deadline:

Guidance:
P5 – This will be assessed through your practical coaching session and supporting
written evidence, but within this you must include:
1. Demonstration (photographic evidence) of three skills should be performed, across the
spectrum of skill classification continua

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WQE - CTEC L3 Sport & Physical Activity Unit 2 Sports coaching &
leadership
E.g. Skill 1 – a pass in a closed environment (discrete/closed/gross/simple);
Skill 2 – a pass in an open environment (change from closed to open)
Skill 3 – a dribble ending in a pass (change from discrete to serial)
2. Use of Self and Peer-assessment to highlight strengths and weaknesses of a performer’s
skill (photographic evidence)
3. Your session plan must include:
a. Identification of the skills you will deliver and their different skill classifications e.g.
the volleyball serve is a gross-simple-discrete-closed skill
b. Identification and justification of how you will deliver the skill (whole/part etc) and
organise your practice sessions (massed/variable etc)
c. A SMART target (written as a sentence) to help focus the required improvement.
d. Annotated photos that are evidence of you demonstrating the chosen skill
e. Identification and a brief justification of the assessment method you chose (Self or
Peer-assessment) for each drill
f. Identification of the strengths and weaknesses of the skill based on the chosen
assessment (see example on next page)
g. Annotated photos that are evidence of the chosen assessment method being carried
out.

M2 – Written report
Evaluate the different methods used for measuring improvement in skills, techniques and
deployment of tactics (e.g. self-assessment by participants, peer assessment, coach
assessment, observation, objective measures (e.g. goals scored, distance jumped),
performance analysis technology (e.g. slow-motion replay))
Your report must include:

1. An introduction explaining the use of different methods to measure improvement.

2. An Analysis and Evaluation of three from five of: Coach, Peer, Self-assessment,
Performance analysis technology or Objective measures
Include: advantages (benefits)/disadvantages; when to use; what to use for, and who to use
for/’with (Use the completed table on page 12 of this workbook to help you)

3. Come to a conclusion about what is most appropriate to use in a primary school setting
(Cannot get M2 without this).

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