Lesson video

Hi, everybody, and welcome to today's lesson.

I'm Mrs. Brookes.

And today, we're gonna be looking at the non-examined assessment.

You often hear that referred to as NEA for short, and I'm sure you've heard that word lots 'cause that covers the practical element of your qualification.

But today, we're gonna be looking at the kind of fourth part to that NEA, which is the coursework.

And we're gonna prepare you for the process of you completing that analysis and evaluation.

It does say there there is a written piece of coursework and that's a very common approach, but there is scope in the specification to also do this as a verbal piece of work.

As we move through the lesson, this process will help you to either prepare for doing that in its written form or in its verbal form.

So by the end of this lesson, you will feel confident in being able to analyse and evaluate your performance or a performance of someone else in a named activity in the specification.

Now we might need to aware that this is a lesson that you'll revisit frequently as you move through the different stages of your coursework.

So please feel free to pause when relevant, or just take the bits from it.

And then when you need to come back to the key parts of the bit that you are potentially working on at that moment.

Some key words that you're gonna see as we move through this lesson, three of which you might be familiar with, or I hope you're familiar with 'cause they are command words from the exam part of the course.

But that analyse and that evaluate are two real key skills that form part of this piece of work.

Within that, we have to justify, so we have to support a case with evidence.

That supportiveness comes from the support that we choose.

So we use evidence from that sport to support why something is a strength or a weakness.

Part of that justification is talking about impact.

So when we refer to impact, we're talking about something that's had a strong effect on either something or someone.

And as we move into the second part of the lesson, you have to do some calculations.

We're all familiar that calculate is when we have to work out the value of something.

So how this is gonna work is we're gonna divide it into two parts, which is very much how the coursework is divided.

We have the analysis section, which we will start with first, and then we will move on to the second part of the coursework, and therefore the second part of the lesson, which is looking at that evaluation and we have to evaluate some theory principles in order to bring about improvement.

So as a quick introduction, I'd already shared with you there that the coursework is kind of the fourth part along with the three practical sports.

And it is worth 10% of your overall mark, which gives you a 40% total in that non-exam assessment.

So it is worth the same as the practical sports.

And that's good to hear because you wanna put the same effort and time into how you are trying to get the maximum mark currently in your practical assessment.

What it will do is it'll draw on the knowledge of the skills that you've been developing, particularly in the theory, not just the knowledge, but those skills of analysis and evaluation.

And your mark will be really determined on how you can do those things and apply it to a sport of your choice.

You can see there at the bottom it is internally marked so your teachers will mark it, but as part of the moderation process, that mark will be reviewed by an external individual to make sure that the marks are awarded in a fair across the whole cohort.

So two parts of the lesson, that's because the coursework is divided into two sections.

So you have your analysis, and you can see that's worth slightly more, it's worth 15 marks, and then the evaluation is worth 10 marks, which gives you a total of 25 marks.

You will be familiar with that mark target, I imagine, because that is the number of marks that are also awarded to your practical element of the course and your practical assessment.

Slightly the other way around for your practicals where it's 10 marks for part one, the skills, and 15 marks for part two, the competitive performance.

Now, the work that you are doing this in either one team or individual sport, that's not dictated to.

You get to choose which sport you do this piece of work on.

What I would say to you though is you need to make sure that sport is from the approved activity list.

And if you don't know what that is, your teacher will do.

And that sport does not have to be one of the sports that you are being assessed in practically, it just needs to be from the (indistinct) approved activity list.

So first checkpoints.

We've been given lots of information there.

The analysis part of the coursework is worth 10 marks.

Do we think that's true or false? Well done if you identified that as being false.

The analysis section is the first section, and it's worth slightly more than the evaluation.

It's worth 15 marks.

So it's that real flip from what we are probably used to in terms of our practical assessment.

So let's concentrate now or focus on that first part, which is the analysis.

You can base your analysis on yourself or you can base it on someone else.

So Aisha here is asking a, probably a really valuable valid question at this point.

Is it typically best to do it on me? I'm gonna answer that with yes.

I feel a self-analysis works slightly better because you can then make it read more personalised.

You can make it read as you, and the idea is is that when you're justifying from available evidence, it is something that you've experienced as part of your sport and playing that sport competitively.

But you are, if that works for you, permitted to analyse someone else, whether that be a peer or a younger student.

Now we are gonna kind of carry on now through the lens of Sofia, all right? And Sofia's gonna ask some quite valid questions around this process.

And hopefully, the answers not only will help Sofia but help you as you now complete this piece of work.

So quite rightly at this starting point, Sofia is asking, well, which activity is best to choose and why? My answer to that is it is best to pick a sport that you know the most about.

So you are able to use the evidence from that sport or that you play regularly or you compete regularly.

And that's because when you start to do your analysis of your strengths and weaknesses, you have to justify why that was a strength and why that was a weakness from some competitive performances.

So go with a sport where you can actually reflect and draw on that experience.

Now this question is also a true or false question.

And it's saying, well, can I complete my coursework on skiing, but I might not be using that as my assessed individual sport.

So it could be that someone knows a lot about skiing, go skiing, but might not then be using it as part of their individual sport assessment.

So we do we think that's true or false? That is true.

Alright, so we just need to emphasise this point because it is a very common misconception, but the coursework can be completed on a sport that you are not being assessed in practically.

In this instance, skiing is okay and permitted because it is a sport on the approved activity list.

So Sofia is now making that decision that she's gonna use badminton.

And you can see from that kind of speech bubble there, she's using badminton 'cause that she's playing competitively and she's involved in some matches both for her club but also for school.

So she's asking that question now in terms of, okay, what are the next steps? What does that analysis section require her to do? Now, her analysis section will include the following.

She's gonna have to show that she knows badminton.

Within that knowledge, she will be talking about badminton related skills, movements, and terminology.

The key part to the section is she's gonna identify a fitness component strength and weakness for badminton.

She'll also identify a skill or tactic strength and weakness for badminton.

So if we can maybe add them up as a number, that's four in total, two strengths and two weaknesses.

And all of those are going to be justified.

So they're gonna be support from available evidence, and that evidence is gonna be two competitive performances.

And within that justification, there needs to be clear impact.

So how did that cause someone or something to change? What impact did that have? So how many fitness component strengths does Sofia need for the analysis? Is it A, one, B, two, C, three, or, D, four? Well done if you worked out or you identified that it's only one.

I know you'd heard me say the number four, but in terms of that fitness component strength, it just needs to be one, and one skill strength, and then there's that one fitness weakness and one skill weakness.

So it's one of each which will, over the piece of work, will collate or total four.

Now, Sofia from here is saying that she has her performance examples.

So what she means by that is she's thinking about some of the games that she's played either in club or at school and quite rightly then saying, okay, is this the main part of the work, and what does she really need to do in order to show impact? Remember on that checklist, she's just been told that to justify the performance, you have to show impact.

So good question here from Sofia.

And actually, yes, it is the main part of the work.

This is the majority of the analysis, because if you think when you give those performance examples, and there has to be performances, there has to be more than one, so it's very common to do two, within that, you will be using knowledge of badminton movements, you'll be talking about those kind of terms that you're familiar with or are used in badminton, and that will kind of filter through or be peppered through your justification.

So these two examples actually are the main part of this, part of the coursework.

Okay, so for that impact, I want you to kind of imagine that when you are giving your performance examples, you are almost describing the strength or describing the weakness.

I want you to imagine that you're reporting to someone, and they know nothing about that sport.

So what I often say to students, imagine that there's may be an alien on the side of wherever you are playing and they literally don't know anything about that sport.

So you can then really kind of tell a story about what was going on during that sport and that sport performance.

And then for that impact, you'd need to include how that benefited the performance, particularly when you're talking about the strength.

So why was it a good thing? What benefits was it having? So quite rightly here, Sofia's saying, okay, so that impact can be on me and my opponent? So absolutely, yes.

Was it making that you would, you know, did you win a point? Was it making your opponent have to move a lot and therefore miss shots? Did you get a bit of a psychological advantage or a boost in confidence? All of that is impact and how that strength will have been benefiting the performance.

And likewise, for the weaknesses, Sofia's saying that that impact then, well, how it negatively affected the game and caused the performance to deteriorate.

And actually, yeah, remember that can be on you as the player, but also your opponent, in this instance, for Sofia and Badminton.

And what this will do is it will really personalise your work to that actual performance that you're talking about.

You'll tell the story, you'll justify using terms and movements from the sport, and you'll give impact.

Okay, so probably a good opportunity to have a checkpoint.

Which student has written about impact on a badminton game? So all three students, Aisha, Sam, and Andeep, are also, like Sofia, using badminton for their piece of work.

What Aisha is showing a snippet here of is that she was showing that she was agile, so that fitness component strength, when she changed direction quickly to move to the back of the court and then to reach the shop.

So she's given an example of when she was agile, Sam is talking about hitting the smash shot at the highest point.

So potentially, she might have been talking about power.

And Andeep is saying that his smash was angled down so the opponent could not return and I won the point and the serve, and could see that this had lowered their confidence.

So also might have been about the power, particularly in the smash, or it could have been talking about the smash being the the skill strength.

Out of our three students, which do you think is giving impact? Well done, it is in fact Andeep.

We can see there there's that impact on him winning the point and then getting the serve back, but also perhaps causing that lowered confidence in the opponent.

So just a quick check here as well on those number of performances, how many do we need for each strength and each weaknesses? Is it A, again, one, B, two, C, three, or D, four.

Well done, it is in fact two.

Now the assessment grid, your work will be marked on actually states performances, plural.

It can be more than two.

However, this is kind of seen as a suitable amount to get that detail justification and show impact.

So for Sofia, it's almost two games per strength and weakness.

Which is a really good time now to get onto our first task.

Now, I'm aware that you'll be not maybe completing this lesson as you are doing your piece of work.

However, this is an opportunity to just practise what a performance example may read like.

So let's imagine now where this footballer position is playing in goal, and his skill strength is shot stopping.

You can probably see there from that image that that ball looks like it's being saved.

Now, for this task, I'd like you to imagine that this is you, and you are gonna write a performance paragraph example that will tell the story, will give justification about why shot stopping is a strength of yours, and more importantly, talk about impact in a particular performance.

Before you have a go at that, these are questions I would like you to consider as you're working through that paragraph.

So imagine there's that alien.

So when was it? When did the shot stop happen? What was kind of going on just before it? What was that phase of play? Tell the story.

Who took the shot? Where was the player? What was their position in the goal? How did they react and then move towards it? How did that feel? How did the team react, like the defenders around the goalkeeper? What about the attackers? What maybe thought they were gonna score and that didn't happen? So what was the impact not only on the keeper but his team and also the opponents, and the game at that point? So pause the recording, have a go at using those questions to guide you to write that paragraph that we'll then read as a really good performance example.

And come back to me when you're ready.

Welcome back.

Now, I won't read through that example but what I will ask you to do is pause the recording and just now maybe read it and compare it to yours, and acknowledge some of those things that we shared in that first part of that lesson through our checklist.

Do you see good knowledge of football and use of movements? Is there a clear detail in terms of what was going on at that moment in the game? Do we see justification? Do we see impact? And is it that personalised approach? It's very much about I and what was going on, but then how that might have impacted others around him.

And what that says for us is a model paragraph that we can now use for our sport and our piece of work.

We've practised it so we're now gonna replicate that throughout the analysis piece of work.

And as you get onto that, you might wanna use this checklist for each of your strengths.

Now, we won't be, there's nothing new in that table that we've not already seen in terms of you having to identify, give a brief discussion of that strength in your sport, and the key thing there is brief, then give it those two performances.

Remember, we answered Sofia, it's the main part of the work, that detailed justification which we've just practised.

And make sure in each of those performances you get that clear impact, how it was benefiting the performance or how it was causing the performance to deteriorate.

So you've got one for each of your strengths, and a very similar one for each of your weaknesses.

And we can see there we've got that total of four for this analysis part of the work.

Two strengths, two weaknesses, both with two performances showing justification and impact.

Good luck with the analysis.

Now, the second part of the lesson is when we're looking at that second part of the work, which is the evaluation.

And you can see there in that title that we've got some theory coming into this part of the work, whereas in the analysis, there was no theory, it was all around the sport that you had chosen.

Now this theory has to be from the specification.

And the idea is is you're then gonna use an action plan or produce an action plan that would suggest ways that you could improve those weaknesses that you will have identified in your analysis.

So Aisha here is saying, so this is just based on weaknesses? Yes, at this point, the strengths are kind of left, they've been done.

In this part of the work, it will be very much how you could improve your fitness and your skill weakness.

And key point there, you don't have to do it, but you have to show that you've got knowledge about how that improvement could take place.

Okay, so for Sofia, she's sharing with us that she'd done about power, we also know that sometimes referred to as explosive strength, as her fitness weakness.

And the reason she chose that is she was aware that sometimes, when the shuttle is high, she's not got that explosiveness to be able to jump up and reach the shuttle.

Alright, so as we're taking through this through the lens of Sofia, we're looking at that as a potential now fitness weakness.

Now, take yourself back to what you've learned around training methods.

And which of these would be the most suitable method for Sofia to talk about to improve power? Is it fartlek training, is it the interval training, or is it plyometrics? Five seconds to decide.

Yeah, well done.

Plyometrics seems to be the more suitable choice of how to kind of then develop that power.

So what Sofia would do is she would identify plyometrics, and she would use the theory and her knowledge and understanding of that to kind of explain how that would bring about an improvement in power.

So she's almost making an evaluation here, she's making a judgement about why she's chosen it and why it will make, hopefully, her be able to jump higher.

Now, within that, she's gonna be talking about herself.

This is all about her.

So some of those personal needs.

Also some of the things she might need to consider with regards to being safe when doing that training method.

And when she's kind of done that explanation and that evaluation, she then has to give just one training session.

So one plyometrics training session.

And within that, she would obviously include a warmup and a cool down, 'cause we've learned as part of our studies that they're very important whenever we do any kind of training.

We can see there, like I said to you in the introduction, the intensities part of this assessment is you choose the intensities that are right for you and you show how you would calculate those intensities, and you make sure that you justify.

So you say why you support, why you've chosen that intensity, and link that to you and your training method.

So we could probably share at this point that she's choosing plyometrics, she is gonna be working at a higher percentage of her heart rate max because that is a high intense training method as we know about doing that kind of jumping, bounding, leaping, to try and get that improved strength at speed, which we know will help power.

So I mentioned those safety considerations that need to be included.

Which of our three students again has actually done that? Aisha has given us how she worked out 70% of her one rep max.

That will be a calculation that you're probably familiar with, and we can see there she's done not 0.

7 times 85 kilogrammes, so that must have been a one rep max for the squat, and we can see that we've got that, then that figure that sits at 70% of that.

Sam saying that she's gonna do a thorough warmup, as well as drinking water throughout the session to mean that she remains hydrated and she stays focused.

And Andeep is saying to us why he's using plyometrics as he, he kind of does really develop that leg power, but he's got a gym available to him where he can go and do that type of training method.

Who's talking about safety? Five seconds to decide.

Well done.

It is Sam.

Sam quite rightly has talked about the warmup.

I imagine, in her work, she might actually give a clear outline of what that warmup involves, but she's also picked up on some other safety considerations, particularly around hydration, to mean she's not in that dehydrated state and gonna lose that focus and concentration.

Interestingly, as I talk through, Aisha has given a really good example there of showing that calculation.

And Andeep is modelling some really good evaluation of the training method, why he's chosen it, and the facilities he has available to him to be able to complete that method.

So another check here, just to make sure we are fully aware of the correct process, how many training sessions are required in this evaluation section? Is it A, six, B, four, C, two or D, one? Really well done.

It's just one training session.

And another misconception here is that you have to do a six week training plan.

That's not the case.

The assessment grid, the language in there states training session.

So you just have to show that you can give some detail about what one session would look like in that particular training method.

So for Sofia, that would be the warmup, and the cool down, that would be the type of activity she would be doing as she was completing plyometrics, and filtered within that would be those calculation of intensities, actually how she calculates them, and then justify why she would be in that intensity range.

Then for the second part of the valuation, if you think here that we've talked very much there about how you'd improve the fitness weakness, but in the analysis, there was that skill or tactic weakness.

Sofia's reminding us here that actually, she'd talked about net play, and that's because she'd realised that in her game examples, a lot of the points had been lost when she was playing those kind of, the drop shots or those shorter shots at the net.

So what she would need to do at this point is she need to pick something else from the theory specification.

All right, now you've learned lots or will continue to learn lots depending on when you're doing this piece of work.

So this can be from anywhere in that specification.

The only thing it can't be is training methods, 'cause remember, we've already done that for the fitness weakness.

See again there that one, you're only picking one other theory.

And as part of this work, you then explain that theory in detail.

So you use your learning, your notes, your resources to show an assessor that you understand that theory.

And then, and please don't miss this bit, you then show how that theory could cause an improvement in that skill weakness, alright? You don't have to do it.

This is not you doing training practises or going and doing skills practises, it's just speaking metaphorically about how you knowing that theory could lead to an improvement in your skill weakness.

So obviously, Sofia's been thinking, and she likes the idea of maybe types of guidance.

You may or may have not learned that yet.

That's the paper two topic, as is technology also on paper two.

And then as she's saying there, will I be assessed on whether improvement actually occurs? I like that she's asked that because this is linked to your practical assessment.

So she wants to know if the two things are linked in that way.

I can tell Sofia though that the answer to that is no.

All right, nothing, no one will check if you've actually improved your weakness, it will just need to read that you understand how that could be used in a way to cause improvements.

You justify how that theory could work, and it is only one theory that you need.

So in the same way with the first part of the lesson, we had a little practise at that.

Let's think about Sofia, we know it's net play in badminton that she said was a weakness, and let's go with one of those theory types.

So we'll go with the types of guidance.

You are gonna pause the recording and I want you to kind of do both of those things.

What are those types of guidance? That's your detail.

And then don't forget to then apply how that could, for Sofia, bring about that improvement in net play.

Pause the recording and come back to me when you've done.

Welcome back.

So the same applies, not going to kind of read that out, but I would just maybe get you to pause and have a look at the one you've written.

And what we're doing in terms of that self-check is the four types of guidance are there.

Have I given the detail on them? So what they are and what they involve.

And, there's a kind of more important and, have I then linked it to how that could improve, cause improvement for Sofia and her net play.

So look at that verbal guidance.

For example, the coach could condition some games to solely focus on net play and provide instructions on how to develop my net shots.

You could even argue that that could go on and say, and kind of say what that expected improvement might be.

But this is not a massive piece of written work.

It's very much about the quality and what you provide, not the quantity.

So like we did before to help you with this, there's our checklist that you can now use as you are filling out the whole part B or second section, the evaluation section of your work.

None of which in that list should be a surprise to you having given what we've just done in this lesson.

So there's that training type, that explanation, that evaluation, that one session with those intensities that are calculated and justified.

And then that theory that can be from any, can be any other theory in detail and linked that skill weakness in terms of how it will lead to improvement.

So in summary, this piece of work, it says written there, we do know it can be verbal, but the real common approach is to do it in a written way.

You are doing that analysis of both fitness strength and weaknesses in a practical activity of your choice.

And then you then evaluate how to bring about improvement in those weaknesses that you choose.

There will be an action plan in there.

That action plan will probably be your training plan, your one training plan, and your how you bring about that improvement with that theory for the skill weakness.

Those two sections.

Analysis is slightly more weighted, so you're marked out of 15.

And for the evaluation, you are marked out of 10.

That was a really concise approach to kind of sharing with you the key bits from the coursework.

I really hope it's been useful.

Please watch it back.

Please pause it at points where you are.

And hopefully, that will mean that you will produce a really good piece of work that will then match your scores for your practical assessment for your overall NEA.

Thank you for joining me and I look forward to working with you on the next lesson.