Hi there, my name's Mr. Swaithes, and I'm really looking forward to working with you today.

So today's lesson is called "Non-examined assessment: Analysing and evaluating performance." Well, for sure, I'm sure you know of this as the AEP piece of coursework, so this lesson is designed to support you to be able to do a great job of this piece of coursework.

And, as we know, you have a maximum of 14 hours to complete this piece of coursework.

So I'd highly recommend perhaps reviewing this lesson, but also acknowledging that you will probably work through each of the learning cycles in isolation rather than just as a back-to-back lesson or a 14 hours nonstop of working.

So, by the end of this lesson, you're gonna be able to analyse and evaluate the performance of yourself or of someone else in a named activity.

The keywords for today's lesson are evaluate, analyse, qualitative data, quantitative data, and action plan.

So, let's dive in then.

I've broken up the lesson into four parts, but actually, this piece of coursework is marked in six areas.

So I've combined two hours, sorry, two parts, in the first learning cycle.

And I've also combined two parts in the second learning cycle because they fit really nicely together.

So, in terms of your actual coursework, there are six sections to it, a section on evaluating, a section on analysing, all to do with physical fitness, then there's a section on providing an overview of the skills required to play your sport, and then assessing either yourself or somebody else in performing in that named sport or activity.

And then there's a section on doing a movement analysis that has an anatomy and physiology element, but also a skill acquisition element on skills continua.

And then finally, perhaps the biggest section of all, which should account for about a third of your time of this 14 hours worth of coursework, is about creating an action plan to improve either the biggest fitness weakness that was identified in the first two sections or the biggest skill weakness that was uncovered during the assessment section.

So let's dive straight in with this first section on evaluating and analysing physical fitness.

So this piece of written coursework is worth 10% of your overall mark.

It's worth the same as each of your sports then, isn't it? So as such, it's really essential that you put time and energy in completing this piece of written coursework in the same way that you put lots of time and energy into getting better at your individual and your team sports that you offer.

You're gonna draw on knowledge and skills that have been developed throughout the GCSE PE course, and your mark is determined by how well you apply that knowledge.

So it's not about regurgitating perhaps textbook definitions of these different components of fitness or principles of training or goal-setting principles.

It's about applying that knowledge to a training programme.

So this piece of work is internally marked, but it's also externally moderated.

So your teacher will send off a sample of scripts that will get marked to ensure that it's awarded fairly across the country.

So, you will be marked out of 20 in the following six areas.

The evaluation area comes up first.

So this is where you will complete and then capture the fitness test results for the 10 different components of fitness, and then you're gonna identify strengths and weaknesses in comparison to normative data.

Now, you can do that on yourself or on somebody else.

And then that carries through into the analysis section, also part of this first learning cycle, so where you're justifying the importance of the different components of fitness for your chosen activity or sport.

So which of those different components of fitness are most important for the activity to be able to perform at the top level? Next up, we've got a section on the overview, where you're gonna need to identify and describe the key skills required for your chosen activity or sport.

And then the next section is the really exciting bit, in my opinion, where you need to assess, so you'll observe and capture some notes on either a recording of your own performance or perhaps a peer performing in your named activity or sport.

And then based on those notes that you capture whilst watching, you're gonna explain the strengths and weaknesses of either your own or someone else's performance.

Then we take that into the movement analysis section, where you're going to identify the muscles and movements involved at the shoulder, hip, knee, and elbow joints, so those four joints that we cover on the OCR GCSE PE course when performing a specific skill.

So for me as a squash player, perhaps it's the backhand drive.

And I'm going to analyse that movement to look at the preparation, the execution, the follow-through stage, and talk about what muscles are responsible for what movements at the shoulder, hip, knee, and elbow joint.

There is no need to look at other joints in the human body 'cause those are the four that we need to follow for our spec.

And then you also look at some skill acquisition.

So you look at where that skill fits on the difficulty and on the environmental continuum.

And then finally, perhaps the most significant part of this piece of coursework, probably needs to account for about a third of those 14 hours that you're allowed to complete this, where you need to produce a detailed plan suggesting how to improve either the biggest fitness or the biggest skill weakness.

Not both, just the fitness element or the skill element.

And let's remember, of course, that this piece of coursework needs to be completed in controlled conditions.

So you need to be doing it under teacher supervision, not outside of school time.

Okay, so let's focus on the first two areas then.

So you can choose whether to base your observation, your evaluation, and your analysis and your action planning on either yourself or on somebody else.

And Aisha is stepping in now and saying, "Is it typically best to do it on someone else?" And in fact, she's saying, "Yes, it is typically best to do it on somebody else, but why do you think that is?" Well, yeah, it's because you're likely to be more objective when you're observing and analysing somebody else.

So I would personally highly recommend you select somebody else to do these fitness tests on and to analyse the data of that, but also to observe and assess their performance in a named sport of your choice.

And remember, that sport doesn't, or that activity, doesn't need to be your best sport to perform in.

It needs to be on the activity list, so on the list of choices.

But it might be, so again, taking me as an example, I play a lot of squash, but I probably watch and understand rugby better.

So I may choose to use rugby union for my AEP coursework, even though squash is probably going to be the activity that I perform best at as an athlete, all right? So, best to do this on somebody else, but you can access all the marks if you do it on yourself too, so you can choose to analyse yourself.

Okay, so, you must complete all of this piece of coursework focused on a named team or individual sport or activity from the approved activity list.

So, "Which activity are you going to choose then and why?" That's what Sofia is wondering.

Have a little think.

Okay, so it's best to select the one that you know the most about and enjoy watching.

It doesn't need to be the activity you are best at as a performer, and you should avoid being influenced by the choices of your friends.

So like I said, I could probably complete it on squash or rugby, but maybe I'm gonna choose rugby because I'm more interested and I feel like I know the key terminology a little bit better in that activity.

And just a quick reminder then of those activities that are on the list.

So we've got a list there on the left-hand side of all the team activities you could choose from, and some specialist activities at the bottom there, so some inclusive activities, and then also some individual activities on the right-hand side.

So you can choose any of these activities, and obviously be really careful to choose one that you know the most about, not just because it feels like a fun activity.

Let's do a quick check then.

True or false? You have to complete your AEP coursework on one of the three activities you will be using for your final assessment.

What do you think? Is that true or false? That's right.

It's false, isn't it? And can you tell me why? Great, so, you can select any activity from the approved activity list.

You may know more about a particular activity even though it's not the one that you're best at in performing.

So, as this evaluation and analysis section, you will need to name the activity that you've chosen, clarify if you'll be using fitness data on yourself or on someone else, ideally somebody else, I think, conduct the appropriate fitness test to measure the 10 components of fitness, create a table to display the results, remembering to include the correct units as appropriate, and then compare the fitness test scores with normative data.

And finally, you're gonna need to evaluate the relative strengths and weaknesses of the different components of fitness.

So, if you need to achieve this, you need to be able to identify the 10 components of fitness, don't you, and the appropriate fitness test for each of them.

So let's have a little look at those.

So, cardiovascular endurance then.

So that allows you to continue to exercise the whole body for a long period of time.

And that's required by lots of different sports and activities, isn't it? And we know that it can be tested using the Cooper 12-minute run.

But what other test could be used for cardiovascular endurance? Do you know? That's right, the multi-stage fitness test, or often called the bleep test, isn't it, can also be used to test cardiovascular endurance.

Well, what I need you to do now is think about what are the other nine components of fitness and the best test for each, considering the demands of your chosen activity or sport? That's right, so we've got muscular endurance, speed, strength, power, flexibility, agility, reaction time, balance, and coordination.

And you'll need to know an appropriate test and protocol for carrying out that test for each of those.

That brings us nicely into task A then.

And this is gonna take you quite some time to complete, so you'll need to pause the video and conduct these different tests and data analysis.

So you're gonna need to firstly capture fitness test scores for the different components of fitness for yourself or for somebody else.

You're gonna use normative data to evaluate the relative strengths and weaknesses amongst the different components of fitness, as illustrated by that fitness test.

You're then gonna back up the result with detailed examples of when you have seen the performer exemplify the component in a practical situation.

And then you're going to analyse the importance of the different components of fitness for the named activity.

And you might want to consider specific position or specific event to help with that.

Remember, there's no marks awarded for definitions of the components of fitness or test protocols.

So, whilst you'll need to know those things, focus your time on this piece of coursework in applying your knowledge, not regurgitating any of those textbook definitions.

So pause the video now, and you'll obviously have a go at those tests and then evaluating and analysing the data that you get from them.

As a quick bit of feedback then, here is a nice summary to help ensure you've covered everything you need for the first two sections of this piece of coursework.

So for the evaluation section, you'll need to complete and present appropriate fitness test scores for the 10 components of fitness.

You're gonna need to include the units of measurement where appropriate for those different fitness tests.

You're gonna need to compare each fitness test result with normative data.

You're gonna need to identify the strengths and weaknesses in the 10 components of fitness.

And then you're gonna need to back up the result with detailed examples of when you have seen the performer exemplify that component in a practical situation.

Remember, that performer might be yourself or it might be somebody else, but do not do both.

And then the second section, the analysis section, and often when we mark these, we mark them combined.

We tend to, they flow nicely into each other.

But you're gonna need to justify the importance of each of the 10 components of fitness for your chosen activity or sport.

And remember to consider any specific position or event to support your answer.

So for example, a goalkeeper versus a striker, or in athletics, perhaps a triple jumper versus a 1,500-meter runner.

Well done with these first two sections.

Let's move through now so that I can explain what needs to go into the third and fourth sections of your coursework, so providing an overview and assessment of skills.

As we know, sports commentators, coaches, and performers require a really thorough understanding of the key skills and decision-making required for success in a given activity or sport.

And you're gonna need to be able to accurately describe and explain all of the key skills and decision-making, or tactical awareness, or compositional ideas listed for your chosen activity on OCR's guide to non-examined assessment.

So I'd really encourage you to google the OCR non-examined assessment guide for GCSE PE.

Have a look and find the page for the sport or activity that you want to analyse.

So my example might have been squash or rugby union.

And have a look down that list for all the core and advanced skills, but also the decision-making or perhaps tactical awareness or compositional ideas that need to be explained as part of this section.

And for each of them listed, you're gonna have to go into some detail, okay? So you're going to observe, capture, and assess the quality of somebody's performance or your own performance in each of these areas.

So first of all, you're gonna provide that overview.

You're gonna outline what all of those things are, what all of those skills and decision-making things that make for successful performance.

And then you're gonna create some sort of tally sheet or list that enables you to go watch a performance and assess against those different areas in order to identify strengths and weaknesses in that performance.

Let's do a quick check.

So, true or false? Is it okay to just cover some of the core or advanced skills and a sample of the decision-making or tactical awareness factors? What do you think? Is that true or false? That's right.

It's false, isn't it? And can you tell me why? Brilliant, so to achieve the best marks possible, you need to cover all of the key skills listed.

But remember, you need to explain what each one means in depth and not just merely regurgitate those key terms from the guide to the NEA.

So remember, you're really trying to impress that you understand these terms. So, a nice example on the squash court, there's a shot called a boast where you hit the ball off the side wall and then it comes across onto the front wall.

And if you understand squash well, you're able to explain that thoroughly.

You might talk about how a skid boast is played, or a reverse boast.

So you're going into that level of depth that really convinces your teacher and the external moderator that you really understand that sport.

You've invested time and energy in getting under the surface of the basic rules and skills in it.

For this section, you are gonna need to locate OCR's GCSE PE guide to the NEA document and find the page, or pages, that correspond to the activity that you've chosen to complete this coursework on.

You're then gonna need to create a list of all the core and advanced skills that are listed there, paying particular attention to any position- or event-specific elements for the performer that you have chosen.

You're gonna need to take time to explain each skill to demonstrate your understanding of it.

And then you're gonna create a list of decision-making and tactical awareness or maybe compositional ideas that are listed on that page.

And for each of those, you're gonna need to take time to explain it and demonstrate your understanding of it.

Let's look at a little example from rounders.

So, as we know, rounders is not a sport covered on the GCSE PE activity list; hence I feel really safe picking a skill from that to explain that won't give an unfair advantage to anyone, whereas if I perhaps picked football or netball, I might be helping some of you more than others, or if I picked squash or rugby.

So, let's look at the donkey drop bowl in rounders then.

So, to explain that, well, it's a bowling technique where the ball is bowled high and then it drops to the batter's box.

This makes it more difficult for the batter to hit the ball.

And it also makes it easier for fielders to catch it because as the ball's coming in at that steep trajectory, it encourages hitting up at the ball, which lofts the hit and makes that more likely to be catchable by the fielders.

Can you explain another skill in rounders? Okay, so you might have said or thought about stumping.

So that's when a fielder touches the post with the ball as the batter or someone from the batting team is running towards it.

And let's remember, that should be done from the inside of the post or the playing area to prevent obstructing that runner, which the umpire would overrule as obstruction and give the half or the full rounder or the "not out" for.

Well, I wonder, can you explain a decision-making or tactical awareness element? Well, here's an example.

You might choose to hit wide to the left or to the right, into those spaces away from fielders.

And this increases the chances of being able to get to second base to score half a rounder.

Well, of course, that's because if you hit straight out in front, the ball can quite quickly get fielded back to second base and enable that half a rounder.

And in fact, I'd go one step further and say, if you can hit a good shot out wide right, there's also an increased chance that you're gonna get a full rounder.

Whereas if you hit the ball out to the left, that's close to fourth base, so there's a good chance they're gonna be able to field it back to fourth base before you get there, but perhaps you can get to second base for that half a rounder.

I wonder, can you identify another decision or tactic from rounders? Well, maybe you said: The backstop should back up fourth post if a long throw is incoming so that if the fourth post player misses their catch or the ball comes in too fast or too high over them, that backstop is able to back it up, recover that ball, and give it back into fourth post quickly before the runner gets there.

So this increases your chances of getting the ball to the post and getting the player out.

If the fielder perhaps drops it or fumbles the ball, or maybe the ball is not accurate, that's why that backing up of the post is really valuable.

So, hopefully those couple of examples from rounders as the sort of depth you need to go into will help you when you're doing it in your named sport or activity.

And let's remember, effective analysis of sporting performance in a competitive situation is really big business.

So, whether it's judging a dance performance or reflecting on the relative strengths and weaknesses of an individual performance in a specific football match, or whole teams of sports scientists who support those big teams and really make the difference between winning and losing.

And that's why I really enjoy this piece of coursework.

It helps develop your abilities as a sports scientist, really, and perhaps even just a really engaged consumer of sport.

So Andeep's got a question, "Who do you think is good at analysing performance and why?" Well, there are loads of famous pundits, coaches, and performers that do this really well.

And some of the key features are use of correct technical terminology, so watch out for that and try to do that well.

Use of quantitative data to support justification.

So, for example, you'll want to create an observation checklist where you're looking for different things as they happen and making a note of them.

So, perhaps how many shots on target or how many successful passes or assists are made.

And then you're gonna need to clearly state strengths and weaknesses with good reasoning for your decision-making on that.

Well, Jacob's got another question, "What is the difference between qualitative and quantitative analysis?" Do you know? That's right.

So, qualitative analysis uses descriptive or non-numerical information which focuses on opinion.

So we really value your opinion and try to come to an objective opinion over something.

So not "I like this player, therefore they're great at everything," but "Here is an objective analysis of the things they do well and the things they do less well in words." Whereas that quantitative quantity is like a number.

So, being able to do some sort of numerical analysis of information will also really help add depth.

And what I would suggest is that quantitative data can improve the quality and accuracy of qualitative statements by providing evidence to support your thinking, so by doing some sort of notational analysis as they're performing, perhaps a tally chart or a rating scale of the different skills as you see them in action.

And of course, this varies for different activities as to a great way to do it, but that will enable you then to make some summary statements to support your assessment of the performance.

Let's do a quick check.

You are likely to be more objective if you assess your own performance rather than someone else's.

What do you think? That's right.

It's false, isn't it? And I would suggest that perhaps it's easier to provide that objective and more honest assessment if it is not about yourself.

Therefore, it's often better to assess a different performer, but you can assess yourself if you prefer.

It will not affect your mark as a practical performer, remember, so don't worry about unpicking weaknesses in your own performance.

It won't convince your teacher to mark you down as a performer in that activity.

So Andeep's got another question, "Can you create an appropriate notational analysis sheet for an activity of your choice?" Well, there are lots of different ways to approach this, and they vary depending on the activity.

Have a think about how you have seen it done, perhaps on TV when watching your chosen activity.

You might want to use a tally chart of successful and unsuccessful executions of each skill, or rate each skill out of 10 once you've watched the performance for a period of time.

Or maybe you can come up with a more creative, a different way of doing this.

We often see, you know, for example, in cricket, we can see how, you know, run rates where people have scored runs from and where they haven't.

Or in tennis, we see where points have been won with like a visual of the court and the dots are drawn where points are won and lost.

So, really think creatively about how you could do this well for your chosen activity.

Let's do another quick check.

Which of the following best describes quantitative data that should form part of your analysis? Is it A, descriptive information? Is it B, numerical information that can be measured or counted? Or is it C, the ongoing score in a game? Well done.

It's B, isn't it? So, quantitative is about quantities, so it's numerical information.

That brings us nicely into task B then.

So, for this second task, you're going to need to identify and explain the key skills required by the activity.

In that, you're gonna create a list of the key skills required for your chosen activity, and then you're gonna explain what each one is and why it's important for successful performance in that activity.

You're then gonna create a list of decision-making or tactical awareness or compositional ideas that are required by that chosen activity.

And you're gonna explain what each of those ones means and how it impacts successful performance in that activity.

So that's part one of this, is, I guess, a desktop exercise.

And then part two is the exciting bit, where you go and observe and assess either live or a video clip of a performance.

And you're gonna need to create some sort of notational analysis sheet that captures your observations on that performance.

You can do that in advance.

You then watch the performance with a focus on a specific person.

You then capture some notes on the various strengths and weaknesses in relation to core skills, decision-making, tactical awareness, compositional ideas if that's appropriate.

And you're gonna write up a really thorough evaluation that identifies the main weakness as well as providing a clear evaluation of the other skills that you've seen.

So pause the video now whilst you go out and complete that, and come back to me when you are ready.

So here's a quick summary of what you should have included in this third section of your coursework.

So the overview section.

And again, it's marked out of 20, this section.

So you need to identify and describe the key core and advanced skills required for your chosen sport or activity.

And you need to identify and describe the decision-making and tactical awareness or compositional ideas required for your chosen activity or sport.

And then the next section, which is also marked out of 20, is your ability to apply that.

So, let's just remind you, though, that no marks are awarded for just copying these key terms from the guide to the NEA or providing teaching points on how to perform the skills to ensure that you invest quality time in explaining why each of those aspects is needed for successful performance, as if you were talking to someone who doesn't know much about that activity.

And then we've got part two, haven't we, where you've got a summary here of what you need to cover within this fourth section of the coursework.

So it's the assessment section, again, marked out of 20.

And you're gonna need to create an observation checklist for your chosen activity with space to capture your observations of the key core and advanced skills in action, and also the decision-making or tactical awareness or compositional idea elements in action.

You then observe and assess your chosen performer at each of the above.

And then you're gonna create a summary of the main strengths and name the main weakness for that chosen performer, with a clear justification, examples, from what you have seen to justify your thinking.

Again, it's important to assess as many of the key skills and decision-making elements as possible to help inform your judgement on the performer's strengths and weaknesses.

And that brings us nicely into the next section.

So, completing a movement analysis.

So, for this section, you're gonna need to be able to break down a skill to analyse the movements happening at the major joints and understanding what muscles are responsible to be able to do that.

And let's remember, that's essential in sports performer, as a performer, but also as a coach or an official or as a judge or a pundit.

So that's why we're developing this skill with you.

So Andeep's got a question, "Why do you think it helps to be able to analyse sporting movements?" Well, by analysing the movement, you're gonna be able to break down the technique to help improve it.

You're gonna be able to identify the muscle, or muscles, and types of movement involved to design an appropriate training programme to improve the strength or perhaps endurance of those muscles.

And it often works best to break down the movement into the following phases, the preparation phase, the execution phase, and then the follow-through or perhaps the recovery phase, although that's not always necessary.

So let's have a quick look at an example.

So this is a squat.

We've got the preparation phase, where the knees and hips are extended.

And of course, the knees are hinge joints, and the hips are ball-and-socket joints.

And then we've got the execution phase, where the knees and hips are both in a flexed position.

With this example, the recovery just returns to that starting position, so that's why you don't always need to analyse that recovery phase as well.

Let's do a quick check.

So which of the following pictures represents the preparation phase of a sporting movement? Is it A, this kickboxer? Is it B, the shot-putter? Or is it C, the rugby player taking a conversion? That's right, B and C are both in the preparation phase, aren't they? Whereas the kickboxer is definitely mid-kick, so in the execution phase.

So when completing the movement analysis, you must make sure that you only cover the joints on the specification, so the knee, elbow, hip, and shoulder.

You include the joint type, the movement type, the muscles used, and their antagonistic pair at each of those joints.

You consider both sides of the body, so the left and right sides of the body 'cause perhaps one of the arms is doing something different to the other arm, or one of the feet is doing something different to the other foot and leg.

And then it also helps to provide images and annotate those images in more detail.

So, perhaps just providing the images is not enough to achieve the best marks here.

So, by providing the images of preparation and execution phase, annotating it, and then explaining in more detail below, that's how you're gonna really achieve the best marks in this section.

And there's no need to include any biomechanics, such as levers, planes, and axis of movement.

If you do, that work won't get marked.

It won't get any credit.

So, the second part of this section requires you to identify where your selected skill fits on both the difficulty continuum and on the environmental continuum.

It often helps to draw the continua and mark your selected skills location on each and then justify your placement.

So Jacob's wondering, "Can you give examples of both ends of each continuum?" And that might help you then to frame this piece of work.

Well, let's do a quick check.

Which of the following is not required in your movement analysis section of the coursework? Is it A, types of lever? Is it B, classification on the difficulty continuum? Is it C, classification on the environmental continuum? Or is it D, movements occurring at the knee, elbow, shoulder, and hip joints? What do you think? That's right.

It's A, isn't it? So, there is no mark or no credit given to any of the biomechanics aspects of the course, whereas you will need to do that movement analysis, understanding the anatomy and physiology of muscles and bones, and you will also need to do that skill acquisition area of the difficulty and the environmental continua.

So, that brings us into the third task then, so for that named skill or technique in your chosen activity.

And you might want to pick that biggest weakness that you identified in the assessment phase.

That's a really logical way to do this.

You identify the biggest weakness.

So for me, it might be that backhand drive on the squash court.

So, identify that and do a movement analysis on it.

So the movement analysis at the four joints of the shoulder, hip, elbow, and knee need to be covered on both sides of the body.

You need to justify where that skill fits on the difficulty continuum, and you need to justify where that skill fits on the environmental continuum.

Just a quick reminder, it's often easiest to use that biggest skill weakness identified in the previous assessment of performance section.

And that also feeds really nicely into the next section on action planning, so that's how this whole piece of coursework hangs together.

So, let's give a little bit of feedback and a quick check as to what you included in that section then.

So for the movement analysis section, so it's the fifth section marked out of 20, you're gonna need to provide an illustrated analysis of the movement occurring at the shoulder, hip, elbow, and knee joints for a specific skill or technique in your chosen sport or activity.

And you're gonna make sure you include the joint, the type of movement, the muscle group, the muscle function or role.

And then you're also gonna classify it on the difficulty continuum and justify your reasoning, and classify it on the environmental continuum and justify your reasoning.

Remember, it makes most sense to complete it based on the biggest skill weakness that you identified in the previous assessment section, but it doesn't have to be that skill.

Okay, well done for getting this far.

We're now through to the very last part of your coursework, where you're gonna create an action plan to improve either the fitness or the skill element.

So let's have a look at what you need to include in this section.

Once you've identified a major fitness or skill weakness that is limiting performance, it's important to create a training plan to improve that element.

Now, in reality, you would combine fitness and skill alongside tactical development or improvements.

But for the purposes of this coursework, knowing that you've only got 14 hours to complete it, you need to select just the one fitness or one skill weakness to develop a plan for.

Let's do a quick check.

You need to provide an action plan for an element of fitness and a skill weakness.

That's right.

That's false, isn't it? So be really careful you don't waste time providing fitness and skill development ideas in your action plan.

So there's not time to complete this thoroughly for both, and consequently, your work will only be marked for a fitness component or a skill weakness.

And if you were to do both, we need to mark them both separately and just give you your best mark.

So be really careful you don't waste time doing both.

So Andeep's got a question, "Because you will be expected to provide drills, coaching points, application of goal setting and principles of training, as well as a risk assessment, it is often easiest, but not essential, to select a skill weakness rather than a fitness one." So in fact, actually, that's not a question, is it? That's a statement.

That's some advice from Andeep.

So it's probably easier to do this on a skill weakness than on a fitness weakness, but you can do it on either.

So, in this section then, you're gonna need to provide a justification for the weakness that you've selected, so either the skill or the fitness element.

You're gonna provide progressive drills and practises over a period of time.

You're gonna show how you intend to improve the weakness with detailed coaching points.

You're gonna apply SMART goal setting throughout your plan.

You're gonna apply the principles of training throughout your plan.

And you're gonna provide a risk assessment for the activity.

Just another quick remember, sorry, reminder, this is the biggest section of the coursework, and hence it's expected it'll perhaps take you four or five hours to complete this section.

However, you are not expected to carry out the action plan.

You only need to make the plan.

Let's do another quick check.

You need to provide evidence that you have carried out the action plan.

Is that true or false? That's right.

It's false.

And why is that? Well, it's not necessary to carry out the plan, just to provide a detailed programme for what should be done to improve the identified weakness and how that plan applies your knowledge of goal setting and your knowledge of the principles of training.

Be really careful.

Again, you get no credit for regurgitating the definitions of those different principles of training.

You get credit for demonstrating how you've applied them and evidencing why that has been applied.

Another quick check.

Which of the following needs to be included in your action plan? Is it A, drills, practises, and coaching points? Is it B, a definition of SPOR and FITT principles of training? Is it C, application of SMART targets? Or is it D, a risk assessment? Which ones of those are correct? That's right.

So A, C, and D need to be provided.

You get no credit or no marks for providing just definitions of the principles of training.

You need to apply those principles of training through your action plan.

So, this final piece of coursework then.

You need to produce an action plan, not to be implemented, to improve an aspect of the performance of the performer being analysed in your chosen activity.

Remember, you need to create this action plan on just one of the identified weaknesses.

Pause the video now whilst you have a go at this, and then come back to me when you're ready.

That's right, so let's have a quick look at a summary of what you should have included in this action plan section.

So you should have included the skill or component of fitness you have selected to improve.

Should have included justification for the skill or component of fitness that you have chosen to improve.

Should have included drills and practises to show how you intend to improve the skill or component of fitness.

And you need to include risk assessment, coaching points, progressive practises, application of the principles of training, application of the SMART goal-setting ideas, and then also that relevant understanding of the elements chosen to improve.

So this is why it's a big section, this sixth section of your coursework.

I really wish you well in completing it.

That leaves us just enough time to provide a summary of this lesson.

And you may have reviewed the whole lesson as one go, or you might have broken it down into the four sections to help you with each piece of this coursework that you might have completed spread out over the course of your GCSE in PE.

But the written coursework enables you to apply your knowledge to analyse aspects of personal performance or perhaps a peer's performance in a practical activity, enables you to evaluate the strengths and weaknesses of the performance, enables you to produce an action plan which aims to improve the quality of effectiveness in that performance, and it is divided into the following six sections, each of which is marked out of 20.

So first of all, we have the evaluation section to do with fitness testing.

Then we have the analysis section, also to do with fitness testing.

Then there's the overview of skills, tactics, and strategies that are used in your chosen activity.

Then there's an assessment of somebody's performance in that activity.

Then there's the movement analysis, and that section, of course, also includes a little bit on skills continua.

And then lastly, we've got the action plan, where you need to be able to provide a plan to improve either the biggest fitness weakness or the biggest skill weakness identified in one of the earlier sections.

I hope you've enjoyed that lesson, it's really helped you get to grips with how to complete this piece of AEP coursework that's worth 10% of your final mark, so it's really important you spend quality time on it.

And remember, it must be completed in controlled environments, so in the school setting with supervision from your teachers.

Thanks for joining me, and I look forward to seeing you again next time.