gcse pe coursework example tennis

How to Teach

How to Teach Tennis

When teaching Tennis in Physical Education lessons, it is helpful to have a range of activities, teaching models and styles in the toolbox to help ensure students make great progress. Tennis lessons can be delivered in a range of ways depending upon the age, group size, resources available and your level of knowledge of the game.

Due to the complexity of tennis, most PE classes will have a vast disparity of abilities. From students who have been coached for years to those who may have never played in their lives. Thus, you will need a range of activities and tasks in order that all students are optimally challenged. From individual skill activities, cooperative tasks and rallies, to skill specific activities. It may also be advantageous with older students to utilize the experience in the class by adopting a 'Cooperative Learning' teaching model such as 'Jigsaw'. By which, students can be in mixed ability teams/base groups where they practice and develop skills together cooperatively. After they can compete against members from other teams/base groups of similar abilities . Whereas, with less able students it may be more beneficial to use a more 'traditional' teaching model where pupils progress through a range of teacher led activities and skills before progressing to playing games.

Below are a few Tennis activities, example skill card and teaching considerations taken from the ‘Full Tennis Pack’ that you can use in your lessons.

Activity: Volley bump

EQUIPMENT: x6-12 balls per group, rackets
SPACE: Half- or Full-court Tennis
DURATION: 7-10 mins
GROUPINGS: 6-10

Description: four pairs facing each other either side of the net. Pair A aim is to volley the ball 14 times in a row, Pair B = 16x, Pair C = 18x, Pair D = 22x. All volleys start at the same time, the first pair to make their specified number in a row calls ‘bump!’, in this case the winning pair bumps up one space, and the other team bumps down one space. The aim is to get to the top position and get 22 volleys before anyone else. If this happens, your pair gets one point and then performs a super bump i.e., they go to position A, and everyone moves up one space. Good competitive game, can be used for ground strokes too.

Teaching Points

Use a “chopper/axe” grip
React to the side ball is coming at you
Use a split step and step into the shot
Drive your arms forward and fast
When is a good time to use a volley?
What do you aim the ball when volleying?
Why is volleying an important skill to develop in tennis?

Activity: KING, QUEEN, JACK, PAUPER

EQUIPMENT: x4-12 balls per group
DURATION: 8-15 mins
GROUPINGS: 4-7's

Description: Pupils are in groups of 4-7 and start in one of four positions ‘King’, ‘Queen’, ‘Jack’ or ‘Pauper’. The game starts with a rally serve by the pauper (serve doesn’t have to be diagonal), and the ball is played as a doubles game until the point is won. Whichever, player loses the point goes off the court and a new pauper enters. If the King loses the point, then every player moves up (Queen becomes King, Jack becomes Queen and so on). If the Pauper loses the point, then players don’t move up to a new position, but goes to the back of the line. The aim of the game is to get to the King’s position and accumulate as many wins as possible as King.

Alternative: Alternatively, instead of a rally serve, the ball could be fed in from the net by a fellow student waiting their turn or by a teacher. See positions below:

Dribble with head up
Dribble below waist
Alternate between hands
Avoid dribbling violations (carrying, double-dribble, travelling)
Where is the best contact point?
How do you hit the ball higher or lower?
How can you make the ball move in different directions?

Skill Card: Forehand

Skill Cards: When teaching Tennis it can be extremely useful for students to use skill cards to deepen their understanding of complex skills. For example, when trying to teach students how to execute a Forehand groundstroke they could use the above skill card to learn about the technique with a partner. Then they can take turns practicing the skill whilst their partner observes and gives feedback. This is an example of a 'Reciprocal Teaching Style' which you can learn more about in our 'Teaching Styles' article.

Teaching Considerations

Teaching Considerations: When teaching any activity to children it is important to consider: What grade are they in? What type of ball should they use? How long should the Tennis racket be? Court size? Net height? We hope that the above table will help you answer those questions quickly and confidently.

Would you like more Tennis activities? Download the Full Tennis Pack with over 40 Tennis activities that are appropriate for using in PE lessons. Our pack will help you deliver high-quality Tennis lessons for Phys Ed! It has been developed by highly-qualified and experienced PE teachers for specialists and non-specialists alike who want to deliver the best Tennis lessons where students can make exceptional progress.

In the Full Tennis Pack by the PE Project you will find:

Over 40 Tennis activities
Skill Cards
Lesson Plans
Assessment Criteria for Elementary, Middle-School, and High-School
Tennis Rules
Non-doer sheets
Plus lots of additional extras like questions, teaching recommendations, differentiation strategies.

The Full Tennis Pack

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GCSE Physical Education

Specification
Planning resources
Teaching resources
Assessment resources
Introduction
Specification at a glance
3.1 The human body and movement in physical activity and sport
3.2 Socio-cultural influences and wellbeing in physical activity and sport

Scheme of assessment

Non-exam assessment administration
General administration

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

GCSE exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification.

All materials are available in English only.

Our GCSE exams in Physical Education include questions that allow students to demonstrate their ability to:

draw together their skills, knowledge and understanding from across the full course of study
demonstrate their understanding of the relationships between theory and practice
provide extended responses.

For example, Papers 1 and 2 contain extended response questions. An extended response is evidence of sufficient length to allow students to demonstrate their ability to construct and develop a sustained line of reasoning, which is coherent, relevant, substantiated and logically structured.

Aims and learning outcomes

Courses based on this specification should encourage students to:

be inspired, motivated and challenged, and enable them to make informed decisions about further learning opportunities and career pathways
develop knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being
develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance
understand how the physiological and psychological state affects performance in physical activity and sport
perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas
develop their ability to analyse and evaluate to improve performance in physical activity and sport
understand the contribution which physical activity and sport make to health, fitness and well-being
understand key socio-cultural influences which can affect people’s involvement in physical activity and sport.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Physical Education specifications and all exam boards.

The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

AO1: Demonstrate knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
AO2: Apply knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
AO3: Analyse and evaluate the factors that underpin performance and involvement in physical activity and sport.
AO4: Demonstrate and apply relevant skills and techniques in physical activity and sport. Analyse and evaluate performance.

Assessment objective weightings for GCSE Physical Education

Assessment weightings.

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Non-exam assessment (NEA): Practical performance in physical activity and sport

The non-exam assessment (NEA) aspect of this course requires students to develop their ability and aptitude in physical activities, demonstrating appropriate skills and techniques outlined below. This aspect of the specification requires students to:

demonstrate skills in physical activity and sport, applying appropriate technique(s)
demonstrate and apply appropriate decision making skills, strategies and/or compositional ideas within physical activity and sport, taking into account personal strengths and weaknesses
demonstrate ideas and problem solving solutions in spontaneous and/or pre-determined ways whilst under pressure in physical activity and sport
use appropriate physical characteristics/attributes (eg strength, stamina, speed, agility, flexibility, coordination) to achieve successful performance in physical activity and sport
demonstrate psychological control (eg arousal, anxiety, aggression) to achieve successful performance (and fair play) in physical activity and sport
adhere to ‘rules’, health and safety guidelines, and consider appropriate risk management strategies in physical activity and sport
analyse and evaluate performance to bring about personal improvement in physical activity and sport
applying team strategies and/or compositional ideas taking account of the strengths and weaknesses of fellow team member(s), as appropriate
showing awareness of, and responding to, the actions of other player(s)/performer(s)
communicating effectively with other player(s)/performer(s)
demonstrating their individual role in achieving the collective outcome.

Although students will not be assessed on each of these skills individually, they are all inherent to their overall performance. They will be assessed holistically using levels of response mark schemes provided.

There are two aspects to the NEA:

performance assessment (practical performance)
performance analysis assessment (analysis and evaluation).

Performance assessment (practical performance) – 75 marks

Students are required to be assessed in three different activities in the role of player/performer only.

One of these assessments must be in a team activity, one assessment must be in an individual activity, with the third assessment being in either a team or individual activity.

Students can only be assessed in activities identified in our specification, which are those stipulated in the Department for Education’s GCSE PE activity list . Students cannot be assessed in any other activity.

Students can only be assessed once in any activity, including where an activity is included in both the individual activity list and the team activity list. Eg they may not be assessed in both doubles tennis and singles tennis.

Students are required to be assessed on their skills in progressive drills (Part 1) and in the full context (Part 2) for each of their three activities.

Students must be assessed using the specified criteria for each activity. They must be assessed holistically on their overall performance for Part 1 (skills) and for Part 2 (full context) using the levels of response mark schemes provided for each activity.

Students’ performances should be marked at the level at which they can perform consistently, so that they are able to replicate that level during moderation.

Part 1 – Skills (10 marks per activity)

Students must demonstrate their ability to develop and apply the core skills/techniques in increasingly demanding and progressive drills in each of their three chosen activities. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in the full context of the activity.

Students will be assessed holistically based on the overall performance of all of the core skills/techniques listed for each activity, in increasingly demanding, progressive and competitive drills.

Schools and colleges are reminded that students should adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

The effectiveness of communication in team activities will inevitably contribute to the success or failure of the overall performance. As a result, the effectiveness of this skill will be encapsulated in the outcome of the performance as a whole.

Students will be assessed using the levels of response grids provided for each activity.

Part 2 – Full context (15 marks per activity)

Students must demonstrate their ability to apply the core skills/techniques, specific to their position where appropriate, in the full context of each of their three chosen activities.

Students must be assessed holistically, based on the performance of the listed skills/techniques in the full context of each activity.

Students must adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

Students must be assessed using the levels of response grids provided for each activity.

Team activity list

Individual activity list, disability/specialist activities.

A number of specialist activities are included in this specification in line with the Department for Education's (DfE) GCSE activity list for physical education . DfE and Ofqual have agreed that the awarding organisations can jointly consider additions to the permitted activities for reasons of accessibility and inclusion on a periodic basis. The use of these activities for assessment is dependent upon the student(s) in question meeting the classification requirements for the activities, as stipulated by the relevant governing body. Students without a disability cannot be assessed in these activities.

Adaptations and reasonable adjustments to activities

Any of the listed NEA activities may be adapted to suit different needs, but the way in which they are adapted depends on the individual need or disability. It is important that any adaptation or adjustment does not compromise the rigour and validity of the assessment; often it is the context of the performance which changes, such as the use of adapted equipment or rules and regulations. In some cases, a particular move or technique required in an activity can be substituted for a suitable alternative, as appropriate.

Specialist team activity list

Specialist individual activity list, offsite activities.

Schools and colleges are required to provide audio-visual evidence of student performances in all activities undertaken outside their direct supervision and/or that cannot be replicated at a live moderation visit. The audio-visual evidence must clearly show how the student has met the criteria set out in the specification and the marks awarded. This evidence must be available for moderation.

Health and safety

All schools and colleges must be fully aware of the recommended safety procedures as laid down by the governing body for that sporting activity and as recommended by the Association for Physical Education (AfPE). Schools and colleges are reminded that students should adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

Activities criteria

Students must be assessed using the specified criteria for each activity and the levels of response mark schemes provided for each activity.

Amateur boxing

Hooks – left and right.
Straight – left and right.
Ring work/evasion skills, including defensive guard.

Part 1 – Skills (10 marks)

Part 2 – Full context (15 marks)

Students should perform in a fully competitive boxing bout 3 x 2 minute rounds, 4 x 2 minute rounds or 3 x 3 minute rounds (males only), demonstrating the appropriate skills against a suitably challenging opponent.

All boxers need to follow the appropriate medical and safety guidelines, as required by England Boxing. An appropriately qualified adult must supervise the bout.

Association football

Students cannot be assessed in five-a-side football or futsal.

Students should perform in a fully competitive association football match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should be assessed in two separate athletic events. These could be from two different groups from the table below, for example a sprint and a jump, or two from the same group, for example shot put and discus.

Students cannot be assessed in a relay event.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure/intensity and incorporate direct competition in conditioned drills, for example sprint start only in isolation, include the drive phase, incorporate full speed, add some competition out of the blocks or in the long jump take off, start with short run up, longer run up, incorporate speed, add competition. This must not be in a fully competitive athletic competition.

Students should perform both events in a fully competitive meet. This should involve direct objectively measured competitors. The events can be assessed through competitive athletics at school or at club level (or higher). Students should demonstrate their ability in both events against suitably challenging opponents.

Students can be assessed in singles format or in doubles format. They cannot be assessed in both badminton singles and in badminton doubles.

Service – high, low, flick (forehand or backhand).
Overhead – clear, drop (forehand and backhand where appropriate).
Underarm – clear, drive, drop (forehand and backhand where appropriate).

Students should perform in a fully competitive game of badminton (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Dribbling – using both hands, change of pace and direction.
Passing – chest, javelin, bounce, overhead, use of the fake.
Receiving/intercepting – making a target (signalling), one/two handed catch, stationary and on the move, differing speeds and heights, rebounding, stealing.
Shooting – lay-up, set shot, jump shot, free shot, use of the fake.
Footwork and marking – stopping (jump stop, stride stop), pivoting, getting free, tracking (drop step).

Students should perform in a fully competitive basketball match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students being assessed in camogie cannot also be assessed in hurling.

Passing/receiving/hand pass/solo run.
Catching – body catch and high catch.
Striking – ground strike, striking from the hand.
Lifts – roll and jab lift, moving and stationary sliotars.
Challenging attackers/blocking – ground block, hooking, overhead block.

Students should perform in a fully competitive camogie match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Canoeing/kayaking (slalom)

Students cannot be assessed in both canoeing and kayaking. Students being assessed in canoeing/kayaking (slalom) cannot also be assessed in canoeing/kayaking (sprint), rowing or sculling.

Paddling forward and using sweep.
Breaking in and out – using bow rudder and stern rudder (upstream gate).
Ferry glide – forward and reverse spin.
Negotiating and use of currents and water features – stoppers, standing, waves.
Support strokes – high brace and low brace.

Students should perform in a fully competitive slalom run against the clock and on appropriately challenging course. This should be on a slalom course with a minimum of 18 gates (green and red). The difficulty of the course chosen should be appropriate to the level of ability of the performer.

Canoeing/kayaking (sprint)

Students cannot be assessed in both canoeing and kayaking. Students being assessed in canoeing/kayaking (sprint) cannot also be assessed in canoeing/kayaking (slalom), rowing or sculling.

Paddling/strokes – preparatory position, power phase.
Change of pace/rate.
Recovery – refining the stroke, capsize.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with simple drills showing the full technique of the skills but should aim to increase pressure and incorporate pace and direct competition in conditioned drills. This must not be in a full race.

Students should perform in a fully competitive race, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer. The sprint should be over a distance appropriate to the age of the student.

Batting (defensive) – front and back foot.
Batting (attacking) – front and back foot (drive, pull, hook, cut, sweep).
Bowling – medium pace or fast pace or spin (line, length, variation).
Catching in the field (from close, from distance) or catching as wicket keeper (standing up, standing back).
Throwing and ground fielding in the field (from close, from distance) or stumping and recovery work as a wicket keeper.

Students can choose to be a fielder or wicket keeper for skills 4 and 5 to suit their preferred position.

Students should perform in a fully competitive cricket match (11 versus 11), demonstrating the skills appropriate to their chosen positions. Performers must choose two of the following roles for the purposes of assessment:

field/wicket keep.

The standard of the game should be appropriately challenging for the performer.

Cycling (road)

Students being assessed in road cycling cannot also be assessed in track (indoor/outdoor) cycling or BMX. Time trialling is allowed with staggered starts (5 skills only).

Flat road technique/pace maintenance – in and out of saddle.
Ascending technique.
Descending technique (including braking).
Chain ganging (not appropriate for time trialling).

All skills/techniques should incorporate the efficient use of gear changes.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the cyclist in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills through adding additional riders and increasing the pace. This must not be in a fully competitive race.

Students should perform in a fully competitive cycling race (at least 10 miles), demonstrating the appropriate skills against suitably challenging opponents and on a suitably challenging route/course/stage. The level of challenge should be taken into consideration when awarding marks.

Cycling (track)

Students being assessed in track (indoor/outdoor) cycling cannot also be assessed in road cycling or BMX.

Starts – standing.
Sprint finish.
Track position – use of various coloured lines.
Chain ganging/riding in a group.
Basic riding technique – in and out of the saddle.

Students should perform in a fully competitive track (indoor/outdoor) race, demonstrating the appropriate skills against suitably challenging opponents. The level of competition should be taken into consideration when awarding marks.

Dance can be assessed as a solo performance, a duet performance or a group performance. Students can only be assessed in dance once.

Travel, locomotion, stepping and pathways.
Balance (static and/or dynamic).
Rotation, turning and weight transference.
Jumps and elevations.
Gestures and motifs.

The following dance genres are permitted: ballet, ballroom, contemporary, cultural dance, folk, street and tap. The style of dance chosen for assessment must enable the student to display each of the core skills/techniques specified, and must enable the student to be assessed against the dance descriptors below. If the style of dance does not meet these criteria, then a student cannot be assessed in that style.

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with moves in isolation but should aim to link moves together. Assessment must not be based on fully competitive competition/performance.

Students should perform a full routine in a competition/performance. This can be in a solo performance, a duet performance or a group performance and should last at least two minutes. The level of performance should suitably challenge the performer.

Students can only be assessed in platform diving.

Take-off/elevation – forward and backward (two dives).
Take-off/elevation – (one from) inward/reverse/twisting/handstand.
Execution/body position – (corresponding to the two dives chosen in skill 1) pike/straight/free/tuck/twisting.
Execution/body position – (corresponding to the dive chosen in skill 2) pike/straight/free/tuck/twisting.
Entry position of the three dives.

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Three dives should be attempted (two from skill 1 and one from skill 2). Progressive practices may start with part of the dive in isolation but should aim to link the component parts (approach, take off, elevation, execution and entry) of the dive together.

Students should perform in a fully competitive diving competition, consisting of six different dives. The level of competition should suitably challenge the performer.

Rider position – head, shoulder, hip, heel, hands (when walking, trotting, cantering).
Transitions – increase and decrease in pace.
Application of aids – maintaining impulsion, correct bend, contact, feel, outline (when walking, trotting, cantering).
Basic school movements – circles, changes of direction, lines (centre, quarter), looping figures (serpentines, figure of 8), awareness of diagonals (trot) and lead leg (canter).
Basic jumping – impulsion, position, balance, rhythm, stride (minimum height of 75 cm).

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the moves in isolation but should aim to link them together/increase pace/change direction (as appropriate). This must not be in a fully competitive event. Riding position/technique should be considered when assessing all skills.

Students should perform in a fully competitive equestrian event. Students can choose to perform in a dressage test, showing class individual, show jumping or working hunter class event. The level of competition should suitably challenge the performer and where possible, the official score sheet should be available.

Gaelic football

Students should perform in a fully competitive Gaelic football match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Tee shots – driver, hybrid and/or long iron.
Longer fairway irons/hybrid equivalent – a range of at least three clubs between 1 iron and 6 iron.
Shorter fairway irons – a range of at least three clubs between 7 iron and sand wedge.
Pitching/chipping around the green.
Bunker play.
Putting – long, medium, short, break.

Students should perform the core skills/techniques/shots in stable and adaptive situations. The demonstration of each core skill may start with the skill in a stable environment, eg driving range and/or practice fairway, putting green, but should progress to show the shots being played on a variety of golf holes (par 3, 4, 5). This must not be in a competitive game.

Students should perform in a fully competitive game of golf over a minimum of 9 holes demonstrating the appropriate skills/shots. The chosen course should suitably challenge the player and his/her handicap.

Students must be assessed in floor routines and apparatus/specialism only. Students can only be assessed in gymnastics once. Students choosing rhythmic as their specialism cannot also be assessed in dance.

Jumps (choose two) – tucked/piked/straddle/straight/180° turn/others.
Rolls (choose two) – backwards/forwards/others.
Turns/overswings (choose two) – cartwheel/round off/forward or backward walkovers/handspring/back flip/others.
Balances (choose two) – handstand/headstand/arabesque/others.
Specialism (choose one) – beam (routine)/vault (two vaults)/rings (routine)/pommel horse (routine)/bars (routine)/rhythmic (short routine with ball, clubs, hoops, rope or ribbon).

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the floor moves in isolation but should aim to link moves together. All floor moves have the option of ‘others’ to allow experienced performers to choose harder tariff moves, eg backwards roll to handstand.

One specialism should also be chosen to perform the following:

beam – short routine, linking moves
vault – two vaults
rings – short routine, linking moves
pommel horse – short routine, linking moves
bars – short routine, linking moves
rhythmic – short routine, linking moves.

Students should perform in a fully competitive gymnastics event. Students can choose to perform in a floor (artistic or rhythmic) or apparatus competition demonstrating the appropriate skills. A rhythmic routine can make use of a ball, clubs, hoops, rope or ribbon. The level of competition should suitably challenge the performer.

Students should perform in a fully competitive handball match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should perform in a fully competitive hockey match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students being assessed in hurling cannot also be assessed in camogie.

Students should perform in a fully competitive hurling match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should perform in a fully competitive lacrosse match (10 versus 10), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Passing and receiving (chest pass, shoulder pass, one/two handed passing).
Dodging – single/double/sprint.
Marking a player.
Shooting (close/distance) or rebounding (attacking or defending) or marking a pass/intercepting (centre court players).
Footwork and movement – landing on one/two feet, pivoting.

Students can choose to shoot or rebound or mark a pass/intercept to suit their preferred position.

Students should perform in a fully competitive netball match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Rock climbing

Students can be assessed indoors or outdoors.

It is suggested that students who wish to be assessed in climbing do so over multi-visits to an appropriate climbing wall ie not just one attempt. It is also recommended that students would be following the NICAS or NIBAS Award schemes. A starting point for students on either of these schemes should be assessed by someone who is qualified to make that judgement.

At A-level it is expected that students should be working at level HVS 5A/5B towards E1/5B or equivalent F5+ or F6a French (Sport) 5+/6a. Thus, for GCSE, students should be working towards or at this standard.

It is expected that students would make use of a minimum of 2 different climbs to demonstrate the following:

Rope work : Students, in a top rope capacity, should be able to tie in, belay and lower partners consistently and safely with effective communication. This could begin in a peer belay situation and progress through to students belaying independently although this would be with backup.
Three points of contact : Students should be able to climb a route of their choice showing 3 points of contact between moves. This could progress from a slab to overhanging terrain.
Traversing/climbing : Students should be able to climb a route of their choice demonstrating clear use of weight transfer and climbing techniques associated with this. This could progress from moves on a slab with three points of contact through to students only using two points of contact and effective body positioning to make the movement successful on steeper terrain.
Climbing at limit : Students should be able to demonstrate climbing at their limit using a variety of techniques in a progressive manner to make a successful ascent; this could progress from a rehearsed route through to a student on sighting at their limit.
Climbing overhanging/steep ground : Students should be able to climb successfully on overhanging terrain; this could be progressively overhanging through to very steep.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase in difficulty by linking skills together and by increasing the difficulty of the route. This must not be in a fully competitive climb.

Students should perform a climb, either in competition or against a suitably challenging environment, demonstrating the skills appropriate to their chosen route. The difficulty of the climb should be appropriately challenging for the performer.

Students being assessed in rowing cannot also be assessed in canoeing, kayaking or sculling.

Drive phase.
Extraction/finish position.
Recovery and preparation for the catch.
Paddling with square blades.

Students can be assessed in any of the following sized boats:

Students cannot be assessed in the role of cox.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with simple drills showing the full technique of the stroke but should aim to increase pressure and incorporate pace and direct competition in conditioned drills. This must not be in a full race.

Students should perform in a fully competitive race over a distance of 1,000 m or over, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer.

Rugby League

Students being assessed in Rugby League cannot also be assessed in Rugby Union. They cannot be assessed in tap/tag rugby.

Handling – holding and protecting the ball, running with the ball to evade the tackler, changing pace and direction (swerve and side-step).
Passing and receiving – long and short, at varying pace, spin, switch and scissors.
Tackling – front, rear, side, smother.
Retaining possession – in the tackle and on the floor.
Kicking (at least two from punt/spiral, grubber, drop kick/re-start, up and under, penalty/conversion) or running direct lines/winning collision point.

Students should perform in a fully competitive Rugby League match (13 versus 13), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Rugby Union

Students can be assessed in either 15-a-side or 7-a-side (rugby sevens). They cannot be assessed in both.

Students being assessed in Rugby Union cannot also be assessed in Rugby League. They cannot be assessed in tap/tag rugby.

Handling (passing and receiving, long and short, at varying pace, push, spin, switch/scissors).
Tackling (front, rear, side, smother, chop).
Maul (body position, binding, retaining ball).
Ruck (body, position, jackle, sealing off).
Kicking (at least two types from punt/spiral, grubber, drop kick/re start, box kick, up and under, penalty/conversion) or scrummaging (binding, body position, generation of power/hooking, as appropriate to position) or lineout.

Students can choose to kick or scrummage to suit their preferred position.

Students should perform in a fully competitive Rugby Union match (15 versus 15 or 7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Sculling (individual)

Students being assessed in sculling cannot also be assessed in canoeing, kayaking or rowing.

Students can only be assessed in a single scull.

Students being assessed in skiing cannot also be assessed in snowboarding.

Students can be assessed outdoor on snow or indoor on snow. They cannot be assessed on dry ski slopes.

Basic turning – turning both ways using parallel or carved.
Stopping/parallel stop/skid to halt – stopping to the left and right.
Linked turns over distance – whole indoor snow zone run or outdoor run including narrow and wide turns at different angles.
Traversing in both directions – different speeds/angles.
Skiing at speed – slalom through gates/round poles or moguls or tight turns.

Skills 1, 3 and 5 have options to allow the skier to choose what is appropriate to their ability or what is available to them.

Students should perform two timed runs on appropriately challenging slopes against the clock. These can be in an indoor snow zone around 10 poles or cones. Alternatively these could be outdoor around poles or cones or on suitable downhill runs. If outdoor, the colour of the run chosen should be appropriate to the level of ability of the performer.

Snowboarding

Students being assessed in snowboarding cannot also be assessed in skiing.

Students cannot be assessed on tricks.

Basic regular turns – on heel edge and toe edge/skid turns/narrow and wide.
Stopping on toe and heel edge.
Linked turns over distance – on a full indoor snow zone run or outdoor slope including fakie/switch turns and/or carved turns with narrow and wide turns.
Traversing at speed – different speeds/gradients.
Snowboarding at speed – through gates/round poles or moguls or tight turns.

Skills 3 and 5 have options to allow the snowboarder to choose what is appropriate to their ability.

Students should perform two timed runs on an appropriately challenging slope against the clock. These can be in an indoor snow zone around poles (10) or on an outdoor slope. If outdoor, the colour of the run chosen should appropriately challenge the performer.

Students can be assessed in singles format or in doubles format. They cannot be assessed in both squash singles and in squash doubles.

Service – forehand, backhand, variations.
Drives – forehand and backhand.
Volleys – forehand and backhand.
Boasts – forehand and backhand.
Lobs/drops – forehand and backhand.

Students should perform in a fully competitive game of squash (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Students cannot be assessed in synchronised swimming.

Starts (dive or backstroke start) and finishes.
Arm action.
Leg action.
Body position and breathing.

Students should be assessed in two different strokes from the following:

breaststroke
front crawl.

Students should perform in two fully competitive swimming races/events. The two events chosen must involve two different strokes from the table below.

The strokes can be assessed through competitive swimming at school or at club level (or higher). Students should demonstrate their ability in both races/events against suitably challenging opponents.

Table tennis

Students can be assessed in singles format or in doubles format. They cannot be assessed in both table tennis singles and in table tennis doubles.

Service – forehand and backhand (with and without spin as appropriate).
Drives – forehand and backhand (with and without topspin as appropriate).
Push – forehand and backhand (with and without backspin as appropriate).
Smash – forehand and backhand (with and without spin as appropriate).
Lob – forehand and backhand (with and without spin as appropriate).

Students should perform in a fully competitive game of table tennis (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Students can be assessed in singles format or in doubles format. They cannot be assessed in both tennis singles and in tennis doubles.

Service – power, placement and variation (eg slice).
Groundstrokes – forehand, backhand and drop shot.
Smash – to show power and/or placement.
Lobs – forehand and backhand.

Students should perform in a fully competitive game of tennis (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Trampolining

Shapes (minimum two) – straight/tuck/pike/straddle/others.
Drops (minimum two) – front/back/seat/others.
Twists (minimum two) – half/full/others.
Twisting/rotation (minimum two) – half twist to or out of front drop/half twist to or out of back drop, seat half twist to feet/seat half twist to seat (swivel hips)/front drop to seat, cat twist/turntable/others.
Advanced rotation (minimum one) – front somersault/back somersault/hands, knees and over/barani/others.

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the moves in isolation but students should aim to increase height and maintain consistency. All moves have the option of ‘others’ to allow experienced performers to choose harder moves. However, staff should be suitably qualified to supervise the difficulty level of moves chosen. Assessment must not be based on fully competitive competition. The difficulty tariff of moves selected by the candidate should be considered when marking.

Students should perform a fully competitive 10 bounce routine. Students can choose the content of their routine but it should contain at least one example of each of the core skills. Straight bounces can be used at the beginning of the routine to gain height before the routine starts. The level of competition/tariff difficulty chosen should suitably challenge the performer.

Service – underarm and overarm.
Dig – one arm/two arm (receiving serve and from team mates).
Volley – set, straight, sideways, overhead.
Smash/spike.
Block – single and double.

Students should perform in a fully competitive volleyball match (minimum 4 a-side), demonstrating the skills appropriate to their chosen position . The standard of the game should be appropriately challenging for the performer.

Acrobatic gymnastics

Students can be assessed as a pair or group.

Unassisted moves – two static balances.
Unassisted moves – two dynamic movements, eg leaps, jumps, twists, tumbles.
Assisted moves – two static balances (can be towers/pyramids) to show appropriate dismount/support/catch.
Assisted moves – two dynamic moves (can be flips, twists) to show flight and appropriate dismount/support/catch.
Artistry – linking skills to show partnership, expression, creativity and musicality.

Students should perform the core skills/techniques in increasingly demanding and progressing practices. Progressive practices may start with the skill in isolation but should aim to increase further difficulty and challenge either through linking skills before and after the focus skill or by increasing the difficulty.

Skills cannot be shown in a fully competitive event for part 1. Skills can be performed as a pair or as a group.

Students should perform a single routine in a fully competitive acrobatic gymnastics competition appropriate to the level of ability of the performer.

This can be in a pair, or in a group. The routine can be a balance, dynamic or combined routine. All routines should have a maximum duration of 2 minutes 30 seconds.

Schools and colleges should include details of each student's routine with their evidence, including a tariff sheet.

Cycling (BMX)

Students being assessed in BMX cannot also be assessed in track or road cycling.

Starts/finishes.
Manuals – singles, multiples.
Cornering – low to high, high to low, block.
Jumping – singles, doubles.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the cyclist in isolation but should aim to increase pressure and incorporate challenge through additional riders and increasing the pace. This must not be in a fully competitive race.

Students should perform in a fully competitive BMX race (this should not be an individual time trial) demonstrating the skills appropriate. The standard of the race should be appropriately challenging for the performer.

Figure skating (individual)

Students can only be assessed in figure skating once. Students being assessed in singles skating cannot also be assessed in pairs skating, ice dance or synchronised skating.

Skating skills: edges and control, stroking, crossovers in all directions, transitions from forwards to backwards and backwards to forwards.
Steps (minimum of 3) step sequences covering the full ice surface: toe steps, crossrolls, mohawks, choctaws.
Turns (minimum of 3): three turns, brackets, rockers, counters, twizzles, loops.
Combination spin: change of foot and a minimum of eight revolutions or six revolutions without a change of foot.
Jumps (minimum of 3): axel, double salchow, double toe loop, double loop, double flip, double lutz or others.
Moves in the field (minimum of 3): spirals, tea-pots, hydro glides, ina bauers, spread eagles, split jumps, drags.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skater in isolation but should aim to increase pressure and incorporate challenge through more challenging drills which link different aspects. This must not be in a fully competitive figure skating routine.

Students should perform in a fully competitive skating routine demonstrating the appropriate skills. The standard of the routine should be appropriately challenging for the performer. The routine should be well-balanced and last a minimum of 1 ½ minutes but no more than the stated maximum length for the level of competition (refer to British Ice Skating technical requirements for national singles competitions).

Figure skating (team)

Steps (minimum of 3): a step sequence of any pattern covering the full ice surface: toe steps, crossrolls, mohawks, choctaws.
Turns (minimum of 3): three turns, brackets, rockers, counters, twizzles in or out of hold showing good unison.
Solo spin: with a change of foot (minimum of eight revolutions) or without a change of foot (minimum of five revolutions)
Pair spin: with a minimum of five revolutions.
Side by side jump showing unison (minimum of 3): salchow, toe loop, loop, flip, lutz or others.
Pair lift: armpit or waist hold with at least one full rotation.
Skating skills : edges and control, stroking, crossovers in all directions, transitions from forwards to backwards and backwards to forwards.
Steps in unison (minimum of 3): a step sequence of any pattern covering the full ice surface: toe steps, crossrolls, mohawks, choctaws.
Turns in unison (minimum of 3): three turns, brackets, rockers, counters, twizzles showing a variety of holds.
Dance spins: at least two rotations each in a minimum of two different positions (upright, sit, camel).
Twizzles in unison: minimum of one revolution clockwise and one revolution anti-clockwise.
Dance lift: one held dance lift (minimum of 3 seconds and maximum of 7 seconds) with or without rotation.
Circle shape (at least four skaters).
Line: linear, parallel or diagonal element.
Block: pivoting or linear element.
Wheel: rotating element.
Intersection: to include preparation, approach, point of intersection and exit.
Free skating moves (any 2): spirals, spread eagles, ina bauers or others.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills should aim to increase pressure and incorporate challenge through more challenging drills which link different aspects. This must not be in a fully competitive figure skating, ice dance or synchronised routine.

Students should perform in a fully competitive skating/dance/synchronised routine demonstrating the appropriate skills. The standard of the routine should be appropriately challenging for the performer. The routine should be well-balanced and last a minimum of 1.5 minutes but no more than the stated maximum length for the level of competition (refer to British Ice Skating technical requirements for national singles competitions).

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with skills in isolation but should aim to increase pressure and incorporate challenge and direct competition in conditioned drills. This must not be in a full (5 versus 5) futsal game.

Students should perform in a fully competitive futsal match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should perform in a fully competitive ice hockey match (6 versus 6), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Inline roller hockey

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skills in isolation but should aim to increase pressure and incorporate challenge and direct competition in conditioned drills.

This must not be in an inline roller hockey match (5 versus 5).

Student should perform in a fully competitive inline roller hockey match (5 versus 5) demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Sailing (individual)

Students are assessed in the role of helm. Students should be using a sailing boat class recognised by the Royal Yachting Association (RYA) . It is recommended that students would be following the RYA National Sailing Scheme.

Tacking (transition)
Gybing (transition)
Upwind and downwind technique (showing application of trim, balance, course made good (CMG), sail setting and centreboard, if applicable)
Mark rounding (showing application of trim, balance, CMG, sail setting and centreboard, if applicable)
Boat speed and control

Students should perform the core skills/techniques in increasingly demanding and progressive practices and application. Progressive exercises may start with the skill in isolation but should aim to increase speed and incorporate further difficulty and challenge.

This must not be in a fully competitive sailing event.

Students should perform in a fully competitive sailing event, demonstrating the appropriate skills against suitably challenging opponents, at a suitably challenging event. The level of event challenge (club, regional or national) should be taken into consideration when awarding marks, and be appropriate to the competency and ability of the performer.

Sailing (team)

Sculling (team).

Students being assessed in team sculling cannot also be assessed in canoeing, kayaking, rowing or single sculling.

Students can be assessed as a pair (doubles) or as a four (quads).

Students should perform in a fully competitive race as a pair (doubles) or four (quads) over a minimum distance of 1,000 metres, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer.

Students should perform in a fully competitive water polo match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Windsurfing

It is recommended that students would be following the RYA National Windsurfing Scheme.

Upwind and downwind technique (showing application of trim, balance, course made good (CMG), sail setting and centreboard, if appropriate)
Mark rounding (showing application of trim, balance, CMG, sail setting and centreboard, if appropriate)
Board speed and control

Students should perform in a fully competitive windsurfing event, demonstrating the appropriate skills against suitably challenging opponents, at a suitably challenging event. The level of event challenge (club, regional or national) should be taken into consideration when awarding marks, and be appropriate to the competency and ability of the performer.

Specialist activities criteria

Blind cricket.

Batting (attacking) – front and back foot.
Bowling – medium pace or fast pace or spin (line, variation).

Students should perform in a fully competitive blind cricket match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Sending the ball.
Providing scoring opportunities – accuracy and direction.
Control of delivery length and speed.
Playing to different areas of the court.
Preventing scoring opportunities.

Students should perform in a fully competitive boccia match, demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Ball control and gaining initial control.
Throwing – straight, bounce and rotation.
The ready position.
Shooting – dominant and non-dominant hand, penalty taking.
Defending – forming a barrier and covering the court.

Students should perform in a fully competitive goalball match (3 versus 3), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Service – varying direction, length and speed.
Push – forehand and backhand.
Block – forehand and backhand.
Power shot – forehand and backhand.

Part 1 – Full context (10 marks)

Students should perform in a fully competitive game of polybat singles, demonstrating the appropriate skills against a suitably challenging opponent.

Powerchair football

Control of the ball and receiving the ball.
Passing and shooting.
Holding ground and closing down.
Creating space.

Students should perform in a fully competitive power chair football match (4 versus 4), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Table cricket

Bowling – line and length, biased and non-biased balls.
Batting – holding the bat steady, guided push shot, placement.
Fielding – active panel fielding to intercept the ball.

Students should perform in a fully competitive table cricket match (6 versus 6), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Wheelchair basketball

Dribbling – two pushes and one bounce, continuous dribble.
Passing – chest pass, feed off pass, hand off pass, bounce pass, overhead pass, hook pass.
Catching/intercepting – one handed, two handed.
Shooting – one handed, two handed, free shot, lay-ups, hook shots.
Chair control – defensive, attacking.

Students should perform in a fully competitive wheelchair basketball match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Wheelchair rugby

Dribbling – one handed, two handed, front dribble.
Passing – flip, chest, bounce, lob, baseball, lead, push, two handed overhead, bump.
Catching – one handed, two handed.
Picking/blocking/screening.
Chair control.

Students should perform in a fully competitive wheelchair rugby match (4 versus 4), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Performance analysis assessment (analysis and evaluation) – 25 marks

Students are required to analyse and evaluate performance in one activity from the specification. Students can analyse and evaluate their own performance or the performance of another person, so long as it is in an activity that is from the specification.

Students are required to analyse and evaluate performance to identify two strengths and two weaknesses. They then need to produce an action plan that suggests ways to improve upon the two weaknesses that they have identified.

This work can be completed in either written or verbal format. If it is written, then written evidence must be available for moderation. If it is completed verbally, then it must be evidenced by an audiovisual recording, which must be available for moderation.

Analysis – strengths and weaknesses (15 marks)

Students are required to analyse performances in one activity from the specification in order to identify and justify suitable strengths and weaknesses in the performances.

With reference to recent competitive performances in the chosen activity, students should identify two strengths.

One strength should be a fitness component (relevant to their chosen activity). Reference should be made to an appropriately relevant and developed fitness component, justifying how it has benefited performance.

One strength should be a specific skill/technique (from those listed in the activity criteria) or tactic/strategy/aspect of choreography (as appropriate), which has been used when performing their chosen activity. If a skill is chosen, reference should be made to the technique used and how that technique benefited performance. If a tactic/strategy is chosen, reference can be made to a description of the student’s role within that tactic/strategy and how it benefited performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement benefited performance.

In choosing these strengths, students must fully justify their choices, making reference to the impact and benefit they provided in recent, fully competitive performances.

With reference to recent competitive performances in the chosen activity, students should identify two weaknesses.

One weakness should be a fitness component (relevant to their chosen activity) where improvement is needed. Reference should be made to an appropriately relevant and developed fitness component, justifying how it has negatively affected performance.

One weakness should be a specific skill (from those listed in the activity criteria) or tactic/strategy/aspect of choreography (as appropriate) where improvement is needed. If a skill is chosen, reference should be made to the technique used and how that technique hindered performance. If a tactic/strategy is chosen, reference can be made to a description of the student’s role within that tactic/strategy and how it hindered performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement negatively affected performance.

In choosing these weaknesses, students must justify their choices, making reference to how competitive performances have been negatively affected.

Students should be marked on their analysis of performance using the following descriptors.

Evaluation – the use of theoretical principles to cause improvement (10 marks)

Using appropriate theoretical content included in the specification, students should produce an overall plan of action that suggests ways to improve upon the weaknesses that they have identified as part of their analysis.

This plan of action must include:

an identification of an appropriate training type to improve the fitness weakness
a full description of one training session that provides an example of what could be used for the performer
an explanation of how prolonged use of the identified training type could improve the fitness weakness
an identification of one other relevant part of the specification (not another training type) which, when applied, could bring about improvement in the skill/tactic/strategy/aspect of choreography weakness
an explanation of how the additional specification content selected could lead to improvement of the identified weakness.

Theoretical content chosen must be justified in relation to the identified personal weaknesses with an indication of how improvement is likely to occur.

Students will not be assessed on whether improvement actually occurs.

Students should be marked on their evaluation of performance using the following descriptors.

5 ⭐ Reviews

100 Practical Examples in PE (Part 1)

I have found over many years of teaching PE and sport courses for GCSE , A-level , BTEC , VCERT , Cambridge National and Cambridge Technical that students need significant guidance on forming good quality practical examples (normally for AO2 ). The aim of this post is to set a standard for how practical examples should be structured to give the maximum opportunity to achieve marks in examined or coursework conditions.

My aim is to provide a total of 100 “examples of examples” and I will kick off today by publishing 15 , all of which start with A, B or C . In time, I will update this blog post to incorporate a greater range of examples but I also encourage teachers and students to contribute their own in the comments below . Part 2, covering letters D , E and F is available here: 100 Practical Examples in PE (Part 2)

Typically, I expect students to write practical examples with a EIO structure in mind. EIO refers to:

So, let’s take a couple of examples from the table below:

...and another...

Students will often mix impact and outcome and this is absolutely fine. The key is that the student is developing their example to ensure they write what happens because of the concept (in these cases, an act of direct aggression or the use of agility).

Thank you for reading this week's post. I hope you have found it insightful. I truly believe that with tweaks to current practice like those highlighted in this post, the cohorts of examined PE students can score far higher in examined and coursework elements. Whether you agree or disagree, I would be grateful of your comments below.

Ready for Part 2? Read it here: 100 Practical Examples in PE (Part 2)

Have a great day.

Related posts, advance exam information in aqa gcse pe 9-1: where do we go from here.

Advance Exam Information AQA GCSE PE 9-1

Struggling with AO2 or making examples? Not anymore!

Struggling with AO2 or making examples? Blog feature image

How to write mock exam papers in PE

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GCSE PE - Coursework Example

Subject: Physical education

Age range: 14-16

Resource type: Assessment and revision

Last updated

28 October 2023

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Sports Analysis (Tennis)

Will Hawkins

Sports Analysis Assignment 2

To ensure the completion of this task, I am going to be analysing a professional athlete on how well they perform in the various skills and components of a tennis player. Once I have the results for the tests I am going to analyse the results and performance to gain a further indication on what needs and improving and also how. To achieve the best possible results for maximum benefits out of the assignment, I am going to be analysing myself and comparing them to Andy Murray who is the player I have mostly modelled myself on. Also I am going to try to improve my results over time to hopefully improve my overall standard of play.

Player Profiles

The different aspects of performance I am going to be testing, analysing and feeding back on are stamina as a physiological aspect that is important for a tennis player. For a biomechanical aspect of a tennis player I am going to be analysing serving technique and the acceleration of the racket during the serve. I am also going to be using decision making as a psychological and tactical aspect that a tennis player needs to perform well.

I am going to test and analyse the different aspects in a lots of different ways depending on what I believe to be the most accurate method with the facilities available. To test stamina the best test to use would be a treadmill test with a Douglas bag to assess the concentration of the expired air. However this equipment is expensive and not easily available, so instead I am going to be using a multistage fitness test, more commonly known as the bleep test. I am going to conduct it 5 times to make sure that the results are consistent and reliable and make sure there are no outliers, when this is done I am going to calculate the average score and also the range of the scores.

Biomechanically I am going to be looking at a factor that is vital. I will be looking at the serving technique and how this affects the success rate of your serve. To test these I am going to be measuring serving percentage during repeated tests and calculate an average and a range. I am going to be using video analysis to compare my serving technique to that of Andy Murray and analyse areas that need improvement. I will be conducting a serving exercise that will need me to do 10 serves from each side, 5 times. This will allow me to create a mean, and therefore give a more accurate result when I come to making it into data.

To test and analyse decision making I am going to be using a psychological questionnaire covering the key areas of psychology and do tests for the key areas, focusing on the more tennis specific ones, concentration, handling of pressure and stress, anxiety and patience and also aggression. I am going to measure winners and unforced errors from matches and calculate a percentage.

Serving Stats

I am now going to show my results from the tests. This is to show where the strengths and weaknesses are in my serving game.

Exercise Charts are taken in shorthand so it is quick and very reliable and so that the recorder doesn’t miss anything.

These statistics show that my first serve in terms of tennis serving consistency; was of a good standard as normally an average game would consist of around about a 60%. I do need to work on my effectiveness of my second serve as my points won were is quite low so I may consider in adding top spin to my second serve.

As a professional sportsman Andy Murray’s result on the bleep test averages out between stages 17 and 19 every time. His career record so far is 516 wins to 164 lost which is very high. He has also won 177 Tiebreak’s compared to 65 lost which is an exceptionally good ratio. Especially as Tiebreak’s are normally the most nerve-racking and are at the end of the set where the players are more physically drained. This number again proves that Murray’s Fitness levels are high even for his standard of play. I haven’t been able to find any statistics on the length of Murray’s matches but going by the majority of the wins I have seen his fitness gives him the edge and he tends to win the longer matches and set, however this is also down to other factors such as his phenomenal serve.

Compared to Andy Murray; my fitness levels are quite low, but for my standard of play it is reasonably good. I win the majority of my matches but I favour shorter matches. The longest set in the match is the one I lost which is because of my fitness not quite being as good as it could be. If I could improve my fitness to a higher level my performance would stay consistent for longer and I would be able to outlast opponents as well in the longer more drawn out matches.

This is a preview of the whole essay

Compared to Murray’s 177 won tiebreak’s; mine is considerably lower at 43 won and 27 lost again because my stamina is not brilliant when it reaches a tiebreak I have around a 50% chance of winning and normally have to rely on trying to hit winners early in points.

For overall matches won I have no official statistics but it is around 65% won to 35% lost and this could be a lot higher if my fitness levels were better. Normally I start to struggle in matches that last longer than an hour and a half because I have a very explosive style of play that expends a lot of energy. Because of this I really need to improve my performance to reach my maximum potential. Again I tend to win the shorter sets because of my explosive play but when the sets get closer and longer towards the end I generally struggle because of my fitness as well as my mentality. For example in the two charted matches I won all the sets under 45 minutes and lost the longer sets.

When my stamina increases I will be able to perform better in the longer more drawn out matches as well as improving my chances of winning the closer sets as well as having a better chance of winning tiebreak’s which are often the most important times in matches.

The average Bleep Test result for a 17 year old male is said to be reaching level 10. However I would class reaching between level 12 and 14 as an acceptable level to reach and I expect to reach at least this mark, hopefully getting towards or even surpassing the upper band. So I get the maximum result that I can achieve I will get some to measure what level I get to.

I took the bleep test three times to make sure that my results were consistent and reliable and the outcomes were. On the first and second attempts I reached level 12.9 and on the last attempt I reached level 13.1. On average this is reaching level 13 which is within the band of results that I was aiming for but there is still definite area for improvement and with training I would like to reach level 14 at least and hopefully getting closer to 15. This will improve my game and definitely help me to win more long matches and help out in the shorter matches as well as I will feel greatly reduced strain on my muscles and cardiovascular system.

Top professional players such as Andy Murray have an incredible temperament and psychological game. This is a really important aspect of tennis as a better temperament will help you beat the majority of opponents who have a weaker psychological game. Possibly the most important aspect of a tennis players psychological game is decision making as making the wrong decisions at the wrong times can result in matches being lost that could have been won with better decisions. To accurately measure decision making in a match situation I am going to look at winners to unforced errors count. A player with good decision making should have a higher winners count. I am also going to be looking at successful approaches to the net. A successful approach to the net is one where the point has been one with a volley or smash. Again a player with good decision making should have a high percentage of successful approaches. To further test psychology I am going to be looking at a variety of psychological tests for various aspects that link into decision making. To do these I am going to be taking psychological tests and questionnaires for concentration, stress levels, pressure handling and aggression.

Obviously a professional player of Murray’s level will be scoring within the top band of results for every psychological test. Whereas players of my level often have weaker temperaments. I would say that my psychological game is probably the weakest aspect of my game and I can go up a good few levels if I approve my psychological game to a good standard. Especially my handling of pressure and controlling and channelling aggression.

I have taken a concentration test at the following link to test my levels of concentration

The result I got on my concentration test is 64 out of 100 which is reasonable but could definitely do with some improvement. The response that the website gives is that my results indicate that I use many strategies to help me concentrate. I may have a little difficulty getting started on and completing tasks on the rare occasion, but for the most, I know what to do to help me stay focused. Although this does require a certain act of will, there are ways to keep my mind on track and lessen the tendency to daydream. It is likely that I do use many of these tactics, but may need to add to my repertoire. Keep in mind that they can not only help increase your concentration span, but also make it less likely that you'll get bored, frustrated or distracted. I definitely agree with these results as even though it is quite rare I do occasionally find myself getting distracted by neighbouring tennis matches when I am playing which sometimes results in me making a snap decision and often results in unforced errors which can definitely be cut out of my game and that would show a definite improvement. I am going to retake the test in a few months to see if my concentration levels have changed and my aim is to get up at least 80 and I am sure that this will show an improvement in my tennis game as well.

I have also taken an online questionnaire to analyse my stress and anxiety levels to see if that is an area that I need to improve to again take my performance to another level. The website that I got the test from is

The result that I got was 47 this is in the worst band of results. The band gives anything higher than 20 as extremely severe for anxiety and anything higher than 34 as extremely severe for stress. Going by the results I am really disappointed and aim to improve my results as much as possible in order to improve my game. I want to be in the normal band of results which is between 0 and 7 for anxiety and up to 14 for stress. However my realistic target for the next time I take the test in a few months is to be in the moderate band of results which is between 10 and 14 on anxiety and 19-25 for stress. I feel that when I get my stress and anxiety levels into this band of results I will feel a great improvement in my psychological game and therefore manage to maintain my stress and anxiety levels at the same band for longer as well because of the improved temperament.

To analyse another important element of my psyche in tennis I took an aggression test at the following website

The scores are split up into 4 separate categories, physical aggression, verbal aggression, anger and hostility, I will mainly be focusing on physical aggression and anger as those are both more directly influential on my tennis game but I will take into account my scores on the others as well and aim to improve them to a satisfactory level.

The physical aggression scale ranges from 9 up to 45 and the average for men is 24.3 which is what my aim for my next test is. My current score is 41 out of 45 which I do agree with as I often get aggressive in performance which has a negative effect on the rest of my game. After the months I take to change my temperament I aim to be around the average mark for men and ideally a bit lower than the average to maximise my potential in the sport.

Verbal aggression results range from 5 to 25 and my score was 25 which again I would agree with as I often find my self shouting aggressively during matches at myself which again has a negative effect on my performance. My aim is to get my score to a little lower than the average score for men which is 15.2.

For improving my stress, anxiety and aggression levels I will use controlled breathing techniques to keep myself under control when I feel my stress or aggression levels rising, also I will take time after points and games to regain my composure so that my performance doesn’t deteriorate. Overall this should improve my performance and if I continually use these techniques I hope that I will see improved results next time I take the tests as well.

For improving my concentration during matches I will empty my mind of all distractions and then focus 100% on my goal in that point and not get distracted by potential match outcomes. I feel that these again will increase my performance and prove very valuable to my tennis progression.

In a match situation Murray’s decision making is also top class for example various winners to unforced error counts that I have are 38 winners to only 18 unforced errors against Nadal. Against Blake he hit 64 winners compared to only 24 unforced errors again some incredible statistics. Although my winners to unforced errors count is also very good it is at a lot lower level and could be a lot better with some examples at 23 winners and only 2 unforced errors but the match this was from was very one sided in my favour. Another statistic from a match was 39 winners to 10 unforced errors again a good statistic. Even though I consistently have a very high amount of winners because of my style of play I quite often have a lot more unforced errors than these and have had matches with as many unforced errors as 30 or even 40 and this is largely down to the aspects of psychology I have mentioned and I feel that by improving these I can greatly increase my number of winners and decrease the amount of unforced errors I make.

Another important match stat for decision making that depends on the same psychological criteria is successful approaches to the net and points won at the net are also greatly important in tennis as they can have a real boost to your confidence and motivation whereas losing the point can really dent your confidence as generally the player at the net is in control of the point. Statistics for this from Roddick against Murray show that Roddick won 48 points out of 75 when he approached the net this equates to 64% of approaches being successful. Generally my successful approach count is very high as I very rarely approach the net and will only approach if I am certain I am in control of the point and will win it. Statistics from my match against Dan I approached the net a total of 7 times and won 6 of them this is 86%. Against Theo I had 11 successful approaches out of 16 with the 5 Theo won being brilliant passing shots that I had no chance of getting. However there have also been matches where I have not made a single successful approach shot. I believe that by improving the mentioned psychological aspects of my game I will also greatly increase my percentage of successful approaches to the net.

Biomechanical

In biomechanics I am looking at three different important aspects of serving and they will be under separate sections as they are very different but all link to the same outcome. These sections are firstly Serving Technique. Secondly Serving Percentage and amount of points won on serve and lastly the acceleration of racket in serve which I will measure in two ways. Firstly by measuring how long it takes between the motion is started and up until the contact of the ball. I will also compare this to the speed of the serve.

Serving Technique

Serving Percentage

Roddicks serving percentage is quite high; it averages around the 65% mark for most games. His second serve percentage averages in the 90% band of results and overall averages around 85%. Overall Roddick wins 91.3% of games on his serve and a total of 72.1% of service points making him incredibly hard to break against. The high percentage of points won on serve is largely due to the speed of his serve which straight away puts his opponent on the back foot.

My stats for the games recorded in this coursework give my service games won at 18 out of 19 which is a percentage of 94.7% which is very high, however overall in a season I think that it averages more around the 80% mark which I would like to get up to around the 90% mark like the games recorded here.

In the two recorded matches my points won on serve are 84.6% which is very high and even higher than Roddicks but over a season it normally averages out around the 65% mark which can definitely be boosted to around the 75% mark, mainly be getting more first serves in which I need to work on.

For the charted matches my first serve percentage is 69.75% which is quite high but I feel that over a season it will be as low as 50% as in some matches I average around 40% sometimes even lower.

My second serve averaged out at 84.5% success rate in the charted matches which is average but definitely should be improved to cut down the amount of points I throw away. Also in matches it is as low as 60% which near enough hands the opponent the match.

Overall my total serving percentage in the two charted matches is 77.25% which is average again but could definitely be improved on and that would result in a bit increase in amount of service points won.

Acceleration Of Racket In Serve

Andy Roddick has phenomenal serving speed and holds the world record for fastest serve. Officially Roddick has recorded a 155mph serve and in training he has unofficial timings of 156mph.

He averages around 128mph on first serves in matches. During Roddick’s serving at the point of contact his racket is travelling at 92mph.

I have recorded some serving speeds and although consistent and average speed they could potentially record faster serve in better conditions. The conditions were cold and wet which reduces the pressure in the ball and therefore the speed. They were also not new which makes them furrier and increases friction with the air and again therefore slows it down. In Perfect conditions such as an in door court I could potentially add an extra 10-15% onto the speed of the serves.

First Serve: The fastest speed I recorded on the first serve was 96mph and the slowest was 90mph, this is a range of 6mph which isn’t much and therefore the speed is consistent. They average out at 94mph.

Second Serve: The fastest recorded second serve I hit was 83mph and the slowest was 70mph. this is a bit of a larger range but is still reasonably consistent. The average speed of my second serve was 76mph.

Ways To Improve

Stamina: To improve my levels of stamina I am going to be training more often both in tennis and in general fitness. I am going to do a half hour run 3 times a week as well as resistance training and tennis training 3 times a week which will help boost my levels of stamina hopefully up to the levels I want.

Decision Making: I have already started taking steps to improve my decision making after I saw the results of the various tests. To improve my concentration I have started to focus my mind more on the performance and think ahead as to where my shots are going to be placed and the likely position the opponent will return to so that I can get the upper hand. To reduce my anger, stress and anxiety levels I have used breathing techniques to calm down and focus again. Also if I get to stressed I will take a minute or so out and focus on calming and refocusing on my performance.

Acceleration Of Racket In Serve: After my analysis of my serving particularly the video and picture analysis I have completely changed my serving style. Before as the pictures show I had a very snatchy motion with the majority of the force coming from my shoulder and arm acceleration rather than from my legs and using technique. I have already altered the technique and the first thing I changed was my grip into the chopper grip. Also I changed my put up so that I was contacting the ball at the highest point rather than when it was still rising. As well as giving this better momentum because of the height it also makes it a lot more consistent. Lastly I adapted my technique into using movement from my whole body to generate more force.

In conclusion after analysing my game I have noticed big areas of potential improvement and already started to work on these and can definitely notice an improvement. I have began to work on increasing my stamina but have mainly been focusing on my decision making and my serving technique. After I have been working on my decision making for just a month I have noticed changes and have retaken all of the tests I originally analysed it with. In the concentration test my aim after the original taking was to reach 80 out of 100 and when I retook it after a month I was very close to this target and scored 79/100. I am very happy with the improvement I have shown so far with my concentration and am noticing the improvements on my tennis as well. In the anxiety and stress test I also showed some improvement getting my result down to 31 which puts the stress in to the severe band which is an improvement but not as much as I would like. However even with this small improvement I am noticing an improvement in my temperament during matches. The aggression test is the one I am most happy with, I managed to get my results down to 24 which is just below the average male result which was my target. I am extremely pleased with this and am noticing an improvement in my game because of the reduced aggression. My serve with the new revamped technique has definitely showed improvement as well and I hope to improve even more as I adapt more to the new technique.

Document Details

Word Count 4164
Page Count 10
Level AS and A Level
Subject Physical Education (Sport & Coaching)

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