Analysis of Performance football
Analysis of Performance
A1 Planning:
Week Beginning
Plan
Week 1
9/01/06
Plan Analysis of Performance project/ Written investigation
Observe performance in long jump of a perfect modal against a performance of a pupil taking part in long jump.
Week 2
6/01/06
Observe partner performing in 5 core skills for football.
Complete observation sheet showing strengths and weaknesses of partner's performance.
Week 3
23/01/06
Observe partner performing in 5 core skills.
Film partner performing core skills with the camcorder.
Week 4
30/01/06
Observe partner performing in 5 core skills for football vie DVD recording. Update observation sheet.
Devise quantative data sheet.
Week 5
06/02/06
Research elite performance /technical modal on the 5 core skills of football.
Observe partner performing core skills and fill out quantative data sheet.
Week 6
20/02/06
Update analysis of core skills using quantative data sheet.
Observe perfect modal with partner.
Week 7
27/02/06
Identify and justify two main weaknesses of my partner in the 5 core skills.
Week 8
06/03/06
Select the most appropriate area for development.
Use resources available to help improve performance in selected weakness.
Week 9
3/03/06
Carry out analysis of partner's performance in a game situation and identify weaknesses.
Provide a justification for choice of greatest weakness and emphasize benefits to performance.
Week 10
20/03/06
Complete write up of project explaining why the project should have a positive result on my partner's performance.
Complete section C and D of project.
This can be psychological as well as physiological.
Complete bibliography.
Week 11
27/03/06
To carry out an analysis of pupils performance in a game situation and identify weaknesses.
Complete evaluation for section D1.
Write up justification and focus on developments.
B- Observation:
B1
Core skill 1: Passing, Receiving and Control.
Pupil
Accurate passing, using full body and follows through for flat and lofted passes.
Allowing time for each pass, leading to accurate passes.
When receiving the ball her foot is too high, she also tries to control the ball with her toe.
She is finding it hard to stop the ball with her left foot.
Technical Model:
Brazil: 1970 World Cup
Making passes to players that are free, this therefore creates a space.
Allowing full control of the ball before passing it onto another player.
Able to receive with both inside and outside parts of their feet.
Able to use both feet to pass, receive and control the ball.
Pupil:
Preparation and stance: as the attacker is waiting for the ball, she is on her tows, ready for the ball to come at her. This would be good in a game situation as she would be alert and able to receive the ball quicker as she is more alert on her feet.
Head and eyes: her eyes are on the ball, with a straight head waiting for the ball. Sometimes losses her head position as she losses focus, allowing her eyes to wonder and fully loss concentration.
Torse (body): her hands are away from her body, as she is leaning into receive the ball and is unable to keep her stance straight.
Her feet are apart, allowing more control of the ball which will be easier.
Legs: my performer is stopping the ball with her toe, rather than the side of her boot, allowing her to control the b all. By stopping the ball with her toe, it dose not fully stop the ball, allowing less control.
Outcomes of passes: Most of the passes are accurate and at the right length and power, but sometimes she losses concentration and passes the ball to the opposition.
Receiving passes: when receiving the ball she is not fully aware of where the ball is going to fully stop. This is due to not being able to judge how powerful the ball has been kicked and how accurate the ball has been placed.
Control of pass: still trying to control the ball with the toe. This is not a good away of controlling the ball, as it is not fully stopped; it can go under the foot and will hurt the foot.
Technical Model:
Preparation and stance: as the attacker is waiting for ...
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Receiving passes: when receiving the ball she is not fully aware of where the ball is going to fully stop. This is due to not being able to judge how powerful the ball has been kicked and how accurate the ball has been placed.
Control of pass: still trying to control the ball with the toe. This is not a good away of controlling the ball, as it is not fully stopped; it can go under the foot and will hurt the foot.
Technical Model:
Preparation and stance: as the attacker is waiting for the ball, he is on his tows, ready for the ball to come at him. This would be good in a game situation as she would be alert and able to receive the ball quicker as he is more alert on her feet.
Head and eyes: their eyes are on the ball, with a straight head waiting for the ball. Always focused as he is waiting for the ball, with full concentration. His eyes are not constantly fixed on the ball, this allows him to focus on both controlling the ball as well as be able to see what is going on around him.
Torse (body): Hands are positioned away from the body and this gives him more balance and stability. They are well balanced and this enables them to have more control over the ball. They have a straight body composition and they are fully in line with the ball.
Legs: Player is quick and alert on their toes. He uses a combination of both feet in order to receive, pass and control the ball and he does this well using both the inside and outside of both his feet; allowing a range of movements.
Outcomes of passes: The ball reached the player well as the right amount of power was applied to the ball. The pass is also accurate and he used the inside of his right and left foot in order to cross the ball. Leading the ball to reach to his team mate accurately and successively.
Receiving passes: When receiving the ball the player is quick and confident with what they are doing as they are on their feet. They are able to fully judge how much power has been placed on the ball and are able to receive it accurately.
Control of pass: Overall the control is very strong as they are able to control the ball with both feet. This helps as they are not relying on one foot.
B2
Core Skill 2: Dribbling
Pupil
Keeping the ball close to her feet, allowing use of both left and right foot, but not always successful with her left foot.
Keeping eyes on the ball a little more, to fully keep control.
Sometimes losses concentration which allows the ball to get ahead of her.
Technical Model: Michel Owen
Using both feet to control the ball, close control of the ball, dropping shoulders (faint technique).
Good agility, quick on the ball, using quick foot movement. Using both inside and outside of his feet.
Arms are also used to give stability and balance.
Pupil:
Dribbling (right foot): as this is her dominant foot it is easier for her to dribble. She is strong with this foot and is able to use it to her advantage. She is able to use both inside and outside of her foot to dribble the ball.
Dribbling (left foot): she is unable to control the ball with this foot, as she is weaker on this foot. The control is limited, as she cannot move as fast on this foot. When dribbling generally she is able to have little control. When dribbling through cones she obstructs the cones as the control is not there and she is trying to go too fast.
Head and Eyes: her eyes are on the ball at all times, this is a disadvantage as she losses focus of where she wants the ball to go. If she were to keep the head straight, looking at the ball and what is ahead of her she would have more success. She needs to stop looking at her feet when dribbling to increase control and awareness.
Torso (body): her body is more or less straight when she is dribbling; she needs to lean over the ball at times to gain full control. If she was to also keep he hands away from a side she would be able to balance more easily and be able to move quicker.
Legs: he legs are quiet close together when moving with the ball. She needs to allow herself a bit more space to increase the speed at which she dribbles. If she were to do this she would also increase her control and balance.
Technical Model:
Dribbling (right foot): very strong on his right foot as it his dominate foot. He is able to control the ball very well when dribbling at speed. Due to full control the balance is more stable as he can move quicker.
Dribbling (left foot): the performer is strong with his left foot and manages to control the ball well with this foot, even when this is not his dominate foot. He can also dribble at speed, constantly maintaining close contact with the ball and still being aware of what is going on around him.
Head and Eyes: the performer has constantly got his eyes on the ball when performing his techniques. He also manages to keep an eye on what is going on around him; he is also constantly looking out to see if an opposition is near. His head is strong and doesn't move from side to side.
Torso (body): the performer's body is in line with the ball when he was dribbling. He has a straight body composition and is in line with the ball at all times. His body is positioned over the ball and this gives him more control when dribbling against an opponent.
Legs: the player is quick and confident on their toes. He performs a variety of skills. He keeps the ball close to his feet; this allows him to control the ball better at speed. He is also able to runs with the ball at speed.
B3
Core Skill 3: Shooting
Pupil
Not hitting the ball with the right part of the boot, leading to the ball flying all over the place.
Not always getting full power, and ends up crossing the ball.
Accuracy is poor.
Not following through after kicking the ball, this reduces power.
Technical Model: England 1998
Timing fully controlled as the follow through is accurate.
Hitting the ball with the right part of the boot, allowing full control and direction of the ball.
Fully following through with the rest of his body, after the shot is taken.
Pupil:
Shooting: generally she has accuracy of where she is shooting the ball, but finds it hard to find the space in which to shoot in. She is still kicking the ball with the wrong part of her boot as she used her toes where it wasn't necessary and failed to use the inside and outside of her feet. There is also a lack of accuracy when shooting.
Head and Eyes: eyes are focus on the ball and when going to kick the ball fully following through with her eyes on the ball/ goal. This allows her to have more accuracy and helps her concentrate. Her eyes are focussed on the ball. She intends to aim well. Her eyes are focussed on the target but her eyes wonder when she attempts to hit the ball and therefore lose concentration.
Torso (body): her body is in an almost straight line, using her feet to follow through when kicking the ball.
Legs: her legs are in line with the ball and where she wants the ball to go.
Preparation before shooting: she has her hands by her side, ready to shoot. On her toes and alert of what is going on around her. She has full control of the ball when it gets to her.
Technical Model:
Shooting: the accuracy is very high as the power and control is there.
Head and Eyes: the head position is straight, slightly following the direction of where he would like the ball to go. The eyes are on the ball at all times, from when he kicks the ball right up till the ball reaches the goal or the goalkeeper.
Torso (body): the body is straight and in line.
Legs:
Preparation before shooting:
B4
Core Skill 4: Heading (Attacking and defensive)
Pupil
Hitting the ball with the wrong part of the head. Not getting full power, as she is not leaning back into the header.
Has not got full confidents with what she is doing as she is sometimes backing away from the ball.
Technical Model:
Brazil 1970 World Cup
Using forehead correctly, as they are leaning back at the waist. Using their arms to keep full control band balance.
Pupil:
Heading: when heading the ball overall the ball is normally hitting the wrong part of her forehead. This is due to her going into the header to quickly, and being unaware of what she is doing.
Head and Eyes: her head is straight with her eyes on the ball, but once she moves her head losses concentration of her head position and where she wants the ball to be going.
Torso (body): her body is leaning into the header but is not fully aware of where the ball is meant to hit her on the forehead. Due to this she losses control have the ball and ends up going in the opposite direction.
Legs: her feet are always moving allowing her the best chance of hitting the ball. As she is moving she is able to get under the ball, but sometimes ends up getting under the ball too much. This makes her hit the ball with the wrong part of her head.
Preparation for attacking header: her head is in the wrong position as she is not sure of where the ball is going to hit her on the head, and where she wants the bal to hit her on the forehead. This leads to the loss of control and power. Without control and power the ball is going to end up in the wrong direction.
Preparation for defensive header: she is leaning to into the header, as she is unsure of the power she is using.
Technical Model:
Heading: he is getting his body fully behind the ball allowing full power. He is following through with the ball as he goes through.
Head and Eyes:
Torso (body):
Legs:
Preparation for attacking header:
Preparation for defensive header:
B5
Core Skill 5: Tackling, Jockeying, Closing down
Pupil
Putting her full body behind the ball to gain full position of the ball, but not fully going into the tackle.
Starting to close down well, but than allows space for the opposition to get through.
Technical Model:
Brazil 1970 World Cup
Slide tackling used a lot; the timing is good, as they are confident with what they are doing, as they are fully going into the tackle using both feet.
Good timing when closing down as they are waiting to go into the tackle. When jockeying they are standing side on to the attacker, waiting for them to move.
Pupil:
Head and Eyes: her eyes are on the ball as well as the defender making sure she has space around her to pass the ball. When trying to close down she starts strongly but then losses confidence and backs away at the last minute, as a result the defender with get the ball past her and therefore allows the opposition with a chance to score.
Torso (body):
Legs: she is always on her toes allowing her the best chance to stick with the attacker.
Technical Model:
Head and Eyes:
Torso (body):
Legs:
B6
Blank observation sheet:
Passing, Receiving and Control
Dribbling
Shooting
Heading
Tackling, Jockeying, and Closing down.
Strength
0 Yards:
20 Yards:
0 Yards:
20 Yards:
0 Yards:
20 Yards:
Attacking:
Defensive:
Weakness
0 Yards:
20 Yards:
0 Yards:
20 Yards:
0 Yards:
20 Yards:
Attacking:
Defensive:
B8
Analysis of each core skill:
I set up an experiment, which I asked my performer to complete 10 times. I used the video/ camcorder to record her attempts and complete a results table to show her level of success.
The data I collected was interval in nature therefore I calculated the mean as a suitable form of data analysis. This is because the data had a definite and implied order.
Core skill 1: Passing, Receiving and Control.
0 Yards
20 Yards
*
*
2
*
*
3
*
*
4
*
*
5
*
*
6
*
*
7
*
*
8
*
*
9
*
*
0
*
*
9/10 × 100 = 90% 9/10 × 100 = 90%
Lofted long pass
Core Skill 2: Dribbling
Time (15 seconds)
Success/ Fail
3.93
*
2
3.65
*
3
4.25
*
4
6.91
*
5
5.20
*
6
4.75
*
7
3.91 +1 Obstruction = 14.91
*
8
2.95 + 1 Obstruction = 13.95
*
9
4.03
*
0
3.72 + 1 Obstruction = 14.72
*
8/10 × 100 = 80%
Dribbling a ball between cones.
Core Skill 3: Shooting
0 Yards
20 Yards
*
*
2
*
*
3
*
*
4
*
*
5
*
*
6
*
*
7
*
*
8
*
*
9
*
*
0
*
*
5/10 × 100 = 50% 4/10 × 100 = 40%
Long distance shooting.
Core Skill 4: Heading
Attacking
Defensive
*
*
2
*
*
3
*
*
4
*
*
5
*
*
6
*
*
7
*
*
8
*
*
9
*
*
0
*
*
3/10 × 100 = 30% 4/10 × 100 = 40%
A defensive header.
Core Skill 5: Tackling, Jockeying, Closing down
Successful
Fail
*
2
*
3
*
4
*
5
*
6
*
7
*
8
*
9
*
0
*
4/10 × 100 = 40%
A jockeying tackle
C - Analysis:
C1 - Identify 2 main Weaknesses
Weakness 1: Core skill 1: Passing, Receiving and Control.
Effect in a game situation:
Weakness 2: Core skill 1: Passing, Receiving and Control.
Effect in a game situation:
C2 - Identify 2 main strengths and weaknesses
Weakness 1: Core skill 2: Dribbling:
Effect in a game situation:
Weakness 2: Core skill 2: Dribbling:
Effect in a game situation:
C3 - Identify 2 main strengths and weaknesses
Weakness 1: Core skill 3: Shooting:
Effect in a game situation:
Weakness 2: Core skill 3: Shooting:
Effect in a game situation:
C4 - Identify 2 main strengths and weaknesses
Weakness 1: Core skill 4: Heading: Attacking and defensive:
Effect in a game situation:
Weakness 2: Core skill 4: Heading: Attacking and defensive:
Effect in a game situation:
C5 - Identify 2 main strengths and weaknesses
Weakness 1: Core skill 5: Tackling, jockeying and Closing down:
Effect in a game situation:
Weakness 2: Core skill 5: Tackling, jockeying and Closing down:
Effect in a game situation:
D - Evaluation:
D1
D2: Justification of focus on development
E - Bibliography:
Harvard System:
Book 1:
Name of Author:
Wiggins-James N. Thompson G.
Name of book:
AS P.E for AQA
Publisher:
Heinmann
Year Published
2005
Book 2:
Name of Author:
Name of book:
Publisher:
Year Published
Book 3:
Name of Author:
Name of book:
Publisher:
Year Published
Websites: www.brainmac.demen.co.uk
www.bbc.co.uk/sportsacademy
www.vanderbilt.edu/Students
F - Communication:
F1: organised written investigation, in criteria assessment order:
F2: High level of punctuation, spelling, grammar.
F3: 2 types of illustration- photographs/table, which are clearly presented/, labelled.
Priti Tapariya Mr Amblin P.E Written Investigation
