Jonathan Nye                                    Synoptic Assignment                                       R44

Synoptic Assignment

Name: Jonathan Nye

Centre Number: 58281

Candidate Number: 1178


Name:        Jonathan Fly

Age:         17

Ability: Elite

Sport:         Basketball

Weight: 14st

Height: 6ft 4”

Nationality: British/Afro-Caribbean

Jonathan Fly has been playing basketball since year 9, aged 14. He has 1 sister, 1 brother, and lives on his own in Ocean Village. His mother lives in Shirley, and father has a house in Curdridge, Botley.

Jonathan claims to have never been into sport until he decided to attend a team tryout for the U14 Southampton Basketball Team, with the intention of “just getting healthier”. He found a natural flare and love for the game instantly and soon found himself in the U14 Hampshire side as a starting Centre. Jonathan received honours for “Most Improved Player” at the end of the 2004/05 season. He was then selected for a starting 5 spot for both Southampton and Hampshire in the U15’s National Leagues’, and attended tryouts for the South England U16’s the same year. Since then he has been improving his game and has received further trophies for “Coaches Player” and “Best Defensive Player” whilst playing for the National Leagues Trailblazers team, and captaining his College side. He has also been to training camps and represented England in tournaments in the USA twice, and Italy.

Jonathan trains 4 days a week, with, on average, 2 competitive basketball games per week also.

On Mondays, Jonathan trains with his Southampton Trailblazers side for 2 hours. On Tuesdays he trains with his College side for 2 hours after lessons. Wednesdays are his day off. On Thursdays Jonathan normally has a College game after lessons, and on Friday nights he trains for Southampton Academy with the older and younger sides, and the men’s and women’s sides. On Saturdays or Sundays Jonathan plays National games across the country with the Southampton Trailblazers.


  1. Poor approach when dunking.
  2. Poor ball handling skills.
  3. Poor jump limits dunking ability.
  4. Underperforms in front of larger crowds.
  5. Poor free throw percentage.
  6. Poor ability to fight through a losing streak to win the game.


  1. Excellent 3-point shot.
  2. Excellent court awareness.
  3. Strong in defence.
  4. Strong offensive/defensive rebounding.


This assignment will explain 6 topics from the Sport & PE syllabus explaining how knowing about them will help the performer improve. A poor approach when dunking is due to a lack of guidance, and will be discussed. Poor ball handling skills are as a result of racism in sport, and will also be discussed. The poor jump limiting Jonathan’s dunking ability is as a result of his muscle fibres, this will also be discussed. Underperforming in front of large crowds is a result of a lack of sponsorship, and will be discussed. His poor free throw percentage is as a result of Arousal and will also be discussed later. Poor strength when attacking the basket is a result of a lack of knowledge about the principles of training.

1. Guidance- Module 1

This topic relates to the first weakness which is that the performer does not approach the basket well when he jumps for a dunk. By not applying this topic to the performer, they will not be able to work on better dunks, or jump higher and dunk on opposing players. If the performer knew about this topic then they will jump higher and find dunking easier as well. Guidance is defined as: “information given to the learner or performer in order to help them limit possible mistakes thus ensuring that the correct movement patterns are carried out more effectively.”

There are three main types of guidance, these are, verbal, visual and manual/mechanical guidance. Verbal guidance is often considered to be one of the, if not the most important form of guidance. Verbal guidance can be defined as: “drawing learner’s attention to specific details of certain movements by giving verbal cues…” Verbal guidance has both its advantages and its disadvantages. Firstly, it is advantageous because it is a direct form of communication between the learner and the coach/teacher. Also, verbal guidance when communicated in the correct tone and pitch of voice can encourage and motivate performers, and in addition it can emphasise important points which need to be focused on specifically. In contrary, verbal guidance has its negative aspects as well. Some techniques are incredibly difficult to describe in a verbal manner and would require the use of visual cues as well. Moreover, depending on the ability of the performer and their understanding capabilities, it is hard to be able to relate to the given performer(s) by verbal instructions. For example, a coach could say to an autonomous level performer playing basketball to ‘play the ball a bit earlier’. That is a simple instruction to some performers but to cognitive stage performer’s; they would not understand such an instruction.

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Verbal Guidance relates to my performer and his weakness because the performer has not been taught the correct technique to dunking. In order for him to be able to improve this weakness, he needs to be told verbally how to improve it and then he will be able to apply it within his game. The performer’s coach can tell him where he is going wrong and tell him what he now needs to do to improve his dunking.

The second type of guidance is visual guidance. This is defined as: “helping the learner to establish an overall image ...

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