Lesson 1: Practice makes perfect

2. Lesson 1: Practice makes perfect

3. Lesson 1: Practice makes perfect Learning outcomes You will be able to: • plan a simple investigation • demonstrate that practice can improve performance • refine ideas based on feedback • use data to answer a question • use graphics to present evidence.

4. Activity 1.1: Does practice improve performance?

5. Activity 1.1: Does practice improve performance? Planning your investigation • How many repetitions will make a practice session? • How many practice sessions should be carried out? • What rest period should there be between practice sessions? • What data will you record? • How will you present your data? • How will you use this data to show change in performance?

6. Activity 1.1: Does practice improve performance? To do • Carry out the investigation according to your plan. • Make a clear record of the data you collect. • Process the data to produce a graphic representation of your findings. • Compare your findings with another group. • Decide with the other group how you will present your findings to the class.

7. Lesson 1: Plenary Discuss • What do the class results tell us about the effect of practice? • How did you make sure you conducted a fair test? • Could you reliably compare findings between groups? • What are the key points for presenting data clearly?

8. Lesson 2: Training camp

9. Lesson 2: Training camp Learning outcomes You will be able to: • refine internet searches using phrases • construct a training schedule for a particular sport of your choice • explain why each element of the schedule is needed.

10. Activity 2.1: Successful internet searching Record the success of internet searches using: • Hockey Training • HOCKEY TRAINING • hockey training • “hockey training” • “hockey training programme”

11. Activity 2.2: Designing a training programme

12. Activity 2.2: Designing a training programme In groups • Design a week-long training programme for an Olympic sport. • Conduct some internet research on the following elements of the training: • technique or skill development • fitness • tactics, strategies or teamwork • diet. • Explain how each programme element contributes to improved performance, e.g. why is a special diet important?

13. Lesson 2: Plenary Discuss • What are the key points you have learned about successful internet searching? • What are some of the key differences in training for the different sports? • What elements do training regimes have in common?

14. Lesson 3: Targets

15. Lesson 3: Targets Learning outcomes You will be able to: • design and use a data collection sheet • comment on the scoring systems of ‘target’ games • adjust a standard target to produce a fairer level of skill • develop a fair scoring system for a target game.

16. Activity 3.1: Target games In groups of four • Examine the cards showing target games. • Discuss whether or not the rules for scoring are ‘fair’. • Write down what you mean by ‘fair’ as it applies to a target game.

17. Activity 3.2: Designing a scoring system for a target game In groups of four you will be given a target to use for a coin tossing game. You will need to: • work out how to play the game, for example putting the target on a table and throwing coins at it • establish clear rules for your game • produce a table to record the results and scoring • process your data from playing the game • develop a scoring system that allows groups to compete, and rewards skill and strategy rather than luck.

18. Lesson 3: Plenary Discuss • How can scoring systems of games be fair? • How can scoring systems reward skill rather than luck?

19. Lesson 4: League tables Image by Brian Minkoff London Pixels reproduced under the Creative Commons Attribution/Share-Alike License ImagebyDcnardreproducedundertheCreativeCommons Attribution/Share-Alike License

20. Lesson 4: League tables Learning outcomes You will be able to: • use a spreadsheet to make calculations on a league system • calculate how different points systems might affect playing strategies • use spreadsheets to model a situation • extract data from charts, tables and lists • interpret and discuss numerical information.

21. Activity 4.1: How do points affect Formula 1 championship positions? You will be given a point score table for Grand Prix positions. The scoring system changed in 2009.

22. Activity 4.1: How do points affect Formula 1 championship positions? Either • Recalculate the positions of the drivers in the Formula 1 championship for 2008/9 using the 2009/10 scoring system. Or • Recalculate the positions of the drivers in the Formula 1 championship for 2009/10 using the 2008/9 scoring system. And • Discover whether Jenson Button would still be world champion using either system.

23. Activity 4.2: Premier league positions In 1980 the premier league changed its points system from 2 points for a win to 3 points for a win. Use the premiership table 2009/10 to see whether changing the points system would affect the position of any teams. Pod 1 Premiership 2009-10 results spreadsheet.xlsx

24. Lesson 4: Plenary Discuss • In which of the two sports did changing the points system have an effect? Why? • How would changing the points system affect the statistics for Formula 1 drivers and premier league clubs? • What are the benefits of spreadsheets for this type of modelling exercise?

25. Lesson 5: What’s the score?

26. Lesson 5: What’s the score? Learning outcomes You will be able to: • design a new scoring system for a familiar game • explain how your new system has altered the game • make and present a poster about your new game to an audience.

27. Activity 5.1: Designing a new game You are going to redesign a familiar game. You can only alter the game in the following ways: • Change the dimensions of the playing area and ‘goal’ or ‘target’. • Change the number of points for scoring a goal or hitting the target. • Award points for things other than scoring, for example assists or free kicks.

28. Activity 5.1: Designing a new game You could adjust the scoring of a current game to create one of the following: • children’s party game • game that lasts a minute • game that lasts a year • game where the winner is only revealed at the end • a team game where only one person on each side can score • a knockout competition where losers get a second chance • game where the first one to 50 wins • game where the first to score wins • game that has five different ways to score.

29. Activity 5.1: Designing a new game Make a poster to present to another group The poster should provide information on: • how the chosen game has been improved • who the new audience might be • what new tactics or strategies might be employed • how a league or competition might be organised.

30. Activity 5.2: Presenting the game • Use the criteria in Activity sheet 5.2 to share feedback on your posters with one other group. • Make your feedback positive. Suggest improvements rather than simply criticise. Try to balance positive and negative comments.

31. Activity 5.2: Presenting the game Remember The poster should provide information on: • how the chosen game has been improved • who the new audience might be • what new tactics or strategies might be employed • how a league or competition might be organised.

32. Lesson 5: Plenary Discuss • Which scoring systems have been most effective and why? • Are there any general principles for designing a good points system or league table? • What key points summarise what makes a good information poster?