APPROACH 1
TEAM BUILDING GAMES
Sub-factor(s): communication, leadership, relationships and team dynamics.

Describe one approach you used to develop social factors. (4).
KEY:
Descriptive mark 1Descriptive mark 2Descriptive mark 3Descriptive mark 4
‘One approach I used to develop my social performance was team building games.’

‘We started by getting into a circle of 6 people. We all put our right hand in to the circle and grabbed somebody who was not directly next to us. We then repeated this with our left hand and grabbed somebody different.’

‘On the teacher’s whistle, we started to untangle the human knot. We used social sub-factors such as communication, co-operation and leadership. If any one let go of somebody’s hand, our team was disqualified. The approach was finished when we untangled the knot and stood in a clear circle. Our time was noted.’

‘We progressed this approach by increasing the number of people from 6 to 8 people.’


Explain why you used this approach to develop the social factor. (4).
KEY:
Statement
Point of explanation

‘I used team building games because it was enjoyable. This meant it allowed our relationships to develop as we had fun working with each other and we also remained motivated throughout as we never got bored and gave 100% to help our team untangle the human knot.’

‘Another reason why I used team building games was because it was easy to set up. This meant we maximised our time working on developing our social factors rather than setting things up and therefore developed our performance.’

‘Furthermore, I used team building games because they encouraged us to communicate to solve the problem of untangling the human knot. This meant we all got opportunities to talk which developed our confidence to voice our opinions and then speak on court.‘

‘Finally, I used team building games because it gave my teammates and I opportunities to take the lead. This meant we developed our leadership skills as we instructed and motivated one another and this helped us become well organised and hard to beat on court.’
Analyse an approach that could be used to develop social factors. (4).
KEY:
Statement of important part
Point of analysis

‘It is important that each person is given a specified role and responsibility within your team building games. This is because it will give them something to focus on and reduce the risk of them not taking the approach seriously meaning they will provide a greater contribution and develop their social skills.’

‘It is also important that the teacher makes it clear how useful team building games are at the start of the session. This is because it will ensure that every team member is more motivated to try their hardest during the approach as they know it’s importance and they will therefore develop their social performance.’

‘Furthermore, it is important that you conduct the team building games with a variety of different teammates. This is because it will allow you to get to know all of your teammates’ personalities and what makes them tick which therefore means you will be more aware of how to motivate them during games and your team will be harder to beat as they are more unified.’

‘Finally, it is important that your team building games contain complex problems. This is because it will encourage your team to communicate and collaborate in order to be creative in attempting to solve the problem meaning your team will become better socially and take these skills on to the court to aid your performance.’

Evaluate how effective this approach was in developing your social performance. (4).
KEY:
Statement
Point of evaluation

‘Team building games was very effective in developing my social performance.’

‘It was good because they encouraged us to communicate with each other. This meant I was now louder and more confident when calling for the ball when in space to alert my teammate on the ball who then passed to me to start a new attack. It was also good because in another game situation, I shouted my name loudly when two of us were going for a loose ball which alerted my teammate to leave the ball for me to drive on to and dribble at the defender at pace.’

‘It was also good because they gave us opportunities to take the lead. This meant it helped my coach pick a suitable team captain who was able to motivate us to give 100% on the court which meant we were all working hard to fulfil our roles and responsibilities and we were now harder to beat.’

‘Finally, they were good because they were enjoyable. This meant our team dynamics and relationships grew as we had fun working together which meant that when my teammate missed an easy scoring chance, we encouraged and supported them rather than criticised them to keep their confidence high.’

APPROACH 2
ROLE MODELS
Sub-factor(s): etiquette




Describe one approach you used to develop social factors. (4).
KEY: Descriptive mark 1Descriptive mark 2Descriptive mark 3Descriptive mark 4
‘An approach I used to develop my etiquette was by referring to a social role model.’

‘The Role Model I selected was the tennis player, Roger Federer. I read his biography, researched him online and watched clips of his games and interviews. I picked out the areas of his play that impressed me the most in relation to etiquette – shaking hands with opponents, being humble and honest – and presented these to my classmates in a PowerPoint. I then tried to implement them into my performance. I planned to shake my opponents hand before each game and wish them ‘good luck’. After games, I planned to shake their hand again and say ‘well done’. In regards to being humble when winning a point, I planned to act without making a fuss and told myself to avoid fist pumping or over celebrating. In order to show an honest side to my game, I planned to be truthful on line calls and admit if a shot of my opponents went in even though I did not reach it.’

Explain why you used this approach to develop the social factor. (4).
KEY:
Statement
Point of explanation

‘I used a role model because I was able to copy their behaviours. This meant that in badminton, things like shaking hands and saying ‘well done’ at the end of matches came naturally to me. It also meant that I realised the value of being honest in games and how they can lead to games being played in more respectable environments.’
‘Furthermore, I used this approach as all the research was carried out as a homework task. This meant I had all of my class time to try and emulate my role models behaviours in game situations.’
‘Finally, I found this approach very enjoyable as it was different from other approaches I had used previously. This meant I felt motivated and determined to give my all when researching my role model and when trying to emulate them in class to improve my etiquette.’
Analyse an approach that could be used to develop social factors. (4).
KEY:
Statement of important part
Point of analysis

‘It is important when using this approach to use more than one role model. This is because it can re-enforce good behaviours that you observe in one role model and also show you a greater variety of etiquette examples across a range of sports which means it will give you a more well rounded development.’

‘It is also important when using role models that you use sources that provide objective and subjective information. This is because it will give you a deeper account of why someone acts in a certain way and also be supported by evidence that they actually demonstrate the etiquette you are looking for meaning you can use information that is trustworthy to develop your etiquette.’

‘It is also important to select a role model who you can meet and talk to. This is because although Roger Federer seemed a trustworthy person in interviews, meeting him would enable me to form my own opinions and make a clear decision on whether he is the correct role model for me. In addition to this, meeting my role model would also be important because they would be able to watch my performance and give me further direction on how I could improve my Social factors further.’

Evaluate how effective this approach was in developing your social performance. (4).
KEY:
Statement
Point of evaluation

‘Using a role model was very effective in developing my social factors.’

‘It was good because it was easy for me to copy their behaviours. This meant I now shook hands after games regardless of the result which meant our next game was played in a more friendly environment. It was also good because I was now being more honest during games and admitting if an opponents shot clipped the line even if I lost the point which meant there was a greater respect between my opponent and I.’

‘Furthermore, using this approach helped develop my communication skills when presenting my class PowerPoint. This meant I now felt more confident to call my name when going for a shot to alert my doubles partner to leave it which gave me more time and space to return the shot.’

‘Finally, it was good because we done it as a homework task away from class. This meant all of my classmates were also spending all of their lesson time to develop their etiquette which meant I was less intimidated when coming up against good opponents and my overall performance improved.’

APPROACH 3
CONDITIONED GAMES
Sub-factor(s): communication and leadership.

Describe one approach you used to develop social factors. (4).
KEY:
Descriptive mark 1
Descriptive mark 2
Descriptive mark 3
Descriptive mark 4

‘An approach I used to develop social factors was a conditioned game in football.’
‘This approach had 2 teams of 5 players of similar ability. Before the game started, my teacher and our class identified the sub-factors being developed in this approach: communication and leadership. The game was played over 5 fifths lasting 5 minutes each. The condition on the game was that only 1 player from each team was allowed to communicate during each fifth. Some of the things they communicated related to tactical organisation and player motivation. At the end of each fifth, we held a team talk to discuss the positives and negatives of that players communication skills. We then tried to reinforce the positives and overcome the limitations in the next fifth.’

Explain why you used this approach to develop the social factor. (4).
KEY:
Statement
Point of explanation

‘I used conditioned games because they required no specialist equipment and were easy to set up. This meant I maximised the time I had to develop my social performances during training and lost no time setting anything up.’

‘I also used conditioned games because they gave every player the opportunity to communicate. This meant it gave us all the confidence to voice our opinions during team talks and also call loudly for the ball to alert each other to things happening in the game.’

‘Another reason why I used conditioned games was because it was easy for my teacher to hear what was being said by the sole communicator. This meant they were able to clearly evaluate our performance and give us accurate feedback on what was good and what needed improving.’

‘Finally, I used conditioned games because they developed my whole performance alongside my communication skills. This meant that my skill level and tactical understanding improved alongside my social skills which lead to me giving strong performances.’

Analyse an approach that could be used to develop social factors. (4).
KEY:
Statement of important part
Point of analysis

‘It is important that the two teams consist of players of similar ability. This is because the game would be technically fair meaning that players are likely to give their all in games and not become disheartened which will lead to them communicating and leading more in a bid to develop their social performance.’

‘It is important that the team captain goes first. This is because they already have good communication skills which can set a high standard for others to follow meaning that they can incorporate the strengths of their captains performance to boost their own social performance.’

‘Furthermore, it is important to consider the time limit set in each fifth. This is because if the time was too low it could mean performers do not get much of an opportunity to develop their communication skills whilst if it was too high then not everyone will get the opportunity to have a shot of developing socially as their is only so much time in a lesson.’

‘Finally, it is important to consider how the number of players on each team. This is because playing in teams of five means the communicator has an opportunity to communicate with all four of their teammates meaning that relationships can be strengthened with all of their teammates rather than players feeling left out if there is too many players on a team.’

Evaluate how effective this approach was in developing your social performance. (4).
KEY:
Statement
Point of evaluation

‘Conditioned games were very effective in developing my teams social performance.’

‘It was good because my teacher was able to set each player a specific short-term goal based on their position. This meant that our goalkeeper for example was given a high target to achieve which lead to them communicating more in games to ensure our defence was well organised throughout the whole game and we limited the number of goalscoring opportunities for the opposition.’

‘It was also good because we developed game specific terminology. This meant our training closely mirrored matches and we were now shouting things such as ‘man on’ when our teammates were under pressure which lead to them releasing the ball quickly and us keeping possession. It was also good as we were now using other game shouts such as push up which lead to our defence moving up the pitch as a unit and catching opposition strikers offside.’

‘Finally, conditioned games were good because my coach was able to provide us with very detailed feedback on our performance. This meant each of us had a clear idea of what we had to improve upon in the games which lead to us all being more vocal and co-operating better with each other as we moved the ball up the pitch quickly when on counter attacks and catching the opposition out.’