Lesson 1: Practice makes perfect

© Nuffield Foundation 2010


Lesson 1: Practice makes

perfect


Lesson 1: Practice makes perfect

Learning outcomesYou 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.


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?



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.


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?


Lesson 2: Training camp


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.


Activity 2.1: Successful internet searching

Record the success of internet searches using:• Hockey Training• HOCKEY TRAINING• hockey training• “hockey training”• “hockey training programme”


Activity 2.2: Designing a training programme


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?


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?


Lesson 3: Targets


Lesson 3: Targets

Learning outcomesYou 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.


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.


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.


Lesson 3: Plenary

Discuss• How can scoring systems of games be fair?• How can scoring systems reward skill rather than

luck?


Lesson 4: League tables

Image by Brian M

inkoff London Pixels reproduced under the Creative Com

mons Att

ribution/Share-Alike License


Lesson 4: League tables

Learning outcomesYou 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.


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.

Position

1 2 3 4 5 6 7 8 9 10

Points 2008/9

10 8 6 5 4 3 2 1 0 0

Points 2009/10

25 18 15 12 10 8 6 4 2 1


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.


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


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?


Lesson 5: What’s the

score?


Lesson 5: What’s the score?

Learning outcomesYou 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.


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.



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.



Make a poster to present to another groupThe 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.


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.


Activity 5.2: Presenting the game

RememberThe 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.


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?

Documents

Lesson 1: Practice makes perfect