Athletics – this activity requires students to demonstrate performance in a pentathlon. The pentathlon is an athletics event in which students must perform in at least one throwing, one jumping and one running event. Students must compete in 5 events and overall performance is judged on the highest points total at the end of the pentathlon events. The 5 star award scheme (Athletics NZ) is used to determine final grades. http://www.athletics.org.nz/Get-Involved/As-a-School/Five-Star Level Female Points Male Points Achieved 179 – 250 252 – 324 251 – 324 325 – 399 Excellence 325+ 400+ Trial
Badminton - this activity requires students to demonstrate performance in full-court games of competitive badminton, officiated by a skilled referee Teacher observation sheet Element/Skill: The student effectively demonstrates a wide of elements and skills to participate proficiently: Tick each time observed dates The student consistently and effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates Offensive Skills ability to shuttle away from oppositions play and can place the shuttle accurately sets up offensive attacks and makes good decision on shot choice using appropriate force make good decisions on shot choice forehand clear forehand drop forehand smash high shots accurate and of appropriate force for chosen shot forehand forehand drop forehand smash high serve ability to place shuttle away from oppositions play and can place the shuttle accurately sets up offensive attacks and makes good decision on shot choice using appropriate force make good decisions on shot choice forehand clear forehand drop forehand smash high serve ability to place shuttle away from oppositions play and can place the shuttle accurately sets up offensive attacks and makes good decision on shot choice using appropriate force make good decisions on shot choice forehand clear forehand drop forehand smash high serve trial
shots accurate and of appropriate force for chosen shot forehand clear forehand drop forehand smash high serve shots accurate and of appropriate force for chosen shot forehand clear forehand drop forehand high serve anticipates where player may be can move shuttle to a specified area (accuracy and angles can use deception Tactical Play ability to take the shuttle early serves are varied in placement appropriately moving the opponent so that they are not able to return the shuttle or have to play a defensive or weak shot ability to take the shuttle early serves are varied, appropriate and accurate in placement moving the opponent so that they are not able to return the shuttle or have to play a defensive or weak shot ability to take the shuttle early a range of serves are used in order to set up attacking play moving the opponent so that they are not able to return the shuttle or have to play a defensive or weak shot plays the ‘right’ shot
depending on their position on the court Defensive Skills ability to use appropriate shots in different situations and can move to cover court area make good decisions on shot choice net net drops backhand clear backhand drop short serve ability to use appropriate shots in different situations and can move to cover court area anticipates opponents return and uses a variation of placement to opponent ability to use appropriate shots in different situations and can move to cover court area anticipates opponents return and uses a variation of placement to opponent closes down options plays to own strengths and away from opponents strengths Footwork and movement off the shuttle positioning on court - gets into good position at the right moment body position and footwork appropriate racquet foot leads positioning on court - gets into good position at the right moment body position and footwork appropriate racquet foot leads fitness level allows the positive, positioning on court - gets into good position at the right moment body position and footwork appropriate racquet foot leads fitness allows the positive,
Basketball - this activity requires students to performance in full-court games of competitive basketball, officiated by a skilled referee Teacher observation sheet Element/Skill: The student effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed Offensive movement/ off the ball runs correct lanes in transition gets into good position in numbers advantage situation (2 on 1, 3 on 2) can run offence in half court situation (pass & cut, screening) can get open using change of direction & speed, V-cuts, L-cuts, backdoor cuts rebounds or drops back as safety (depending on position) sprints correct in transition always in good position in numbers advantage situation (2 on 1, 3 on 2) understands offensive sets in half court situation gets open using change of direction & speed, V-cuts, backdoor cuts correct reads when setting and using screens rebounds or drops back as safety (depending on position) sprints correct lanes in transition always in good position in numbers advantage situation (2 on 1, 3 on 2) executes offensive sets in half court situation always creates space to receive pass using change of direction & speed, V-cuts, L-cuts, backdoor cuts always makes correct reads when setting and using screens rebounds or drops back as safety (depending on position) Offensive ball skills maintains possession of ball receiving & catching, passing, dribbling correct footwork to square up on the wing (triple maintains possession of ball receiving & catching, passing, dribbling correct footwork to square up on the wing (triple threat) and/or post up position maintains possession of ball receiving & catching, passing, dribbling correct footwork to square up on the wing (triple threat) and/or post up position
threat) and/or post up position uses variety of passes to open man (bounce, chest, overhead) can attack the basket off the dribble successfully score on layup, jump shots or post ups. Can make correct decision with ball – drive, shoot or pass. use of fakes: pass, shot, jab-step to create space or scoring options successful use of a variety of passes to open man and to create scoring option (bounce, chest, overhead) attacks the basket off the dribble to score or draw defence and pass multiple to score on layup, jump shots or post ups. makes correct decision with ball – drive, shoot or pass in open play and half court able to combine multiple pass, shot, jab-step, step through to create space or scoring options vision and ability to read game and use of a variety of passes to create scoring options (bounce, overhead) attacks the basket off the dribble to score or draw defence and pass multiple moves to score on layup, jump shots or post ups with both hands excellent decision making with ball – drive, shoot or pass in open play and half court ability to read individual defender and team defence Defensive skills defensive between man and basket good defensive stance slides feet to stay in front of man with ball ball denial, pressures man with defensive principles:- always between man and basket good defensive stance slides feet to stay in front of man with ball ball denial, pressures man with basketball, adjusts to help position defensive principles:- always between man and basket good defensive stance slides feet to stay in front of man with ball ball denial, pressures man with basketball, adjusts to help position
Cricket - this activity requires students to demonstrate performance in full-field games of competitive cricket, officiated by a skilled referee Teacher observation sheet Element/Skill: The student effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently and effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates Batting ( only if applicable) foot drives back foot drives cut Shot pull Shot solid contact with the ball full range of shots good shot selection ability to dominate a bowling attack using a range of strokes ability to hit with control and accuracy – turning the strike over regularly, control of ball in the air ability to identify and manipulate weak fielders has the ability to consistently score runs and produce high scores Bowling ( only if applicable) a suitable line and length accompanied by pace or spin a variety of deliveries This may include inswing, outswing, off break, leg break, Yorker attack the batter with their bowling limiting runs and taking wickets a variety of deliveries ability to dominate batsmen identifying weaknesses and bowl to them bowl a variety of deliveries very accurately (line & length)
Dance – this activity requires students to demonstrate performance in performances of dance This may be choreographed by the student, a peer choreographer or the teacher but it must be at an appropriate level for achievement at level 8 of the NZC and to allow the student to achieve all the criteria below. The dance must be of 3-5 minutes duration, the style of which is the student’s choice, and it must use public performance protocols. Note: video recording of the performance may be used for assessment purposes. Teacher observation sheet Element/Skill: The student effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed The student consistently and effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed Technique technical competence is evident but may not consistent throughout the movements are generally accurate and controlled most of the time spatial awareness is evident some of the time timing is generally accurate technical competence is evident and consistent throughout the movements and the manipulation of the prop are accurate, clear and controlled spatial awareness is evident and timing is accurate technical competence is evident and is sustained throughout the movements and the manipulation of the prop show accuracy, clarity and control, and fluidity and fluency are sustained an excellent of timing and spatial awareness is apparent Focus, Expression, focus is out towards the with the rapport with the audience
Figure Skating –– this activity requires students to demonstrate performance in performances of the figure skating The routine should be between 1.5 minutes and 2 minutes in length Teacher observation The student effectively demonstrates a wide of elements and skills to participate proficiently: Tick each time observed dates The student consistently and effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed Routine jump Salchow toe Loop one foot spin (min 3 revs), one spiral on a curve step sequence fully utilising the length of the ice surface single loop jump or optional single Axel single Flip or single Lutz jump (free choice) preceded by connecting steps and/or other free skating moves one jump consisting of two single jumps or one double & one single jump single Axel Paulsen ( or optional double Axel) one double jump preceded by connecting and/or other free skating movements one jump consisting of two double jumps or one single jump followed by one double jump. The jumps must
upright spin (minimum six revolutions) sit spin or spin (minimum six revolutions in required position) spin with a minimum of one change of position, and an optional change of foot(sit, camel, upright or any variation thereof) - minimum six revolutions or five revolutions on each foot if a change of foot is executed. females: step sequence (SlSt, CiSt or SeSt) or Spiral sequence step sequence: (SlSt, CiSt or SeSt) be different from the jump in b) flying camel spin (min eight revolutions) sit spin or spin on alternate years(sit spin in odd years and camel spin in even years) - min. of eight revolutions spin with minimum of one change of position, and a compulsory change of foot(sit, camel, upright or any variation thereof) - minimum six revolutions on each foot females: spiral sequence (3 spiral positions) females step sequence: (SlSt, CiSt or SeSt)
males: step sequence: different from (SlSt, CiSt or SeSt) Football/ Futsal- this activity requires students to demonstrate performance in games of competitive Football/ Futsal, officiated by a skilled referee Teacher observation sheet Element/Skill: The student effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed The student consistently and effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed Attacking Phase Penetration to get behind opponents by Penetration to get behind opponents by Penetration to get behind opponents by D
of Stop the opponent playing the ball Applies a tackle to the opponent when there are supporting defenders Stays on their feet in a balanced and ready state, focusing on the ball ball and generate a turnover Applies a tackle to the opponent when are supporting defenders Stays on their feet in a balanced and ready state, focusing on the ball of Stop or delay the opponent playing the ball and generate a turnover Applies a tackle to the opponent when there are supporting defenders Stays on their feet in a balanced and ready state, focusing on the ball A
Transition from Defence to Attack After gaining the ball to or With possession of the ball look to pass forward gaining the ball to or Get in behind defense instantly With possession of the ball look to pass forward After gaining the ball to or Get in behind defense instantly With possession of the ball look to pass forward Without possession of the ball make forward runs to split the defense Attacking refers to: Player in possession/ Close supporting players Players away from the ball Collective attacking- group and team attacking Defending refers to:
Teacher observation sheet Element/Skill: The student effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently and effectively demonstrates a wide of elements and skills to participate proficiently: Tick each time observed dates The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates Skills Selection selects a routine containing no more than 3 skills out of 9 from the simple list selects a routine containing no more than 2 skills out of 9 from the simple list selects a routine containing no more than 1 skill out of 9 from the simple list Performance performs with no more than one major errors in control, amplitude, body position and fluency (there may be a break or fall) performs with some moderate errors in control, amplitude, body position and fluency (there are no breaks or falls) performs with minor errors in control, amplitude, body position and fluency (all skills are completed without breaks or falls) Spotters has minor spotter assistance during skill execution (assistance is deemed to have contributed to spotters are used only as a safety precaution but are not involved in the execution of the skill spotters are used only as a safety precaution but are not involved in the execution of the skill
Hockey - this activity requires students to demonstrate performance in full-field games of competitive hockey, officiated by a skilled referee Teacher observation sheet The student effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently and effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates Offensive/defensive movement off the ball changing from offence to defence and vice versa gets into good position at the moment use of peripheral vision change of direction reading play and anticipate developments ahead of the action changing from offence to defence and vice versa gets into good position at the moment use of peripheral vision change of direction reading play and anticipate developments ahead of the action changing from offence to defence and vice versa gets into good position at the right moment use of peripheral vision change of direction reading play and anticipate developments ahead of the action Offensive ball skills keep possession by passing, dribbling skills (use of drag, change of speeds, moving into move ball Create by moving into positions & space keep possession by passing, receiving/trapping, dribbling skills (accurate passing & receiving /trapping, use of drag, change of speeds, moving into space) moving ball to specified area keep possession by Passing, receiving/trapping, dribbling skills (accurate passing & receiving /trapping, use of drag, change of speeds, moving into space) moving ball to specified area
make things ‘happen’ can focus on strategies fitness allows the positive, effective use of skills demonstrates interpersonal skills always ready to play and give best at all times strategic ability is demonstrated make things ‘happen’ focus and provide direction on strategies fitness level allows the positive, effective and consistent use of the skills consistently demonstrates effective interpersonal skills always ready to play and give best at all times strategic ability is consistently displayed make things ‘happen’ skill level is so autonomous that focus is on providing direction for, and applying strategies fitness level allows the positive, effective and consistent use of the skills consistently demonstrates effective interpersonal skills always ready to play and give best at all times strategic ability is consistently displayed
Motocross – this activity requires students to demonstrate performance in competitive track races Motocross must be constructed or laid out with the safety of the riders foremost in mind. Hay or other shock absorbent material to protect the riders from dangerous obstacles must be used. Special consideration must be given to the angle of jump faces and landing zones. Teacher observation sheet Element/ Skill: The student effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed The student consistently and effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates Start able to start from stationary using consistent and smooth clutch activation confident throttle application in order to control power and traction can apply attack position on motorcycle able to from stationary using consistent and smooth clutch activation confident throttle application in order to control power and traction. can apply attack position on motorcycle uses weight distribution for traction control able to from stationary using consistent and smooth clutch activation confident throttle application in order to control power and traction can apply attack position on motorcycle uses weight distribution for traction control achieves top speed for first turn quickly Berm/turns perform rut turns using appropriate foot down technique perform turns at an appropriate speed can ride turn or berm in standing position perform rut turns using appropriate foot down technique perform at an appropriate speed can ride turn or berm in standing position displays throttle control in turning perform rut turns using appropriate foot down technique perform turns at an appropriate speed can ride turn or berm in standing position displays throttle control in turning can weight distribution to improve cornering ability selects the best racing lines Jumps set their line up to land in an appropriate position applies fundamental aspects of weight distribution to jumping obstacles can use throttle control and clutch control to lift front wheel over obstacles set their line up to land in an appropriate position applies fundamental aspects of weight distribution to jumping obstacles can use throttle control and clutch control to lift front wheel over obstacles land in appropriate gear to accelerate set their line up to land in an appropriate position applies fundamental aspects of weight distribution to jumping obstacles can use throttle control and clutch control to lift front wheel over obstacles land in appropriate gear to accelerate applied fundamental aspects of weight distribution to jumping obstacles
Rock Climbing – this activity requires students to demonstrate performance in one of the following outdoor rock climbing contexts: Top Rope or Lead Climb If Lead Climbing is selected the ‘lead climber’ must not be on a top rope to claim the climb, as this changes the dimensions for a ‘lead climber’. * Assistance for a climber includes cases when the climber hangs onto the protection, rests in the rope or is hoisted. Teacher observation sheet Element/ Skill: The student effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently and effectively demonstrates a wide of elements and skills to participate proficiently: Tick each time observed dates The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates Belaying can partner without compromising safety consistently uses prescribed hand sequence can hold the climber in a fall or a rest can belay partner without compromising safety consistently uses prescribed hand sequence can hold the climber in a fall or a rest awareness of rope i.e appropriately tensioned not in the climber way can belay partner without compromising safety consistently uses prescribed hand sequence can hold the climber in a fall or a rest awareness of rope i.e appropriately tensioned not in the climber way can describe belaying technique and reasons behind them Is focused and responsive to climber can role model skills and techniques to others Safety checks and can tie the re-threaded fig 8 knot successfully can perform appropriate safety checks making necessary corrections uses prescribed climbing at correct times (near enough and clear enough) can tie the re-threaded fig 8 knot successfully can perform appropriate safety checks making necessary corrections uses prescribed climbing but can change volume, is directive and reassuring and clarifies confusion can tie the re-threaded fig 8 knot successfully can perform appropriate safety checks making necessary corrections uses prescribed climbing calls, but can change volume, is directive and reassuring and clarifies confusion and can role model this for others Movements can perform a sequence of moves with limited success three Points of contact crossovers edging smearing under clings jug and finger can perform a sequence of moves with reasonable success Points of contact crossovers edging smearing under clings jug and finger holds/pitches mantling laybacking can perform a sequence of moves with effective and consistent success three Points of contact crossovers edging smearing under clings jug and finger holds/pitches mantling laybacking jamming bridging friction overhangs chimneying
Top Rope Climb (Option) Complete a Top rope climb without assistance* being given grade 16-17 Complete a Top rope climb without assistance* being given grade 18-19 Complete a Top rope climb without assistance* being given grade 20+ Lead Climb (Option) Complete a lead climb grade 14-15 Note: If the student chooses to lead they only need to complete 50 points Complete a lead climb grade 16-17 Note: If the student chooses to lead climb they only need to complete 75 points Complete a Top- rope climb grade 18+ Note: If the student chooses to lead climb they only need to complete 100 points
Softball – this activity requires students to demonstrate performance in full-field games of competitive softball, officiated by a skilled umpire Teacher observation sheet Element/ Skill: The student effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently and effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates Offensive Skills consistently contact with the ball when batting hits to fair territory selection fundamentals are present attempted a variety of hitting options to get on base with some success consistently gets on base when running hits batter to consistently get to first base is able to advance safely between hits are directed away from fielders with a variety of hitting or short game options bunt, groundball, infield lift, outfield flyball etc. hits consistently show power when applicable batter can advance past first base on multiple base hit when power applied hitter advances base runners with consistency recognises other base runners and adjusts advancement forced runs acknowledged recognises when advancement potential is present or absent has a range of hitting or short-game options and is consistent in executing these successfully offensive shot selection into consideration base runners position. E.g. sacrifice line drives, fly balls, etc. promotes strategy when determining batting order recognises strengths and weaknesses when determining batting order runs bases at speed and slides safely at base when required selects correct sliding option dependent on receiver placement Defensive Pitching Skills consistently uses correct technique to produce pitches in the strike zone consistent release point steps to add power grip arm motion, follow through etc shows control over pitch selection some purposeful variation in pitches shown variations in drop or rise present is aware of base runner and adjusts tactics accordingly throws to bases shows a range of pitching options that are suited to the circumstances technique is consistent high velocity when desired selects strategy based on base runners/ hitters shows 3 variations in pitches dominant pitch, either drop or rise change-up other, either drop or rise
Defensive Catching Skills uses correct technique/body position to field pitches/throws the squat, glove up consistently uses correct technique to field at home base. position on base tagging, quick throws identifying base runners consistently fields pitches thrown calls pitches to direct play consistently uses correct technique to efficiently field at home base shows leadership and direction when communicating with the field sets up defensive patterns continuous pitch selection and communication with the pitcher to dictate plays Defensive Catching and Throwing Skills can successfully an accurate throw from another player uses glove effectively can successfully catch a fly ball in the field - body position - glove position uses 2 hands can successfully a ground ball in the field position body behind the ball can throw with accuracy to team mate. throws to the shows correct technique. Step, hips, leads with elbow etc can play on base with success. retires runners through fielding and catching consistently makes catches in the field where movements are required attacks a ground ball movement towards the ball transfers the ball from the to throwing hand in one smooth movement throws are accurate and powerful in front of a baseman to the demonstrates effective base play body position on the base tagging unforced runs identifies fielding priorities sets a field based on team mates’ ability demonstrates appropriate decision making when facing opponents movement in the field before the pitch looks to complete ‘special plays’ double plays, triple plays sets up for tag plays at the base can catch or field balls that require extension
Squash - this activity requires students to demonstrate performance in full of competitive squash, officiated by a skilled referee Teacher observation sheet Element/ Skill: The student effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently and effectively demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates The student consistently, effectively and in an accomplished manner demonstrates a wide range of elements and skills to participate proficiently: Tick each time observed dates Offensive Skills to place ball away from opposition player, move opponent away from “T” sets up offensive attacks and makes good decision on shot choice using appropriate force make good decisions on shot choice forehand forehand volley forehand drop forehand boast back hand drive lob accurate and of appropriate force for chosen shot forehand drive forehand volley forehand drop forehand boast back hand drive lob effectively places ball away from opposition player, move opponent away from “T” consistently and effectively good decisions on shot choice forehand Drive forehand volley forehand drop forehand Boast back hand drive lob serve shots accurate and of appropriate force for chosen shot forehand forehand volley forehand drop forehand Boast back hand drive lob serve effectively place ball away from opposition player, move opponent away from “T” consistently and effectively makes decisions on shot choice forehand Drive forehand volley forehand drop forehand Boast back hand drive lob shots accurate and of appropriate force for chosen shot forehand Drive forehand volley forehand drop forehand back hand lob anticipates player may be can move ball to a specified area (accuracy, angles length) can use deception Tactical Play ability to move to the ball early moving the opponent so that they are not able to return the ball or have to play a defensive or weak shot plays the right shot depending on their position on the court. ability to move to the ball early moving the opponent so that they are not able to return the ball or have to play a defensive or weak shot plays the right shot depending on their position on the court ability to move to the ball early moving the opponent so that they are not able to return the ball or have to play a defensive or weak shot plays the right shot depending on their position on the court.
Dismounting the paddleboard demonstrates ability to complete a controlled dismount remaining in control of at all time demonstrates ability to complete a controlled dismount remaining in control of board at all time demonstrates ability to complete a controlled dismount remaining in control of at all time demonstrates ability to carry out a controlled running beach dismount and finish Conditions: include a running beach start and finish and at least two mark roundings. The marks could be defined or placed. Assessment to take place in a safe, flat water location eg. estuary, lake, inner harbour Elements and skills should be observed by a Surfing NZ Accredited SUP Instructor or SNZ Approved SUP School Stand Up Paddleboarding (SUP) - Surfing Skills - this activity requires students to demonstrate performance in 30 min heats
Track Running (Includes: 800m and 3000m events) – this activity requires students to demonstrate performance in a competitive track running event Either 800m this includes 2 laps of a 400m track you must stay in your own lane until the end of the first curve or 3000m this includes 7.5 laps of a 400m track 800m times Females Males Excellence time < 2m 32s time < 2m 09s Merit 2m 32s ≤ time < 2m 55s 2m 09s ≤ time < 2m 29s Achieved 2m 55s ≤ time < 3m 18s 2m 29s ≤ time < 2m 48s times Females Excellence time < 11m 25s time < 9m 42s 11m 25s ≤ time <13m 07s 9m 42s ≤ time <11m 09s Achieved 13m 07s ≤ time <14m 15s 11m 09s ≤ time < 12m 36s
Defensive Phase marking: - maintain at least a disc width between thrower - apply a force downfield: reduce opponents space by staying close to person as determined by marker be in an athletic stance to react to player’s movement marking: - apply a force - stay active on feet to avoid being broken downfield: reduce opponents space by staying in the open lane as determined by marker maintain a buffer to pressure player from receiving disc in open lane play both ‘man’ and ‘zone’ defense marking: - apply a force - stay active on feet to avoid being broken downfield: reduce opponents by staying in the open lane as determined by marker man defense: actively prevent a player from receiving the disc in the open lane by changing hip positioning and maintaining the buffer zone defense: anticipate movement of players and mark an area with an awareness of the players contained in it Transition from Defense to Attack after possession look to establish the offensive structure as quickly as possible with possession of the frisbee look to pass forward after possession look to establish the offensive structure as quickly as possible get in established role of offensive structure (run past disc if cutter, or pick it up if handler) with possession of the frisbee look to pass forward after possession look to establish the offensive structure as quickly as possible read the suitability of a ‘fast’ break. If suitable: run long (usually the person close to the location of the turnover) to player running long with possession of the frisbee look to pass forward Spirit of the Game, and team Play plays in the spirit of the game - adhering to the rules -playing fairly - complimenting an opponent for good play or spirit - maintaining positive sportsmanship communicating positively working hard for the benefit of the team plays in the spirit of the game - adhering to the rules -playing fairly - complimenting an opponent for good play or spirit - retracting a call if you no longer believe it is necessary or unfair - remaining calm - maintaining positive sportsmanship communicating positively working hard for the benefit of the team strategic ability is displayed plays in the spirit of the game - adhering to the rules -playing fairly - complimenting an opponent for good play or spirit retracting a call if you no longer believe it is necessary or unfair - remaining calm - maintaining positive sportsmanship communicating positively working hard for the benefit of the team be involved in tactical decisions for team strategy Volleyball - this activity requires students to demonstrate performance in full-court games of competitive volleyball, officiated by a skilled referee