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C3 Area D Student Booklet
PptxGenJS Presentation
DHS PE Department
DHS PE Department
1
2026-08-31T12:05:32Z
2026-08-31T12:05:32Z
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DHS BTEC SPORT · COMPONENT 3Content area D.Investigate fitness programming to improve fitness and sports performanceNAME:TEACHER:Exam: Thu 6 May 2027PK
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DHS BTEC Sport · Component 3 · Area DPage 2EVERYTHING SO FAR, PUT TO WORKA training programme needs all four content areas at once. This is where they meet.FROM AREA AThe components and principlesFROM AREA BYour test resultsFROM AREA CThe training methodsAREA DThe programme and the motivationThe three parts of area D. Complete each heading as we work through: Section What it covers D1 Personal information D2 Programme design D3 Motivation and goals PK
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DHS BTEC Sport · Component 3 · Area DPage 3THE INFORMATION YOU NEED FIRSTFour things to find out before designing anything. Complete each definition, then collect it from a real performer. What to find out What it means Your performer's answer Aims details of what they would like to a________ for the selected sport Objectives h____ they intend to meet their aims, naming a c____________ of fitness and a m________ of training Lifestyle and physical activity history Attitudes, the mind and personal motivation The aim is WHAT they want to achieve. The objective is HOW, and it names a component and a method.PK
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DHS BTEC Sport · Component 3 · Area DPage 4MY AIM AND MY OBJECTIVEUse your own fitness test results from area B. The objective must name a component of fitness and a training method.Performer and sport: ____________________________My aim:My objective (name the component and the method):The test result that justifies this objective:What my lifestyle allows: how many sessions a week, and when?PK
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DHS BTEC Sport · Component 3 · Area DPage 5DESIGNING THE PROGRAMMEFour things every programme design must do. Complete each, then use them to build the week on the next page. What the design must do What that means in practice for your performer Use the personal information Select an appropriate training method for the component being improved Apply the FITT principles Apply the additional principles of training Name the seven additional principles you must check the programme against:PK
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DHS BTEC Sport · Component 3 · Area DPage 6MY TRAINING WEEKOne week of training. For every session: the method, the component it develops, and the FITT detail. Day Training method Component developed Intensity Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday Audit: does this week show progressive overload? ______ variation? ______ rest and recovery? ______ specificity? ______Could your performer actually do this week, given their lifestyle? If not, what changes?PK
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DHS BTEC Sport · Component 3 · Area DPage 7MOTIVATIONMotivation: the i____________ mechanisms and e____________ stimuli that a________ and d________ behaviour.IntrinsicFrom ____________ the performerExamples:ExtrinsicFrom ____________ the performerExamples:Four benefits of motivation for a sports performer:1.2.3.4.How does goal setting influence motivation? Two things:PK
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DHS BTEC Sport · Component 3 · Area DPage 8SMARTER GOALSSeven letters in this specification. The last two are the ones people forget.SMARTERWeak goal: "I want to get fitter." Not specific, not measurable, no timescale.
SMARTER goal: "I will improve my bleep test score from level 7.4 to level 9.2 by the end of March, recorded in my training diary after each retest."Now write your own, using your test results. Check it against all seven letters:My short-term goal (between one day and one month):My long-term goal (say the timescale):PK
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DHS BTEC Sport · Component 3 · Area DPage 9SHORT-TERM AND LONG-TERM GOALSShort-term goalsSet over a s________ period of time: between ________ day and ________ month.Long-term goalsWhat they want to achieve in the l________ t______, and the best way of doing this.A real two-mark question. "Adam's coach has set him a short-term goal. Describe one other type of goal that Adam's coach could set." The mark scheme gave: "Long-term goals (1) are set over a long period of time or timescale (1)." It accepted an example with an appropriate timescale, such as a season, and refused an example of a goal with no timescale at all.Your turn. Describe a long-term goal for a performer, and make sure the timescale is in it:Mark your own: did you name the type of goal (1) and give the timescale (1)? My mark: / 2PK
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DHS BTEC Sport · Component 3 · Area DPage 10THE COMPLETE PROGRAMMEEverything together, for one performer. This is the synoptic task: it needs all four content areas. Section Your programme The performer, their sport and their aim Their test results, and the weakness you are targeting The methods you have chosen, and why those ones One short-term and one long-term goal, both with timescales How you will keep them motivated PK
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DHS BTEC Sport · Component 3 · Area DPage 11WHERE AREA D MARKS GO MISSING The mistake What to do instead Describing a goal without a timescale Swapping the aim and the objective Stopping SMARTER at five letters Defining motivation loosely Exam practice. Answer these in full sentences:(a) Describe one other type of goal a coach could set, other than a short-term goal. (2)(b) Explain one benefit of motivation for a sports performer. (2)PK
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DHS BTEC Sport · Component 3 · Area DPage 12SELF-TESTCover your notes. Mark it against the knowledge organiser on the next page.1. What is the difference between an aim and an objective?2. Name the four pieces of personal information needed to design a programme.3. Define motivation, in specification words.4. What is the difference between intrinsic and extrinsic motivation?5. What do the seven letters of SMARTER stand for?6. What timescale defines a short-term goal?PK
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DHS BTEC Sport · Component 3 · Area DPage 13AREA D KNOWLEDGE ORGANISERD1 and D2 Information and designPersonal information needed:· aims: details of what they would like to achieve for the selected sport· objectives: how they intend to meet their aims, using an appropriate component of fitness and method of training· lifestyle and physical activity history· attitudes, the mind and personal motivation for training.Programme design:· use the personal information to aid design· select an appropriate training method or activity for improving or maintaining the selected components of physical or skill-related fitness· apply the FITT principles and the additional principles of training.D3 MotivationMotivation: the internal mechanisms and external stimuli that arouse and direct behaviour.Types: intrinsic, from within the performer, such as enjoyment, satisfaction and pride. Extrinsic, from outside, such as trophies, medals, prize money, praise and selection.Benefits of motivation on the sports performer:· increase participation· maintain training and intensity· increased fitness· improved performance.Influence of goal setting on motivation:· provides direction for behaviour· maintains focus on the task in hand.D3 GoalsSMARTER:S specificM measurableA achievableR realisticT time-relatedE excitingR recordedShort-term goals: set over a short period of time, between one day and one month.Long-term goals: what they want to achieve in the long term, and the best way of doing this.The examiner's warning: a goal described without a timescale is refused. Always give the timescale.A programme needs all four areas: the components from A, your test results from B, the methods from C, and the goals and motivation from D.PK
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