PK 8`]_rels/PK 8`] docProps/PK 8`]ppt/PK 8`] ppt/_rels/PK 8`] ppt/charts/PK 8`]ppt/charts/_rels/PK 8`]ppt/embeddings/PK 8`] ppt/media/PK 8`]ppt/slideLayouts/PK 8`]ppt/slideLayouts/_rels/PK 8`]ppt/slideMasters/PK 8`]ppt/slideMasters/_rels/PK 8`] ppt/slides/PK 8`]ppt/slides/_rels/PK 8`] ppt/theme/PK 8`]ppt/notesMasters/PK 8`]ppt/notesMasters/_rels/PK 8`]ppt/notesSlides/PK 8`]ppt/notesSlides/_rels/PK 8`]i5"qq@q@[Content_Types].xml PK 8`]]] _rels/.rels PK 8`]|c docProps/app.xml 0 0 Microsoft Office PowerPoint On-screen Show (16:9) 0 34 34 0 0 false Fonts Used 2 Theme 1 Slide Titles 34 Arial Calibri Office Theme Slide 1Slide 2Slide 3Slide 4Slide 5Slide 6Slide 7Slide 8Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14Slide 15Slide 16Slide 17Slide 18Slide 19Slide 20Slide 21Slide 22Slide 23Slide 24Slide 25Slide 26Slide 27Slide 28Slide 29Slide 30Slide 31Slide 32Slide 33Slide 34 PptxGenJS false false false 16.0000 PK 8`]3docProps/core.xml C3 Content Area A Teacher Deck PptxGenJS Presentation DHS PE Department DHS PE Department 1 2026-08-31T12:01:49Z 2026-08-31T12:01:49Z PK 8`]0.ppt/_rels/presentation.xml.rels PK 8`]Oݨ ppt/theme/theme1.xmlPK 8`]Appt/presentation.xml PK 8`]Xppt/presProps.xml PK 8`]ppt/tableStyles.xml PK 8`]D >00ppt/viewProps.xml PK 8`]H7t!ppt/slideLayouts/slideLayout1.xml PK 8`]ђ77,ppt/slideLayouts/_rels/slideLayout1.xml.rels PK 8`]4 55ppt/slides/slide1.xml DHS BTEC SPORT · COMPONENT 3Content area D.Investigate fitness programming to improve fitness and sports performanceYear 11 · Weeks 29 and 30 · Exam: Thu 6 May 2027PK 8`]3 ppt/slides/_rels/slide1.xml.rels PK 8`]Niippt/notesSlides/notesSlide1.xml The last content area, and the one that pulls the other three together: a programme needs components from A, test results from B and methods from C. Spec Issue 4 p.47. Two weeks, then revision and the mock in week 31.1PK 8`]:A*ppt/notesSlides/_rels/notesSlide1.xml.rels PK 8`] >>ppt/slides/slide2.xml DHS BTEC Sport · Component 3 · Content area DContent area DEverything so far, put to work.FROM AREA AThe components and principlesWhich components the sport needs, and FITT plus the additional principles.FROM AREA BThe test resultsWhat the testing showed is strong and what is weak.FROM AREA CThe training methodsWhich method develops the component that came back weak.AREA DThe programmePersonal information, a designed programme, and the motivation to stick to it.Three sections: the personal information you need before designing anything, the programme itself, and the motivation that keeps the performer training.PK 8`]2- ppt/slides/_rels/slide2.xml.rels PK 8`]YWppt/notesSlides/notesSlide2.xml Area D is short on content but high on synergy: it is the natural place for the six-mark questions that sample across the component.2PK 8`]xշ*ppt/notesSlides/_rels/notesSlide2.xml.rels PK 8`]惛jjppt/slides/slide3.xml DHS BTEC Sport · Component 3 · Content area DWeek 29 · Lesson 1LESSON 1The information you need firstBy the end of this lesson…Explain the difference between an aim and an objectiveName the personal information needed before designing a programmeCollect that information for a real performerPK 8`]W/ ppt/slides/_rels/slide3.xml.rels PK 8`]D ppt/notesSlides/notesSlide3.xml D1 opens. The aim and objective distinction is precise in the spec and is worth teaching carefully.3PK 8`]9 Y*ppt/notesSlides/_rels/notesSlide3.xml.rels PK 8`]gB''ppt/slides/slide4.xml DHS BTEC Sport · Component 3 · Content area DLesson 1RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the four adaptations from long-term aerobic endurance training2. Which training method develops power?3. What load and reps develop muscular strength?Answers: reveal after 5 min1. Cardiac hypertrophy · decreased resting heart rate · increased strength of respiratory muscles · capillarisation around the alveoli2. Plyometrics3. High loads and low repetitionsPK 8`]` ppt/slides/_rels/slide4.xml.rels PK 8`]`ppt/notesSlides/notesSlide4.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.4PK 8`]J *ppt/notesSlides/_rels/notesSlide4.xml.rels PK 8`]j?|77ppt/slides/slide5.xml DHS BTEC Sport · Component 3 · Content area DLesson 1LEARNFour things to find out.Aimsdetails of what they would like to achieve for the selected sportObjectiveshow they intend to meet their aims, using an appropriate component of fitness and method of trainingLifestyle and physical activity historywhat they already do, what they have done before, and what their week actually looks likeAttitudes, the mind and personal motivationhow they feel about training, and what drives them to do itThe distinction that matters: the aim is WHAT they want to achieve. The objective is HOW they will get there, and it names a component of fitness and a training method.PK 8`]5 ppt/slides/_rels/slide5.xml.rels PK 8`]>Bo11ppt/notesSlides/notesSlide5.xml Spec D1 verbatim. Worked example: aim, to make the first team by September. Objective, to improve aerobic endurance using continuous training three times a week.5PK 8`]Qe*ppt/notesSlides/_rels/notesSlide5.xml.rels PK 8`]ԑppppt/slides/slide6.xml DHS BTEC Sport · Component 3 · Content area DLesson 1APPLYInterview a performer.In pairs, collect all four pieces of personal information from each otherWrite one aim and one objective for your partner. The objective must name a component and a methodThen check: could you design a programme from what you have written, or do you still need to ask something?PK 8`]ج+ ppt/slides/_rels/slide6.xml.rels PK 8`]}Xppt/notesSlides/notesSlide6.xml Their own area B test data is the evidence base for the objective. Booklet page 3 holds the interview sheet.6PK 8`]=|*ppt/notesSlides/_rels/notesSlide6.xml.rels PK 8`]K TTppt/slides/slide7.xml DHS BTEC Sport · Component 3 · Content area DWeek 29 · Lesson 2LESSON 2Designing the programmeBy the end of this lesson…Use personal information to choose training methodsSelect methods that match the components being developedApply FITT to every session in a programmePK 8`]F ppt/slides/_rels/slide7.xml.rels PK 8`])lppt/notesSlides/notesSlide7.xml 7PK 8`]|g*ppt/notesSlides/_rels/notesSlide7.xml.rels PK 8`]AJMB'B'ppt/slides/slide8.xml DHS BTEC Sport · Component 3 · Content area DLesson 2RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. What is an aim?2. What is an objective, and what two things must it name?3. Name the four pieces of personal informationAnswers: reveal after 5 min1. What the performer would like to achieve for their sport2. How they intend to meet the aim: it names a component of fitness and a method of training3. Aims · objectives · lifestyle and physical activity history · attitudes, the mind and personal motivationPK 8`]6 ppt/slides/_rels/slide8.xml.rels PK 8`]i̴ppt/notesSlides/notesSlide8.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.8PK 8`]pO*ppt/notesSlides/_rels/notesSlide8.xml.rels PK 8`]IqzJ1J1ppt/slides/slide9.xml DHS BTEC Sport · Component 3 · Content area DLesson 2LEARNFrom information to programme.Use the personal informationthe programme has to fit their week, their history and what motivates them, or they will not complete itSelect appropriate methodschoose the training method or activity that improves or maintains the components of physical or skill-related fitness they needApply FITTfrequency, intensity, time and type, for every sessionApply the additional principlesprogressive overload, specificity, individual differences, adaptation, reversibility, variation, rest and recoveryPK 8`]>$ ppt/slides/_rels/slide9.xml.rels PK 8`]!  ppt/notesSlides/notesSlide9.xml Spec D2 verbatim. Everything here is recall from areas A and C: the new skill is putting it together for one named person.9PK 8`]1*ppt/notesSlides/_rels/notesSlide9.xml.rels PK 8`]'Yggppt/slides/slide10.xml DHS BTEC Sport · Component 3 · Content area DWeek 29 · Lesson 3LESSON 3Building a full programmeBy the end of this lesson…Design a week of training for a real performerJustify every choice against their aim and their test resultsCheck the programme against all the principles of trainingPK 8`]Ѳ!ppt/slides/_rels/slide10.xml.rels PK 8`]O ppt/notesSlides/notesSlide10.xml 10PK 8`]T+ppt/notesSlides/_rels/notesSlide10.xml.rels PK 8`]Q5'5'ppt/slides/slide11.xml DHS BTEC Sport · Component 3 · Content area DLesson 3RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. What does FITT stand for?2. Name three additional principles of training3. Which method would you choose to improve aerobic endurance?Answers: reveal after 5 min1. Frequency · intensity · time · type2. Any three of the seven: progressive overload, specificity, individual differences, adaptation, reversibility, variation, rest and recovery3. Continuous, Fartlek, interval or circuit trainingPK 8`];!ppt/slides/_rels/slide11.xml.rels PK 8`]' ppt/notesSlides/notesSlide11.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.11PK 8`]O+ppt/notesSlides/_rels/notesSlide11.xml.rels PK 8`]>(ppt/slides/slide12.xml DHS BTEC Sport · Component 3 · Content area DLesson 3APPLYA week that would actually work.Design one training week for your partner, using their aim, their objective and their test resultsFor each session: the method, the component it develops, and the FITT detailThen audit it: does it show progressive overload, specificity, variation, and rest and recovery?Finally, could they actually do this week, given the lifestyle information they gave you?PK 8`]c!ppt/slides/_rels/slide12.xml.rels PK 8`]@BLBB ppt/notesSlides/notesSlide12.xml The lifestyle check is where programmes usually fail: seven sessions a week for someone who works evenings is not individual differences. Booklet pages 5 and 6 hold the planner.12PK 8`]Fb+ppt/notesSlides/_rels/notesSlide12.xml.rels PK 8`]MUUppt/slides/slide13.xml DHS BTEC Sport · Component 3 · Content area DWeek 30 · Lesson 4LESSON 4MotivationBy the end of this lesson…Define motivation in specification languageExplain the difference between intrinsic and extrinsic motivationGive the benefits of motivation for a sports performerPK 8`]x!ppt/slides/_rels/slide13.xml.rels PK 8`]Ї ppt/notesSlides/notesSlide13.xml 13PK 8`]yv+ppt/notesSlides/_rels/notesSlide13.xml.rels PK 8`]-,','ppt/slides/slide14.xml DHS BTEC Sport · Component 3 · Content area DLesson 4RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the four things a programme design must include2. What does specificity mean?3. Why does a programme need rest and recovery?Answers: reveal after 5 min1. Use personal information · select appropriate methods · apply FITT · apply the additional principles2. Training should meet the needs of the sport or the fitness goals to be developed3. To allow the body to recover and adaptPK 8`]O!ppt/slides/_rels/slide14.xml.rels PK 8`]YI ppt/notesSlides/notesSlide14.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.14PK 8`]?ݤ+ppt/notesSlides/_rels/notesSlide14.xml.rels PK 8`]>o/D**ppt/slides/slide15.xml DHS BTEC Sport · Component 3 · Content area DLesson 4LEARNWhat motivation is.Motivation: the internal mechanisms and external stimuli that arouse and direct behaviour.IntrinsicMotivation from inside the performer: enjoyment, satisfaction, pride in improving, the feeling of playing well.ExtrinsicMotivation from outside the performer: trophies, medals, prize money, praise from a coach, selection for a team.Benefits of motivation for the performer: increased participation · maintaining training and intensity · increased fitness · improved performance.PK 8`]*R!ppt/slides/_rels/slide15.xml.rels PK 8`]5FF ppt/notesSlides/notesSlide15.xml Spec D3 verbatim. Learn the definition word for word: internal mechanisms and external stimuli that arouse and direct behaviour. Intrinsic comes from within, extrinsic from outside.15PK 8`]$Q+ppt/notesSlides/_rels/notesSlide15.xml.rels PK 8`]11ppt/slides/slide16.xml DHS BTEC Sport · Component 3 · Content area DWeek 30 · Lesson 5LESSON 5SMARTER goalsBy the end of this lesson…State what each letter of SMARTER stands forJudge whether a goal meets each letterRewrite a weak goal so it meets all sevenPK 8`] !ppt/slides/_rels/slide16.xml.rels PK 8`]t( ppt/notesSlides/notesSlide16.xml The BTEC version has seven letters, and E for exciting and R for recorded are the two most often forgotten.16PK 8`] y+ppt/notesSlides/_rels/notesSlide16.xml.rels PK 8`]Ѭ&&ppt/slides/slide17.xml DHS BTEC Sport · Component 3 · Content area DLesson 5RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Define motivation, in specification words2. Give an example of intrinsic motivation3. Give an example of extrinsic motivationAnswers: reveal after 5 min1. The internal mechanisms and external stimuli that arouse and direct behaviour2. Enjoyment, satisfaction, pride in improving3. Trophies, medals, prize money, praise, selectionPK 8`]檋!ppt/slides/_rels/slide17.xml.rels PK 8`]X ppt/notesSlides/notesSlide17.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.17PK 8`]BI+ppt/notesSlides/_rels/notesSlide17.xml.rels PK 8`]eȢeUeUppt/slides/slide18.xml DHS BTEC Sport · Component 3 · Content area DLesson 5LEARNSMARTER, all seven letters.SSpecificMMeasurableAAchievableRRealisticTTime-relatedEExcitingRRecordedThe last two are the ones people forget. Exciting means the goal motivates the performer. Recorded means it is written down and tracked.Weak 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."PK 8`]Yh!ppt/slides/_rels/slide18.xml.rels PK 8`]200 ppt/notesSlides/notesSlide18.xml Spec D3 verbatim: specific, measurable, achievable, realistic, time-related, exciting, recorded. Note it is time-RELATED in this specification, not time-bound.18PK 8`]N+ppt/notesSlides/_rels/notesSlide18.xml.rels PK 8`]Oddppt/slides/slide19.xml DHS BTEC Sport · Component 3 · Content area DWeek 30 · Lesson 6LESSON 6Short-term and long-term goalsBy the end of this lesson…Explain the difference between short-term and long-term goalsState the timescale that defines a short-term goalExplain how goal setting influences motivationPK 8`]~!ppt/slides/_rels/slide19.xml.rels PK 8`]}} ppt/notesSlides/notesSlide19.xml The timescale is the examinable detail, and the mark scheme refuses answers that give a goal without one.19PK 8`]i+ppt/notesSlides/_rels/notesSlide19.xml.rels PK 8`]qS'S'ppt/slides/slide20.xml DHS BTEC Sport · Component 3 · Content area DLesson 6RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. What do the seven letters of SMARTER stand for?2. Which two letters are most often forgotten?3. Rewrite this so it is specific and measurable: "I want to get stronger."Answers: reveal after 5 min1. Specific · measurable · achievable · realistic · time-related · exciting · recorded2. Exciting and recorded3. Any answer with a number and a timescale, e.g. increase my 1RM bench press from 40kg to 50kg by AprilPK 8`]g_!ppt/slides/_rels/slide20.xml.rels PK 8`]1  ppt/notesSlides/notesSlide20.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.20PK 8`]SB+ppt/notesSlides/_rels/notesSlide20.xml.rels PK 8`]p+++ppt/slides/slide21.xml DHS BTEC Sport · Component 3 · Content area DLesson 6LEARNTwo types of goal.Short-term goalsSet over a short period of time: between one day and one month.Long-term goalsWhat the performer wants to achieve in the long term, 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.The influence of goal setting on motivation: it provides direction for behaviour, and maintains focus on the task in hand.PK 8`]z!ppt/slides/_rels/slide21.xml.rels PK 8`]q ppt/notesSlides/notesSlide21.xml Spec D3 plus January 2026 question 3(d). The timescale is the mark: a goal described without one is refused.21PK 8`]HΩ+ppt/notesSlides/_rels/notesSlide21.xml.rels PK 8`]QQppt/slides/slide22.xml DHS BTEC Sport · Component 3 · Content area DWeek 30 · Lesson 7LESSON 7Putting the programme togetherBy the end of this lesson…Write a full programme with aims, objectives, methods and goalsInclude motivational techniques that suit the performerJustify every choicePK 8`]dV!ppt/slides/_rels/slide22.xml.rels PK 8`]cQc ppt/notesSlides/notesSlide22.xml 22PK 8`]aeZ+ppt/notesSlides/_rels/notesSlide22.xml.rels PK 8`]m).2'2'ppt/slides/slide23.xml DHS BTEC Sport · Component 3 · Content area DLesson 7RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. What timescale defines a short-term goal?2. How does goal setting influence motivation?3. Name two benefits of motivation for a performerAnswers: reveal after 5 min1. Between one day and one month2. It provides direction for behaviour and maintains focus on the task in hand3. Any two: increased participation · maintaining training and intensity · increased fitness · improved performancePK 8`]A!ppt/slides/_rels/slide23.xml.rels PK 8`]wk$P ppt/notesSlides/notesSlide23.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.23PK 8`] ~t+ppt/notesSlides/_rels/notesSlide23.xml.rels PK 8`]W;ppt/slides/slide24.xml DHS BTEC Sport · Component 3 · Content area DLesson 7APPLYThe complete programme.One performer, one full programme: personal information, aim, objective, a training week, and SMARTER goalsInclude one short-term and one long-term goal, both with timescalesSay how you would keep them motivated, using intrinsic and extrinsic techniquesThen justify: why these methods, for this performer, given these test results?PK 8`]Y!ppt/slides/_rels/slide24.xml.rels PK 8`]!j ppt/notesSlides/notesSlide24.xml This is the synoptic task of the whole component: it needs areas A, B, C and D together. Booklet pages 8 and 9 hold the template.24PK 8`]8+ppt/notesSlides/_rels/notesSlide24.xml.rels PK 8`]/K\\ppt/slides/slide25.xml DHS BTEC Sport · Component 3 · Content area DWeek 30 · Lesson 8LESSON 8Area D exam practiceBy the end of this lesson…Answer a full set of area D questions under timed conditionsApply identify-and-expand to every two-mark questionMark your own work against the real mark schemePK 8`]̜|g!ppt/slides/_rels/slide25.xml.rels PK 8`]Y ppt/notesSlides/notesSlide25.xml 25PK 8`]#+ppt/notesSlides/_rels/notesSlide25.xml.rels PK 8`]ٱt>'>'ppt/slides/slide26.xml DHS BTEC Sport · Component 3 · Content area DLesson 8RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Define motivation2. Name the seven letters of SMARTER3. What is the difference between an aim and an objective?Answers: reveal after 5 min1. The internal mechanisms and external stimuli that arouse and direct behaviour2. Specific · measurable · achievable · realistic · time-related · exciting · recorded3. The aim is what they want to achieve; the objective is how, naming a component and a methodPK 8`]5b?!ppt/slides/_rels/slide26.xml.rels PK 8`]/"> ppt/notesSlides/notesSlide26.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.26PK 8`]${+ppt/notesSlides/_rels/notesSlide26.xml.rels PK 8`](p00ppt/slides/slide27.xml DHS BTEC Sport · Component 3 · Content area DLesson 8EXAM PRACTICEWhere area D marks go missing.Goals described without a timescalethe mark scheme refuses them. Always say how longAim and objective swappedthe aim is what, the objective is how, naming a component and a methodSMARTER stopping at five lettersexciting and recorded are worth marks tooMotivation defined looselylearn the specification wording: internal mechanisms and external stimuli that arouse and direct behaviourPK 8`]PG!ppt/slides/_rels/slide27.xml.rels PK 8`]BK>> ppt/notesSlides/notesSlide27.xml Use past-paper area D questions from Jan 2024, Jun 2024, Jan 2025, May 2025, Jan 2026 and the sample. This is also the last content lesson before revision begins in week 31.27PK 8`]e+ppt/notesSlides/_rels/notesSlide27.xml.rels PK 8`]'0Q0Qppt/slides/slide28.xml DHS BTEC Sport · Component 3 · Content area DKnowledge organiserContent area D on one slide.D1 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· 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: enjoyment, satisfaction, pride) and extrinsic (from outside: trophies, medals, prize money, praise, selection).Benefits of motivation for the performer: increased participation · maintaining 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.A goal described without a timescale is refused by the mark scheme.A programme needs all four areas: the components from A, the test results from B, the methods from C, and the goals and motivation from D.PK 8`] [R]!ppt/slides/_rels/slide28.xml.rels PK 8`]*( ppt/notesSlides/notesSlide28.xml Print A3 for the wall and A5 for books. This is the last content organiser: the set of four covers the whole examined component.28PK 8`]i+ppt/notesSlides/_rels/notesSlide28.xml.rels PK 8`]B_ _ ppt/slides/slide29.xml Booklet answers.One slide per booklet page. The booklet page number is on each slide.PK 8`]->w!ppt/slides/_rels/slide29.xml.rels PK 8`]zx ppt/notesSlides/notesSlide29.xml 29PK 8`](Lk+ppt/notesSlides/_rels/notesSlide29.xml.rels PK 8`]>lj9j9ppt/slides/slide30.xml DHS BTEC Sport · Component 3 · Content area DBooklet answersBOOKLET PAGE 3Personal information and programme design.Aimsdetails of what they would like to achieve for the selected sportObjectiveshow they intend to meet their aims, using an appropriate component of fitness and method of trainingLifestyle and physical activity historywhat they already do and have done beforeAttitudes, the mind and personal motivationhow they feel about training and what drives themProgramme designuse the personal information · select an appropriate method or activity for the components being improved or maintained · apply FITT and the additional principlesPK 8`]*!ppt/slides/_rels/slide30.xml.rels PK 8`] q) ppt/notesSlides/notesSlide30.xml 30PK 8`]+ppt/notesSlides/_rels/notesSlide30.xml.rels PK 8`]XQ99ppt/slides/slide31.xml DHS BTEC Sport · Component 3 · Content area DBooklet answersBOOKLET PAGE 7Motivation.Motivationthe internal mechanisms and external stimuli that arouse and direct behaviourIntrinsicfrom within the performer: enjoyment, satisfaction, pride in improvingExtrinsicfrom outside: trophies, medals, prize money, praise, selectionBenefits of motivationincreased participation · maintaining training and intensity · increased fitness · improved performanceInfluence of goal settingprovides direction for behaviour · maintains focus on the task in handPK 8`]!ppt/slides/_rels/slide31.xml.rels PK 8`] ppt/notesSlides/notesSlide31.xml 31PK 8`]{+ppt/notesSlides/_rels/notesSlide31.xml.rels PK 8`]WNT00ppt/slides/slide32.xml DHS BTEC Sport · Component 3 · Content area DBooklet answersBOOKLET PAGE 10SMARTER and types of goal.SMARTERspecific · measurable · achievable · realistic · time-related · exciting · recordedShort-term goalsset over a short period of time, between one day and one monthLong-term goalswhat they want to achieve in the long term, and the best way of doing thisThe examiner's warninga goal described without a timescale is refused. Always give the timescalePK 8`];!ppt/slides/_rels/slide32.xml.rels PK 8`]lZ} ppt/notesSlides/notesSlide32.xml 32PK 8`]|+ppt/notesSlides/_rels/notesSlide32.xml.rels PK 8`]jS@@ppt/slides/slide33.xml DHS BTEC Sport · Component 3 · Content area DBooklet answersBOOKLET PAGE 12Self-test.1The aim is what they want to achieve; the objective is how, naming a component of fitness and a method of training2Aims, objectives, lifestyle and physical activity history, attitudes and personal motivation3The internal mechanisms and external stimuli that arouse and direct behaviour4Intrinsic from within, extrinsic from outside5Specific, measurable, achievable, realistic, time-related, exciting, recorded6Between one day and one monthPK 8`]^r!ppt/slides/_rels/slide33.xml.rels PK 8`]\ ppt/notesSlides/notesSlide33.xml 33PK 8`]=cu+ppt/notesSlides/_rels/notesSlide33.xml.rels PK 8`][ppt/slides/slide34.xml Content finished.All four content areas are now taught. From here it is revision, past papers and exam technique. Week 31: revision and the mock. Then revision lessons until the exam on Thu 6 May 2027. 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