Investigate Performance

Analyse Performance

Develop Performance

Evaluate Performance

I will be able to explain how my performance

was investigated through collecting information.

Analyse Performance

Develop Performance

Evaluate Performance

I will be able to use the knowledge gained to

analyse my performance.

I will be able to reflect on the benefits of my

programme of work and discuss future development

needs

Higher PE Preparation of the Body

Key Concept 1

Fitness Assessment in relation to personal performance and the demands of selected activities

(Gathering Information)

Why is it important to gather information on your fitness?

• Instead of gaining subjective opinion you gain objective fact (quantitative data- numbers/scores etc.)

• Identify strengths and weaknesses in relation to specific types (physical, skill related, mental) and specific aspects (CRE, speed, agility etc.)

• Identify how specific types/aspects affect performance

• Identify specific starting points for your training programmes

• Use test scores to compare at either mid-point or end of programme of work

• When monitoring and comparing levels/test scores, it can tell when to add progressive overload and how much to apply

• Allows you to set realistic/achievable training goals

Gathering information

Before collecting data on your fitness you need to consider the following

• What information is needed?

• What methods will be used to collect data?

• What will the data actually measure?

• How will the data be recorded?

• How will the data be used?

Making sure the data collected is useful

• Accurate

• Relevant

• Valid

• Reliable

• Objective/non-biased

• Contributes to informed decision making and leads to action capable of improving performance

• Allows for comparisons to occur

Question - What did you do to ensure the data was Accurate, Relevant,

Valid, and Reliable???

How did we obtain information on our fitness?

• Data collection, within the activity

• Match analysis sheet or Observation Schedule

• For Example

Performer - Observer - Date: Dig Volley Block Spike Serve

S PS US S PS US S PS US S PS US S PS US

Set

1

Set

2

Set

3

Set

4

Set

5

You will look at only one player – tick the appropriate box as they

play each shot throughout the game over 5 sets.

S – Successful

PS – Partially Successful

US - Unsuccessful

Performer – Lack of LME Observer – Mr Masters Date: 23/8/12

Dig Volley Block Spike Serve

S PS US S PS US S PS

US S PS US S P

S US

Set

1

aaaaa

aaaaaaaaaaaaaa

aaaa

aaaaaaaaaaaaaaa

aaaa

aaaaaaaaaaaaaaa

aaa

aaaaaaaaaaaaaaaa

aaaa

aaaaaaaaaaaaaaa

Set

2

aaaaaaaaaa

aaa aa aaaaaaaaaaaaaaaaaaa

aaaaaaaaa

aaaaaa

aaa aaaaaaaa

aa a aaaaaaaaaa

aaaaaaaaaaaaaaaaaaa

Set

3

aaaaaa aaaaaaaaa

aaaaaaaa

aaaaaaaaaaaaaa

aaaaaaa

aa aa aaaa

aaaaaaaaaaaa

aa aaaaaa

aaaaa

aaaaaaaaaa

aaaaaaaaaaaaaaaaaaa

Set

4

aaa aaa aaaaaaaaaa

aaaaaa

aaaaaaaaaaaa

aaaaaaaaaaaaaaaaaa

aaaaaa

aaaaaaaa

a aaa

aaaaaaaaa

aaa aaaaaaaaaaaaaaaaaaa

Set

5

a aaaaaaaaaaaaaaaaaa

aaaaa

aaaaaaaa

aaaaaaaaaaaaaaaaaaa

aaaaaaaaaaaaaaaaaaa

a aaaaaaaaaaaaaaaaaaa

Performer – Lack of Power/Agility Observer - Mr Masters Date: 23/8/12

Dig Volley Block Spike Serve

S PS US S PS US S PS US S PS US S PS US

Set

1

aaaaaaaa

aaaaaaaaaaaaaaaaaaa

aaaaaaaaaa

aaaaaaaaaa

aaaaaaaaaa

a a aaaaaaaaaaaaaaaaaaa

aaaaaaaaaaaaaaaaaaa

aaaaa

aaaaaaaaaaaaaaaaaaa

Set

2

aaaaaaaa

aaaaaaaaaaaaaaaaaaa

aaaaaaaaaa

aaaaaaaaaa

aaaaaaaaaa

a a aaaaaaaaaaaaaaaaaaa

aaaaaaaaaaaaaaaaaaa

aaaaa

aaaaaaaaaaaaaaaaaaa

Set

3

aaaaaaaa

aaaaaaaaaaaaaaaaaaa

aaaaaaaaaa

aaaaaaaaaa

aaaaaaaaaa

a a aaaaaaaaaaaaaaaaaaa

aaaaaaaaaaaaaaaaaaa

aaaaa

aaaaaaaaaaaaaaaaaaa

Set

4

aaaaaaaa

aaaaaaaaaaaaaaaaaaa

aaaaaaaaaa

aaaaaaaaaa

aaaaaaaaaa

a a aaaaaaaaaaaaaaaaaaa

aaaaaaaaaaaaaaaaaaa

aaaaa

aaaaaaaaaaaaaaaaaaa

Set

5

aaaaaaaa

aaaaaaaaaaaaaaaaaaa

aaaaaaaaaa

aaaaaaaaaa

aaaaaaaaaa

a a aaaaaaaaaaaaaaaaaaa

aaaaaaaaaaaaaaaaaaa

aaaaa

aaaaaaaaaaaaaaaaaaa

Measuring the importance of muscular

endurance in Volleyball. Can be done

during a 5 set game or in a controlled test.

Question – Why would you use a

controlled test?????

Dig Volley Block Spike Serve

S PS US S PS US S PS US S PS US S PS US

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

•You will receive 20 feeds for the DIG and VOLLEY, try to pass them successfully to a target. Use the following key

S – Successfully reach the target

PS - Partial success – target having to move to collect ball US – Unsuccessful in completing the skill/missing target

•You will receive 20 feeds for the BLOCK and SPIKE. Use the following key

S – Successfully Spike ball on to floor/Block on to floor

PS - Partial success – Spike off block to score point/ball off Block to maintain rally US – Unsuccessful in completing the skill/into net

•SERVE 20 times over the net. S – Successfully Serve ball into court

US – Unsuccessful in completing the skill/into net/out of court

This should give you an overview of your skill level as you tire.

How did we obtain information on our CRE?

• Data collection, out with the activity

• Standardised fitness test- Multi Stage fitness test.

Multi Stage Fitness Test

Objective The objective of the Multi-Stage Fitness Test (MSFT) is to monitor the development of the athlete's maximum oxygen uptake (VO2 max). This test is very good for games player as it is specific to the nature of the sport. Required Resources To undertake this test you will require : • A flat, non slippery surface at least 20 metres in length • 30 metre tape measure • Marking cones • Pre-recorded audio tape or CD • Tape recorder or CD Player • Recording sheets • Assistant

Description

• The test is made up of 23 levels where each level lasts approx. one minute. Each level comprises of a series of 20m shuttles. On the tape a single beep indicates the end of a shuttle and 3 beeps indicates the start of the next level. The test is conducted as follows:

• Measure out a 20 metres section and mark each end with a marker cone

– The athlete must place one foot on or beyond the 20m marker at the end of each shuttle

– If the athlete arrives at the end of a shuttle before the beep, the athlete must wait for the beep and then resume running

– The athlete keeps running for as long as possible until he/she can longer keep up with the speed set by the tape at which point they should voluntarily withdraw.

– If the athlete fails to reach the end of the shuttle before the beep they should be allowed 1 further shuttle to attempt to regain the required pace before being withdrawn

– Record the level and number of shuttles completed at that stage by the athlete – At the end of the test the athletes conduct a cool down program, including stretching

exercises

20m Progressive Shuttle Run Test - Norms

men women

excellent > 13 > 12

very good 11 - 13 10 - 12

good 9 - 11 8 - 10

average 7 - 9 6 - 8

poor 5 - 7 4 - 6

very poor < 5 < 4

Task- Speed and Agility

• How did you gather information on our speed and agility?

• Describe the methods you used to gather information on your fitness?

• How did you collate and record your data?

• How did you monitor your fitness throughout your training programme?

The Illinois Agility Test • The length of the course is 10 meters

and the width (distance between the start and finish points) is 5 meters.

• Four cones are used to mark the start, finish and the two turning points.

• Another four cones are placed down the centre an equal distance apart. Each cone in the centre is spaced 3.3 meters apart.

• Subjects should lie on their front (head to the start line) and hands by their shoulders.

• On the 'Go' command the stopwatch is started, and the athlete gets up as quickly as possible and runs around the course in the direction indicated, without knocking the cones over, to the finish line, at which the timing is stopped.

The Illinois Agility Test Norms

Agility Run Ratings (seconds)

Rating Males Females

Excellent < 15.2 < 17.0

Good 16.1-15.2 17.9-17.0

Average 18.1-16.2 21.7-18.0

Fair 18.3-18.2 23.0-21.8

Poor > 18.3 > 23.0

The T-Test • Set out four cones as illustrated in the diagram

above .

• The subject starts at cone A. On the command of the timer, the subject sprints to cone B and touches the base of the cone with their right hand. They then turn left and shuffle sideways to cone C, and also touches its base, this time with their left hand. Then shuffling sideways to the right to cone D and touching the base with the right hand. They then shuffle back to cone B touching with the left hand, and run backwards to cone A. The stopwatch is stopped as they pass cone A.

• The trial will not be counted if the subject cross one foot in front of the other while shuffling, fails to touch the base of the cones, or fails to face forward throughout the test. Take the best time of three successful trials to the nearest 0.1 seconds. The table below shows some scores for adult team sport athletes.

Males (seconds) Females (seconds)

Excellent < 9.5 < 10.5

Good 9.5 to 10.5 10.5 to 11.5

Average 10.5 to 11.5 11.5 to 12.5

Poor > 11.5 > 12.5

The T-Test Norms

So How Did You Compare? 20m Beep Test Illinois T-Test

Name T1 - 7/9/12 T2 - T1 - 6/9/12 T2 - T1 - 6/9/12 T2 -

Craig Connacher 8.7 16.53 11.75

Jonathan Cooper 4.7 18.86

Adam Douglas 8.8 18.15 12.47

Scott Dunn 10.1 16.83 11.44

Callum Elder 9.7 17.06 12.09

Andrew Farrell 8.5 17.45 12.18

Scott Findlay 18.28 12.34

Daniel Hayden 9 18.81 12.56

Ross MacNeil 16.87 11.97

Alastair McKune 8 17.25 11.47

Craig Millar 17.01 12.4

Scott Moonie 9.3 17.06 12.07

Callum Nicholson 12.5 16.12 11.26

Nathan Reid 8.5 19.2 11.4

Liam Tait 8.6 16.51 11.26

Jonathan Vaughan 10.5 17.68 11.41

Cameron Waugh 9.1 17.38 11.97

Highest/Fastest (B) 12.5 16.12 11.26

Lowest/Slowest (B) 4.7 18.86 12.56

Class Avg (B) 9 17.5 11.9

National Avg (B)

Carla Jackson 10.3 17.87

Olivia Quinn 9.5 18.75 13.53

Nicole Sutherland 4.7

Highest/Fastest (G) 10.3 17.87

Lowest/Slowest (G) 4.7 18.75

Class Avg (G) 7.5 18.31

National Avg (G)

Local Muscular Endurance • The test we used for this aspect of fitness was

• The 1 Minute Max Test. • This tests requires the performer to repeat an exercise for 1 minute, rest

for a minute, then do another exercise. Each time they record their test scores.

• It is an appropriate and meaningful test to use for various reasons, including:-

• 1) It tests the ability repeat an action without tiring (defintion of LME).

• 2) It can be adapted to suit the activity/muscle groups/actions repeated in or activity. - That’s why the exercises we used focussed on the Quadriceps, Upper Body (chest, arms and shoulders)

• 3) It can also be easily conducted and recorded which increases the chances of us re-testing and comparing results.

Power We carried out 3 different test for power, covering both upper body and lower body.

• Lower Body • For this area we did 2 measured

jumps.

• The first was a Standing Vertical Jump

• The second was a Standing Long Jump

• Both jumps were completed from a standing position, feet shoulder width apart.

• Upper Body • We completed a measured throw

for this aspect of fitness.

• We sat down on a bench to ensure it was only our upper body that was working.

• We then threw a weighted ball (medicine ball or basketball) as far as we could.

Next Steps

• Why do we collect this information?

• We must now consider the importance of improving different types of fitness as we develop our performance.