marrcollegepe.wikispaces.commarrcollegepe.wikispaces.com/file/view/Higher PE Course... · Web viewIntroduction to the course. Course content. When studying Higher Physical Education

Introduction to the course

Course content

When studying Higher Physical Education you will learn about your own performance and how it can be improved. The process you go through will require you to reflect on what you already know from your study of PE and ask you to apply this knowledge further to unfamiliar situations.

You will learn about the factors that impact on performance and you will implement and evaluate approaches to develop performance further. This will be internally assessed. You will be required to demonstrate a broad and comprehensive range of complex movement and performance skills in TWO physical activities to pass the Performance Skills Unit.

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Exam StructureExam (1 Hour 30 Minutes)

Q1a/b- Methods of collecting information (8marks)

2a/b- Approaches to develop performance (8marks)

3a/b Recording, Monitoring and Evaluating (8marks)

Q4a/b Scenario Question (16 marks)

Total /40 marks

Single Performance – (60marks)This is worth 60% of your overall mark.

Planning & Preparation - (8 marks)

One off Performance - (40 marks)

Evaluation - (12 marks)

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The Command Words

In the exam and FIP unit you will be asked to demonstrate your understanding of the course through responding to the command words. It is vital you understand what these command words mean.

Describe: Giving a detailed account of something in your own words.

Explain: This requires you to demonstrate your understanding through reasoning. For example, you might be asked to explain the relevance of using certain approaches to develop performance. This involves making clear the main points and reasons why the approaches are chosen (advantages of method). Always think "so what does that mean?"

Use the following phrases to help answer explain questions: "This means that", "Because of this", "Therefore".

Evaluate: This involves making informed judgements supported by findings from your own experience, personal feelings and any other types of evidence. For example, you might be asked to evaluate a certain approach to develop performance. To answer this you will need to comment on the advantages and disadvantages of using this approach.

Use the following phrases to help answer evaluate questions: " I found this effective because", "I found this ineffective because", "This meant that", "Because of this", "Therefore".

DescribeExplain

Evaluation

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Section 1

Factors Impacting On PerformanceThere are many factors that can impact on how well we perform in an activity.

These include:

Physical Factors Social Factors Emotional Factors Mental Factors

This booklet has a section for each of the factors impacting on performance, providing more specific detail on the different sub-factors.

For each sub-factor there is information on:

The definition of each sub-factor The positive impact of each sub-factor The negative impact of each sub-factor

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Physical Factor (Skills)

Sub Factor:SKILLS AND SKILLED PERFORMANCE

Your ability to perform skills within an activity will impact on your performance significantly. You may have a natural ability to perform some skills or you may have to work hard to develop them. Your ability to both develop your skill level and perform a range of skills within an activity will impact on your whole performance.

Positive Impact on Performance

In badminton, if you are able to perform an overhead clear to the back tramlines, this will impact on your performance positively as you can force your opponent to the back of their court. This could result in them playing a poor return to the middle of your court, which you can punish with a smash.

In badminton if you are able to play a high serve to the back tramlines this gives you more time to return to your base position and prepare for your opponents return shot. This gives you more chance of playing an effective return which could put your opponent under pressure.

In badminton if you are able to play a wide range of skills this will allow you to dictate the play and pressure your opponent. From any position on the court you will be able to select a range of shots to give your opponent a problem. Also, you will be able to move your opponent around the court as you can play the shuttle to the four corners. This will tire them out and give you the advantage.

In hockey if you can pass the ball accurately then it will always go to your intended target. Also, if you can play the pass with the correct weight it will be easier for your team mate to control and more difficult for your opponents to intercept. Because of this your team will be able to keep possession and set up an attack.

Negative Impact on Performance

In badminton, if you continually smash the shuttle into the net or out of the court you will be giving away easy points to your opponent. Also, if your smash lacks power and direction it will be easy for your opponent to return and the rally will continue.

In badminton if you cannot play a wide range of skills then your play will become predictable, which makes it easy for your opponent to return your shots and control the game. Also, you won't be able to play the shuttle to different areas of the court and move your opponent about. Because of this you will spend most of the game defending and chasing the shuttle down.

In Hockey, if you are unable to dribble the ball with control, this will impact on your performance negatively as you are unable to dribble the ball successfully down the field, without either losing control or your opponent stealing the ball from you. This would mean your own and teams’ performance would be less effective.

In volleyball if you cannot dig the ball with control then it will probably go out of court and give an easy point to the opposition. Also, you won't be able to accurately pass the ball into the setter and set up an effective attack.

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Physical Factor (Fitness)

Sub Factors:

Cardio Respiratory Endurance

Cardio Respiratory endurance is the ability of the heart and lungs to provide the working muscles with oxygenated blood for a long period of time without tiring.


Cardio respiratory endurance (CRE) is required in order to last the full 70 minutes of the game in hockey. If a hockey player has good CRE they won't become breathless very quickly and therefore their skill level will remain high throughout the entire game.

In any team game you will be able to stay tight to an opponent for the full duration of the game, denying them space and time on the ball.

Good CRE also results in making the correct decisions during the game e.g. in hockey when you are in the shooting circle passing to a team mate who is in a better scoring position rather than taking on a difficult shot.

CRE is required in order to last the full 90 minutes of the game in football. During the game you will do a lot of work both on and off the ball. You will make repeated runs to support attacks, get into space to receive the ball, make runs with the ball, and chase back to defend.


If you have poor CRE this means fatigue and becoming breathless will happen quickly.

Subsequently, you will require longer rest periods during the game in order to recover, which means your opponent will get away from you, you will be unable to move into space to receive a pass and you won't be able to get up and down the field to support in defence and attack.

Also, in hockey or football your skill level will deteriorate which could result in a poor pass which loses possession of the ball or a missed scoring opportunity in the shooting circle or box.

In any team game, poor CRE would mean your opponent could get away from you and receive passes or even intercept passes because you were unable to fulfil your marking responsibilities. Ultimately this would lead to your team losing possession, points and ultimately the match.

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Agility

Agility is the ability to change the position of the body quickly, precisely and with control.

Positive Impact On Performance

Agility is important in hockey or football as it enables a player to change direction quickly while remaining balanced and in control. Also, an agile player can explosively stop, change direction and increase speed again. This is vital when a player is in possession of the ball and attempting to beat an opponent or evade a challenge. In an attacking situation an agile player will be able to create space for themselves in order to retain possession of the ball and create scoring opportunities for their team.

In a defensive situation a player will be able to close down an opponent quickly, respond quicker to an opponent's movements and stay tight to their marker.

In Badminton, agility helps a player move around the court smoothly reaching shuttles at the back and front of the court. An opponent will find it difficult to out-manoeuvre you if you are agile. You can move easily from sideline to sideline and back to front court quickly if you are agile, eventually leading to frustration on your opponent’s part and to you being able to take control of the match.


A lack of agility in any team game means you will be unable to stay close to your marker and respond to any movements/actions they make. This means that you will find it difficult to put pressure on them and steal possession of the ball. Also, they will be able to lose you and create space for themselves to receive a pass and create a scoring opportunity.

In badminton, a lack of agility would make it difficult for a player to reach shuttles played to different areas of the court causing them to be under pressure or lose the point.

In dance, agility allows the performer to make the choreography look interesting. If a dancer is unable to move quickly around the stage in different directions, changing levels and using a variety of tempos, then the overall performance lacks excitement and is uninteresting.

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Speed

Speed is the body’s ability to perform an action in a short amount of time.

Speed can be split into 2 categories:1. Whole body speed – where your body performs an action quickly.

2. Limb speed – when a particular part of your body performs an action quickly.


Speed is required in any team game in order to beat your opponent to a loose ball. If you can get there first you will gain possession for your team and perhaps create a scoring opportunity.

In rugby wingers require speed in order to beat their marker. If a winger is faster than their opponent then they will be able to avoid being tackled and get past them in order to score a try.

In football or hockey a defender requires speed in order to stay with their opponent. If a defender is quick then their opponent won't be able to get past them and this will give the defender the chance to make a tackle and win the ball.

In badminton the faster you can swing the racket the more speed and power will be generated in the shot e.g. when playing a smash if you swing the racket quickly this will create more power in the shot and make it more difficult for your opponent to return.

Negative Impact On Performance

Having poor speed in your arm action when playing an overhead clear in badminton would almost certainly mean your shot would only reach the middle of your opponent’s court. This would allow them to reply with a smash, probably winning the point.

In any team sport if your opponent is faster than you then they will use their speed to get past you and create space for themselves. This gives them more time on the ball and an opportunity to score or create a scoring opportunity for their team e.g. in football a winger will beat the full back and put a cross into the box for a striker to score.

In volleyball, slow speed by the covering player to get to a tip from the opposition just over the block would mean the loss of a point.

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Power

Power is a combination of speed and strength.


Power is one of the main physical aspects of fitness that is required to jump high.

When playing volleyball is important to jump high especially when spiking the ball. With a high jump you can get over the top of the ball and hit it powerfully at a downward angle. This makes it more difficult for your opponents to defend against.

When playing football a defender requires power in order to jump high and win headers against the attackers. If a defender can jump high to head the ball away at a corner kick this will prevent a scoring opportunity and perhaps allow their team to set up a counter attack.

In rugby at a line out the forwards need to jump high in order to catch the ball and retain possession for their team. This will give their team the chance to set up an attack or kick for territory.


In volleyball, if a lack of power when jumping to block in one of the front court players were noticed by the opposition then it’s likely this player would be targeted by the attack. They would constantly try to set to the area where this player was blocking. Lack of power would mean this poor blocker would not be able to get up high enough quickly enough to block. Therefore the spiker would have an easy shot to play.

In basketball if a player lacks power in their jump then they won't be able to collect rebounds as the opposition can jump higher than them. This means they are not winning possession of the ball for their team and allowing the opposition a second chance at shooting or the opportunity to set up an attack.

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Mental Factors

Sub Factors

Concentration

Concentration is your ability to focus on what is going on in a performance situation.


A brain that is trained to concentrate can shut out distractions that are unimportant and stay focused on the task at hand.Good concentration allows you to direct your focus on specific elements of your performance, for example, the pass to be played, where to play the pass, when to move, who to mark. Your mind chooses not to dwell on things which might distract it from what has to be done.

In hockey a player who is fully concentrated on the game will make fewer mistakes. They will not give the ball away by playing a misdirected pass or through poor control. This has a positive impact on their team as they can keep possession of the ball, set up attacks and prevent the opposition from scoring.

In volleyball a player who has good concentration will stay calm under pressure e.g. if they are serving to win the match for their team they will shut out all distractions and play a powerful overarm serve which puts their opponents under pressure.

In hockey or football a defender needs good concentration when marking an attacker. For the full game they must stay focussed in order to keep tight to their marker, especially at set pieces or close to the goal. This will deny the attacker space and prevent them from creating scoring chances.


In golf a player who has poor concentration will get distracted by people watching them play. This means they won't be fully focussed on their shot and could result in them missing a short putt or hitting a drive into the rough. Subsequently, causing them to drop a shot or lose a ball.

In badminton a player who has poor concentration will not stay calm under pressure, this could affect their technique when executing a shot e.g. they will hit a smash into the net or out when they have plenty of time to pick their spot and execute correctly. This means they are passing up chances to win and giving easy points to the opposition.

In hockey a player who lacks concentration may play a poor pass which gets intercepted by the other team. This will lose possession for their team and give the opposition a chance to set up an attack or clear the ball away from their goal. Because of this their team mates will get frustrated with that player and stop passing them the ball.

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Level of Arousal

“Arousal is defined as being an energised mental state of alertness and preparedness for an activity”.

Arousal is the key factor in determining success in sport. Getting to, and then keeping, the right level of arousal is hard to achieve and is often the downfall of sports people. This is because both too little (Under arousal) and too much (Over arousal) can have catastrophic effects on performance.

The key is to get “in the zone” and create a “performance Bubble” as a positive mind = 100% success.Under Aroused

You may be over relaxed and not hyped up enough for an event. Often caused by over confidence. Causes lapses in concentration resulting in errors. Training can suffer when a person is in this mental state as motivation is poor and they are not hyped up enough.

Over Aroused

Nervousness and a surge of adrenalin can negatively impact performance resulting in unpredictable behaviour. Too high a level of arousal – players are wound up and hyper, they don’t focus on the task and frequently end up being red/yellow carded.If a player becomes over aroused players again feel anxious and performances begin to fall.Increased heart rate, sweating, increased blood flow and increased adrenalin all interfere with the body’s ability to perform, i.e. poor timing and poor decision making.

Optimum Level of Arousal

Where the performer operates at his/her best. Emotional, Physical and Mental arousal are at their peak. Sufficient adrenalin to create excitement but maintain composure. Thinking processes at their most productive.

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In badminton being able to control your level of arousal and get it to the right level gets you prepared to do your best. The performer can shut out distractions and make the right decisions throughout the match on shot selection and movement. e.g. when the shuttle is high in the middle of their court they will play a smash to win the rally.

Players at the optimum level of arousal are less likely to choke under pressure e.g. in football during a penalty shoot out a player who is at the optimum level of arousal will remain calm and shut out all distractions, allowing them to score and win the game.

Players in badminton at the optimum level of arousal use their experience to shake off any issues in their performance to regroup very quickly. For example if a player serves twice out of the court they quickly focus on past performances and maintain concentration and correct the issue immediately and never dwell on the fault.


If a performer has too high a level of arousal then they could go on to play and find that they make rash decisions, resulting in them fouling another player just because they are too keen to do well. This could result in them being booked or even sent off. If you are ‘wound up’ you are suffering from anxiety.

If a performer has too high a level of arousal when playing badminton this could result in poor technique and timing when hitting the shuttle. The performer might have lots of adrenalin pumping through their body which will result in them hitting the shuttle too hard. This could result in the shuttle going out or into the net.

If a player is under aroused when playing hockey this means they won't be motivated to do their best in the game. They may be over relaxed and not hyped enough for the game. Subsequently, this could result in lapses in concentration and poor decision making e.g. playing a high risk pass which gets intercepted instead of playing a safer pass to keep possession for their team .

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Decision Making

By being able to make decisions early, we learn to ‘read’ situations, establish which things are unimportant, less important and very important. This helps us anticipate what might happen and we can think ahead to plan our possible course of action.Decision-making in a performance environment means making use of our:

- Senses- Past experience- Ability to read what needs to be done


In hockey playing a pass to a team mate who is in a better position to score rather than taking a difficult shot at goal. This means your team have a better chance of scoring a goal.

When playing a game of badminton hitting a drop shot to the front of the court when your partner is positioned at the back of the court. This makes it more difficult for your partner to return as they have a large distance to cover in a short space of time. Even if they do return the shuttle the chances are it will be an ineffective shot.

In volleyball playing a tip over the top of a blocker instead of hitting a spike. This shot will be especially effective if the other defenders are slow and don't react quickly. You will be able to play the ball into the space behind the blocker to win the point for your team.


In football passing the ball to a player who is being marked closely by the opposition. This immediately puts this player under pressure because they don't have a lot of time on the ball and they lack options. Because of this they could have the ball taken off them or play a poor pass which gets intercepted.

In badminton playing the wrong type of shot during a rally e.g. trying to smash the shuttle from the back of the court instead of playing an overhead clear. The chances are the shuttle will go out or into the net, giving the opponent an easy point. Even if the shuttle does go over the net the opponent will have time to get into position early and play an effective return.

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Emotional Factors

Sub Factors

Fear/Anxiety

Fear/Anxiety is an emotion induced by a perceived threat, which causes you to quickly pull away or, in sporting terms, usually hide.


Fear/Anxiety produces negative thoughts, which directly impact on a sportspersons confidence. Winning and losing is so important that fear of failure or fear of not performing well is at the forefront of a players mind. If you fear an opponent or opposition then it is likely that your own performance level will drop significantly which will make it easier for the opposition to compete.

If a player has a fear of failure or performing poorly then they will not move outside their "comfort zone" and take risks that could potentially win them the match. Because they don't want to embarrass themselves they will play safe, but their game will become predictable and easy to play against.

If a player fears an opponent or opposition then this could affect their skill level. Fear/Anxiety can cause players to shake nervously, become sweaty or react slowly. For example, when playing badminton an anxious player might have very sweaty hands causing them to lose grip of their racket and play a poor shot. Also, if a player is shaking then this will affect their technique and timing when hitting the shuttle. Once again this could cause them to make unforced errors and give easy points to their opponent.

A fearful or anxious player will also not be thinking clearly and this will cause them to make poor decisions during the game or performance. For example in volleyball playing a volley when they were in a perfect position to spike the ball. This makes it easy for the opposition to defend against and set up their own attack.

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Anger

An emotion whereby the individual has normally been offended, denied, wronged and a tendency to react through retaliation. It is a strong, uncomfortable emotion after being provoked.

Anger in sport can be very useful in the right situation but more often than not it is about how you control your aggression that makes the difference. Opponents look to ways of irritating each other in the hope it puts them off a game plan or affects their performance.

Anger can take a number of different forms:

A player shouting at themselves after a bad shot or poor pass. Physically lashing out at an opponent e.g. dangerous tackle. Over aggression with a piece of equipment e.g. breaking a stick. Over exerting themselves in a skill such as increasing the power of their next hit pass.

Anger without control will mostly affect performance negatively and will increase the number of poor decisions made.


"...I was playing badminton and had spotted a weakness in my opponents backhand. I was able to play repeated shots to this area and it was very obvious they were unable to cope consistently. They were getting very angry and this helped me even more as they started making silly decisions and this added to the situation..."

"I was playing hockey and noticed the defender was very slow. I was able to dribble past him quickly and either create a scoring opportunity for one of my team mates or take a shot at goal myself. This was getting him very angry and eventually he deliberately fouled me in the shooting circle resulting in a penalty stroke"


"...In golf my putting was not particularly good during the round and I was becoming more frustrated and angry with my inability to score well. After one very poor putt I made the silly mistake of allowing my anger to boil over and at the next tee tried to drive the ball much further than normal. My technique was awful and I put my drive into trees. This only added to my poor scoring..."

"...In badminton I missed an easy smash from the middle of the court which would have won me the point. Subsequently, I was extremely frustrated at myself for giving up this easy chance. At the start of the next rally I still hadn't put it out of mind and the anger was still there. My anger caused me to hit my next shot too hard and it went out the back of the court, giving away another easy point"

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Happiness/Sadness

An emotional state of mind, ranging from feeling content and joy (happy) to a feeling of despair, grief or sorrow (sad).

Impact on PerformanceHappiness will affect performance positively and sadness will affect performance negatively. They can impact on numerous factors such as confidence, self-belief in your own ability, resilience, levels of optimism or pessimism, and your ability to realise your potential.


Being in a happy state of mind before playing or performing will increase your confidence in executing skills and your self-belief in performing them successfully.

A happy football player will have the confidence to take a long range shot at goal. Even though their chances of scoring are lower than normal, they still have the self belief in their ability to score. Subsequently, this type of play may catch the defenders and goalkeeper off guard increasing the players chance of scoring.

A happy Gymnast will have the confidence to execute more complicated and dangerous moves in their sequence e.g. headsprings and handsprings. Even though there is a higher risk of these skills going wrong they will be confident that they can pull them off. Subsequently, this will add more difficulty to their routine and the judges will award higher marks.


If you were sad before playing a game or performing, your confidence and belief in your ability to perform skills successfully will be low resulting in a poorer level of skill execution.

A sad volleyball player will not have the confidence to play a powerful overarm serve because they don't want to embarrass themselves by hitting it into the net. Instead they will play an underarm serve which will more than likely go over the net, but will be easy for the opposition to return because it is high and lacks speed. This will give the receiver time to play an accurate pass into the setter who can then set the ball for a spike.

A sad hockey player will not have the resilience to keep trying their best when the team is getting beat. If their team go a goal down that player will automatically think the game is lost. Subsequently, they will stop tracking their marker or running into space to receive or pass. The chances are their team mates will get frustrated with them and the coach will substitute them off.

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Social Factors

Sub Factors

Team Dynamics

Team Dynamics is the interaction of performers within a team or group. It is mainly to do with making the team more effective than the sum of its parts.

The dynamics of a team are impacted by TEAM COHESION which is where players are drawn to a common goal. Coaches often talk about teams needing time to “gel” in order to perform at their maximum potential. It has been evidenced time and time again that skill and ability will only get you so far, groups of players must have an intangible bond.

Team Dynamics is the effectiveness of the team and this can be highlighted in how they support each other, are they positive? Do team mates help keep the team morale high during a performance? Are individuals playing for each other?


If there is camaraderie between players in a team then everyone will be motivated to do well. Because all the players in the team work well together this means they can rely on each other, especially during difficulties. For example, in hockey if a defender is beaten by an attacker they know one of their fellow defenders will quickly cover for them and make the tackle.

Also, if a team has strong dynamics they will be more effective when executing strategies and plans. Because all the players are "on the same page" everyone will have a clear understanding of the plan and their role in it e.g. in volleyball when defending a spike the front court players will know it is their job to jump together and block the spike, but the back court players will be on their toes ready to pick up the ball if a tip is played.


If a team has poor dynamics then camaraderie won't be as strong and some players will lack the motivation to try their best. This will cause frustration in other players because they want to win and they will be covering for their team mates. Arguments will start and players will lose focus on the game, this could result in silly mistakes or not tracking the opposition. All of this gives the other team a greater chance of winning as they will exploit weaknesses.

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Trust and belief in each other

Shared goals (Creates greater unity and focus)

Co-operation and support

amongst players

Clear communication (Feeling valued and respected

develops cooperation)

Defined roles (clarity, greater

awareness)

Motivation and self belief in

players

Communication

Communication is the ability to convey information to team mates through the exchange of verbal speech, signals or action during practice and performance.

Communication can be used to give

Tactical Advice Encouragement Feedback Information on shots played Information on the direction of play Opposition positions

Barriers to Effective Communication

The performer may lack the knowledge needed to understand what you are trying to communicate as a coach, captain etc

The player may also lack the motivation to listen to you or to convert the information into action. The communicator may have difficulty in expressing what she/he wishes to say. There might be a clash of personality between team mates (Team cohesion issues)


During a hockey or football game a player who is in space calls to one of their team mates to pass them the ball. The player who has the ball immediately makes the pass and keeps possession for their team. The player who has made the call will have more space and time on the ball to choose the correct option e.g. play another pass or dribble the ball into space to create a scoring chance for their team.

During a "time out" in a volleyball match the coach tells the main hitters to spike the ball at one of the opposition players who isn't good at digging the ball. When the game restarts the hitters immediately do this, resulting in more points for their team because the weak player is either digging the ball out of court or is unable to play an accurate pass to the setter.


In Volleyball when a ball is served into the space between two players neither of them calls for the ball. Subsequently, this will result in one of two things happening: Both players don't go for the ball and a point is scored off the serve or both players do make a move for the ball and they collide with each other once again resulting in a lost point.

During a game of hockey the coach is trying to instruct one of their players to change their position on the field to become an extra defender. Unfortunately that player cannot hear what the coach is saying because of the noise from the crowd. This means that the opposition will continue to create scoring opportunities because there is lots of space for them to exploit.

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Roles and Responsibilities

In any activity, where you work with at least one other person, you will be a member of a group or team. Within the group or team you will have a role/responsibility that helps the group or team. Each member of the team or group is expected to contribute and fulfil their role in the team. This contribution can determine whether a team/group is to be successful.


When you understand the role you have to play in a team it means you are clear about what duties that role requires you to fulfil.

In volleyball, the libero player understands his role is to pick up any loose balls around the middle of the court, by diving if necessary. This prevents the ball hitting the ground and keeps the rally going. Because of this he is preventing the opposition from scoring and his team can set up an attack of their own.

In rugby the kicker knows that it is his job to kick the ball through the posts when it is a conversion or penalty. These kicks are either worth or two or three points to his team and can be the difference between winning and losing a match. If a game is tied in the 78th minute but a penalty is awarded to one of the teams, if the kicker scores then that team will almost certainly win.

The captain in any team must appreciate the role they have to play before, during and after the match. By encouraging others, making them feel supported and appreciated then the likelihood of a strong positive performance is more certain. Having an ethos of praise and encouragement throughout a game can mean a team will eventually overcome stronger opposition just because of a positive, determined attitude.


Lack of clarity, about who does what in a team, causes confusion; this means people don’t know where they should be or what they should be doing. A strong opposition can quickly exploit gaps that occur as players are caught out of position.

In volleyball if a player at the front of the court doesn't know that they are supposed to be blocking opposition spikes then the hitter will be free to hit a strong spike that won't be returned. In football at a corner kick if a player doesn't know which player he is supposed to be marking then this player will be left free. This gives them an excellent opportunity of scoring a goal because they have the space and time to get in a header at goal.

A captain with poor leadership skills will be indecisive and uncertain and will not be able to give the appropriate advice when the team is under pressure.

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Section 2

Methods of Collecting InformationWhy is it important to collect information on the impact of Mental, Emotional, Social and Physical Factors?

1. It helps to identify strengths and weaknesses in your performance. Once you have identified your weakness you can plan out how you will improve this.

2. It allows you to select the right approaches to improve your weakness.3. It allows you to see the progress you are making. You can compare data before, during and after training. 4. It helps you to select short and long term goals.

The table below lists the different methods used to collect information on the 4 factors

Factor Physical Mental Emotional SocialMethods Stoke Repertoire

Observation Schedule (SROS)

Technique Analysis Observation Schedule (TAOS)

The Cooper Test

The Illinois Agility Test

Video Analysis

Mental Toughness Questionnaire

Decision Making Observation Schedule

Video Analysis

Sport Emotion Questionnaire

Discipline Record

Video Analysis

Team Dynamics Questionnaire

Teacher Feedback

Video Analysis

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VALIDITY AND RELIABILITY

It is important that the data collection methods we use are trustworthy enough to give us accurate information on our strengths and development needs. Various factors can affect the accuracy of the results we get from data collection and we must ensure that these influences are controlled:

Reasons List – Valid

Taken during an actual performance Easily set up Easily understood Easily gathered data Easily interpreted Clear visual image Simple to use Easy to administer No specialised equipment necessary Not affected by environmental changes Detailed data can be collected Easily stored for comparison

Reasons List – Reliable

Permanent record Allows for comparison at different stages of development Nationally set procedures State Protocols All tested at same time Accurate recording Clear patterns shown Ranking and ratings Provides facts and figures Reliable gathering of data Standardised procedures

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Collecting Information On Physical Factors (Skills)

Stroke Repertoire Observation Schedule (SROS)

To collect information on your performance in badminton a stroke repertoire observation schedule was used.

This schedule lists the various shots of badminton. Whilst playing two sets to 21 against an opponent of equal

ability an observer marked down each time you played one of these shots using the following scale: effective,

fairly effective or ineffective. After the match you converted the tally marks into statistics to see how effectively

you had played each shot e.g. 20% smashes were effective.

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1st Analysis 2nd Analysis

Skills Effective(Skill played to a high level/successful with outcome)

Fairly Effective(Skill outcome achieved but could be improved. Skill nearly successful)

Ineffective( Poorly executed/Unsuccessful)

% Effective Effective(Skill played to a high level/successful with outcome)

Fairly Effective(Skill outcome achieved but could be improved. Skill nearly successful)

Ineffective( Poorly executed/Unsuccessful)

%Effective

Low Serve

High Serve

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Overhead clear

Drop Shot

Smash

Net Play


Having identified your weakness, the next stage is to obtain information on this shot. Before looking at your own performance, you observed a model performer execute the skill as many times as necessary to gain the set criteria (P.A.R). Having written criteria in the form of a technique analysis observation schedule your shot was observed. An observer sat at the side of the court and observed you in a feeder practice whilst a partner racket fed to the back of the court as many shuttles as necessary. The observer put a tick or cross next to each criteria for the identified shot as you moved from base to the back of the court and recovered quickly back to base after striking the shuttle.

Example of a TAOS for the Overhead Clear

PHASE OF ACTION MODEL PERFORMANCE 1ST PERFORMANCE 2ND PERFORMANCE

Preparation

Starts from base Performer tracks path of shuttle

and sidesteps quickly to the back of the court

Racket is taken up and back behind head

Rear shoulder drops Front arm is up and extended to

sight the shuttle

Action

Shoulder arm and racket are brought forward at speed to generate power

Action resembles throwing action Weight is transferred forward from

back to front foot at impact with

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shuttle Impact is with open racket face Strike is through shuttle and

weight transfer continues forward

Recovery

Racket comes down and across body in recovery position

Forward momentum at the end of the action leads to return to base and recovery of ready position.

The benefits of using an observation schedule

The written format provides a permanent record which makes it easier for comparison at a later date. When a performer is redoing the observation schedule it will be easy to see if improvements are being made. If there has been no improvement then the training programme will need to be changed.

Having someone observe you provides objective feedback which is non-bias giving more accurate results. This will reassure the performer and ensure their training is more effective as it is based on their actual weaknesses.

By playing against someone of equal ability the game is fair and more realistic. You will be put under pressure and be forced to play a full range of shots. This will ensure it's a true reflection of your game.

It identifies which shots are your strengths and weaknesses. You can then create a training programme and set yourself targets to improve these weakness.

The Limitations of using an observation Schedule

When you have an observer the validity of the results are dependent on their focus and attention during the match and the importance they place on the process. If the information collected is not accurate or there is not enough it will make it more difficult to plan a training programme.

Also, if an observer is lacking activity knowledge their perception of what equals an effective shot might be different from the reality. Therefore, the information collected might not be a true reflection of the performers strengths and weaknesses.

Badminton is a very fast paced sport and there is likely to be a number of shots in every rally. This can make it impossible for one observer to record all shots played. When they take their eye of the match to complete the schedule shots are missed questioning the reliability of the findings.

If the opposition is not of similar ability this will provide false results as a performer will not be forced to play their full range of shots because no pressure is being applied. Because of this the performers weaknesses won't be identified, therefore they won't address these weaknesses and their game won't improve.

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Video Analysis

Coaches and trainers analyse video from live competitive action and training exercises, and the results of their analysis provide helpful feedback for the athletes. Thanks to video analysis, athletes can gain a competitive edge, correct faults and maximize their strengths.

The benefits of video analysis

Sporting games are so fast paced that it makes it almost impossible to record all the information on MESP factor being analysed. If a performance is being videoed at the same time this means no information will be missed out because you can watch the video as many times as you want.

It is a permanent record which makes it easier for comparison at a later date. When a performer is redoing the video it will be easy to see if improvements are being made. If there has been no improvement then the training programme will need to be changed.

The footage can be slowed down or paused to observe your performance in more detail. This gives you a much more detailed analysis of your weakness and allows you to pinpoint exactly where you are going wrong.

Video analysis can be used alongside other data collection methods to ensure you are gaining as much information as possible. Therefore, this will give you a more accurate picture of your performance when planning training.

The limitations of video analysis

The Lighting might be poor which impacts the quality of your results. Also, the space and angle of the camera can be an issue to get all the action in. Because of this it will make it more difficult to gain an accurate picture of your strengths and weaknesses.

It can take a long time to collect and analyse the results, especially if there is a limited number of ipads or cameras. This time could be spent more productively by training to improve your weaknesses.

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The Use of Model Performers

“A model performance is the perfect way in which a skill or performance should be carried out”

Who could be a model performer?

A class mate Teacher/Coach Professional sportsman/woman

The Characteristics of a Model Performer

Physical• They can play a wide range of shots and

link skills consistently. Their play is automatic, which means they can perform skills without thinking.

• Their movement around the court/field/area is economic and graceful. They are in complete control of their actions.

• Excellent physical fitness tuned to the demands of the activity e.g. CRE, Power, Agility, Flexibility.

Mental• They make fast decisions and execute

skills effectively based on these decisions.

• They have excellent tactical awareness and can exploit their opponent’s weaknesses.

Emotional• They can control their anger during a

performance and not allow their emotions to cloud judgements.

• They do not allow fear/anxiety to impact

Social They provide detailed information to

team mates through verbal speech, signalling and their actions.

They have a clear understanding of their 27

their performance. By controlling this emotion they can execute skills effectively, make the right decisions and be fluent in their movements.

role and specific responsibility within the team.

Analysing your performance against a model performer (badminton example)

The characteristics of a model performer in badminton

My performance when playing/participating in badminton

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1. They can play a wide range of skills, which can be linked together automatically and consistently.

2. They can play both touch and power shots.

3. They can move quickly, gracefully and efficiently around the court, which allows them to reach shots early and not use up as much energy.

4. They make decisions quickly, which allows them to attack space on the court and out manoeuvre their opponent.

5. They do not allow their anger to cloud their judgements on court. If they have played a bad shot, they forget about it and focus on the next point. This reduces the number of unforced errors they play.

1. I can play a wide range of skills, however, my shots lack consistency and I am prone to unforced errors.

2. My skills are not as refined as the model performers, especially my touch shots. I often play my net shot and drop shot too high over the net, giving my opponent an easy kill.

3. After playing a shot in the game I am slow to return to the middle of the court, which means I am not ready to receive my opponents return.

4. Because my skills are not automatic I still have to think about the technique when hitting the shuttle. This means my decision making is slower, which means my play is more reactive than proactive.

How have you used model performers to gather information on your performance?

Technique Analysis Observation Schedule (See Page ?)

Video Analysis

I watched a video of a model performer in my chosen activity. Whilst watching the video I analysed their performance carefully and noted down their characteristics in relation to the four factors (Physical, Mental, Emotional, Social). I then watched a video of me playing in my chosen activity. I compared my performance to the characteristics' of the model performer and then recorded what I felt were my strengths and weaknesses.

The Benefits of Comparing your Performance to a Model Performer

• They help to create a “picture” in your mind of how a skill or performance should be carried out. By watching them practice you get a better understanding of the correct techniques to use. By watching them in a game you can watch and copy their movements and decision making.

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• By watching the model it motivates you to want to reach that automatic standard and therefore gives you the determination and drive to progress your performance.

• It allows you to identify your own strengths and weaknesses by comparing your performance to the model. This allows you to pin point and focus on areas of weakness such as having a low elbow when hitting the shuttle in badminton.

• This also allows you to set realistic but challenging individual goals and targets to strive for. This should give you the confidence and determination to improve and reach that high standard of an automatic performer.

The Limitations of Comparing your Performance to a Model Performer

• If a performer has limited knowledge of the game or a skill this may lead to an inaccurate comparison. Subsequently, progress will be limited as they are working on the wrong areas for development.

• The model performer you are watching might be at a level that is too advanced for you. This could lead to you setting unrealistic targets and goals. Also, you could become demotivated as you realise you will never reach their level.

• In certain activities there might be a lack of model performers for you to observe. Your class mates or teacher might not be playing at a level which allows for a strong comparison. Also, it may be difficult to get a video which clearly highlights a strong performance.

• The time involved in collecting and analysing your results in comparison to a model performer may be disproportionate to the benefits. Your time might be better spent focussing on developing your performance through other approaches.

Collecting Information on Physical Factors (Fitness)

The Cooper Test

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A square running area of 60 metres is set up with cones at 10m intervals. Each player starts at a different cone. The aim is to attempt to run at a steady pace and cover as much distance as you can in 12 minutes. An observer will keep note of the number of laps you complete so that you can calculate your distance. You will compare your score to the norms (people of the same age and gender) and place yourself in a category from poor to excellent.

Standardised Fitness Test: Cooper Test

The 12 minute run is a test that measures Cardio Respiratory Endurance.

Run as far as you can in 12 minutes

Set a steady pace that you can maintain for the 12 minutes of the run.

Scoring – The further you run, the better the score. Your score is the distance that you cover in metres in 12 minutes. Measure to the nearest cone (5m).

Check and record your score using the norm chart below.

Metres covered in 12 minutes (before training) _______________

Metres covered in 12 minutes (after 3 weeks) ________________

Performer Performance Level

Age Sex Excellent Good Fair Poor

13 – 14 years MaleFemale

2700 2000

24001900

22001600

21001500


28002100

25001900

23001700

22001600


30002300

27002100

25001800

23001600


A running lane 10 metres long by 5 metres wide is set up with 4 cones in the middle of the grid. At the start of this test, you lay face down on the floor. On the signal “GO” you get up as quickly as you can and follow the track shown in the diagram. You sprint for 10 metres then weave in and out of the cones and back and then sprint to the finish line. A partner times your run. This test is completed 3 times with a full recovery in between each attempt to ensure maximum effort. Your best score is compared to that of national norms of individuals of the same age and gender.

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1st Attempt: ______________________

2nd attempt: ______________________

3rd Attempt: ______________________

Best score: _______________________

Category: ________________________

Illinois Agility Test (Standardised Fitness Test)

The Illinois agility test is conducted as follows:Athlete lies face down on the floor at the start point. On the assistants command the athlete jumps to his / her feet and negotiates the course around the cones to the finish line.The assistant records the total time taken from their command to the athlete completing the course.

Norms for the Illinois Agility Test

The following are national norms for 16 – 19 year olds.

GENDER EXCELLENT ABOVE AVERAGE

AVERAGE BELOW AVERAGE

POOR

MALE <15.2 secs 15.2 – 16.1 secs 16.2 – 18.1 secs 18.2 – 19.3 secs > 19.3 secs

FEMALE <17.0 secs 17.0 – 17.9 secs 18.0 – 21.7 secs 21.8 - 23.0 secs > 23.0 secs

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The Benefits of The Cooper and Illinois Agility Test

It is easy to set up, doesn’t need lots of equipment and doesn’t take a lot of time. Therefore, more time can be spent on training and developing your CRE.

It’s a simple test which is easy to understand. This means that performers and observers won't get confused leading to more accurate results.

You can compare your scores to the norms (people of the same age and gender). This gives you a clear indication of your CRE levels and agility and if you need to improve them through a training programme. It can also provide you with motivation to reach a certain level, this will make you train harder.

This method of testing can also be used for monitoring your progress during a fitness training programme. If you redo the test and find out that you are not making improvements then you will need to adapt your training programme to make sure progression is happening.

The Limitations of The Cooper and Illinois Agility Test

Your results are dependent on the observers ability to time and record accurately. If they make a mistake with timing or recording this will impact on the validity and reliability of results.

Performance on these tests can be affected greatly by a performer’s motivation. If a performer doesn't give maximum effort during the test their score will not be a true reflection of their fitness levels.

As both these tests can be conducted outside, the environmental conditions can affect the validity and reliability of the results e.g. if it is a windy and rainy day your score probably won't be as high as it should be, therefore this won't be a true reflection of your fitness level. Also, the athlete’s choice of footwear and the surface they are running on can effect times greatly. If an athlete doesn't have enough grip then this will negatively impact their time or distance covered.

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Collecting Information on Mental Factors


The mental toughness questionnaire is used to collect information on the mental factors that impact on my performance in badminton. The questionnaire is in a paper format and has 42 questions based on mental factors such as concentration and level of arousal. An example of a question is:

" I tend to get easily distracted "

For each section I answer the questions as either true or false in relation to my mental toughness. After completing the questionnaire I use the marking scheme to calculate my overall score. A score of 36 - 42 indicates strength in overall mental toughness. Scores of 32 - 35 indicates average to moderate skill in mental toughness. Scores of 31 or below mean that you need to start putting more time into the mental training area.

See appendix 1 for an example of the Mental Toughness Questionnaire

Benefits of the Mental Toughness Questionnaire

It is easy to set up, doesn’t need lots of equipment and doesn’t take a lot of time. Therefore, more time can be spent on training and developing your mental toughness.

The written format provides a permanent record which makes it easier for comparison at a later date. When a performer is redoing the questionnaire it will be easy to see if improvements are being made. If there has been no improvement then the training will need to be changed. If the performer is making improvements then this will motivate them to keep working hard.

Your strengths and weaknesses can be identified from the questionnaire. You can then select the appropriate methods and set yourself targets to improve these weakness.

Limitations of the Mental Toughness Questionnaire

The information which is being collected is based on a performers opinion of their mental performance. The performer might not tell the truth when answering the questions which could impact on the reliability of the results as it is a bias assessment.

A performer might not understand some of the questions and just guess the answer. Therefore, this could also impact on the reliability of the results.

It depends on the importance a performer places on the process. If a performer doesn't take the process seriously or is starting to get bored they will rush through the questions. This will impact of the validity of the results.

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To gain information on my decision making a decision making observation schedule was completed whilst I played against an opponent of equal ability to 21 points. Every time I played an overhead shot (Clear, Smash, Drop Shot) an observer marked down where I had played the shot from on the court. The observer used the following code: D=Drop Shot, C = Clear, S = Smash.

See Appendix 2 for an example of the Decision Making Observation Schedule

The benefits of using an observation schedule

The written format provides a permanent record which makes it easier for comparison at a later date. When a performer is redoing the observation schedule it will be easy to see if improvements are being made. If there has been no improvement then the training programme will need to be changed.


By playing against someone of equal ability the game is fair and more realistic. You will be put under pressure and be forced to play a full range of shots. This will ensure it's a true reflection of your game.

It identifies which your strengths and weaknesses. You can then use the correct approaches and set yourself targets to improve these weakness.

The Limitations of using an observation Schedule

When you have an observer the validity of the results are dependent on their focus and attention during the match and the importance they place on the process. If the information collected is not accurate or there is not enough it will make it more difficult to plan your training.

Also, if an observer is lacking activity knowledge their perception of what equals an effective shot might be different from the reality. Therefore, the information collected might not be a true reflection of the performers strengths and weaknesses.

Badminton is a very fast paced sport and there is likely to be a number of shots in every rally. This can make it impossible for one observer to record all shots played. When they take their eye of the match to complete the schedule shots are missed questioning the reliability of the findings.

If the opposition is not of similar ability this will provide false results as a performer will not be forced to play their full range of shots because no pressure is being applied. Because of this the performers weaknesses won't be identified, therefore they won't address these weaknesses and their game won't improve.

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Collecting Information on Emotional Factors


The sport emotion questionnaire is used to collect information on the emotional factors that impact on my performance in hockey. It is completed before an important match and asks me to evaluate how I feel emotionally about the upcoming competition. The questionnaire is in a paper based format and lists words that describe a range of feelings that sport performers may experience e.g. Tense, Excited, Nervous, Angry.

For each word I evaluate how I am feeling using the following scale: Not at all, A Little, Moderately, Quite a bit, Extremely. After completing the questionnaire I use the marking scheme to calculate my scores for the following emotional sub factors: Fear, Dejection, Excitement, Anger and Happiness.

Not at all A little Moderately Quite a bit ExtremelyUneasy 0 1 2 3 4Upset 0 1 2 3 4

Exhilarated 0 1 2 3 4Irritated 0 1 2 3 4Pleased 0 1 2 3 4Tense 0 1 2 3 4Sad 0 1 2 3 4

Excited 0 1 2 3 4Furious 0 1 2 3 4Joyful 0 1 2 3 4

Nervous 0 1 2 3 4Unhappy 0 1 2 3 4

Enthusiastic 0 1 2 3 4Annoyed 0 1 2 3 4Cheerful 0 1 2 3 4

Apprehensive 0 1 2 3 4Disappointed 0 1 2 3 4

Angry 0 1 2 3 4Energetic 0 1 2 3 4

Happy 0 1 2 3 4Anxious 0 1 2 3 4Dejected 0 1 2 3 4

Scoring Instructions:

Fear = (uneasy + tense + nervous + apprehensive + anxious)/5 = ________

Dejection = (upset + sad + unhappy + disappointed + dejected)/5 = _________

Excitement = (exhilarated + excited + enthusiastic + energetic)/4 = _________

Anger = (irritated + furious + annoyed + angry)/4 = _________

Happiness = (pleased + joyful + cheerful + happy)/4 = ________

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Benefits of the Sport Emotion Questionnaire

It is easy to set up, doesn’t need lots of equipment and doesn’t take a lot of time. Therefore, more time can be spent on training and developing your emotional fitness.



Limitations of the Sport Emotion Questionnaire

The information which is being collected is based on a performers opinion of their emotional performance. The performer might not tell the truth when answering the questions which could impact on the reliability of the results as it is a bias assessment.



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Discipline Record

To collect information on my emotional state (specifically anger) during a hockey match I used a discipline record. This record listed various emotional actions and/or behaviours that an athlete might exhibit during a match. e.g. Negative Body language, Effort levels, the number of fouls committed.

Whilst playing a match against opponents of equal ability an observer marked down each time I did one of

these actions/behaviours by placing a tally mark in the appropriate box. They recorded this information for

both halves of the match and calculated my total score for each action/behaviour at the end of the game.

Major incidents that affected discipline during the game

Score:

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Behaviour/Action First Half Second Half Overall ScoreNegative body language to personal mistakeNegative body language to team mistakeNegative verbal reaction to personal mistakeArguing with team

Arguing with the other teamContesting referee’s decisionDecrease in effort

Foul

Cynical Foul

Act of sportsmanship

Off the ball incident

Use of positive praise

The Benefits of the Discipline Record

The written format provides a permanent record which makes it easier for comparison at a later date. When a performer is redoing the record it will be easy to see if improvements are being made. If there has been no improvement then the training will need to be changed. If the performer is making improvements then this will motivate them to keep working hard.

Your strengths and weaknesses can be identified from the record. You can then select the appropriate methods and set yourself targets to improve these weakness.


By playing a full game of hockey against opponents of equal ability allows the observer plenty of time to collect valid, reliable and accurate information. The duration of the game gives the observer time to observe patterns of behaviour.

The Limitations of the Discipline Record

When you have an observer the validity of the results are dependent on their focus and attention during the match and the importance they place on the process. If the information collected is not accurate or there is not enough it will make it more difficult to plan your training.

Hockey is a very fast paced sport and there is likely to be a number of incidents and patters of play. If an observer takes their eye of the match to complete the record they may miss something which brings into question the reliability of the findings.

The information which is being collected is based on an observer’s opinion of what represents a negative behaviour or action. The player might start shouting at the referee during the game, however, the observer thinks this is ok. Subsequently, this could impact on the validity of the results as it could be a bias assessment.

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Collecting Information on Social Factors


The team dynamics questionnaire is used to collect information on the social factors that impact on my performance in volleyball. The questionnaire is in a paper format and has 10 questions related to the different features of Team Dynamics. An example of one of the questions is: I like the way we work together as a team.

For each question I have to circle a number between 1 and 9 to show how strongly I agree with each statement. 1 being strongly disagree and 9 being strongly agree.

1. We all share the same commitment to our team’s goals.

1 2 3 4 5 6 7 8 9 Strongly Disagree Strongly Agree

2. As a team we are all on the same page.


3. I like the way we work together as a team.


4. We are all given equal opportunities within the team.


5. We all know our roles within the team.


6. Everyone makes a positive contribution to the team.


7. I am happy with my team’s level of desire to succeed.


8. I am happy with my team’s efforts.


9. My approach to playing is the same as my team mates.


10. Everyone in my team gets along with each other.

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1 2 3 4 5 6 7 8 9 Benefits of the Team Dynamic Questionnaire

It is easy to set up, doesn’t need lots of equipment and doesn’t take a lot of time. Therefore, more time can be spent on training and developing the social factor.



Limitations of the Team Dynamic Questionnaire

The information which is being collected is based on a performers opinion of their social performance. The performer might not tell the truth when answering the questions which could impact on the reliability of the results as it is a bias assessment.



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Teacher Feedback on Social Interactions

To collect information on the social factors impacting on our team’s performance we used teacher feedback. Regular feedback was provided to the team by our teacher both during practices, games and at the end of training sessions. The information given by the teacher focussed on our social interactions such as how well we communicated with each other, were we carrying out our individual roles effectively, were we supporting each other through encouragement or positive feedback. Our teacher would also comment on whether or not he felt there was camaraderie amongst the players in our team and if we were all pulling together in the same direction. Our teacher would always try to find a balance between positive and negative comments when providing feedback.

The Benefits of Teacher Feedback

Having a PE Teacher give you the feedback will make sure it is reliable and accurate because they are experienced and will have developed expert knowledge. Because of this a performer is more likely to listen and take things on board.

This allows a performer/team to change their performance immediately to bring about improvements and this can prevent bad habits surfacing. If feedback is provided consistently during practice it will allow for quick progress.

A balance of positive and negative comments keeps the team motivated and encourages them to practice harder in order to bring about positive changes in their performance.

Detailed teacher feedback identifies strengths and development needs which lets you set realistic targets. This allows you to maintain high levels of motivation throughout your training.

The Limitations of Teacher Feedback

Often noise can impact the teachers ability to provide quality verbal feedback making the information less accurate as performers struggle to hear what is being said.

It can be difficult to balance the feedback when a team is playing poorly. If the teacher only focuses on the negatives this might demotivate the players and they won't try as hard. Being too positive could make a performer arrogant and they will stop trying to improve their weaknesses.

If there is a clash of personalities between the teacher and some players then they won't take on board the feedback. This will stop the team and these players from improving their performance.

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Qualitative, Quantitative, Objective and Subjective Information

This area relates to the type of information generated by data collection.

Qualitative DataThis relates to someone's thoughts, feelings and observations. It is non numeric information which is very much based on someone's opinion.

Quantitative DataThis is information that can be directly measured and can be seen as factual information rather than opinion. The information collected is number based and provides hard facts.

Where possible a combination of quantitative, objective data, with some qualitative/subjective information provides a good starting point for planning performance development. This is because it gives a wide, detailed picture of the

whole performance/factor.

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Qualitative Data

Subjective Information

QuestionnairesVideo Analysis

Teacher Feedback

Quantitative Data

Objective Information

Standardised Fitness TestObservation Schedules

The benefits of Qualitative Data and Subjective Information

1. This type of information provides a more detailed analysis of performance e.g. the teacher/coach providing feedback on your play. The performer can build a more accurate picture of their strengths and development needs and use this to create realistic goals and a development plan.

2. This type of data is useful for collecting information on Emotional, Mental and Social Factors that impact on performance. In comparison to quantitative data and objective information it can provide clearer information on human behaviour, interaction between team mates and motivation levels. When monitoring and evaluating performance this allows you to confidently adapt your programme or reassess goals as the data is more accurate and reliable.

The benefits of Quantitative Data and Objective Information

1. The data collected is easy to analyse e.g. by performing the 12 minute cooper test you can easily compare your score to the norms of people of the same age and gender to evaluate your cardio respiratory endurance.

2. Comparing your score to standards for example in the Illinois agility test makes it easier to make accurate comparisons later on. The test conditions always remain the same and are easy to set up which makes it easier to benchmark performance and gain reliable data.

3. Easy to collect information from large groups, quickly, which means that comparisons can be made and norms established to check for progress and adapt next steps if required.

4. Data that is counted or measured and given a value can help set targets/development priorities.

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Section 3

Approaches to Performance DevelopmentThe information in this section provides you with approaches to developing the four Factors.

Each approached will be described, explained and evaluated.

Factor Physical Mental Emotional SocialApproach Shadow Practice

Repetition Drill

Pressure Drill

Conditioned Games

Interval Training

Continuous Training

Mental Imagery

Deep Breathing (Relaxation Technique)

Deep Breathing

Positive Self Talk

Cooperation Drills

Team Building Exercises

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STAGES OF LEARNING - PERFORMANCE DEVELOPMENT PLANNING

There are three important stages in learning and developing skills: the planning (cognitive) stage, the practice (associative) stage and the automatic (autonomous) stage.

The stages of learning are a progressive process and each stage merges into the next. As your skill level develops you will gradually progress from the planning stage to the practice stage to the automatic stage. During your training programme you may move back a stage if you have progressed too quickly.

You should be aware of the… …characteristics at each stage of learning …types of feedback most appropriate at each stage of learning …practices most appropriate at each stage of learning

Planning / Cognitive Stage of Learning At this stage…

o There is a limited understanding of how the skill should be played o Thoughts are focussed on basic, individual subroutines o There is little control or fluency o Movement patterns are awkward and uncoordinated o Execution of the skill is inconsistent with many errors o Decision making during performance is very poor o The performer is mainly reliant on consistent, positive, external feedback o The performer relies very little on internal feedback

Practices at this stage should be more basic and focus on individual subroutines of the weak stroke. Pupils will need to get a mental picture of the skill or technique in order to understand the basics of what is to be learned. They should involve little or no pressure. Appropriate practices at this stage include: Shadow Practice and Repetition drills

Automatic / Autonomous Stage of Learning

At this stage… All subroutines are linked together Performance will look more skilled, with some control and fluency There is a good understanding of how the skill should be played The skill should be performed more consistently with fewer errors Focus will remain on weak stroke Some good decision making will be used during performance The performer is still reliant on external types of feedback The performer can begin to rely more on internal feedback

It is important to compare your performance with a ‘model’ in order to detect and correct error in your execution of strokes. Practices at this stage should be repetitive to allow you to become more consistent in performing the stroke successfully. Pressure should gradually increase as you improve. Appropriate practices at this stage include…

Continuous / Combination Rally (Repetition drills)

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Automatic / Autonomous Stage of Learning

At this stage… o Performance looks skilled, controlled and fluent o There is a very clear understanding of how the skill should be played o Skills are applied with a high degree of consistency o Few errors are evident and there is a high success rate o There is a feeling of having plenty of time when applying skills o Subroutines are ‘automatic’ allowing thoughts to be focused elsewhere e.g. position, opponent’s

position, where to hit ball, etc. o A full range of skills is evident o A high level of decision making is used throughout performance o The performer is less reliant on external types of feedback o The performer relies more on internal feedback

Practices at this stage should be as game-like as possible, while still focusing on the weak stroke. They should involve decision making, increased pressure, movement and combinations of strokes. Appropriate practices include…

Pressure Practices and Conditioned Games

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PRINCIPLES OF EFFECTIVE PRACTICE

In order to ensure that approaches are effective and that improvement will take place, performers need to consider the Principles of Effective Practice. By considering the list below, performers can plan and carry out an effective training programme that will enable them to achieve their goals.

SPECIFIC Practice must be specific to your needs. This means the programme must take into account your strengths, weaknesses, stage of learning and demands of the activity.

PROGRESSION It is important to monitor practices for improvements – if you are constantly playing an accurate shot it’s time to make the practice more demanding. Practices must show progression. As you improve, you can move on to slightly more demanding practices. You can add to the demands of practices by increasing competition, having to carry out skills quicker, performing longer sequences of work and being able to cope with the demands of performing under pressure.

WORK/REST RATIO Practices must have intervals of rest to maintain quality. In all forms of training you need to calculate the ratio of work to rest. Working out this ratio is one of the key issues in making skill-training specific to your needs. The ratio varies according to:-

- Your previous experience in the activity - Your level of practical ability. - The complexity of the skill involved. - The physical demands involved in the practice

This will avoid fatigue setting in and increase motivation. When you get tired, the quality of your practice deteriorates, rather than carry on, it is better to take a rest. Better still, organise the session so that you can take turns as player, observer and feeder. The points made above relating to duration are also relevant when considering fatigue.

REGULARITY If there is too much time between practice sessions, little of what has been learned will be carried over to the next practice. Practising every day is ideal but this is not always possible. Two or three times a week is enough for good progress to be made.

VARIETY Practices must be varied to avoid boredom and so you are motivated to improve and practise.

EXCITING Practices must be exciting and challenging. This makes you want to practice and keeps high levels of concentration and motivation. A short, exciting, and interesting training session is better than an overlong one where you become bored and disinterested.

GOAL SETTING Setting clear objectives and SMARTER goals as part of your training programme will motivate you to improve.

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Approaches to Develop Physical Performance

Shadow Practice

A shadow practice is when you practice the movements of the shot without actually hitting the shuttle. Players will watch a model performer to build up a mental picture of the skill. Practice sessions will be short to avoid boredom, but long enough for meaningful progress e.g. 3 x 30 seconds. Shadow practices are commonly used when learning a new skill where the performer has limited or no experience (Cognitive Stage of Learning).

Examples of using it:

A common use of shadowing to improve technique is when performing the Overhead Clear in Badminton (OHC). A performer would mimic the movement patterns of the preparation, action and recovery without contacting a shuttle. Think of the number of times a golfer will shadow a putt before taking the shot.

Advantages

It allows the performer to groove the movements of the skill which develops muscle memory and makes the skill easier to perform.

Since there is no external factors or hitting of the shuttle there is a greater chance of success. This will give the performer confidence and motivate them to keep working hard.

When you are practicing the skill you can receive immediate feedback from a teacher or partner. This allows you to make immediate corrections to your technique.

Disadvantages

Performers can find this particular type of practice boring which can result in lack of focus and attention. This lack of challenge could lead to a decrease in overall performance.

Since there are no external pressures the athlete will not get the opportunity to work on other parts of their game e.g. fitness, tactics, mental pressures. Since it is not related to game type pressures the athlete will not have to use complex movements or make decisions and solve problems quickly.

If quality feedback is not provided at this early stage it can result in bad habits which are more difficult to remove at a later stage.

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Repetition Drill

Repetition drills as the name suggests involves performing a skill repeatedly. The full skill can be repeated over and over again to develop muscle memory making the skill more natural and automatic. Changing the practices and including rest periods are required when completing repetition drills to avoid boredom and fatigue.

Example: High Serve-Overhead Clear return x 20.

Advantages

For a teacher or partner is easy to spot faulty technique and correct immediately, which stops bad habits setting in.

Repeating a skill many times will eliminate faults and develop muscle memory. Focussing on the skill through repetition drills also eliminates the distraction of the game and other skills, and helps to ‘groove’ the correct technique.

Varying the practices and including rest periods when completing repetition drills avoids boredom and fatigue and ensures quality practice.

You can receive various methods of feedback during repetition practices e.g. video footage, teacher feedback, observation schedules. This gives you a more in depth analysis of your performance.

Disadvantages

If a feeder is inconsistent and therefore ineffective repetition practices won't work. Therefore the performer won't be able to improve the skill they are working on. Also, the performer will become demotivated.

If the equipment is of poor quality e.g. shuttles and rackets it will impact the success and motivation of the performer. Poor equipment means that they won't hit the shuttle as well and they will lack motivation to try their best.

If movements or other skills are introduced into the practice too early the skill could break down and learners may have their confidence destroyed.

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Pressure Drills

Once a skill has been practiced and the basic movements established, different types of demands (pressure) can be added to further improve the skill. For example the speed at which the movements have to be repeated, the physical demands of the skill or the level of opposition.

An example in badminton would be to play 5 clear shots but after every shot the performer must flick a shuttle away from the service line. However, feeds are fast giving the performer less time to recover and prepare for the next shot.

Advantages

Allows you to perform under similar pressures that you would experience in a game. This will make it easier for the performer to cope with the demands of a game and their skills will hold up in pressure situations.

Pressure tends to be more exciting and challenging which increases the performer motivation and willingness to try their best. This means training is more effective and productive.

Develops consistency, timing and accuracy with the added bonus of preparing you mentally for similar situations during competition to enable you to remain calm and focussed.

Fitness and tactics can be introduced to a pressure drill to work on the whole game.

Disadvantages

If pressure training continues after the skill breaks down, learners may have their confidence destroyed and the training may be counterproductive.

Performers under mental or physical stress could get muscle tension that leads to poor technique or movement during the activity.

CONDITIONED GAMES

In order to improve a skill the normal rules of a game can be changed so that the skill being learned occurs more often or has greater importance.

Example: In badminton you get 2 points instead of 1 if you win the rally with a smash.

Advantages

It allows the performer to practice the skill in a game situation. This means they will be put under more pressure and get the opportunity to practice their technique, movement and decision making when playing the skill.

Playing a game tends to be more exciting and challenging which increases the performer motivation and willingness to try their best. This means training is more effective and productive.

Disadvantages

If a performer is put into a conditioned game too early the skill might break down, learners will have their confidence destroyed and the training may be counterproductive.

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Performers under mental or physical stress could get muscle tension that leads to poor technique or movement during the game.

Interval Training

This involves alternating between periods of hard exercise and rest. For example, working for a set time and then resting for a set time. Interval training can be made harder by increasing the intensity or period of work. Interval training will only improve Cardio Respiratory Endurance if the work to rest ratio is at least 1:1, however this must be over a long period of time e.g. work for 1 minute and rest for 1 minute.

Example of Interval Training

An example of interval training sessions is shown in the table below:

Session Repetitions Time Recovery1 10 2 minutes 1 minute2 8 3 minutes 1 minute 30

seconds3 6 4 minutes 2 minutes

Advantages

It’s a simple approach which is easy to understand and set up. This means that performers won't get confused leading to more productive training. Also, more time can be spent training as opposed to setting up and explaining things.

The Principles of training are easily applied to this type of training. Because of this performers will find it easier to progress their training to ensure improvements take place. It will avoid "plateau" and training becoming counterproductive.

It's an effective approach to improving Cardio Respiratory Endurance which is an important aspect of fitness in most team games.

Disadvantages

Performers can become bored and demotivated during interval training. Because of this they might not try their best during training sessions and therefore it will not improve their cardio respiratory endurance.

This type of training doesn't reflect some of the demands experienced during the game. The performers are not getting to practice the movements and skills they will need to use during the game. Therefore, their overall performance will not improve.

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Continuous Training

Continuous Training is working continuously with no rest for a minimum of 20 minutes. The purpose of continuous training is to maintain a steady pace throughout the duration of the training. In order for improvements to be made your heart rate must be in the correct training zone (70-75% of maximum heart rate).

Advantages

It’s a simple approach which is easy to understand and set up. This means that performers won't get confused leading to more productive training. Also, more time can be spent training as opposed to setting up and explaining things.

The Principles of training are easily applied to this type of training. Because of this performers will find it easier to progress their training to ensure improvements take place. It will avoid "plateau" and training becoming counterproductive.

It's an effective approach to improving Cardio Respiratory Endurance which is an important aspect of fitness in most team games.

Disadvantages

Performers can become bored and demotivated during continuous training. Because of this they might not try their best during training sessions and therefore it will not improve their cardio respiratory endurance.

This type of training doesn't reflect some of the demands experienced during the game. The performers are not getting to practice the movements and skills they will need to use during the game. Therefore, their overall performance will not improve.

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Training within the Activity

Training within the activity involves practicing the specific skills/techniques and movements as well as the fitness requirements of hockey. During each training session the performer replicates the movement patters, footwork and coordination which are needed during a game.

Example: Training within the activity using an interval training approach

Working with a partner perform nine hockey specific exercises that focus on developing the skills/techniques required in hockey as well as Cardio Respiratory Endurance. At each exercise you work for 1 minute and your partner rests for 1 minute, then you switch roles.

See appendix 3 for an example of this!

Advantages

All training takes place in the environment of the activity and so players become more familiar with game surroundings, court lines, improving spatial awareness and comfort.

You can work on both skills and fitness at the same time through these drills. The effects on the muscles replicate those of a real game situation. Through using the ball hand eye coordination can be improved.

This type of training is more motivating and exciting resulting in more intense training. Training on your own does not have the same competition and incentive.

Disadvantages

When doing this type of training it may require complex skills to be performed, which some players might not be able to do. Therefore, training will be ineffective and they won't improve their fitness or skills.

This type of training requires lots of specialist equipment and can take time to set up and explain. Because of this there is less time available for training and performers might find it confusing.

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The Principles of Training

For a training programme to be effective you need to apply certain principles of training to your performance:

• Duration

• Frequency

• Intensity

• Specificity

• Progressive Overload

• Reversibility

Duration

Description - The length of time that a performer trains for: 6 weeks, 20 minute session.

Why is it important? – 6 to 8 weeks is an adequate time scale to bring about improvements. 20 minutes is the recommended time to ensure you are improving CRE. Fewer weeks training would result in less progress and it would take longer to improve Cardio Respiratory Endurance.

Frequency

Description - The number of training sessions per week. Usually 3 times per week (Mon, Wed, Fri).

Why is it important? – Having rest days allows the body to recover and your muscles adapt to the workload. Overtraining results in injury, fatigue and lack of motivation which is counterproductive. Also, training fewer times would take longer to bring about any training improvements as the body would not be under any stress.

Intensity

Description - You must train hard enough so that you will OVERLOAD your body. To improve CRE you must be working between 70-80% of max heart rate.

Why is it important? - 70-80% max heart rate ensures you are developing CRE. You do this through having a work to rest ratio of 1:1 e.g. 1 minute work, 1 minute seconds rest. To work without training zones would result in training being pointless.

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Overload

Description - When you exercise at increasingly greater levels by adding to the demands of your fitness programme.

Why is it important? - The body adapts to stress to become more efficient. It is required to maintain improvements and to sustain motivation. If stress is not applied to the body then the fitness improvements will plateau. Also, boredom and lack of focus can result in reversibility or injury.

Specificity

Description - Your training has to be specific to your performance needs for your chosen activity and must be relevant to your own levels of fitness and ability.

Why it is important? – In a sport like hockey good levels of CRE are extremely important to maintain a high level of performance. Therefore, training must reflect the demands of the activity. Also, the training must reflect your level of fitness and playing position e.g. a goalkeeper might perform agility based training drills. Working on an aspect of fitness not essential to your activity or role would be counterproductive.

Reversibility

All the improvements the body makes, can slowly reduce or not be maintained if the training programme is not carried out regularly. The improvements that the body makes during training can be lost if training is interrupted for any length of time. This of course may be an unforeseen problem such as injury or illness. If you exercise less than usual, your fitness decreases; and if you exercise the same as usual, your fitness stays the same.

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Goal Setting When you are planning and implementing a personal development plan, it is important to set yourself goals as they provide direction and can be used to measure progress. Setting goals will help you to:

o Create a focus for your training o Increase motivation and determination o Prioritise and get more out of your time o Get better results o Monitor progress

Short and Long Term Goals When goal setting, it is important that you have a clear idea of what you want to achieve. Teams and individual athletes usually set long-term goals by the end of the season or year. Likewise, at the start of your personal development plan you should have a clear idea of what you want to achieve by the end of your plan. To achieve these long-term goals, you need a series of short term goals to help you to.

When describing goals always give a time frame:

During a performance/match. By the end of the season. By the end of a training programme. Weeks or months.

Examples

Hockey-EmotionalLong Term Goal-I can control my level of fear and anxiety before I play in an important match. I will aim to try and not worry about the team or opponent I am about to face. I will not think about previous matches against this team or opponent where I was defeated. Also, I will not think about the consequences of making a mistake or embarrassing myself.Short Term Goal- If I am getting angry or frustrated during a match due to a mistake I will move on from this quickly and focus on the next phase of play. If my team mate makes an error I will not shout at them but give them encouragement to keep trying their best. I will not get frustrated and start shouting at the referee when a decision goes against my team.

Volleyball-SocialLong Term Goal-To improve the social interactions of the players in our team to make us a more effective unit when attacking or defending. After 2 months all the players in our team will have respect for each other, get on well and support one another during games. Also, we will aim to communicate clearly when on the court.Short Term Goal-When receiving serve during a match players in our team will always take responsibility and call for the ball, which will give us a better opportunity to set up a three touch attack. If the serve is going between 2 players one of those players will shout their name to tell the other that they are getting the serve.

Badminton-PhysicalLong Term Goal-To develop my range of skills in badminton to a level that will improve my overall performance to win a school badminton tournament at the end of the year. My aim is to be able to play both touch and power shots to different areas of the court without the shuttle going out or into the net. Short Term Goal-By the end of my training programme my aim is to develop my smashing action by snapping my wrist at the point of contact. I want my smashes to be hit powerfully and at a steep downward angle. I will be able to hit smashes to and from all areas of the court.

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THINK S.M.A.R.T.E.R

To set effective goals they should be S.M.A.R.T.E.R goals. This means they should be: Specific – Your goals should be clear and precise. They should reflect your ability and experience within your chosen activity. Measurable - Goals must be easily measurable so that you can assess whether or not they are improving or have been successful. Agreed - Your goals need to be approved by a teacher or coach. This means you are fully supported by someone with experience and knowledge in your chosen activity. Realistic – Realistic goals are more likely to be achieved and you are, therefore, more likely to stay motivated throughout your personal development plan. Setting unrealistic goals will result in lack of success and, ultimately, in a drop in morale. Time-Phased – Your goals should be progressive. Planning short-term goals will ensure progress and help you achieve your long-term goals. Exciting – Make sure your goals are rewarding and enjoyable. This approach will maintain motivation and prevent you becoming bored. Recorded – It is essential to write down your goals not only does this increase commitment, it also serves as a form of contract. It also helps to monitor progress.

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Approaches to Develop Mental Performance

Mental Imagery

Mental Imagery is when you go through an event or activity in your mind without making any physical movements. Mental Imagery is creating a picture within your mind of your performance. The more detailed the picture that can be created of the performance the more effective your imagery is likely to be. Performers who have practiced using imagery over a long time include detail such as what they hear, see, feel and smell during the performance. The images should involve performing successfully and feeling satisfied with your performance.

"Regularly visualize yourself winning matches by running powerful, vivid and emotional images of success through your mind, seeing yourself playing brilliantly in every department of the game"

Roger Federer

Advantages of Mental Imagery

Refocus the athlete when the need arises e.g. if a performance is feeling sluggish, imagery of a previous best performance can help get things back on track.

Improves decision making by visualising situations that may occur during a performance and what you intend to do in those situations. It will ensure performers stay calm and in control during these situations.

It can motivate performers by recalling images of success in past competitions or beating a competitor in a competition. Because of this the performer will be confident before taking part in the game or performance.

Reduce negative thoughts and stress related reactions e.g. muscular tension by focusing on positive outcomes. This means that your skills will be performed more fluently and with better timing.

Disadvantages of Mental Imagery Normally performers need an area that is free of distractions in order to use imagery. This can be difficult to

find in a training or competition environment. For mental imagery to be effective it must be practised. As it is not seen as being as important as physical

practice a performer may not give sufficient time to this mental practice to get the benefits. Therefore, when they come to use imagery it will be ineffective.

You must be physically able and proficient for this technique to be successful. If you are unable to perform the basic skills and movement patterns of the game, imagery will be ineffective.

In the moment, this approach can be forgotten as distractions and other factors result in the performer losing focus.

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In golf a player will stand behind the ball and visualise the shot before playing it. They will visualise the flight of the ball, its shape in the air and where it will land on the green.

Deep breathing (Relaxation Technique)

Deep breathing has been used to help people focus and shut out unnecessary distractions.It is only possible to use this approach during a performance where you can stop, pause and take the deep breaths which allow you to control your breathing rate and enable you to focus your concentration on whatever you have to do.

Deep breathing is particularly effective if a performer suffers from anxiety, and can be used before the performance begins to settle feelings of nervousness and allow concentration on aspects of the performance. This method is also helpful in controlling your level of arousal. It helps you to shut out feelings of self-doubt and allows you to take control of feelings which might mean you don’t want to go on to perform.

Deep breathing can also help when a performer’s level of arousal is too high; it can help bring into line increased levels of confidence, aggression and enthusiasm.

Example:You lose three points in a row in a game of badminton. If this happens step off the court and take three deep breaths before commencing play.

Advantages of Deep Breathing

It is an easy technique for performers to understand and use. Therefore, there is a greater chance of it being successful and improving mental performance as performers don't get confused.

It removes stress related reactions e.g. increased muscular tension. This means that your skills will be performed more fluently and with better timing.

It helps to control nerves before a performance, which means a performer will be at the optimum level of arousal. Because of this a performer will not get distracted and they will make the correct decisions.

During a game or performance it can be used to help performers regroup very quickly after an error. For example in volleyball if a player serves the ball into the net, they will use deep breathing to forgot the error and focus on the next point.

Disadvantages of Deep Breathing Some performers may not take it seriously or think it doesn't work. Therefore when it comes to using it in

competition they won't fully commit to the process and it will be ineffective. In a fast paced game such as hockey it can be difficult to carry out because there might not be a break in the

play. For deep breathing to be effective it must be practised. As it is not seen as being as important as physical

practice a performer may not give sufficient time to this mental practice to get the benefits. Therefore, when they come to use deep breathing it will be ineffective.

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Approaches to Develop Emotional Performance

The main approach we use to develop our emotional performance is Mental Imagery - See Page 55

Positive Self Talk

This approach can be used to help manage anger or fear. Top performers learn how to deal with these negative thoughts through using positive self-talk. This technique is simple. Whenever you are faced with a stressful situation and have a negative thought about your performance or yourself turn it around and replace that thought with a positive one. This could involve saying key words to yourself to help you to stay in control. These words are often called cue words.

Cue Words Cue words are words or phrases that performers use to make them feel a certain way.

Examples Words like “calm”, “relax” and “easy” are often used to help a performer relax during performance Performers may use a phrase such as “watch the ball” to remind themselves of what to focus on during

performance, or they may simply use a word such as “focus” if they feel themselves losing concentration Phrases such as “I am a very good shooter” might be used to try and increase confidence in certain situations Cue words/phrases such as “go for it” and “you can do this” are commonly used by performers in order to get up

for a performance.

Scottish Athlete Lynsey Sharp repeated the phrase ‘Get out strong, commit’ before competing in the 800m final in front of a home crowd at the Glasgow 2014 Commonwealth Games. Lynsey did just that putting in a brave performance to win a Silver Medal for Scotland.

Advantages of Positive Self Talk It is an easy technique for performers to understand and use. Therefore, there is a greater chance of it being

successful and improving emotional performance as performers don't get confused. It will refocus the athlete when the need arises e.g. a performer is angry after making a mistake, positive self talk

can help get things back on track by composing the athlete and getting them to focus on the next point.

Disadvantages of Positive Self Talk

Some performers may not take it seriously or think it doesn't work. Therefore when it comes to using it in competition they won't fully commit to the process and it will be ineffective.

It may cause performers to feel awkward and embarrassed therefore when it comes to using it in competition they won't fully commit to the process and it will be ineffective.

In the moment, this approach can be forgotten as the performer is too distracted because they are angry.

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Approaches to Develop Social Performance

Team Building Exercises

Team Building Exercises involves carrying out a series of group exercises with the people who are in your team. The aim of each exercise is to work cooperatively with others in order to solve a problem and become a more cohesive unit.

Team Building Exercises are frequently used at the Forming stage of social development when players are getting to know each other as an “ice breaker”. They are also used when there has been a breakdown in performance and this encourages team mates to cooperate and work to develop more positive relationships.

Examples

Blind Fold Game

Equipment Blind folds, conesOrganisation In teams of 4 (volleyball teams) you are working together to try and manoeuvre teammates

through a “zig zag” course whilst they are wearing a blindfold. You are not allowed to make contact with your team mate to direct them in anyway. You are allowed to walk behind them and give instructions on which direction to move e.g. “take 5 steps forward and then 3 steps to your left”. If your team mate moves outside of the course they must go back to the start. Every member of the team must complete the course and you are competing against other teams.

Visual

Gym mat Game

Equipment Each team will have 2 small gym matsOrganisation In teams of 4 (volleyball teams) you are working together to try and get your full team across

the width of the games hall and back only using the 2 gym mats. At no point are any members of the team allowed to touch the games hall floor, you are only allowed to be on the 2 mats provided. This is a race against the other teams.

Visual

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Advantages of Team Building Exercises

The "fun and competitive" environment motivates people to try their best, which helps bring teams together and create camaraderie.

Since all the exercises are performed with people in your team you learn to communicate better and gain trust in each other. Players begin to realise that they are dependent on each other and the failure of one team member leads to the team failing.

They can help to identify leadership skills in players which will be useful to a teacher or coach when it comes to selecting a captain.

Disadvantages of Team Building Exercises

If there is no clear purpose then people may start to see them as being pointless. Players may think that they are not relevant to their activity and not effective in improving team dynamics. If this is the case exercises will be ineffective and won't improve team dynamics.

Some people in the team may sit back and let others do all the work. This will then cause conflict between team members which will reduce team cohesion, which could be transferred into games.

They can require a lot of specialist equipment and take a long time to set up. Because of this less time will be spent on improving social development and other parts of the teams game.

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Cooperation Drills

Cooperation drills are always performed with the people in your team and each player has an individual role within the drill. An example from volleyball is the butterfly drill:

The server throws the ball or underarm serves the ball over the net. One of the receivers/hitters calls for the ball and digs it into the setter. The setter then calls to one of the hitters and sets it for them to volley or spike the ball

over the net. If this is executed successfully each player moves round one place to a different position. You compete against other teams and the aim is to achieve 10 successful three touch attacks.

Advantages of Cooperation Drills

Throughout this drill the teacher explains what is expected in each position which increases the players understanding of each role and how they link.

Each player gets to play in all of the positions whether that be setter, receiver or hitter. Subsequently, players gain a greater appreciation of what is required for all the positions within a volleyball team.

Because there is less pressure teams have a greater chance of being successful. The organisation of the practice makes it easier to improve communication.

If a player in the team makes an error their team mates will be more inclined to give them encouragement, but also the less pressurised environment will allow them to offer constructive feedback.

Disadvantages of Cooperation Drills

You must be physically able and proficient for this approach to be successful. If one player in the team is unable to perform the basic skills and movements of the game the practice will breakdown.

Some people in the team may sit back and let others do all the work. This will then cause conflict between team members and the practice will breakdown. Also, that player won't be improving their social skills because others are doing the work.

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Serversetter

R/H

R/H

Section 4 Recording, Monitoring and Evaluating Performance

Development

Recording and Monitoring

Why?

Recording and monitoring your performance is essential in order to check progress and make changes to your programme as you go along. By recording and monitoring performance it is easy to make comparisons. If improvements are not being made then the programme may need to be made more challenging or less difficult depending on the individual.

Recording and monitoring performance also acts as a motivator. If a performer is doing well it will drive them to continue to work hard and be successful. Even if they are not on track this will motivate them to work harder to reach their long term goal.

Recording and monitoring also allows the performer to look back at their training and see what approaches were successful. If the aims of the session were met and the performer felt improvements were being made then they should use it again at a later date.

Finally, if you get injured during training you will know your fitness level before the injury occurred. This means once you have recovered you will be motivated to work hard to get back to the fitness level you were at before the injury.

What methods have we used?

Recording = A Training Diary Video Analysis

Monitoring = Re-Testing or Re-Doing The Methods of Collecting Information for the 4 Factors (See Section 2)

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http://www.brindlemedia.net/wp-content/uploads/2012/11/Evaluate.jpg

Training Diary

After each training session a performer will complete a training diary. In this diary they will write down the aim of the session and give a description of what they did. Also, there will be a personal reflection section where they will write down if the session was successful, if they have achieved their goals and if they need to make any changes to their programme for the next time.

Date Aim of the session Description of the session Personal Reflection

Why Use a Training Diary?

It’s a simple way to show progress. You can make comparisons between sessions to see if you are improving. The layout is always the same so it’s easy to find differences.

The format of the diary gives you a clear aim for each session. This is important as it allows you to use practices that are specific to your aim.

The diary is specific to you and what you are trying to improve, which makes it valid. Using the diary for personal reflections allows for a more in depth evaluation of your performance.

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Video Analysis

During training sessions or games a performer or team will have it videoed. After the session or game they will sit down with their teacher or coach and watch it back.

Why we use video analysis? - See page 23 Monitoring Your Performance Using The Methods of Collecting Information (See Section 2)

We have monitored our performance by retesting or redoing the methods of collecting information (see table below). This has been done during a training programme.

By repeating these methods it is easy to see if improvements are being made.

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Factor Physical Mental Emotional SocialMethods Stoke Repertoire

Observation Schedule (SROS)


The Cooper Test


Video Analysis



Video Analysis


Discipline Record

Video Analysis


Teacher Feedback

Video Analysis

Evaluating

We have monitored our performance by retesting or redoing the methods of collecting information (see section 2). This has been done after a training programme.

Why?

To allow you to make comparisons with your final performance against your initial one, to see whether your programme was successful or not. Also, it allows you to see whether you have achieved your training targets/goals.

By retesting and evaluating the process you have completed you will be able to identify any weaknesses that still require focus. You may decide to continue to work on the same weakness or change to another aspect of your performance.

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Section 5

The Single Performance - Planning and EvaluationSection 1: Planning and Preparation

In section 1 of the performance component of the course you must plan and prepare for your single performance.

1a Explain the relevance of two challenges you will face in this single performance. (4 marks)

You must explain any challenges that you might face during your performance. These challenges could come from any of the four factors: Mental, Emotional, Social and Physical.

1b Explain how you will prepare to meet these challenges. (4marks)

After explaining the challenges you are going to face you must then come up with a plan to overcome these challenges. You must explain why you have chosen the plan. This plan could come in two forms:

1. A plan before the performance2. A plan during the performance

Examples

Football (Physical)

Challenge

"I find it difficult to control and pass the ball with my weaker foot. When I have to control the ball with my weaker foot it often gets away from me and l lose possession to the opposition. If I'm passing the ball with my weaker foot it lacks accuracy, which means its easily intercepted". This can create a goal scoring opportunity for the other team, especially if I'm close to our goals."

Plan (During Performance)

"When the ball comes to my weaker foot during the game I will position my body to quickly shift it onto my stronger side". Because the ball is now on my stronger foot I will be able to keep it under close control and it won't get away from me. This means it will be more difficult for the opposition to steal. Also, I will have more time on the ball and be able to play an accurate pass to one of my team mates. This allows us to keep possession and build an attack."

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Hockey (Physical)

Challenge

"Towards the end of the game I become breathless and tired. Because of this I find it difficult to stay close to my marker, which allows them to run into space and receive a pass. Subsequently, they will have time on the ball to pass, shoot or dribble. Also, my skill level drops and I start making silly mistakes e.g. misplaced passes. This can create a goal scoring opportunity for the other team, especially if I'm close to our goals."

Plan (During Performance)

"During the game I am going to try and conserve my energy so I'm not as tired come the end. I will be more selective in the attacking runs I make and defenders I choose to close down. Because of this I will still have lots of energy and my skill level will remain high e.g. if I am playing a through ball to one of our strikers to run on to it will be accurate and weighted perfectly in order to give them the best chance of scoring. Also, I will be able to stay close to my marker and match the runs they are making. This will put them under pressure and perhaps force them to make an error e.g. lose control of the ball."

Volleyball (Social)

Challenge

When I'm on the court I don't communicate effectively with my team mates. When the ball is served between me and another player neither of us call for it which creates uncertainty and we both leave it. This gives the opposition an easy point. Also, when I'm in a good position at the net to spike the ball I don't let the setter know. Therefore, the setter passes the ball to a player who isn't in as good a position, which leads to a weak attacking shot."

Plan (before performance)

As a team we will participate in a team building day. This involves all of the team undertaking different activities together designed to improve communication and leadership. This is a good approach to use because the "fun and competitive" environment motivates people to try their best, which helps bring teams together and create camaraderie. Also, since the exercises are performed with people in your team you learn to communicate better and gain trust in each other. Players begin to realise that they are dependent on each other.

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Here are some other challenges you may come across:

Badminton (Emotional)

When I lose a point I get very angry and start shouting at myself. When it comes to the next point I'm still angry and thinking about my error. This means I lose the next point because I'm not fully focussed. Also, my opponent sees that I'm getting angry which boosts their confidence because they know my emotions are affecting my play"

Gymnastics (Mental)

"Before performing my gymnastics sequence I get distracted by the people who are watching me. Because I am distracted this causes me to lose concentration and I forgot the order of my sequence. This means that it lacks fluency and looks untidy, which gets marked down by the judges. Also, because I have lost concentration my skills are not performed to the best of my ability."

Athletics (Emotional)

"Before racing in the 100m sprint I get very nervous and my body starts to tense up. Since I am very nervous this causes my reaction time to be slow, which means I'm late off the blocks and behind the other runners at the start of the race. Also, because my body is tense this affects my running technique and I don't run as quickly as I should".

Can you think of a plan to overcome these challenges?

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Section 3: Evaluation

Following your performance you are required to carry out an analysis and evaluation that relates to the challenges you identified and prepared for and your overall performance.

3a. Analyse the effectiveness of your preparation for the two challenges explained in 1a. (6 marks)

Your analysis must relate to:

A. The challenges identifiedB. The plan to overcome these challenges

When analysing your plan you must first decide whether it was:

A. EffectiveB. Ineffective

C. Partly Effective

Then you must tell the reader why this was the case. Think about the following when writing your answer:

(i) The impact on your performance

(ii) The impact on your team mates performance

(iii) The impact on the opposition

(iv) Quantitative Data e.g. the score of the game

(v) Qualitative Date e.g. teacher feedback

To support your analysis use the following phrases:

"Because of this" "This means that" "Therefore"

Example

Football (Physical)

Challenge- "I find it difficult to control and pass the ball with my weaker foot"

Plan (during performance) - "When the ball comes to my weaker foot during the game I will position my body to quickly shift it onto my stronger side"

Analysis - "During the performance I felt my plan was partly effective. When I wasn't pressurised by an opponent I had time to shift the ball quickly onto my stronger foot. This meant that I didn't lose possession of the ball by letting it get away from me. Also, I was able to play accurate passes to my team mates which helped us retain possession. When I was pressurised I didn't have enough time to move the ball to my stronger foot. On one occasion when an attacker was closing me down quickly I tried to pass the ball first time with my weak foot. It was intercepted by the attacker and allowed them to take a shot at goal."

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3b. Evaluate at least one strength of, and at least one area for development from your performance. (6 marks)

Your strengths and development needs can come from any of the four factors: Mental, Emotional, Social and Physical.

They cannot be the same as the challenges identifies in Question 1.

This question involves making informed judgements supported by findings from your own experience, personal feelings and any other types of evidence.

To support your analysis use the following phrases:

"Because of this" "This means that" "Therefore"

Example

Badminton

Strength

"During my single performance one of my main strengths was my high serve. I was always able to play my serve to the back tramlines and to my opponents backhand. Because of this they usually played a weak return which landed in the middle of my court, which I then smashed to win the point. Also, quite often they would hit their return out, which made them frustrated and gave me easy points. Finally, my high serve gave me time to return to base and prepare for my opponents return."

Area for Development

"An area that I need to work on is controlling my nerves before an important performance. Because I am nervous I find it difficult to concentrate at the start of the match, which makes my decision making poor . Quite often I will play the wrong shot at the wrong time e.g. hit a drop shot when my opponent is at the front of the court. Also, because I am quite tense this effects my technique when hitting the shuttle. I will lose my timing and fluency which causes me to hit the shuttle out or into the net. Finally, the nerves means I have a lot of adrenalin in my body which causes me to lose control of my shots e.g. I will hit a clear too hard and it goes out the back of the court."

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Sample Answer-question paper 2015

Question 1a) Explain why it is important to collect information about the impact of emotional factors on performance before starting a development plan? (4 marks)

It is necessary to gather data about the impact of emotions on performance before beginning a development plan so that it is made specific to our weaknesses. This will ensure you focus on the emotional factors you need to improve on, making sure you get the best out of your development plan. It also allows you to see the frequency you need to set your development plan at so that you make sure you are not doing too much or too little, making sure you improve the best you can and that it is going to benefit you. It also allows you to set targets for your development plan, appropriate targets. This makes them achievable and you do not lose motivation if you don’t reach them. If you do achieve them this will then motivate you further to keep going with your development plan. It will allow you to see what level you are at so you can match appropriate approaches to improve your emotional factors, so that the approaches you use are not too easy and not too hard.

1b) Evaluate your emotional strengths and development needs in comparison to a model performer? (4 marks)

My emotional strengths and development needs in comparison to a model performer are for example in a game of football, if I make a bad decision that affects my play then I begin to put myself down and get angry with myself. However a player like Iniesta from Barcelona would carry on with the game and focus on whatever he had to do. Furthermore if the referee gives a decision against me, I often become angry and disagree potentially meaning I could get booked or even sent off. If it was Iniesta he would accept the decision and that he was in the wrong, stay calm and not make the same mistake again.

Another example would be when I’m needed to take a penalty. Often fear takes over and my confidence levels begin to reduce resulting in me thinking too much about it. This puts me under pressure which doesn’t exist. Iniesta would be really confident when stepping up, he wouldn’t fear the outcome because his confidence is high, therefore he can go on and take a successful penalty which benefits the team.

As I play at right back I feel confident tackling and clearing the ball. Iniesta in this position may not feel as confident as he is an attacking midfielder. If my confidence is high it will benefit the team as I am able to time my tackles correctly and take the ball off my opponent to gain possession for my team. Keeping calm and focused during the game will also make sure when under pressure my mind stays clear and I am able to make the correct pass out of defence to my team mate in space. This will mean we are able to retain possession and set up a goal scoring opportunity. Iniesta may not feel as confident as he is a midfield player, this will then mean that he will not be as effective at taking the ball off an opponent. This would lead to him getting angry and frustrated resulting in an inaccurate pass and losing possession of the ball. In addition, he may commit needless fouls which could lead to him being sent off and our team being a man down.

2a) Describe two approaches you used to develop physical factors?( 4 marks)

I used Fartlek to improve my CRE. Fartlek stands for ‘varied pace’ training which allows you to move at different speeds or use difficult movements depending on specificity. Eg fartlek for basketball would contain

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jogging, running at ¾ pace and sprinting. All types of running used in the game are included in this training making it specific. The frequency, duration and intensity of training programme can be increased depending on your level of fitness. I organised this in a 25 X 25 area of the pitch and completed 3 repetitions of the circuit making 1 set. I increased the FID by applying progressive overload meaning I avoided reaching a fitness plateaux where my fitness doesn’t improve instead it stays the same. I made sure I gathered data about my CRE before starting training to avoid injury and reversibility meaning my training frequency, duration and intensity were set to my specific needs.

Another method I used to develop my CRE was interval training. This allows you to work at high intensities for long periods of time. My training lasted ten minutes at high intensity with 2 minutes rest. This allowed me to be better prepared for my single performance assessment because it was specific to basketball where after working at high intensity for a quarter, you would get a rest. I was using a constant ¾ pace during the ten minutes training.

2b) Evaluate the impact of both approaches on your performance? (4 marks)

Using Fartlek allowed me to see a positive impact on my performance as my body was now ready to change pace which is needed in a basketball game. If I had to change position at a fast speed I can now do this as Fartlek had forced my body to adapt. This then allows me to drop back into my position in the zone defence fast and effectively meaning it became difficult for the opposition to attack. It also allowed me to go from standing just waiting for the rebound as I did before to starting the fast break by sprinting down court and laying up giving my team an easy 2 points. It also meant that if we were using ½ court man to man defence I was now better at marking my opponent effectively even when they changed pace. This ensured my role within the team was successful and the opposition had no chance to pass to my opponent, stopping them having an advantage. It meant too that when my opponent received a pass, I could intercept and start the fast break.

The second approach – interval training had a positive impact on my game as it was specific to basketball. It meant that if my team was using a full court man to man system then my fitness levels were at a high enough standard to be able to cope with this for the required time. This allowed me to mark my player effectively and to intercept passes they were given or to block any of their shots throughout the duration of the game. I was able to work at a high intensity remaining motivated and confident for the entire game. This would give my team an advantage.

3a) (i) Describe one method used to monitor the impact of social factors on performance development? (2 marks)


I used a team dynamics questionnaire to collect information on the social factors that impact on my performance in volleyball. The questionnaire is in a paper format and has 10 questions related to the different features of Team Dynamics. An example of one of the questions is: I like the way we work together as a team.

For each question I have to circle a number between 1 and 9 to show how strongly I agree with each statement. 1 being strongly disagree and 9 being strongly agree.

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(ii) Describe a different method used to evaluate the impact of social factors on performance development? (2 marks)

Teacher Feedback on Social Interactions

To collect information on the social factors impacting on our team’s performance we used teacher feedback. Regular feedback was provided to the team by our teacher both during practices, games and at the end of training sessions. The information given by the teacher focussed on our social interactions such as how well we communicated with each other, were we carrying out our individual roles effectively, were we supporting each other through encouragement or positive feedback. Our teacher would also comment on whether or not he felt there was camaraderie amongst the players in our team and if we were all pulling together in the same direction. Our teacher would always try to find a balance between positive and negative comments when providing feedback

(b) Explain why you would select these methods?(2 marks)

Having a PE Teacher give you the feedback will make sure it is reliable and accurate because they are experienced and will have developed expert knowledge. Because of this a performer is more likely to listen and take things on board. Also by using teacher feedback they were able to give our team a balance of positive and negative comments which will keep the team motivated and encourages us to practice harder in order to bring about positive changes our performance.

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4a) The table says that the performer is never relaxed before he performs this means she can’t concentrate on the game beforehand because she isn’t focused. This might mean it takes her some time to relax and get into the game and the flow of it. This could have a negative impact on the overall performance as every minute of the game is crucial. If the performer isn’t focused this means her shots, passes and successful tackles are going to be inaccurate. This could result in the performer losing their motivation at the beginning and then carrying this through for the rest of the game leaving them at a disadvantage.

It says that she is only sometimes motivated. If motivation isn’t present all the time then it means she won’t be playing or trying her best some of the time. If she doesn’t try hard enough her team and the coach could get frustrated with her and start shouting and complaining at her meaning her motivation could drop even further, leaving her team effectively a man down. This would obviously leave them at a disadvantage. If she gives up during her single performance it will be a waste of time as she would only achieve a low mark overall.

By not being fully concentrated she might lose focus on what she should be doing and could become distracted easily meaning she doesn’t carry out her role within the team effectively causing her to drop marks in the single performance assessment.

The student also only sometimes makes appropriate decisions. This could cause negative consequences in a team sport where she decides to foul an opponent leading to her being booked, warned or even sent off. This would hand the opposition an advantage as they would be able to gain access of the ball and so could score.

If the performer makes some inappropriate decisions of when to give a pass, it means handing possession to the opposition which would leave her own team at a disadvantage in that they have lost the chance to build their own attack.

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4b) The model performer could help develop the actors by inspiring them and showing them what they should do. If for example the student is never relaxed then the MP could demonstrate deep breathing telling them how to use it before a performance which would encourage them to relax and distract them from overthinking their own performance. In terms of helping a performer become more motivated the MP could suggest that positive self talk could be used to keep high spirits and be motivated to ensure the best chance possible of remaining motivated throughout as positive self talk can be used during a performance. Deep breathing could also be recommended by the MP as this will allow the student to concentrate more and focus on what needs to be done meaning she performs well and her skills and techniques will remain at a high standard throughout the game as deep breathing can be carried out in the middle of the performance. The MP could suggest drills that might help the performer decision making when under pressure so that in their real performance they know what it feels like to experience this level of pressure and the decisions which have to be made then. Watching a model Badminton performer could also help the student copy the technique to use the smash. After watching the MP, the student could shadow their movements of the smash. This would allow them to groove the technique until they feel more developed and confident in the skill. Overall having knowledge of a model performer, the student can set targets to achieve short and long term goals. An example of a short term goal is to be able to perform 5/10 of their smashes correctly by week 3.

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Sample Answer-question paper 2016

1a Describe one method used to collect information about the impact of mental factors on performance. 4 marks

One method used to collect information on the impact of mental factors is the mental toughness questionnaire. The questionnaire is in a paper format and has 42 questions based on mental factors such as concentration and level of arousal. An example of a question is" I tend to get easily distracted ". For each question I answer either true or false in relation to my mental toughness. After completing the questionnaire I use the marking scheme to calculate my overall score for mental toughness. A score of 36 - 42 indicates it’s a strength, 32 - 35 indicates average mental toughness and scores of 31 or below mean it’s a development need.

1b Describe the information which could be gathered using the method in part 1 (a). 4 marks

The information that could be gathered using the mental toughness questionnaire is it will highlight whether or not your mental toughness is a strength or a weakness. When I completed the questionnaire I received an overall score of 32, which highlights that my mental toughness is average. This is called quantitative data because it is number based and provides hard facts, which can be measured. However in the decision making section of the questionnaire I only scored 2 out of 6, which tells me that my decision making is a development need that should be worked on . Finally I am also receiving qualitative data because I am answering each question based on my own opinion of my mental toughness. This information is subjective and based on my feelings.

2a Describe one short term and one long term goal a performer may set when developing emotional factors. 4 marks

A short term goal a performer may set when developing emotional factors is to control their anger when playing their next game of footballl. The performer will aim not to shout at any of their team mates when they make a mistake. Also, they will aim to not get frustrated and start shouting at the referee when a decision goes against their team.

A long term goal a performer may set when developing emotional factors is to control their level of fear and anxiety before they play in an important match or performance. The performer will aim to try and not worry about the team or opponent they are about to face. They will not think about previous matches against this team or opponent where they were defeated. Also, the performer will not think about the consequences of making a mistake or embarrassing themselves.

2b Explain what a performer might consider when setting goals to develop emotional factors. 4 marks

When setting goals a performer should consider using the SMARTER approach. Firstly, a goal must be specific so that the identified weakness e.g. anger is the one that is being focussed on and will ultimately improve. The approaches that you use will be specific to improving anger e.g. positive self-talk. Also the goal you are setting must be measurable to that you can assess whether or not improvements are being made. If no improvements are occurring you will need to adapt or change your training. Goals should be realistic because then they have more chance of being achieved. A challenging but realistic goal will help you to stay motivated throughout your training. However, setting unrealistic goals will result in a lack of success and, ultimately the performer will give up. Finally, a goal should be agreed with a teacher or a coach so that you are fully supported by someone with experience and knowledge in your chosen activity, which gives you a better chance of improving.

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3a Explain why it is important to monitor progress when developing physical factors which impact on performance. 4 marks

Monitoring your performance is important in order to check progress and make changes to your programme as you go along. By monitoring performance it is easy to make comparisons. If improvements are not being made then the programme may need to be made more challenging or less difficult depending on the individual. Monitoring performance also acts as a motivator. If a performer is doing well it will drive them to continue to work hard and be successful. Even if they are not on track this will motivate them to work harder to reach their long term goal. Monitoring also allows the performer to look back at their training and see what approaches were successful. If the aims of the session were met and the performer felt improvements were being made then they should use it again at a later date. Finally, if you get injured during training you will know your fitness level before the injury occurred. This means once you have recovered you will be motivated to work hard to get back to the fitness level you were at before the injury.

3b Explain possible future development needs within physical factors which impact on performance. 4 Marks

When playing hockey a future development need for me is Cardio-Respiratory Endurance (CRE). Towards the end of the game I find myself getting tired, breathless and having low energy levels. This means I cannot stay close to the player I am marking and they can get away from me. Therefore, they can get into a space to receive a pass and have time on the ball, which gives them more attacking options. Also, it means my skill level drops and I start making mistakes. This means when I am passing the ball it won’t go to my team mate and will be intercepted, therefore giving possession away. When playing badminton a development need for me is improving my overhead clear. At the moment I cannot generate enough power in my clear to play the shuttle to the back of my opponent’s court. This means the shuttle is landing in the middle of my opponent’s court which allows them to play a smash and win the rally. Finally, another development need for me when playing badminton is to improve my agility. I can’t change direction quickly in a controlled and balanced way. This means when I am the back of the court and my opponent plays a drop shot to the front of the court I’m not agile enough to reach the shuttle in time and they win the point. Even if I do get my racket on the shuttle I have to lift it high which my opponent then smashes.

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4a Read the sports magazine excerpt below and answer the questions which follow.

“Participation in an activity is rarely carried out in complete isolation. This can be training, practicing or performing with, against, or in front of others. The presence of others can be positive or negative”.

Explain why the presence of others can positively and negatively impact performance, practice or training. In your answer you must refer to social factors and one other from mental, emotional or physical. 8 Marks

In terms of social factors roles and responsibilities could have a negative impact on performance or training. For example in hockey if the defenders were unaware of their role within the team then this could lead to confusion. If a defender is not holding their position then this gives more space and time for attackers to create scoring opportunities.

Communication could also have a negative impact on performance or training. If players don’t communicate with each other then nobody will know who or where to play the ball to as nobody is calling for it. This means the ball will be intercepted and the other team could create an attack.

Team dynamics could have a positive impact on performance or training. If there is a bond between players and everyone gets on well then they are more likely to stick together, particularly if the team is losing. Players will keep trying their best and encouraging each other so that they have a chance of getting back into the game. However, if team dynamics are poor then there is a chance some players in the team will stop trying. This means that other players in the team will have to cover for them and carry out some of their responsibilities. Therefore, these players will become tired and their skill level will drop e.g. miscontrolling the ball and losing possession to the other team.

In terms of mental factors concentration could have a negative impact on performance when you are playing in front of others. If there is a large crowd of people watching you in a volleyball game then you may lose focus when serving the ball. You might be distracted by the noise and end up serving the ball into the net, giving the opposition an easy point. However, during training sessions if you are training with better players then this will help you concentrate more. They will be completely focussed on the training session as they want to improve their skills and fitness. This means you will not be distracted by others and you can focus all your energy into improving your performance so that when it comes to games your skills will be more consistent and your fitness levels will be higher than the opposition.

Also, when playing in front of others you may have a high level of arousal before the game starts because you are worried about embarrassing yourself. This means you are not thinking clearly at the beginning of the game and your decision making is poor e.g. in badminton playing a smash from the back of the court instead of a clear, which results in the shuttle going into the net and an easy point for your opponent. On the other hand if you are not performing in front of a large group of people then your level of arousal might be too low. This means you won't be hyped up for the game and you will be too relaxed. Therefore, silly mistakes might creep into your game e.g. in hockey miscontrolling the ball when it is passed to you, which allows the other team to gain possession and start a counter attack.

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https://www.bing.com/images/search?q=team+huddle&view=detailv2&&id=D393F0691C545CCB45AABC87FA7BFB932516B9DA&selectedIndex=0&ccid=PpgxxM1F&simid=608024347740799911&thid=OIP.M3e9831c4cd45e5064940873e744f4027H0

4b. Analyse approaches which may be used to overcome the negative impact of the presence of others during performance, practice or training. In your answer you must refer to social factors and one other from mental, emotional or physical. 8 Marks

I used team building exercises to create positive relationships with my team mates. This allowed us to communicate more effectively so that we were more comfortable talking to one another during games. This approach also helped to identify players who had strong leadership skills. Therefore, the coach could select one of these players as the team captain so that they could offer support and encouragement to others when things weren't going well in the game.

We used cooperation drills to help people understand their roles and responsibilities in the team. Throughout the drill the coach or teacher explains what is expected in each position which increases the players understanding of each role and how they link together. This means that during games every player knows exactly what their job is and there is no confusion, therefore the team will function better in defense and attack. Also, cooperation drills can improve team dynamics because team mates will be more willing to give encouragement and feedback to each other due to the practice environment. This means players will increase in confidence and they will develop their weaknesses so that when it comes to games they will be willing to move outside their comfort zone to make a positive contribution.

Mental imagery can be used to overcome the negative impact of mental factors. Mental imagery will reduce negative thoughts and stress related reactions such as tensing up. This means during a game of hockey your passing, dribbling and shooting will be more fluent and have better timing, therefore you can keep possession for your team and create scoring chances. Also it, improves decision making by visualising situations that may occur during a performance and what you intend to do in those situations. This means during the game you will stay calm and controlled if these situations arise because you have planned what you are going to do.

Finally, deep breathing can also be used to overcome the negative impact of mental factors. During a game or performance it can be used to help performers regroup very quickly after an error. For example in volleyball if a player serves the ball into the net, they will use deep breathing to forgot the error and focus on the next point. It helps to control nerves before a performance, which means a performer will be at the optimum level of arousal. Because of this a performer will not get distracted and they will make the correct decisions e.g. in badminton playing a smash shot to win the point when your opponent hits a return to the middle of the court.

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The Mental Toughness Questionnaire

Reboundability True FalseI) I frequently worry about mistakes.2) I get really down on myself during performance when I mess up.3) It’s easy for me to let go of my mistakes.4) If I start out badly, it’s hard for me to turn my performance around.5) I get distracted by what the coach thinks whenever I screw up.6) I bounce back quickly from setbacks, bad breaks and mistakes.Handling Pressure True False7) I do my best when there’s more pressure on me.8) I get too nervous to really perform to my potential.

9) I do better in practice than I do when it really counts the most.I0) I tend to get easily psyched out or intimidated.II) I can keep myself calm and composed under pressure.I2) I don’t want the ball, I dread competing at “crunch time.” (big game/race).Concentration True FalseI3) The coach’s yelling knocks me off my game.I4) I tend to get easily distracted.I5) Certain opponents can get into my head and throw me off my game.

I6) Lousy playing conditions (weather, field conditions, temperature, etc.) negativelyaffect me.I7) I have no trouble focusing on what’s important and blocking everything else out.

I8) Ithink too much about what could go wrong right before and during performance.

Level of confidence True FalseI9) One or two failures do not shake my confidence.20) I tend to compare myself too much with teammates and opponents.

2I) I’d rather compete against a better opponent and lose than go up against a weakeropponent and win.22) I am a confident and self-assured athlete.23) I tend to be too negative.24) I have trouble dealing with negative self-talk (thoughts).Motivation True False25) I get more motivated after failures and setbacks.26) It’s easy for me to consistently train at a high level of intensity.27) I think about how today’s practice will help me get to my goals.28) I find myself just going through the motions a lot in practice.29) I have clear goals that are important for me to achieve.30)I am a highly motivated athlete.Level of Arousal True False31) I have some anxiety, worry or excess tension prior to or during competition.32) Pre-game jitters stay with me well into the competition and don’t go away.33) I often feel too excited or amped up to perform to my best in a competition.34) I sometimes feel distracted or confused when I perform under pressure.35) I sometimes too laid back in training and competition36) I sometimes miss vital signals in the gameDecision Making True False37) I can ignore irrelevant information during my performance38) I can focus on more than one piece of information at a time39) I frequently become overloaded which results in errors40) My decisions are sometimes delayed, resulting in a slower response41) I can adapt my play in response to different problems42) I tend to make the same mistakes throughout a game

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Section 1, questions 1-6 deal with “Reboundability” or your skill at mentally bouncing back from setbacks and mistakes. Mental toughness depends on your ability to quickly leave your mistakes and failures behind you. Hanging onto your mistakes will get you into big trouble, performance-wise. Athletes who dwell on their mistakes while the competition continues, end up making more.

Section 2, questions 7-12 deal with the ability to handle pressure. Without the ability to stay calm in the clutch, an athlete will always underachieve. Peak performance demands that you are relaxed once the performance begins. While a little nervousness is critical for getting “up” for a game/match/race and performing at your best, (“good nervousness”) too much nerves (“bad nervousness”) will tighten your muscles and send your performance down the tubes.

Section 3, questions 13-18 deal with your concentration ability. In every sport, your ability to focus on what’s important and block out everything else is one of the primary keys to performance excellence. Poor concentration is the major reason why athletes choke and get stuck in performance slumps. Getting psyched out or intimidated is a direct result of concentrating on the wrong things.

Section 4, questions 19-24 deal with your level of confidence and the factors that affect confidence. One characteristic of the mentally tough athlete is he/she possesses a confidence level that seems to be unshaken by setbacks and failures. Under the pressure of competition, low confidence will neutralize natural ability, hard work and talent. Similarly, high confidence will enhance an athlete’s training andGod-given talents, lifting their performance to the next level.

Section 5, questions 25-30 deal with motivation. Motivation is the fuel that will drive your training to a successful completion and the accomplishment of your goals. Without adequate motivation athletes get stuck having “permanent potential.” Without motivation you won’t put in the work necessary to become a winner. Your motivation allows you to pick yourself up after a setback and keep going.

Section 6, questions 31 – 36, deal with Level of Arousal. This is the ability to control your state of alertness in order to perform at your optimum level. An athlete who is under-aroused will be over relaxed and may miss vital signals in the game. In contrast, an athlete who is over-aroused will have an adrenaline surge which will result in them over-anticipating cues and making mistakes and panicking.

Section 7, questions 37 – 42, deal with decision making This is the ability to process information and respond to cues in the game, resulting in an appropriate motor response from a number of options. An athlete who can make decisions quickly and effectively will experience positive outcomes, however poor decisions can lead to loss of points, loss of concentration and frequent errors.

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MENTAL TOUGHNESS QUESTIONNAIRE

Question True FalseSection 1: Reboundability

1 0 12 0 13 1 04 0 15 0 16 1 0

Section 2: Handling Pressure7 1 08 0 19 0 110 0 111 1 012 0 1

Section 3: Concentration13 0 114 0 115 0 116 0 117 1 018 0 1

Section 4: Confidence19 1 020 0 121 1 022 1 023 0 124 0 1

Section 5: Motivation25 1 026 1 027 1 028 0 129 1 030 1 0Section 6: Level of Arousal31 0 132 0 133 0 134 0 135 0 136 0 1

Section 7: Decision Making37 1 038 1 039 0 140 0 141 1 042 0 1

Marking scheme

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Section Score

Reboundability

Handling Pressure

Concentration

Confidence

Motivation

Level of Arousal

Decision Making

OVERALL SCORE

A score of 36 - 42 indicates strength in overall mental toughness. Scores of 32 - 35 indicates average to moderate skill in mental toughness. Scores of 31 or below mean that you need to start putting more time into the mental training area.

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A score of 6 in any category

means this is a mental strength

for you

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=-qg-YXO-xpVw4M&tbnid=UxQgP_TLgVYHtM:&ved=0CAUQjRw&url=http://steveleurquinintentionalliving.com/2012/03/01/the-challenge-of-mental-fitness/&ei=GrZwU8-BG5Dy7AaUxICADg&bvm=bv.66330100,d.ZGU&psig=AFQjCNFk6cFWHqaCYZqOr7CUzljiVpE-WQ&ust=1399981973821302

Appendix 2 - The Decision Making Observation Schedule

An Observer will record you playing a match against an opponent of equal ability. Get them to record the back court shots you play in the game. Record where they were played from on the court. Code D= drop shot C = Clear and S = smash

1st Analysis

2nd Analysis

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Appendix 3

Training Approach: Training within the activity (Interval Training and Continuous Training Focus)

Exercise 1

Split step ladder drill with stick

Exercise 2

Dribble and Change

Direction

Exercise 3

T-Drill

Exercise 4

Indian Dribble

Exercise 5

Touch Left & Right

Exercise 6

Shoot & Run Round Marker

Exercise 7

Diagonal Sprint and Run

Backwards

Exercise 8

Reverse stick

Exercise 9

Pass and Run

WorkRestSets

Type of Training

Score

Heart Rate

Active recovery exercise

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http://www.topendsports.com/testing/tests/agility-cone-drill.htm



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