btec level 3 national sport teaching resource pack sample ... · powerpoint ppt17 ppt17 ppt17 ppt17...

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Sport psychology is becoming increasingly prevalent in modern sport. It is seen as something which could provide athletes with an extra edge to their performances that has not yet been fully utilised. Its acceptance in sport is now often referred to in professional domains with athletes and coaches attributing success and failure to factors such as concentration, motivation and just being ‘mentally ready’. Therefore, the aim of this unit is to develop learners’ knowledge, understanding and skills within sport psychology, examining specifically how it can be used to benefit the performance of individuals and teams in sport. This unit forms part of the BTEC Sport and Sport and Exercise Sciences sector suite.

On completion of this unit, learners should:LO1 know the effect of personality and motivation on sports performanceLO2 know the relationship between stress, anxiety, arousal and sports performanceLO3 know the role of group dynamics in team sportsLO4 be able to plan a psychological skills training programme to enhance sports performance.

Unit contentsThe scheme of work for this unit (page 2) links to the following resources to help you deliver Unit 17.

L01 L02 L03 LO4

Lesson plan LP17

Activity sheet AS1, AS5 AS2, AS5 AS3 AS4

Stretch and support E1 E2, E3 E4 E5

PowerPoint PPT17 PPT17 PPT17 PPT17

Video V17 V17 V17 V17

All of these resources can be found on the accompanying At Work CD-ROM, as well as an editable version of the scheme of work, answers to the activity sheet questions and questions in the student book.

Links to other unitsThis unit can be used to benefit learning in other units. Where learners are investigating different leadership styles and group dynamics in sport, this unit can be used to benefit learning in sports coaching and sports leadership. When learning about motivation, learners can use this knowledge and understanding to benefit learning in instructing physical activity and exercise, exercise for specific groups and exercise health and lifestyle.

BTEC Level 3 National Sport

Unit 17 Psychology for sport performance

Unit overview Credits: 10 Sub Dip/Dip/Ext Dip

Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport

Unit 17 Psychology for sports performance BTEC Level 3 National Sport


Sche

me

of w

ork

BTE

C N

atio

nal S

po

rtU

nit

17 P

sych

olo

gy

for

spo

rt p

erfo

rman

ceB

road

aim

: To

dev

elo

p le

arne

rs’ u

nder

stan

din

g o

f the

psy

cho

log

ical

asp

ects

of s

po

rt a

nd

to h

elp

the

m le

arn

tech

niq

ues

to im

pro

ve s

po

rt p

erfo

rman

ce

Tuto

r(s)

:

Aca

dem

ic y

ear:

Num

ber

of w

eeks

: 36

wee

ks

Dur

atio

n o

f ses

sio

n: 9

0 m

inut

es (f

our

ses

sio

ns o

f 120

min

utes

)

Gui

ded

lear

ning

ho

urs:

60

Cre

dits

: 10

SB =

Stu

den

t B

oo

k

E =

Ext

ensi

on

for

Stre

tch

and

Sup

po

rt

Vid

eo =

V

R =

Res

earc

h

AS

= A

ctiv

ity

Shee

t

PP

T =

Po

wer

Po

int

NS

= N

on-s

uper

vise

d in

div

idua

l stu

dy

time

Wee

kO

utco

me/

top

icC

ont

ent

Stud

ent

acti

vity

Res

our

ces

Ass

essm

ent

and

PLT

SSt

retc

h an

d s

upp

ort

1In

tro

duc

tion

Ro

les

of a

sp

ort

psy

cho

log

ist

and

the

role

of p

sych

olo

gy

in

mo

der

n d

ay s

po

rt

Gro

up d

iscu

ssio

n re

gar

din

g t

heir

op

inio

ns o

n th

e ro

le o

f psy

cho

log

y in

sp

ort

R –

lear

ners

rese

arch

defi

nitio

ns o

f ke

y te

rms

in p

sych

olo

gy

of s

po

rt a

nd

ind

ivid

ually

co

mp

ile a

glo

ssar

y o

f te

rms

Key

ter

ms

in p

sych

olo

gy

of s

po

rt:

Mo

tivat

ion

(and

typ

es):

achi

evem

ent,

ext

rinsi

c, in

trin

sic;

an

xiet

y (a

nd t

ypes

): so

mat

ic, s

tate

, tr

ait;

aro

usal

; att

ribut

ion;

cho

king

; co

-act

ive

gro

ups;

co

gni

tive

anxi

ety;

co

hesi

on

(and

typ

es):

soci

al, t

ask;

co

nfid

ence

; dis

tres

s; e

ustr

ess;

ex

tro

vert

; int

rove

rt; l

ead

ersh

ip;

per

sona

lity;

psy

cho

log

ical

ski

lls

trai

ning

; str

ess;

tra

it

Acc

ess

to b

oo

ks a

nd t

he In

tern

et

SB

Ass

essm

ent

P1, P

2

M1

D1

PLT

S: IE

Mo

re a

ble

lear

n-er

s co

uld

rese

arch

d

iffer

ent

defi

nitio

ns

bef

ore

sel

ectin

g

thei

r fin

al c

hoic

e




Unit 17 Psychology for sports performance

Sche

me

of w

ork

BTE

C N

atio

nal S

po

rtU

nit

17 P

sych

olo

gy

for

spo

rt p

erfo

rman

ceB

road

aim

: To

dev

elo

p le

arne

rs’ u

nder

stan

din

g o

f the

psy

cho

log

ical

asp

ects

of s

po

rt a

nd

to h

elp

the

m le

arn

tech

niq

ues

to im

pro

ve s

po

rt p

erfo

rman

ce

Tuto

r(s)

:

Aca

dem

ic y

ear:

Num

ber

of w

eeks

: 36

wee

ks

Dur

atio

n o

f ses

sio

n: 9

0 m

inut

es (f

our

ses

sio

ns o

f 120

min

utes

)

Gui

ded

lear

ning

ho

urs:

60

Cre

dits

: 10

SB =

Stu

den

t B

oo

k

E =

Ext

ensi

on

for

Stre

tch

and

Sup

po

rt

Vid

eo =

V

R =

Res

earc

h

AS

= A

ctiv

ity

Shee

t

PP

T =

Po

wer

Po

int

NS

= N

on-s

uper

vise

d in

div

idua

l stu

dy

time

Wee

kO

utco

me/

top

icC

ont

ent

Stud

ent

acti

vity

Res

our

ces

Ass

essm

ent

and

PLT

SSt

retc

h an

d s

upp

ort

1In

tro

duc

tion

Ro

les

of a

sp

ort

psy

cho

log

ist

and

the

role

of p

sych

olo

gy

in

mo

der

n d

ay s

po

rt

Gro

up d

iscu

ssio

n re

gar

din

g t

heir

op

inio

ns o

n th

e ro

le o

f psy

cho

log

y in

sp

ort

R –

lear

ners

rese

arch

defi

nitio

ns o

f ke

y te

rms

in p

sych

olo

gy

of s

po

rt a

nd

ind

ivid

ually

co

mp

ile a

glo

ssar

y o

f te

rms

Key

ter

ms

in p

sych

olo

gy

of s

po

rt:

Mo

tivat

ion

(and

typ

es):

achi

evem

ent,

ext

rinsi

c, in

trin

sic;

an

xiet

y (a

nd t

ypes

): so

mat

ic, s

tate

, tr

ait;

aro

usal

; att

ribut

ion;

cho

king

; co

-act

ive

gro

ups;

co

gni

tive

anxi

ety;

co

hesi

on

(and

typ

es):

soci

al, t

ask;

co

nfid

ence

; dis

tres

s; e

ustr

ess;

ex

tro

vert

; int

rove

rt; l

ead

ersh

ip;

per

sona

lity;

psy

cho

log

ical

ski

lls

trai

ning

; str

ess;

tra

it

Acc

ess

to b

oo

ks a

nd t

he In

tern

et

SB

Ass

essm

ent

P1, P

2

M1

D1

PLT

S: IE

Mo

re a

ble

lear

n-er

s co

uld

rese

arch

d

iffer

ent

defi

nitio

ns

bef

ore

sel

ectin

g

thei

r fin

al c

hoic

e

Wee

kO

utco

me/

top

icC

ont

ent

Stud

ent

acti

vity

Res

our

ces

Ass

essm

ent

and

PLT

SSt

retc

h an

d s

upp

ort

2LO

1: k

now

th

e ef

fect

of

per

sona

lity

and

mo

tivat

ion

on

spo

rts

per

form

ance

Laun

ch o

f new

ass

essm

ent:

A

sses

smen

t 1

Defi

nitio

n an

d t

heo

ries

of

per

sona

lity:

Trai

t

Situ

atio

nal

Soci

al le

arni

ng t

heo

ry

Inte

ract

iona

l

Gro

up d

iscu

ssio

n re

gar

din

g s

tren

gth

s an

d li

mita

tions

of e

ach

theo

ry o

f p

erso

nalit

y

NS

and

R –

30

min

utes

on

top

o

f 90

min

ute

sess

ion

ind

ivid

ually

re

sear

chin

g d

iffer

ent

theo

ries

of

per

sona

lity

Acc

ess

to b

oo

ks a

nd t

he In

tern

et

SB

Ass

essm

ent

P1, P

2

M1

D1

PLT

S: IE

Lear

ners

rese

arch

d

iffer

ent

theo

ries

of

per

sona

lity

in d

epth

an

d t

ry t

o a

pp

ly

them

to

a r

ang

e o

f sp

ort

s an

d a

thle

tes

3LO

1A

sses

smen

t 1

Pers

ona

lity

char

acte

ristic

s o

f in

div

idua

ls

Gro

up d

iscu

ssio

n re

latin

g t

o t

he

ob

serv

able

per

sona

lity

char

acte

ristic

s o

f ath

lete

s

Dis

cuss

the

per

sona

lity

trai

ts o

f eac

h o

f the

follo

win

g a

thle

tes

and

the

n d

ecid

e w

heth

er t

hey

are

suite

d t

o

thei

r sp

ort

exp

lain

ing

yo

ur a

nsw

er:

Usa

in B

olt,

Leb

ron

Jam

es, K

evin

Pie

t-er

sen,

Jo

hn T

erry

Acc

ess

to t

he In

tern

et t

o lo

ok

up

athe

lete

s

SB

Ass

essm

ent

P1, P

2

M1

D1

PLT

S: R

L

Lear

ners

dis

cuss

ke

y el

emen

ts o

f an

athl

ete’

s p

erso

nalit

y an

d w

hy t

hese

el

emen

ts a

re m

ore

in

fluen

tial o

n sp

ort

p

erfo

rman

ce t

han

oth

er a

spec

ts o

f p

erso

nalit

y

4LO

1A

sses

smen

t 1

Ass

essi

ng p

erso

nalit

y ch

arac

teris

tics

of i

ndiv

idua

ls

Lear

ners

car

ry o

ut ro

le-p

lay

activ

ity t

o

asse

ss p

erso

nalit

y ch

arac

teris

tics

of

the

clas

s

In p

airs

lear

ners

co

mp

lete

AS1

C

ond

uctin

g p

erso

nalit

y as

sess

men

ts

on

ind

ivid

uals

AS1

Co

nduc

ting

per

sona

lity

asse

ssm

ents

on

ind

ivid

uals

SB

Ass

essm

ent

P1, P

2

M1

D1

PLT

S: S

M

Lear

ners

dis

cuss

key

el

emen

ts o

f the

ir p

artn

er’s

per

sona

lity

and

why

the

se

elem

ents

are

mo

re

influ

entia

l on

spo

rt

per

form

ance

tha

n o

ther

asp

ects

of

per

sona

lity

No

te: T

his

sche

me

of w

ork

is in

com

ple

te –

onl

y m

arke

ting

pur

po

ses.

The

timin

gs

in t

his

sche

me

of w

ork

refle

ct t

he t

ime

the

lear

ner

is e

ngag

ed in

lear

ning

for

the

unit

with

the

tut

or

(Gui

ded

Lea

rnin

g H

our

s, G

LH) o

nly.

Gui

ded

Lea

rnin

g H

our

s (G

LH):

all t

he t

imes

whe

n a

tuto

r, tr

aine

r o

r fa

cilit

ato

r is

pre

sent

to

giv

e g

uid

ance

. Thi

s in

clud

es le

sso

ns, l

ectu

res,

tut

oria

ls a

nd s

uper

vise

d s

tud

y in

, fo

r ex

amp

le, l

earn

ing

reso

urce

cen

tres

and

wo

rksh

op

s. It

als

o in

clud

es t

ime

spen

t b

y st

aff a

sses

sing

lear

ner’s

ach

ieve

men

ts.


Unit 17 Psychology for sports performance BTEC Level 3 National Sport


Less

on p

lan

– W

eek

2A

ims

Lear

ners

to

kno

w t

he e

ffect

s o

f per

sona

lity

on

spo

rts

per

form

ance

w

SB =

Stu

den

t B

oo

k

AS

= A

ctiv

ity

Shee

t

E =

Ext

ensi

on

for

Stre

tch

and

Sup

po

rt

This

is a

120

min

ute

sess

ion.

Lear

ning

out

com

es

• A

ll st

uden

ts w

ill d

efine

per

sona

lity

and

ho

w it

affe

cts

spo

rts

per

form

ance

• M

ost

stu

den

ts w

ill e

xpla

in t

he e

ffect

s o

f per

sona

lity

on

spo

rts

per

form

ance

• So

me

stud

ents

will

eva

luat

e th

e ef

fect

s o

f per

sona

lity

on

spo

rts

per

form

ance

Tim

ing

/ C

ont

ent

Ob

ject

ives

Teac

her

acti

vity

Lear

ner

acti

vity

Res

our

ces

Ind

ivid

ualis

ed a

ctiv

ity/

diff

eren

tiat

ion

PLT

SFu

ncti

ona

l Sk

ills

30 m

inut

es

Defi

nitio

n an

d t

heo

ries

of

per

sona

lity

Und

erst

and

the

Tra

it th

eory

of p

erso

nalit

y

Tuto

r le

ads

gro

up

dis

cuss

ion

reg

ard

ing

st

reng

ths

and

lim

itatio

ns

of t

he T

rait

theo

ry o

f p

erso

nalit

y

Gro

up d

iscu

ssio

n an

d re

sear

ch

reg

ard

ing

str

eng

ths

and

lim

itatio

ns o

f th

e Tr

ait

theo

ry o

f p

erso

nalit

y

Acc

ess

to b

oo

ks a

nd

the

Inte

rnet

SB

Lear

ners

to

rese

arch

an

d e

valu

ate

the

stre

ngth

s an

d

wea

knes

ses

of t

he

theo

ry

Ass

essm

ent

P1, P

2

M1

D1

PLT

S: IE

Eng

lish

– re

adin

g

Res

earc

hing

d

efini

tions

and

th

eorie

s o

f p

erso

nalit

y

30 m

inut

es

Defi

nitio

n an

d t

heo

ries

of

per

sona

lity

Und

erst

and

the

Si

tuat

iona

l the

ory

of

per

sona

lity

Tuto

r le

ads

gro

up

dis

cuss

ion

reg

ard

ing

st

reng

ths

and

lim

itatio

ns

of t

he S

ituat

iona

l the

ory

o

f per

sona

lity

Gro

up d

iscu

ssio

n an

d re

sear

ch

reg

ard

ing

str

eng

ths

and

lim

itatio

ns

of t

he S

ituat

iona

l th

eory

of

per

sona

lity

Acc

ess

to b

oo

ks a

nd

the

Inte

rnet

SB

Lear

ners

to

rese

arch

an

d e

valu

ate

the

stre

ngth

s an

d

wea

knes

ses

of t

he

theo

ry

Ass

essm

ent

P1, P

2

M1

D1

PLT

S: IE

Eng

lish

– re

adin

g

Res

earc

hing

d

efini

tions

and

th

eorie

s o

f p

erso

nalit

y

Sample material from: www.pearsonfe.co.uk/btecsport. Sample material is draft only and subject to final approval.




Tim

ing

/ C

ont

ent

Ob

ject

ives

Teac

her

acti

vity

Lear

ner

acti

vity

Res

our

ces

Ind

ivid

ualis

ed a

ctiv

ity/

diff

eren

tiat

ion

PLT

SFu

ncti

ona

l Sk

ills

30 m

inut

es

Defi

nitio

n an

d t

heo

ries

of

per

sona

lity

Und

erst

and

the

So

cial

le

arni

ng t

heo

ry o

f p

erso

nalit

y

Tuto

r le

ads

gro

up

dis

cuss

ion

reg

ard

ing

st

reng

ths

and

lim

itatio

ns

of t

he S

oci

al le

arni

ng

theo

ry o

f per

sona

lity

Gro

up d

iscu

ssio

n an

d re

sear

ch

reg

ard

ing

str

eng

ths

and

lim

itatio

ns

of t

he S

oci

al

lear

ning

the

ory

of

per

sona

lity

Acc

ess

to b

oo

ks a

nd

the

Inte

rnet

SB

Lear

ners

to

rese

arch

an

d e

valu

ate

the

stre

ngth

s an

d

wea

knes

ses

of t

he

theo

ry

Ass

essm

ent

P1, P

2

M1

D1

PLT

S: IE

Eng

lish

– re

adin

g

Res

earc

hing

d

efini

tions

and

th

eorie

s o

f p

erso

nalit

y

30 m

inut

es

Defi

nitio

n an

d t

heo

ries

of

per

sona

lity

Und

erst

and

the

In

tera

ctio

nal t

heo

ry o

f p

erso

nalit

y

Tuto

r le

ads

gro

up

dis

cuss

ion

reg

ard

ing

st

reng

ths

and

lim

itatio

ns

of t

he In

tera

ctio

nal t

heo

ry

of p

erso

nalit

y

Gro

up d

iscu

ssio

n an

d re

sear

ch

reg

ard

ing

str

eng

ths

and

lim

itatio

ns o

f th

e In

tera

ctio

nal

theo

ry o

f p

erso

nalit

y

Acc

ess

to b

oo

ks a

nd

the

Inte

rnet

SB

Lear

ners

to

rese

arch

an

d e

valu

ate

the

stre

ngth

s an

d

wea

knes

ses

of t

he

theo

ry

Ass

essm

ent

P1, P

2

M1

D1

PLT

S: IE

Eng

lish

– re

adin

g

Res

earc

hing

d

efini

tions

and

th

eorie

s o

f p

erso

nalit

y

30 m

inut

es

NS

Defi

nitio

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Sample material from: www.pearsonfe.co.uk/btecsport. Sample material is draft only and subject to final approval.




AS1 Conducting personality assessments with individualsWork in pairs. In the space below, write down the sport that your partner currently plays as their main sport. If they do not currently play a sport, write down a sport that they used to play or the sport that they are most interested in.

You are going to carry out a personality assessment on your partner (your ‘client’). Give your partner the following instructions before they start the assessment: ‘You need to answer the following questions yes or no. You should answer them quickly and you should answer them based on how you usually behave, feel or act. You need to answer all of the questions.’

Personality assessment

1 Do you seek excitement regularly? Yes/No

2 Do you need people around you to cheer you up? Yes/No

3 Do you find that you just go ahead and do things rather than thinking them over before you do them?

Yes/No

4 If you say you will do something, do you always do it? Yes/No

5 Do you find that your moods swing? Yes/No

6 Are you willing to do almost anything for a dare? Yes/No

7 Do you get shy when you want to talk to an attractive stranger? Yes/No

8 Do you occasionally lose your temper? Yes/No

9 Would you rather read something instead of meeting somebody new? Yes/No

10 Can your feelings be easily hurt? Yes/No

11 Do you sometimes think things you don’t want anybody to know about? Yes/No

12 Do you prefer have a few close friends to many distant friends? Yes/No

13 Do you find yourself daydreaming a lot? Yes/No

14 Do you only have good habits? Yes/No

15 Can you enjoy yourself at a lively party? Yes/No

16 Are you tense? Yes/No

17 Are you mainly quiet around other people? Yes/No

18 Do you gossip? Yes/No

19 Do thoughts and ideas running through your head keep you awake at night? Yes/No

20 Do you like having to pay close attention to work or tasks? Yes/No

21 Do you shake a lot? Yes/No

22 Would you always declare everything at customs and excise on your way back from holiday, even if you know that you wouldn’t get caught?

Yes/No

23 Do you like doing things where you have to act quickly? Yes/No

24 Do you find yourself worrying about bad things that could happen to you? Yes/No





25 Have you ever turned up for an appointment late? Yes/No

26 Would you talk to a stranger because you like talking to people so much? Yes/No

27 Do you have aches and pains that bother you? Yes/No

28 Are there some people that you are acquainted with that you don’t like? Yes/No

29 Are you self – confident? Yes/No

30 When people are inspecting work you have done, does it hurt when they fins things wrong with it?

Yes/No

31 Can you be the life of a party? Yes/No

32 Do you talk about things you know nothing about sometimes? Yes/No

33 Do you find yourself worrying about your health? Yes/No

ScoringFor each answer your client gave that corresponds to the ones below, give them one mark. Give them two separate scores out of 12, one for their E score and one for their N score. The E score describes to what extent your client is introverted or extroverted, with a score closer to 1 meaning that they are more introverted and a score closer to 12 meaning that they are more extroverted. The N score describes how stable or unstable (neurotic) your client is. This relates to their thoughts and emotions, with a score closer to 1 meaning that they are more stable and a score closer to 12 meaning that they are more unstable.

E Score N Score

Question number

Response Marks Question number

Response Marks

1 Yes 2 Yes

3 No 5 Yes

6 Yes 7 Yes

9 No 10 Yes

12 No 13 Yes

15 Yes 16 Yes

17 No 19 Yes

20 No 21 Yes

23 Yes 24 Yes

26 Yes 27 Yes

29 Yes 30 Yes

31 Yes 33 Yes

E Score = N Score =





You now need to chart your client’s score to get an indication of their personality type and characteristics. To do this you will need graph paper, a ruler and a pencil. Use the example below to help you.

Based on the personality assessment that you just conducted with your client, answer the following questions:

1. What personality characteristics does your client show?

2. Based on the personality characteristics your client displayed, do you think that your client is suited to the sport they play? Justify your answer.

Type A/Type B personalities

Statement Score Statement

I don’t mind leaving things uncompleted temporarily

1 2 3 4 5 6 7 I must get things completed as soon as I have started them

I don’t hurry to get to appointments

1 2 3 4 5 6 7 I’m never late for appointments

I’m not competitive 1 2 3 4 5 6 7 I’m very competitive

I let others finish speaking before I start to speak

1 2 3 4 5 6 7 I interrupt others in conversation

I don’t hurry, not even when I’m under pressure

1 2 3 4 5 6 7 I’m always in a hurry

I can wait calmly for things 1 2 3 4 5 6 7 I don’t like waiting because I get uneasy

I’m laid back and easy going 1 2 3 4 5 6 7 I’m always going at full speed

I do one thing at a time 1 2 3 4 5 6 7 I try to do more than one thing at a time

Introverted

Extroverted

Stable Unstable

0

0 1 2 3 4 5 6 7 8 9 10 11 12 N Score

E Score

12

Example: E Score = 3N Score = 7

34567

89101112

carefreelivelyeasygoing

responsivetalkative

outgoingsociable

touchyrestless

aggressiveexcitable

changeableimpulsive

optimisticactive

passivecareful

thoughtfulpeaceful

controlledreliable

even-temperedcalm

quiteunsociable

reservedpessimistic

soberrigid

anxiousmoody





I’m very deliberate in my speech 1 2 3 4 5 6 7 I’m speak quickly and use a lot of hand gestures

I want to be satisfied with myself, I don’t need recognition from others

1 2 3 4 5 6 7 I want recognition from others when I have done a good job

I do things slowly 1 2 3 4 5 6 7 I do things quickly

I’m relaxed 1 2 3 4 5 6 7 I’m restless

I can talk openly about my feelings

1 2 3 4 5 6 7 I tend to keep my feelings to myself

I’m interested in a lot of things 1 2 3 4 5 6 7 I only have a few interests

I’m content and happy in life 1 2 3 4 5 6 7 I’m always pushing myself further

I never set myself targets and deadlines

1 2 3 4 5 6 7 I set myself lots of targets and deadlines

I feel little responsibility 1 2 3 4 5 6 7 I always feel responsible

I judge things more on quality than quantity

1 2 3 4 5 6 7 I judge things more on quantity than quality

I’m very casual about my work 1 2 3 4 5 6 7 I take my work very seriously

I’m not very precise 1 2 3 4 5 6 7 I’m very precise and pay attention to detail

My total score is:

If your client scored 0–29, they are a Type B personality who is normally relaxed and copes well with •stressful situations.

If they scored 30–59, they are a Type B personality who is generally relaxed and copes adequately •with stress.

If they scored 60–79, they are a mixed personality who needs to be careful when displaying Type A traits.•

If they scored 80–109, they are a Type A personality who is generally less relaxed and more prone to •stress-related issues and illnesses.

If they scored 110–140, they are a Type A personality who is very restless. They are in a high risk group for •stress-related illnesses and could be more prone to stress-related heart problems.





AS2 Stress process analysisBelow is an example of the stress process. Working in groups, produce a diagram of positive and negative pathways that can result from a sport-specific event, such as the demand of a free throw in Basketball placed on a player.

Demande.g. free throw in Basketball with the scores level and 10 seconds left

Perceptionof demand by athlete

Positive

or

Negative

Increasedarousal levels

Eustress

or

Distress

Outcome

Increasedperformance

Reducedperformance





Stretch and supportTo support each of the following activities tutors could direct learners towards particular textbooks, journals or

websites. Tutors should provide support when learners are developing arguments and allow for group work so that

learners can develop ideas with peers.

E1: Personality and sports performanceMore able learners could be advised to use different theories of personality to explain the relationship between personality and sports performance. Those learners who require further stretching could be advised to look at the strengths and limitations of each of the different theories of personality, as well as looking at the degree of empirical support for the different theories, so that they can evaluate the relationship between personality and sports performance.

E2: Motivation and sports performanceMore able learners could be advised to use different theories of motivation to explain the relationship between motivation and sports performance. Those learners who require further stretching could be advised to look at the strengths and limitations of each of the different theories of motivation, as well as looking at support for the different theories, so that they can evaluate the relationship between motivation and sports performance. Learners could also examine how extrinsic motivation can influence intrinsic motivation, both positively and negatively.

E3: Arousal and sports performanceAfter describing the three theories of arousal and the effects on sports performance, learners could then provide sports-based examples of each of the different theories. To further stretch learners, they could be requested to form an argument relating to which of the different theories best explains the relationship between arousal and performance, and to justify their answer. Tutors could support learners through this activity by structuring it as group work based around discussion topics so that learners can verbalise opinions about different theories before trying to write them down.

E4: Group dynamics and performance in team sportsAfter they have identified the four factors which influence group dynamics and performance in team sports, learners could be directed towards providing sport-based examples of how each of the different factors could influence group dynamics and sports performance. To support this process, tutors could use video clips of different sporting situations so that learners can apply their theoretical learning to a practical context. Learners could be directed towards examining each of the different factors and trying to form arguments about which factor is the most important, and providing support for their arguments. Learners could base their arguments around the same video clip so that there is a continuation of knowledge development in a familiar context.

E5: Psychological skills training (PST) programmeAfter producing their outline plan of the PST programme, learners could provide an in depth explanation the techniques that they plan to use with their athlete e.g. an imagery routine including the frequency and mode of delivery. Learners that require stretching further still could start to look at why they are going to use the particular techniques with their chosen athlete. This should take the form of looking at the needs of the athletes and looking at the purpose and functions of different techniques and then forming a link between the two. To support learners with this process, the tutor may need to direct learners to particular textbooks and websites as well as helping learners to develop arguments about different topics.


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