Physical Education

National 5

Course Notes.

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The document is a National 4/National 5 comprehensive booklet, covering: Course notes for Mandatory KU for FIP, Plan and Evaluation, Portfolio Class tasks for pupils, Homework exercises, Evidence for FIP, Help/guide for portfolio. Help guide for Plan / Evaluation

If you have anything that could be added to future additions of this document please forward to Russell Imrie - rimrie@lenzieacademy.e-dunbarton.sch.uk You will be acknowledged for your contribution.

CONTENTS PAGE

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Thanks to

Russell Imrie Lenzie Academy @mrimrie Nicola McShannon Penicuik High School @NMcShannonPEKelly McShannon Broxburn Academy @kmcshannonPEEuan Lawson Cults Academy @LawsonPE Andrew Wilson Newbattle High School @Mr_AJ_WilsonPETommy Lennox Loudoun Academy @loudounpe Barry Petrie Banchory Academy @bazpetrieDarren Leslie Ross High @dnleslieJohn Millar Denny High School @satpe1Ian Sellwood Preston Lodge High School @ian_sellwood Muir Morton Fortrose Academy @muirmorton7

COURSE INFORMATION PAGE P 4

MANDATORY KNOWLEDGE P 5

TABLE OF FACTORS IMPACTING ON PERFORMANCE P 6

TABLE OF GATHERING DATA P 7

TABLE OF APPROACHES TO DEVELOP PERFORMANCE P 8

PERFORMANCE P 9

FACTORS IMPACTING ON PERFORMANCE

PHYSICAL - FITNESS P 13

PHYSICAL - SKILLS P 16

PHYSICAL - TACTICS P 19

MENTAL FACTORS P 23

SOCIAL FACTORS P 26

EMOTIONAL FACTORS P 27

GATHERING DATA ON PERFORMANCE P 31

DEVELOPING PERSONAL PERFORMANCE P 33

MONITORING AND EVALUATING PROGRESS P 49

CLASS/HOMEWORK TASKS P 52

KNOWLEDGE CHECKLIST P 53

Plan and Evaluation – Bookends P 54

Command Words P59

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Course Content/Information Page

The National 5 Course is broken down into 2 internal units

Performance Skills Unit (must pass in 2 activities) Factors Impacting on Performance Unit

Course Assessment consists of:

A single performance: Planning for this event, the performance and an Evaluation (10 + 40 + 10 = 60 marks) A portfolio (40 marks)

Performance Skills Unit

1.1 Selecting and applying straightforward movement and performance skills, with some complex actions, displaying consistency in control and fluency

1.2 Demonstrating body and spatial awareness with clear patterns and rhythms

1.3 Working co-operatively with others

1.4 Using and applying straightforward techniques and composition or tactics safely and effectively

1.5 Making appropriate decisions and straightforward adaptations in response to a range of variables

1.6 Demonstrating consistency of movement and performance skills in a range of performance contexts.

Factors Impacting Performance Unit

Outcome 1

1.1 Explaining in detail two methods used to identify factors impacting on performance

1.2 Explaining in detail the impact of one positive and one negative factor on performance

1.3 Explaining two approaches to develop performance

Outcome 2

2.1 Describing strengths and areas for development in a performance

2.2 Preparing and implementing a personal development plan containing clearly identified development targets

2.3 Selecting and applying two approaches to impact positively on a performance

2.4 Monitoring and recording performance development sessions

Outcome 3

3.1 Seeking feedback from others

3.2 Evaluating the effectiveness of the personal development plan in supporting performance development

3.3 Evaluating progress based on all information gathered

3.4 Identifying and explaining future development

Mandatory Skills, Knowledge and Understanding

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Completed RevisedPERFORMANCE (one off)

Planning and preparation

Describe personal challenges for the single performance event

Explain their impact on the single performance event

Pre-planning and preparation to meet these personal challenges

Warming up

Demonstrating Practical Performance

A repertoire of skills – including complex skills

Control and fluency - showing spatial awareness

Effective decision-making

Conforming to rules, regulations and etiquette

Controlling emotions

Working co-operatively with others

Evaluation of performance

Evaluating the single performance event with reference to the plan

Review overall performance in the single performance event

KNOWLEDGE AND UNDERSTANDING FOR FIP + PORTFOLIO

Impact of mental, emotional, social and physical factors on performance

Process of carrying out methods to collect information

Reliability, validity, practicality, appropriateness of methods, organisational issues, recognised tests.

Evaluating information

Developing performance: Approaches Planning Evaluation Decision making Adapting/modifying

Implementing performance development

Monitoring: Reasons for evaluating development The importance of feedback Recording methods

Evaluating the effectiveness of the plan

Reviewing Performance

List of Factors (sub factors) Impacting on Performance5

PHYSICAL SOCIAL

FITNESS SKILLS TACTICS Cooperating / competing

Contributing to a team/group

Working in isolation

Relationships

Role/responsibility for performance

Team dynamic

Etiquette

Respect for self and others

Inclusion

Fair play

Ethics

Codes of conduct

Conduct of self, players, crowd and officials

Social responsibility

Role models

Citizenship

Extrinsic / Intrinsic Motivation

Environmental Issues

CRE

Muscular Endurance

Speed EnduranceFlexibility

Strength

Speed

Power

Agility

Balance

Core Stability

Reaction Time

Coordination

Timing

Rhythm

Consistency

Imagination

Flair

Creativity

Fluency

Disguise

Accuracy

Control

Touch

Adjustment

Personal S+W

Team S+W

Role demands

Oppositions

Previous history

Environmental conditions

Width

Depth

Delay

Penetration

Support

Communication

Creativity

Tempo

MENTAL EMOTIONAL

Level of Arousal (under/over)

Anxiety

Concentration/Focus

Motivation

Decision Making

Problem Solving

Attention Span

Mental Toughness

Processing Information

Anticipation

Happiness / Sadness(Affecting confidence, self belief, own ability,

resilience)

Anger(Affecting decision making, self-control,

controlling or channelling aggression, hostility, frustration)

Fear(Affecting decision making, confidence, realising

potential, panic, confusion, stress, anxiety, nervousness)

Trust(Affecting self respect, mutual respect, personal responsibility, team responsibility, adaptability)

Surprise(Affecting decision making, confidence, resilience,

determination)

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Methods of Collecting Data

PHYSICAL SOCIAL

FITNESS SKILLS TACTICSQuestionnaire

Self-Appraisal

Team/ Group feedback

Coach feedback

Environmental Checklist

Standardised fitness test

Time related observation schedules

Digital Analysis

HR monitor

Static and Dynamic Testing

General Observation schedules

Focussed Observation Schedules

Scatter Diagram

Digital analysis

Coach Feedback

Skills Testing

Field Tests

Match Analysis

Digital Analysis

Coach Feedback

Knowledge of Results

MENTAL EMOTIONAL

SCAT (Sport Competition Anxiety Test)

Self Reflective Indicator

Questionnaires (e.g Mental Toughness Questionnaire)

Self Reflective Observation Schedule

Profiling Sheet

Personality Inventory

Psychometric Testing

Profile of Moods Status (POMS)

Bio Feedback

Disciplinary Record

Questionnaire

Self Reflective Indicator

Coach feedback

Emotional Intelligence Quotient

Profile of Moods Status (POMS)Bio Feedback

Approaches to Developing Performance

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PHYSICAL SOCIAL

FITNESS SKILLS TACTICS Building team dynamics

Partner/group work

Retrospective team analysis

Use of role models

Investigate access to neighbouring facilities

Defining roles

Peer groupings

National / Local intervention programmes

Community Initiatives

National / Local events

Role models

Plan to introduce a new activity

Rebranding activities

Self Esteem building activities

Positive reinforcement techniques

Active listening

Restorative practices

Conditioning drills

Fartlek

Interval

Continuous

Circuits

Plyometrics

Weight Training

Flexibility training

Shadowing

Repetition drills

Pressure drills

Conditioned games

Combination drills

Opposed and unopposed Practices

Feeder Practice

Gradual Build up

Isolation drills

Massed and distributed practices (group)

Opposed and Unopposed practices

Modification or adapting

strategies, formations.

Pace of practices

Walk/run through

rehearsals

Passive/Active defenders

Technical sessions

MENTAL EMOTIONAL

Visualisation

Relaxation techniques- deep breathing

Imagery

Mental Rehearsal

Positive self talk

Cognitive and somatic techniques

Team talksRewards (intrinsic and extrinsic)

Self talk (3Rs – Recognise, Regroup, refocus)Creative Input

ImageryVisualisation

Mental RehearsalConflict Management Techniques

Assertive TrainingTrust Games

Cognitive and Somatic techniques(management of stress, emotions and disappointment)

Restorative practices

PREPARING FOR ACTIVITY8

To effectively prepare the body for an activity, you should always complete a warm up, this consists of 3 key stages.

STAGE ONE: PULSE RAISER

This is aerobic activity such as jogging. This usually lasts around 5 minutes and is important because:

It raises the body temperature & heart rate which helps to warm the muscles. Muscles react and contract faster when they are warm.It increases the blood supply to the working muscles (more oxygen getting to the working muscles)

STAGE TWO: STRETCHING

Especially the muscles used in the activity that you are about to participate in. Stretching can be either static or dynamic. It is important to stretch before an activity because:

It reduces the risk of injuryStretches the muscles, making them longer and more flexible (increases the elasticity of the muscles)The range of movement around a joint is increased.

STAGE THREE: PRACTICING SKILLS

Practise the skills of the game, such as passing, dribbling and shooting. This is important because:

This warms up the specific muscles which will be working in the game You can get used to the surface / court lines / conditions on the dayIt can help you to mentally prepare (“get in the zone!”)

MENTAL WARM UP

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COOL DOWN

In the same way a warm up gradually prepares the body for action a cool down gradually returns the body to its resting state once you finish. This usually

involves jogging slowly and stretching. This is important because:

It helps rid the body of lactic acid, reducing the chance of stiffness in the muscles.

A mental warm up can serve many purposes for an athlete and is often regarded as the 4 th stage of a warm up.

Prior to a performance an athlete may need to:

Raise their level of arousal (motivate themselves). Lower their level of arousal (calm themselves down). Focus on their whole performance or certain parts of it. Mentally rehearse a specific routine. Block out distractions from the surrounding environment or block out a previous performance.

An athlete may use one of the following approaches to mentally prepare:

Listen to music – this can calm nerves or raise motivation.

Mental rehearsal - imagine performing certain skills to focus their mind on the task they are about to perform.

Set routine – follow a certain procedure before competition. This can range from the timing of events, to eating

the same food. The goal of the routine is to focus the mind for the task.

Positive Self Talk – used to raise self confidence. Athletes can use self-talk to ensure no negative thoughts or

doubts are in their mind.

Team Talk – it is common for a coach or manager to speak to an athlete or team. Designed to focus a player or to

motivate them to perform well.

Breathing techniques – used to reduce anxiety levels by regulating their heart rate and counteracting negative

effects of adrenaline.

MODEL PERFORMERS

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TASK: Descirbe a warm up you could do to prepare yourself physically and mentally for a performance.

You will have watched skilled performers in a variety of activities. Andy Murray, Lionel Messi, Jessica Ennis, LeBron James and Tiger Woods are all skilled performers in their chosen activities. Your teacher will show you some videos of skilled performers/model performers.

To be able to investigate and develop your own performance, you need to be able to recognise what makes a skilled performance.

What makes a skilled performer?

They are in complete control of their actions

Actions are refined and precise

Actions seem effortless – no energy wasted

The dynamics (degree of power, touch or speed) are adapted to each situation

Even complicated actions appear simple

They have a large repertoire of skills

Skills can be linked into complex combinations

Correct action is always selected for the situation

Action is applied at the correct time

Flair and creativity is used to overcome opponents

The performer always seems to have a lot of time to execute the action

Skills can be carried out automatically without having to think them through

High success rate of the outcome of their actions.

FEEDBACK

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TASK: What do you think are the benefits of watching a model performer? How can we use a model performer to help us learn?

Feedback is information that you receive on your performance. Feedback occurs after you have executed a skill. This can be received internally by your senses (how it feels, how it looks, how it sounds) or externally (by a coach, teacher or peer). It is essential that you receive feedback throughout your training and when performing.

EXTERNAL FEEDBACK can be received in many forms.

Verbal – information given to you by a coach/teacher/team mate after a skill is performed.

Written – feedback that is written down by an observer for you to look at after a performance. (observation schedule, match analysis sheet)

e.g. In Swimming an observer watched me while I performed my front crawl. They had a sheet with technique points for the Preparation, Action and Recovery stages of the skill and they would tick whether I did that part of the skill correctly or whether it needed improvement.

Video (Visual) – when you video your own performance and watch it back to see where your strengths and weaknesses are.

e.g. In badminton I was videoed performing my overhead clear. When I watched the video I could see that I did not have my arm straight when I contacted the shuttle so in the next practices I focussed on getting my arm straight at the point of contact.

Knowledge of results – This information relates to the outcome of your performance. E.g your 100m sprint time, how many lay ups you score or where your crosses land in football. This will normally be recoreded in the written feedback you receive.

INTERNAL FEEDBACK

The performer gets feedback from the feelings in their muscles and joints, and from their sense of balance as a direct result of carrying out a skill. This is often referred to as Kinaesthetic awareness

When to give feedback

Feedback is best given immediately, while the performance is still fresh in your mind. You can then use this feedback to alter your next performance of the skill to make it more effective.

How much feedback should be given at one time.

Only one or two points of information or feedback should be given at any one time, so that you do not get confused and be unable to focus effectively on any one part of your performance.

Why feedback should be specific

If feedback is specific in identifying the part of your skill performance that you need to improve, then you can focus your mind and your practices on fixing these specific weaknesses.

PHYSICAL FACTORS – FITNESS.

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TASK: Describe 2 different ways in which you have gathered feedback on your performance. What did the information tell you about your performance?

CARDIO RESPIRATYORY ENDURANCEDefinitionCardio Respiratory Endurance is the ability of the heart and lungs to provide the working muscles with oxygenated blood for a prolonged period of time.

Impact on Performance Poor CRE will result in the performer becoming breathless more quickly and unable to keep up with play or maintain a high skill level. Decision making may also be affected and longer rest periods will be needed to aid recovery. For example, Cardio Respiratory Endurance (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 etc. The energy required to do this is supplied aerobically, which requires your heart, lungs and blood system to supply oxygen to the working muscles throughout the game. Therefore a high level of CRE delays the onset of fatigue. This means that your work rate stays high so you can fulfil your role in the team and maintain a high skill level (as fatigue can also affect your control, touch, concentration and decision making).

MUSCULAR ENDURANCEDefinitionMuscular Endurance is the ability of a muscle or group of muscles to perform repeated contractions for extended periods of time without tiring.

Impact on Performance If the muscles tire, due to poor Muscular Endurance, then the performer will be unable to make effective use of the muscles. For example, Muscular Endurance in the upper body is required when swimming for an extended period of time as you must be able to consistently use your arms to pull through the water for the duration of the race. In the role of centre net hitter in Volleyball, you would require a high level of Muscular Endurance in the quadriceps as you are constantly running and jumping in the front court when attacking and defending at the net.

SPEED (AND SPEED ENDURANCE)DefinitionSpeed is the body’s ability to perform an action in a short time. Speed can be split into two categories – Whole body speed – where your whole body performs an action quickly and Limb speed – when a particular part of your body performs an action quickly. Speed Endurance is the ability to continually make fast runs over a long period time.

Impact on Performance Speed is required in football when trying to beat an opponent to a 50/50 ball, to lose a defender, to get into space, to support an attack, to dribble round an opponent or to chase back and close down an attack. If you lack speed then you will be unable to maintain possession of the ball, win it back, or take on your opposite player effectively. This happens continually throughout the game as you repeatedly sprint over varied distances. Therefore

speed endurance is also important because if it is poor you will be unable to maintain sprinting throughout the duration of the game. The energy required to do this is supplied anaerobically as the aerobic system is too slow to meet the energy demands. Repeated sprints results in lactic acid build up and it is this, which leads to muscle fatigue. Therefore with improved speed endurance (anaerobic endurance) the body can delay the production of lactic acid and tolerate higher concentrations of it thus delaying fatigue.

FLEXIBILITYDefinitionFlexibility (also known as suppleness) is the range of movement across a joint. There are two types of flexibility: static and dynamic flexibility. Static flexibility is necessary when you are holding a part of the body still. Dynamic flexibility uses the full range of movement across a joint for a short time within your overall performance.

Impact on PerformanceStatic Flexibility is required in activities like gymnastics where you have to hold your body still during various balances. For example, a good range of movement is needed across the hips to be able to perform the splits well. Dynamic flexibility in the hips is also very important to a goal kicker in Rugby. A big range of movement across the hips means the kicker will have a bigger follow-through allowing them to kick the ball further. Poor flexibility may also result in injuries if muscles are overstretched.

STRENGTHDefinition Strength is the maximum force a muscle or group of muscles can exert at any one time. Strength can be further divided into Static Strength (muscles contract and hold one position), Dynamic Strength (muscles repeatedly apply force over a short period of time) and Explosive Strength or Power (muscles exert force in a short, fast burst).

Impact on Performance Performing a scrum in Rugby would be an example of where Static Strength is required. Rugby Players are required to use Static Strength to stop the opposition from pushing the scrum and gaining an advantage. Dynamic Strength would be required when swimming short distances. Swimmers would require strong chest, arm and shoulder muscles when performing strokes like the freestyle, backstroke and breast stroke in order gain propulsion. Explosive Strength would be required for activities such as throwing a Javelin. Explosive Strength is used in single actions when maximum energy is needed.

POWERDefinitionPower is a combination of speed and strength.

Impact on Performance Lots of sports require power, for example shooting in football requires power, as does driving in golf and

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smashing in badminton and tennis. Power is also one of the main physical aspects of fitness that is required for an effective long jump take-off. To gain maximum power the athlete must reach an optimum maximum speed in their approach. By gaining maximum speed you will gain greater power at take-off. Maximum speed will initiate maximum momentum and will in turn give you more height and a resulting greater flight time. Having longer in the air (flight) will result in more time to adjust to a long flight shape, and enable a greater leg shoot. Overall this will result in a greater distance. As well as speed, power requires strength. At the point of take off an explosive downward force (explosive strength) is required on the take-off board. The greater the maximum force that you apply downwards, with your flat take-off foot, will result in a greater force pushing you upwards. This upward force combined with the fast run up approach will create the optimum take-off propulsion. This upward force is applied downwards via the hips, knee and ankle and hence these joints and related muscles must be strong. When performing the long jump, your free leg must quickly drive up and out with a powerful force to help create an up and outwards forward motion.

CO-ORDINATIONDefinitionCoordination is the ability to control your body movements smoothly and fluently. It is the ability to link a series of movements or subroutines together by moving your body parts in the correct order. It often involves moving 2 or more body parts together at the same time to perform a particular action/skill/movement effectively.

Impact on Performance Coordination is particularly important when performing a complex skill or when performing a skill/action at speed. Performing the correct technique for the hurdles requires lots of coordination. You must first have the correct stride length and number of strides between the hurdles. Then drive/extend the lead leg over the hurdle, whilst leaning forward at the waist and bringing the opposite arm forward. As you bend your trail leg to the side and over the hurdle you must simultaneously begin to snap down your lead leg, and the same time as keeping as low as possible over the hurdle. All this needs to be performed smoothly and at speed in order to clear the hurdles as quickly as possible. Poor coordination could result in a wrong foot taking off over the hurdle; hesitation at a hurdle; knocking over (hitting) a hurdle / poor technique and therefore a slower speed over the hurdle.

AGILITYDefinitionAgility is the ability to change the position of the body quickly, precisely and with control. This uses a combination of speed and flexibility.

Impact on Performance

Agility helps when competing in activities that require you to change direction quickly whilst keeping balanced and in control. It is helpful when participating in racket sports such as squash, tennis and badminton, and also in team games like rugby, basketball, volleyball, hockey and football. For example, Agility is important in football as it enables a player to turn quickly and evade challenges. A player who is agile can also respond quicker to an opposing player, close down or jockey an opponent and he or she is also able to explosively stop, change direction and increase speed again. In Badminton, Agility helps a player move around the court reasonably smoothly reaching shuttles at the back and front of the court. 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.

REACTION TIMEDefinitionReaction time is the interval of time it takes for a performer to choose a response to a stimulus and then perform the selected movements. The stimulus is received through the performers sight, hearing or kinaesthetic sense. Reaction time can be quicker if a performer pays attention to relevant cues and also through controlling anxiety. A performer’s reaction time is also shorter if there is only one possible response but longer if there is more than one possible response.

Impact on PerformanceA skilled performer has a quick reaction time by reacting to a stimulus, selecting response and moving sharply. This quick reaction time can be decisive between winning or losing in an activity. An example of simple reaction time is at the start of the 100m when the starting pistol goes off. Having good reaction time will allow you to start the 100m as quickly as possible without false starting. This will give you an instant advantage over other sprinters as it is such a short race/distance. Every millisecond can make the difference between winning and losing the race. A tennis player has a matter of seconds to respond to their oppositions serve. The tennis player must have good reaction time to select movements, respond to the speed, direction and spin of the tennis ball in order to return the serve successfully. In football, when a GK makes a penalty save or the ball rebounds of the woodwork the striker is usually the first player to react and convert the rebound. If the defending team do not react quickly enough they will concede a goal. An example of choice reaction time is dribbling a basketball down court during a game with passing options wide, forward or having the option to drive for the basket. Under the pressure of time and space you must be able to react to the changing environment as quickly as possible.

BALANCEDefinitionBalance is the ability to retain the centre of gravity above the base of support when stationary (static balance) or moving (dynamic balance).

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Impact on Performance Static balance is the ability to maintain control of position whilst remaining stationary – for example, balancing on one leg or holding a headstand in gymnastics. Dynamic balance is the ability to maintain balance and control of the body whist moving. In football, dynamic balance is very important. Players need this because they are moving and adjusting body position constantly when looking for scoring opportunities in the penalty box or trying to mark an opponent closely.

CORE STABILITYDefinitionCore Stability describes the ability to control the position and movement of the central portion of the body. This is being able to control the muscles deep within the abdomen which connect to the spine, pelvis and shoulders. The muscles of the torso need to assist in the maintenance of good posture, balance, etc., especially during movement:

Impact on PerformanceGood Core Stability will help you to maintain good posture and provide the foundation for all arm and leg movements. Power is derived from the trunk region of the body and so good core stability helps to control that power allowing for smoother, more efficient and better co-ordinated movement of your limbs. Core Stability is therefore required for performing in sports that require good balance. For example, you will need to use core stability in order to maintain your balance when being tackled in Rugby.

A strong core gives you: Better posture, more control, more powerful performance, injury prevention and rehabilitation, increased protection and "bracing" for your back, a more stable centre of gravity, a more stable platform for sports movements. When you have good core stability, the muscles in your pelvis, lower back, hips and abdomen work in harmony. They provide support to your spine and help transmit increased power and performance for just about any activity. As power is required in a high number of activities good core stability is needed. Activities where it will be especially prevalent are gymnastics and swimming.

A weak core makes you susceptible to lower back pain, poor posture and a whole host of muscle injuries. Strong core muscles provide the brace of support needed to help prevent such pain and injury -- and this is why core training has become so popular among elite athletes.

PHYSICAL FACTORS - SKILLS

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TASK: Choose an activity of your choice and discuss the Physical Fitness Factors that are important for a successful performance. Explain why each factor is important, when you would need it in the activity and the benefits it would bring to your performance.

TIMINGDefinitionTiming is the ability to execute a skill/movement at exactly the right time and with the right degree of emphasis.

Impact on PerformanceTiming of executing a skill / movement is often dictated by external influences. For example, in dance the timing of movements should be in time with the beat/tempo of the music. In football, you may need to time when to play a pass depending on when your team-mate makes their run. When serving in tennis, you need to time when to swing the racket at the ball and transfer your weight to ensure that you make good contact and increase the power behind the ball.

RHYTHMDefinitionRhythm is the expression of timing during the performance of a skill/movement.

Impact on PerformanceRhythm is related to how we coordinate our body during the performance of a skill/movement. For example, in athletics when completing a hurdling distance, the athlete must maintain a rhythmic speed to ensure they can coordinate the correct take off foot, number of steps between hurdles and stride length to complete it in the fastest time. In dance, variation in rhythm can put emphasis on different movements and beats to make it more aesthetically pleasing for the audience.

CONSISTENCYDefinitionConsistency is the ability to perform skills / movements correctly over and over again.

Impact on PerformanceAccuracy and Consistency are key for an effective performance. For example, a setter in volleyball always being able to set the ball at an appropriate height and place for their team mate to perform a more powerful spike and therefore put the other team under more pressure.

In tennis it is important to consistently serve with power and accuracy. If your serve is inconsistent you have more chance of double faulting or your opponent may find it easier to return the ball with an attacking shot.To be consistent you must be at the automatic stage of learning. This means that you do not have to think of how to perform the skill as it becomes instinct/natural to use the skill in the correct situation.

IMAGINATION DefinitionImagination is when you are creative with your skill set during activities.

Impact on PerformanceImagination is required when performing in subjective activities. These are activities which are based on how the performance looks. They can also be described as aesthetic activities and the result depends on the opinion of the judges. Some examples of subjective activities are Gymnastics, Dancing, Diving, and Synchronised swimming. Performers can also be required to use their imagination and be creative in objective activities. Objective activities are where the performers achieve a definite score that can be measured in some way. For example, you may need to use your imagination to outwit your opponent in a 1 v 1 situation in basketball, hockey, rugby or football by changing direction quickly or using an unpredictable skill. Using your imagination is closely linked to being creative and performing with flair.

CREATIVITYDefinitionCreativity is the ability to perform unusually, innovatively and uniquely. It can be described as being able to face a problem and create a solution that is not expected or is different from the normal. Being creative can be shown in different ways, such as tactically or through a series of skills in the activity.

Impact on PerformanceSome athletes are naturally gifted with skill and ideas and are willing to try different things in their sport which are seen to be creative. Others need to gradually learn and practice “alternative” skills in order to be more confident with them in a challenging situation. For example, in basketball when dribbling down the court at speed with support team-mates on either side you could disguise the pass by look to your team-mate on your left and passing to your team-mate on your right as you approach a defender.

FLAIRDefinitionFlair is the ability to instinctively perform uniquely or with style.

Impact on PerformanceHaving good flair can allow you to deceive an opponent as the skill you execute will be unexpected. No flair may result in your performance becoming predictable making it easy

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for an opponent to be able to read what you are about to do before you execute the skill. For example, a lack of flair and disguise in your play may lead to an opponent anticipating and intercepting a pass to a team-mate in basketball, football, hockey or rugby.

ADJUSTMENTDefinitionAdjustment is the ability to alter, change or move your body/body parts slightly in order to be in the desired position to perform a skill/action more effectively.

Impact on PerformanceFor example, in hockey, you might quickly alter your feet position and rotate your body to control/stop a ball with the front stick as opposed to attempting a reverse stick stop. You might also be more competent in performing the front stop and therefore more likely to keep possession/control of the ball. This would allow you to play a stronger front stick pass/shot more quickly. In table tennis, you might adjust/alter your footwork to allow you to play a forehand shot as opposed to using a ‘weaker’ backhand shot. This could benefit your performance as it could allow you to play a more attacking forehand drive shot and put your opponent under pressure.

CONTROL (very similar to Touch)DefinitionThe ability to manage yourself or a moving object. E.G. Ball/racquet/stick etc.

Impact on PerformanceIn sport there are two types of object control. Propulsive – sending an object away (e.g. throwing, kicking, striking, batting)Receptive – receiving an object (e.g. catching, dribbling a ball, receiving a shuttlecock)

Propulsive skills are easier because you are in control of the object that you send away. In contrast, receptive skills require perceptual and coordination skills to move one’s body into position to receive the oncoming object.

You must also have control of your body, this is important in all sports where balance is important and to have a strong base from which to execute skills from. It is especially important in Gymnastics where control is a key element of performance.

Having a high level of control will allow you to execute both simple and complex skills to a high level. This will in turn allow your performances to look more fluent and will allow you to develop a good repertoire of skills. Any model

performer in an activity will display a high level of both object and body control.

Having a low level of control will have a major impact on performance as you are unlikely to be able to perform skills to a high level. Your performance will not look fluent as you will lack the necessary control. Novice performers will have a lack of control in their performance.

FLUENCYDefinitionFluency is regarded as the smoothness or flow in which actions/movements are joined together to perform one skill or multiple skills together with ease and grace.

Impact on PerformanceA badminton player needs to link the subroutines of the overhead clear together in order to complete the action efficiently and smoothly (fluently) – being able to track back underneath the shuttle, turn side on, transfer weight, swing arm quickly to hit the shuttle and return to base. Performing actions with fluency will make them appear automatic and natural. A team performance may also relate to being ‘fluent’ in their style of play- the ability to link passes, dribble at speed and move off the ball in an efficient, flowing movement. Progressing with ease and grace from one end of the pitch/court to the other.

EFFORTDefinitionThe amount of work you are putting into the performance in order to be successful.

Impact on PerformanceIn basketball, applying effort in passing during a performance can ensure that the timing, weight and accuracy of the pass are successful. Lack of effort may lead to a mistimed pass, the pass falling short of the target, or not being on the correct trajectory to the receiver. When training for an activity, effort is required to ensure that you are working at the correct levels to bring about improvement. Lack of effort can lead to skill level plateau where no improvements are made.

ACCURACYDefinition Accuracy is the ability to direct a ball, shuttle or any other object used in an activity to a target area with precision. A performer can also demonstrate accuracy performing movements with precision so that they look exactly like a model performance.

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For example, you could demonstrate accuracy in badminton through returning an overhead clear to the back tramlines on your opponent’s side of the court or by placing a penalty flick in hockey accurately to the corner of the goal away from the goalkeeper. A dancer may also demonstrate accuracy by performing a sequence of dance steps in an exact order with precision and correct technique.

TOUCH (very similar to Control)DefinitionIs a person’s ability or dexterity when making contact with a stationary or moving object; predominantly using a piece of equipment or part of the body. Touch refers to a performer’s ability to control an object during an activity.

Impact on PerformanceTouch is essential to performance in several activities where control and possession of an object is required. A drop shot in badminton requires a soft touch in order to

place the shuttle over the net with the right amount of speed and height. This will result in your opponent being unable to return the shuttle or having to return with a high defensive shot. This will ultimately lead to you winning the point or playing a smash/attacking shot next. Having a poor touch can lead to loss of control or a misplaced pass. In volleyball, ‘touch’ is important when setting the ball to a teammate. If you do not touch the ball with the correct height or accuracy it can lead to your teammate hitting the net with their shot or being unable to play an attacking shot. This can result in the loss of points or have an effect on the timing and accuracy in the next shot. In football, a good first touch will ensure you keep possession of the ball and help you to be able to perform your next skill. Think about receiving a strong pass inside the penalty box in football. If you have a good touch and are able to control the ball from under your feet quickly then you will have more time to have an effective strike at goal. A poor touch could result in lack of control, a missed opportunity for a shot at goal or losing possession.

PHYSICAL FACTORS – TACTICS

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TASK: Choose an activity of your choice and discuss the Physical Skill Factors that are important for a successful performance. Explain why each factor is important, when you would need it in the activity and the benefits it would bring to your performance.

PERSONAL STRENGTHS / WEAKNESSES DefinitionPersonal Strengths and Weaknesses are the mental, emotional, social and physical attributes of an individual that may be deemed as an area of strength or weakness within their performance.

Impact on PerformanceIt is important to devise a tactic or plan which maximises your own strengths and minimises your weaknesses. For example in tennis, a player who is tall and strong will often try to “serve and volley” whilst a quicker player with good ground strokes will try and play longer rallies from the baseline. Equally, it is important to consider your opponents strengths and weaknesses in order to minimise their strengths and exploit any weaknesses. For example, if you are a powerful badminton player and have an effective overhead clear / smash and your opponent does not then you would try to force your opponent to the back of their court using your overhead clear so that when they play a weak return you could respond with a smash.

ROLE DEMANDSDefinitionYour role is the part you play in an activity e.g. performer or playing role (e.g. attacker, defender, wing attack, scrum half) or a non-playing role (referee, time-keeper, coach). Demands are the qualities required to fulfil the role effectively.

Impact on PerformanceRole Demands relate to your own personal strengths and weaknesses and whether these are suited to a certain playing or non-playing role. For example, in Hockey, both umpires and midfield players need speed endurance to continually keep up with the pace of the game. The team captain must also show personal qualities such as leadership. As a captain you are expected to encourage, motivate and communicate with your team mates. A captain can also pass on tactical information from the coach/manager to those on the pitch. If the captain fails to do this then the team may be confused about their own role/ position which could create gaps in the midfield or defence providing the other team with opportunities to attack.

TEAM STRENGTHS AND WEAKNESSESDefinition

Team Strengths and Weaknesses should be considered before choosing a tactic within an activity. It is important to consider your opponent’s strengths and weaknesses as well as your own strengths and weaknesses.

Impact on Performance

It is important to select a strategy that maximises your team strengths, minimises your team weaknesses, minimises your opponent’s strengths and exploits your opponent’s weaknesses. For example, the fast break is an attacking strategy that your team could your team had quick players who could cope with performing skills at a fast pace and were poor at breaking down defences. This would also be a good strategy against a team who had a strong zone defence but were slow to get back in their own half.

OPPOSITION DefinitionThe Opposition / Opponent are any team or individual that you come up against when performing. They can be direct opposition (Football, Rugby) or indirect opposition (Swimming, Trampolining).

Impact on PerformanceBeing able to exploit / take advantage of your opponents weaknesses may have a positive impact on your performance. For example, if you know that your opponent in Badminton has a poor Overhead Clear then you would select to play Overhead Clears in order to keep your opponent at the back of the court. This should allow you to play an effective attacking Drop Shot or Smash in response to your opponents shot. Equally, it is important to minimise your opponent’s strengths. For example, if your opponent was effective at playing forehand shots in table tennis you would aim to the play the ball to their backhand side.

PREVIOUS HISTORYDefinition Previous History relates to reflecting and using information gathered from past performances.

Impact on PerformanceIt is important to take past performances or results, positive or negative, into consideration. This could be data you have gathered on a specific skill or information on a specific team or individual. This may also relate to movements or skills that you have just performed. For example, reflecting on the last overhead clear you performed during a badminton match before performing the same shot again. If the clear was successful in reaching the back tramlines then you may try to repeat the action and weight of the shot. If it was unsuccessful then you may try to apply more or less power so that it reaches your intended target or opt to play a different shot due to a lack of confidence in executing another overhead clear.

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ENVIRONMENTAL CONDITIONSDefinitionEnvironmental conditions are the natural effects of weather, climate and ground conditions on performance. Conditions range from wind, rain, hills and temperature. Any variable in these conditions would result in the performer possibly having to change tactic to either compensate or take advantage of the condition.

Impact on PerformanceIt takes a lot of time to build up experience of different conditions. Pre-competition planning can therefore be an important factor in limiting the effect of changing environmental conditions. It is not just particular to outdoor sports either. Something as simple as a swimmer having to cope with a pool that has the sides the same level as the water versus a pool with a raised edge/lip makes a big difference to choppy water, especially in the outer lanes. In Golf, you may need to adapt your play when playing on a links course due to the wind. You may need to keep the ball low in windy conditions using longer irons and learn to play certain shots into the wind accepting that you would not reach the green positioning yourself for a good approach. Weather conditions may also affect your performance in cycling. For example, heavy rain could cause you to take up a position nearer the sides of the group as the spray might makes it difficult to react to changes in speed and riders moving in front of you.

WIDTH DefinitionThis is having a spread of players across the playing area and relates to the space between players across the pitch or court.

Impact on performanceWhen players create width in attack: they have more space and time in which to work and execute skills; it puts pressure on the defence by stretching them and creates holes in the defence called space; space provides more time and possibly more one v one situations and gaps for players to run through. This means that defenders will have to work much harder, as they have to cover more space. Width in defence is important to ensure that there is a spread across the playing area to cover attacks through the middle or the wide areas.

DEPTHDefinition Depth involves having a player further back than the others and can be utilised in either defence or attack. Impact on Performance

Depth in defence, often referred to as lines of defence, has a player covering behind the defender so that if the 1st defender is beaten there is still another to get by before being through on goal/basket. For example, some football teams operate with a sweeper behind the back 3 or 4 to provide a second line of defence. A scrum half in rugby may also sweep behind the defensive line after a line out to make a tackle on any opposing player who breaks through. Depth in attack is usually when a player drops further back from the goal/basket often to provide a passing option to retain possession. For example, having a player at the top of the 3 point line in basketball is useful if there is no space to penetrate and drive into the basket. This enables the team to keep possession of the ball and reorganise the attack from a different direction. In rugby, a player may also come from deep to receive the ball, giving them time to pick a running line and making it difficult for the defence to organise who is going to make the tackle.

MOBILITY Definition This is to do with the movement of a performer/player a group/unit within a team or the team as a whole.

Impact on PerformanceIn basketball, good mobility is required when moving on and off the ball in attack. It is the ability to change direction at pace and move into space. An attack that is static is easy to defend, therefore players on and off the ball need to constantly be moving and changing direction to get free from the defenders, create space, offer support options and penetrate spaces in the defence. In dance, mobility of the individual or group is how they move and interact in relation to the area and/or each other. This is dictated by the choreography, rhythm, tempo and style of dance.

DELAY DefinitionDelay involves slowing down the opposition when defending or holding up an attack.

Impact on PerformanceDelay in defence: The first priority when losing possession is usually to slow down or delay the attack so that the rest of the defence can get organised and sort back into position. This can be achieved by hustling and jockeying your opponent without over committing yourself. You can also reduce the time and space an opponent has by channelling them away from the danger area and into an area that is well defended or is difficult to attack from. Delay in attack: This is where the attacking player/ team deliberately slow down the pace of the attack to vary the tempo of the game or to hold up the ball. For example, slowing an attack down to maintain possession could be advantageous in order run down the clock when holding a lead. Delay in attack could also be used if your lone striker is outnumbered by the

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opposing defence. Holding up the ball will allow for supporting players to move up field and provide passing options.

PENETRATIONDefinitionThis is the ability to move into space, break through and/or get in behind a defence.

Impact on PerformanceThis can be achieved by players moving into space or driving at defenders in 1v1 or overload situations. In football, the penetration pass is one of the first methods learned. Whether it be the simple "kick and chase" of the youth leagues, or the exquisite through-balls by today's world class stars. Penetration by pass is the quickest method of getting the ball towards the opposition’s goal. When done well, it can yield a large amount of success. Penetration in attack also requires other players in attack to make appropriate runs into space to receive the ball, while staying onside.

Forwards in Rugby can use penetration through employing a pick and drive tactic. This involves the forwards repeatedly driving the ball from a series of rucks. This leads to the forwards repeatedly breaking the gain line and penetrating through the defensive line resulting in the defence being on the back foot. This could also lead to the defence becoming more concentrated round the rucks and so when the ball is released along the backline we had much more space to break through and penetrate the defensive line. This would provide better attacking opportunities and allow our team to gain significant territory on the pitch. In hockey, attacking midfielders and strikers often use penetration when making a run in behind the defence to receive through passes from team-mates.

In all sports a team who lacks penetration in attack is unlikely to be successful as they will not be able to get past a well organised defence are and unlikely to create any scoring opportunities. Many teams have had a large share of possession but lack the ‘cutting edge’ to have good penetration in attack.

SUPPORTDefinitionSupport can be similar to depth as it is mainly about providing options to teammates in attack and providing cover in defence. Support can also come from team-mates in front or in wide positions.

Impact on PerformanceSupport is an important principle of play in team activities. For example, support play in Rugby involves helping the

ball carrier advance the position of the ball. Options and support are vital to keeping the opponents guessing about what you will do and to help your team break through the opposition defence. Good support reduces the need to kick the ball and ultimately give up possession of the ball. Support in football is also extremely important. When the ball is played into the strikers it is vital that wide players and midfielders get up the pitch as quickly as possible in order to support the attacker and perhaps create an overload. If there is little support or it does not arrive quickly enough then striker(s) can become isolated leading to poor ball retention.

COMMUNICATIONDefinitionCommunication is the ability to convey information to team mates/coach through the exchange of verbal speech, signals or actions.

Impact on PerformanceCommunication is vital for successful performance in many different physical activities both in practice and in competitive situations. Communication is used when receiving feedback or advice by a coach or team mate during practice and it must be clear, concise and accurate. Communication is also used before a competitive match to discuss tactics/strategies and to finalise roles and decisions for the team. During a match, players must be able to convey instructions, call set plays, offer advice and support other members of the team. For example, in a netball match, the Centre may call a code name or give a hand signal before a centre pass, this will allow the other players to know the set play. A Prop in a line out at rugby will give instructions to his team, unknown to the opposition, on who is receiving the ball. This will inform his team on what is happening and give his team a better chance of winning the lineout.

TEMPO DefinitionTempo is the speed or pace at which a team or individual plays/performs.

Impact on PerformanceIn all activities the tempo at which the participants play/perform is important. Too fast and a performance can break down because nobody has time to react and make adjustments. Too slow and opponents can easily read what is going to happen and deny you the space/time to execute effective actions. In a volleyball match you could use different tempos of attack to try and create space/time to attack effectively against your opponents. For example, attacks can be quick to deny the opposition time to

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establish a block or slower to allow time to recover from bad passing or to feed out to the best hitter in the team.

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MENTAL FACTORS

LEVEL OF AROUSALDefinitionThe level of mental arousal is the level of excitement, anticipation, stress, aggression, apprehension and nervousness. It refers to the state of mental preparedness for participation in an activity.

Impact on PerformanceLevel of mental arousal is key to success in the long jump. The athlete must be prepared to perform in front of a crowd and be able to deal with everyone focussing their attention solely on them.If our mental arousal is too low then we may not perform at our highest level, we may appear to be tired, disinterested or distracted. Then again if it is too high, we may become stressed due to expectations, the importance of the occasion or the number of people watching. Having too high or too low a level or arousal may result in loss of distance.“I must find the correct level of mental arousal to perform at my best, so that I am excited enough, yet calm enough to execute the long jump perfectly.”

ANXIETYDescriptionAn unpleasant state of inner turmoil, often accompanied by nervous behaviour, restlessness, fatigue, concentration problems and muscular tension. All affect performance in a negative manner, and need to be managed or controlled to aid effective performance. Anxiety, takes many different forms but within sport you may feel as though you are choking, you want to run away, cannot move your body in ways that you want. In short, you freeze when the moment matters.

Impact on PerformanceMany athletes suffer from Sports Performance Anxiety, with this they may perform well in practice but then anxiety interferes with their performance.It is usual to have pre-performance nerves, indeed, a certain level of physical arousal is helpful and prepares us for competition. But when the physical symptoms of anxiety are too great, they may seriously interfere with your ability to compete. Left untreated, it becomes a vicious cycle of negative thoughts and feelings followed by poor or inhibited performance.

In Football if a match is still tied at the end of extra time then players may have high anxiety levels during the resulting penalty shootout. Pressure is on the players to score from their team, from the fans who want the team to be successful and the individual player who wants to win. In a Basketball game your team is trailing by 1 point

with 2 seconds left on the clock. The player in possession must act quickly knowing that if they score their team wins and if they miss then their team loses.

CONCENTRATION/FOCUSDefinitionConcentration is the ability to stay on task. It is the ability to completely focus your attention on something for a period of time. When athletes concentrate well they can take in all the information they need to make good decisions like responding to their opponent or adapting to their environment. It is the ability to pay particular attention to the task in hand.

Impact on PerformanceConcentration has two dimensions: the broad/narrow dimension gives a width of focus; the external/internal dimension gives a direction to the focus.

Broad/narrow dimension: The performer focuses on a large or small number of stimuli. Broad attention focus enables the performer to be aware of everything around and see several things at the one time. Narrow concentration focuses only one or two cues at a time.

External/internal dimension: External concentration directs the focus outwards. This can be in the act of assessing the situation around you, but not concentrating on any one part, e.g. taking in playing environment. It can also be in the act of performing a skill automatically focusing on what your opponent is doing, as you are about to serve. Internal concentration focuses on thoughts and feelings, allowing you to analyse experiences from the past and prepare to anticipate for the future.

The demand for concentration varies with the sport: Sustained concentration - distance running, cycling, tennis, and squash. Short bursts of concentration - cricket, golf, shooting, athletic field events. Intense concentration - sprinting events, bobsleigh and skiing.

Concentration can also vary when learning a skill. Initially you focus or concentrate on the specific weakness identified. For example when developing a smash if faulty footwork has been identified as the weakness you must ensure that you concentrate on this aspect of the technique as you work through the various practices. If you have numerous faults you should only concentrate on one or possibly two aspects at the same time.

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Therefore you range of concentration is narrow though it could be internal or external depending on the practice being used. As you develop your level of competence within the skill you can start to shift your concentration from specific subroutines to the overall performance of the skill and then to external factors such as your opponent.

Concentration is the ability to stay focussed on and be fully aware of what is going on around you. For example, in performing a drop shot in badminton, I had to judge the flight of the shuttle, the positioning of my body and the movement of my opponent.

MOTIVATIONDefinitionMotivation is thought to be a combination of the drive within us to achieve our aims and the outside factors which affect it. With this in mind, motivation has the following two forms, intrinsic motivation and extrinsic motivation.Extrinsic motivation is ‘external’: money, prizes, acclaim, status, praise. Intrinsic motivation comes from within i.e. an athlete driven by a need to succeed because they want to be the best and are not overly concerned by financial or ego boosts.

Impact on PerformanceHaving a high level of motivation will ensure that you continue to work until you have reached a goal that you have set yourself, often having to have overcome set backs on the way. Many of the world’s top athletes have had to overcome adversity at one time or another of their career or have had to have a high level of intrinsic motivation in order to dedicate the amount of time and effort required to reach the level of performance which they are capable of performing at. Examples of this are: Cristiano Ronaldo, Michael Jordan, Leigh Halfpenny, Andy Murray

Having a lack of motivation or, being motivated by external factors can have a negative impact on performance as if things do not go the way you expect them, you may not put in the required effort in order to improve. Examples of this are common in a number of sports but can be shown in football where players such as Winston Bogarde of Chelsea and Jose Bosingwa of QPR have been happy to not play for their team as they were receiving large sums of money whether they played or not.

A value on the task can also have an impact on a person’s motivation as if they do not value what they are being asked to do; their motivation for the task will be low.

PROBLEM SOLVING (closely related to decision making)DefinitionThe ability to identify that a difficult/troubled or pressurised situation in an activity is happening or is about to happen.

Impact on PerformancePlayers must be able to identify that there is a problem and know why it is happening.For example a sweeper in hockey may be chasing a ball played in behind the defence by the opposition midfield. Running after the ball at speed with his back to the fast, chasing opposition and having no other defender there to offer support, plus a goal keeper who has stayed on their goal line- a clear pressured situation for the sweeper. In tennis a player may be losing a large percentage of points when playing a forehand cross court shot. The ability to first identify this pattern of errors and to identify the cause is key to problem solving. Is the problem because of: their position on the court, the placement and power of the shot, the position of the opposition, the amount of top spin on the shot?The process of starting to devise an outcome for the problem is decision making.

DECISION MAKINGDefinitionDecision-making is an action or process of choosing a preferred option or course of action from a set of alternatives. It forms the basis of all deliberate and voluntary behaviour.

Impact on PerformanceQuality decision making is a critical skill in sports. The quality of your decisions has a massive impact on your results. Experience plays a significant part in the decision making process. If you make the right decision on a regular basis you are likely to experience positive outcomes. The best tennis players usually select the right return shot to play based on several factors. Due to their experience and skill and level of performance the decision making process is instant.

Making poor decisions can often lead to the loss of possession or loss of points or goals. In hockey, if the

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TASK: Choose 2 sub factors from MENTAL FACTORS explain how they have a positive or negative impact on an activity of your choice. Clearly explain how they affect your performance.

wrong decision is made when passing out from defence it can lead to an interception and 1 v 1 situation on your goal

ATTENTION SPANDefinitionAttention span is the amount of concentrated time on a task without becoming distracted.Attention span or length of concentrated time can differ from activity to activity. Some activities require a longer attention span and some a shorter attention span.

Impact on PerformanceThe demand for concentration varies with the sport:Sustained concentration - distance running, cycling, tennis, squash. Short bursts of concentration - cricket, golf, shooting, athletic field events.Intense concentration - sprinting events, bobsleigh, skiing.

In cricket the batsman needs to ensure he is fully concentrated as the bowler runs up and bowls the ball. He needs to avoid all other distractions such as external noises/ movements from opponents or people in the crowd. Failure to do this could result in a mistimed shot being caught or even being bowled out. A player shooting 2 free throws in basketball in the dying seconds of a game, when their team is losing by only 1 point needs to ensure they remain concentrated during their shots. Often in the NBA you can see fans behind the basket waving banners and arms, shouting and whistling in an attempt to distract the shooter. A player with a poor attention span and who is too easily distracted might miss the shot and fail to win the match for their team.

MENTAL TOUGHNESSDefinitionMental Toughness is the ability to consistently perform at the top of your skill level and talent regardless of the competitive circumstances.

Impact on PerformanceAs you are playing any sport it is important that you are able to block out all external factors. If you are mentally tough you are able to block out the pressure from opponents, the crowd, coaches, managers, team mates etc. to keep producing your best possible performance.

If you let these factors affect your performance you are not mentally tough enough.In the 2013 Wimbledon final Andy Murray was 40-love up and serving at championship point. Djokovic came back to deuce! The crowd went quiet, the commentators, nation, coaches wondered can he be strong enough to do it? Murray was strong enough to block out all that pressure and serve to win the title.In a cup final that has gone to penalties not all players will be strong enough to volunteer to step up and take a penalty. They would be thinking ….what if I miss, what will the coach say, what will the crowd say, how will the manager react etc. a mentally tough player will step up, block out all these thoughts and concentrate only on scoring the penalty.

PROCESSING INFORMATIONDefinitionINPUT – The brain processes information (gathered through the eyes) and lists possible options.DECISION MAKING – a decision is made to carry out the best possible option and the muscles initiate a response.OUTCOME – The action is completed and the performer sees the result.FEEDBACK – If correct, the action is repeated. If wrong, the action is changed.E.g., Watch opponent and try to note the type of badminton serve. Make a decision and move towards the shuttle. Play a drop shot just over the net. Win point = try again in a similar situation.

DefinitionAnticipation is the ability to predict or anticipate your opponents’ next move giving you an advantage or ‘more time’ to execute your next movement.

Impact on PerformanceWhy do elite athletes, especially games players, appear to have more time on the ball? Having good anticipation or the ability to ‘read the game’ allows you to be more effective when in possession or affords you more time to return a shot. It also saves your energy, takes your opponent by surprise and will lead them to get frustrated affording you more time.Having poor anticipation will result in you being unsure as to where your opponent will play their next shot in tennis, unable to predict your opponents next move in team games which will make it more challenging for you to mark that player.

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SOCIAL FACTORS

COOPERATING AND COMPETINGDefinitionCo-operating is where you work together with others to achieve a common goal.Competing is where you strive to win something by defeating others who are also trying to win.

Impact on Performance.Cooperating in volleyball by playing using three touches to set up a spike and win the point. Or passing and moving to get up the court and score a goal in handball. Cooperating can also be used to learn new skills. In table tennis my partner and I helped each other by feeding the ball so we could practice our shots. For example a “hand feed” or “dart feed” can be used when learning a back hand push shot. The main aim is to help make learning easier for a partner or team mate so they can practice the skill to a competent level without added pressure.Competing- playing a smash into the open area of a badminton court to win the point, or dipping as you cross the line in 100m to win in a photo finish.

CONTRIBUTING TO A GROUP/TEAMDefinitionIn 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 to give (contribute) something that helps the group or team. Each member of the team or group is expected to contribute and this contribution can determine whether a team/group is to be successful.

Impact on PerformancePositively contributing to your team will have a positive effect on their performance. For example a dancer may have an idea and suggest how the dance could be developed making the dance look better. In a team if your teammates see that you are fulfilling your role, marking an opposition player for example, then they will work hard to ensure they fulfil their roles. It is important to ensure each member of a team contributes for their overall success.A negative contribution to your team and not fulfilling your role can result in a poor performance from your team. Having a player perform poorly or become negative has impact on the game and your fellow players as they begin to lose faith in your performance

RELATIONSHIPSDefinitionRelationships are the way in which two or more people or groups regard and behave towards each other.

Impact on performanceRelationships are one of the most important factors that can impact on performance. It is the way in which people behave towards one another and can have a profound impact on the

potential success of team performance. In football, you could have a group of exceptionally talented players that on paper should be successful, but if they have a poor relationship between them they will almost certainly produce a weaker performance compared to a team who can work together using the strengths of all its members. Another area where relationships have a major impact is between the coach and player. This can be especially important in a sport like tennis where the individual nature means you are spending a lot of one to one time with the coach. If you do not get along or have different philosophies it would become almost impossible to coexist effectively.In dance, there is a relationship between the performer and the music. The performer can use the tempo, rhythm and speed of the music as stimulus in their performance to increase the aesthetics of their dance.

ETIQUETTEDefinitionThis is how performers are meant to behave in an activity it covers fair play and sportsmanship. Put simply it’s a list of dos’ and don’ts in the activity. For example do shake hands at the end of the match, don’t argue with the referee’s decisions.

Impact on PerformanceEtiquette is a code and set of expectations for the conduct of the performer and is based on following the written rules but also covers many unwritten rules and protocols that are expected within the particular activity. Etiquette tends to be based on traditions and social conventions within the activity. For example kicking the ball out of play in a football match to allow the game to stop for an injured player to get treatment or a badminton player acknowledging when they win a point with a lucky shot.

FAIR PLAY (closely related to etiquette)Definition Fair play is when teams or players play according to the formal rules of the activity without anyone having an unfair advantage. Fair play includes playing to win but also accepting defeat properly and respecting everyone involved in the game including officials. Fair play also involves only using tactics that are in accord with the spirit of the game.

Impact on PerformanceA team or player who does not abide by the rules of the game risks being disciplined by the referee/umpire. This could result in a player being sent off and your team having to play the remainder of the match at a numerical disadvantage. This can also lead to a suspension period and a poor reputation with referees and oppositions. Breaking a rule often leads to the referee awarding possession to the other team. This can put your team under pressure and can cause your team mates to become frustrated with your actions.

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EMOTIONAL FACTORSHAPPINESS/ SADNESSDefinition Is 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. For example, being in a happy state of mind before playing basketball will increase your confidence in executing skills and your self-belief in performing them successfully. If you were sad before playing a game of football, your confidence and belief in your ability to perform skills successfully will be low resulting in a poorer level of skill execution.

ANGERDefinitionAn 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.

Impact on PerformanceAnger 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 be seen in many different forms in sport. It can be something as simple as a player shouting at themselves after a bad shot, physically lashing out or even over exerting themselves in a skill such as increasing the power of the next serve.Anger without control will mostly affect performance negatively and will increase the amount of poor decisions made. A player who controls their anger is much more effective and it pays to practice good mental strength. The ability to control anger comes from practicing in competitive drills which apply pressure to your skill level, such as practicing against a much better opponent or even against more opponents than you.

"...I was playing badminton and had spotted a weakness in their back court backhand side. 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 had been in bat for a few overs without scoring, the bowlers were very consistent with their pace and line. This was not a new situation for me as our senior school team had bowlers like this and we faced them all the time in the nets. I waited patiently until a wider delivery at which point I controlled my aggression into the shot and played it to the boundary..."

"...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..."

"...my opposite forward was particularly good at protecting the ball and winning rebounds. I was really getting annoyed at his good play and at myself for letting the team down. I was drawn into making silly fouls against him and eventually my anger and lack of self-control built up to too many fouls and I was fouled out of the game..."

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

Impact on PerformanceFear produces negative thoughts, which directly impact on a sportspersons confidence. Winning and losing is so important in most competitive settings that fear of failure or fear of not performing well is at the forefront of an athletes mind. Athletes that are full of positive energy and excitement, relishing every challenge, are always the ones that outperform their negative and fearful counterparts. Confidence has a direct response to performance. 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 opposition to compete.

Having a fear of failure and lack of confidence can cause a player to become convinced that the coach will drop him for the next match. He will feel uneasy when the coach watches him play, because of a constant worry of what the coach is thinking. This will damage his performance, therefore forces the coach to replace him for the next match. The fear has been brought to life!

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Fear of failure prevents a player from pushing them outside the comfort zone. All top players take sporting risks even at the potential cost of jeopardising their performance. Risk taking is a fundamental component of being successful and it is only through bold and committed actions that sporting contests are won and lost. Fear of failure can cripple the player’s sense of adventure and the ability to take match-winning risks. The thought of making mistakes in front of teammates, coaches and spectators can be so paralysing that the player sits inside their comfort zone just doing the bare minimum. When the player refuses to push outside the comfort zone performances become reactive instead of proactive. Instead of taking positive risks, which empower the athlete to influence the contest, they allow the opposition to take control and dictate the direction of play.

TRUSTDefinitionA firm belief in the reliability or ability/actions of someone else, being unaware of the outcome results in uncertainty and therefore a risk of failure.

Impact on PerformanceAs a coach or team captain it is critically important that your team trusts you so that they can react appropriately to the instructions that you give them. If they doubt your decisions or instructions they may not put 100% effort into the task.The importance of trust between team members is vital. Players need to value other team member’s capability/skill/talent and recognize the strengths and weaknesses of each individual player. As the team begins to believe in each other’s ability, they will work more cohesively as a unit and this will result in a higher level of performance/wins for the team. A high level of trust in a team will allow players to read each other’s actions more accurately and this can help dominate the match.

In a defensive line in Rugby, a player must trust that the player on his inside will make his individual tackle, so that they do not get sucked inwards and leave an overlap on the outside which could result in a try. Every player trusting the others to make their tackle will ensure that less space is created and that the defensive line is held. A forward in Football, making runs behind the defence needs to have faith that the midfield will play the ball to where they are running to allow them to get a shot at goal. Even if unsuccessful then the midfield need to continue to play the ball for the forwards run trusting

that if they get into good positions they will eventually score. In a Zone Defence in Basketball, each of the players must have confidence that every other player will fulfill their role as this is a team defence designed to keep the opposition away from the basket

In activities like cheerleading, dance and rhythmic gymnastics trust plays an important role. Relying on your team to catch, support or lift you to complete the skill safely is important as it will stop you becoming anxious and not distract you from the rest of your routine. You can concentrate solely on your responsibility knowing that your team will do their part.

SURPRISEDefinitionIs a reaction to something unplanned or unexpected. Surprise is a brief emotional, mental and physiological state- a startle response experienced as the result of an unexpected event.

Impact on PerformanceSurprise can be pleasant, unpleasant, positive, or negative. Surprise can occur in varying levels of intensity ranging from very-surprised, which may induce the fight-or-flight response, or little-surprise that elicits a less intense response to the stimuli.Depending on the nature of the surprise it can affect your decision-making, confidence, resilience and determination. An intense negative surprise can create a negative response or uncontrolled reaction, which impairs the ability to make decisions where the player just reacts without conscious thought. The performer’s mindset, level of confidence and resilience effects how they deal with the surprise/unexpected event. For example a tennis player who loses a point due to an unexpected lucky shot can react negatively they see it as bad luck on their part. They dwell on their bad luck, let their “head go down” their resilience or ability to bounce back is low this then affects their determination and confidence and their performance drops. A tennis player in the same situation with a high level of confidence and resilience can cope with the surprise/unexpected lucky shot forget about it and move on to the next point and not dwell on it or let it impact on their performance

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TASK:

Choose 2 sub factors from MENTAL FACTORS explain how they have a positive or negative impact on an activity of your choice. Clearly explain how they affect your performance.

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a) Choose a factor (Mental, Emotional, Social or Physical) and then a sub factor within this factor.

b) Explain how this sub factor could impact positively on a performance.

c) Choose a different factor (Mental, Emotional, Social or Physical) and then a sub factor within this factor.

d) Explain how this sub factor could impact negatively on a performance?

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Observe performanceand collect data

Carry out training programme

and monitor it

Collate the results and identify S&W

Plan a training programmeto improve weaknesses

CYCLE OF ANALYSIS

In order to develop your performance in any activity in your Physical Education course, you must carry out a Cycle of Analysis. This is demonstrated in the diagram below:

1. Observe performance and collect data:

This is where you gain information about your performance; this could include completing an observation schedule, carrying out a recognised fitness test or a mental or emotional questionnaire.

2. Collate the results and identify strengths and weaknesses

This is where you will analyse and interpret the data that you have collected to identify your performance strengths and weaknesses.

3. Plan a training programme to improve weaknesses

At this stage of the cycle you will use the information you have collected to develop a training programme to develop your identified weakness. This must be suitable for your own personal development needs.

4. Carry out training programme & monitor it.

Finally, you will carry out your training programme to develop your weakness and very importantly you will monitor this programme to evaluate the effectiveness of it. You may need to adapt your programme if it is not having a positive effect of your performance.

By using the cycle of analysis, learning plateaus can be avoided. Learning plateau is when you feel that you are no longer making any improvements.

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TASK: Can you think why you may experience a learning plateau?

What types of data collection exist?

COLLECTING INFORMATION (DATA) ON A PERFORMANCE

Why collect data on your performance?

Collecting data on your performance is vital to establish your strengths and weaknesses in an activity. By collecting accurate data, you can focus firmly on improving your weaknesses and you will not practice

the wrong aspect of your performance. It allows you to set targets and short/long term goals. Data collection also acts as a good method of monitoring your progress in an activity as you can complete it

at the start of a programme of work / training programme and again at the end to measure improvement.

Why choose a particular method? Why are methods useful?

In order for data collection to be useful, the method used must be:

Relevant (to the performer, the activity and weakness) Valid (measures what it aims to measure) Reliable (capable of consistent conditions and repetition at a later date) Objective (non-bias, produce a consistent result irrespective of the tester) Measurable (to enable comparison at a later date) Practicality (easy/simple to carry out and easy to interpret. Similar ability opponent(s), completed for a

substantial period of time) Accurate (to provide a true reflection)

There are 2 main types of data collection: subjective data collection & objective data collection

SUBJECTIVE DATA – is data which has an element of personal opinion included. In Physical Education, this is usually data which is collected by yourself, e.g. a self analysis or questionnaire of your strengths and weaknesses in an activity.

OBJECTIVE DATA – is more reliable data which is usually collected by an observer in a more controlled way, e.g. a match analysis or a recognised fitness test. If using a match analysis you could ensure the data was more reliable by playing against equal opponents (why??), playing a full match and playing several games just in case you have a bad day! When using a recognised fitness test, it is important to ensure the conditions are always the same to ensure test results are reliable.

Some examples of why methods are useful:

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Why do you think it is more reliable to have someone else c2llect data for you?

Can you think why analysing your

performance by yourself may be a

problem?

See table on page 7 for a List ofMethods of Collecting Data

“Because I am trying to improve my speed of movement around the court I chose to do an Illinois Agility test to find out what my current level of agility was. This test is a standardised test which means I have specific instructions to follow to set it up. This makes it a reliable piece of data. Because I get my coach to do the timings it becomes a measurable test which means when I repeat it later on I can compare my times. The Illinois test has been made specifically for agility so this means it is a valid piece of data.”

“My area for development in gymnastics is my ability to control my nerves for my routines in a competition. I am using a Sport Competition Anxiety Test (SCAT) to collect information on my levels of arousal before a competition. The test is easy to fill in and can be done whilst I am in warm up for the event so it is a very practical test. I have a few competition weekends in a row so I get to do this often so this information is reliable and relevant to me.”

“I wanted to make my data as accurate as possible for my volleyball spike so I decided to use my ipad and an analysis app called Ubersense. I used this because it films the action and I can slow everything down when it is being watched back. To give me an extra focus for development I used a movement analysis sheet with each phase of my spike broken down into preparation, action and recovery. This made the data very accurate. By using the film footage my coach was able to see specific detail and fill in the sheet properly for me which made it objective.”

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a) Chose a factor (Mental, Emotional, Social or Physical)

b) Describe (briefly) a method you used to gather information on this factor

c) Why was this method useful? Give at least two detailed reasons why you used it

d) Choose a different factor (Mental, Emotional, Social or Physical):

e) Describe (briefly) a method you used to gather information on this factor?

f) Why was this method useful? Give at least two detailed reasons why you used it.

a) Choose an activity. This will be the activity you complete your FIP in. Describe one strength in this activity and how it impacts on your performance.

b) Describe two areas for development (weaknesses) in this activity and how they impact on your performance.

DEVELOPING PERSONAL PERFORMANCE

When developing performance you need to consider the following –

The information you have gathered, What factor(s) do you want to improve? How will the programme be specific to you and your

needs? What phase of training are you in?

What are your goals/targets? What training approaches are you going to use? When, how often, how long will you train? How you are going to monitor your training?

You will also need to consider the following depending on what factor you are developing:

Fitness – Principles of training and Methods of training. Skills – Stages of learning, Principles of Effective practice, Methods of practice.

STRENGTHS AND AREAS FOR DEVELOPMENT

After you have collected data on your performance, you will then be able to identify strengths and development needs based on your performance. You may also identify them from verbal feedback or from your own opinion (internal feedback). Some examples of strengths and development needs are given below:

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A development need in basketball is that I am unable to control my aggression/anger. I become very frustrated when my teammates do not perform well or if a decision does not go my way. This results in me losing concentration and my skill level dropping, and has a poor affect on the relationship with my team.

A weakness in hockey is that I have a poor level of Cardio Respiratory Endurance. Towards the final 3 rd of the match I am unable to fulfil by duties as a midfield player. I cannot support attackers and I am often unable to get back and help out in defence. I also start to make lots of mistakes in my passing and control.

In football a development need is my tackling. I have poor timing when attempting a tackle and I often miss the ball allowing the opponent to easily get passed me, or I am late with my challenge and cause a foul giving away a free kick.

A performance strength in Dance may include being able to perform a complex turn motif which other dancers were unable to perform.

A performance strength in Gymnastics may include having excellent focus so that when performing I was unaware of any spectators or judges and instead concentrated on the perfect execution of my skills and making sure they were in the correct order.

PHASES OF TRAINING

The type, intensity, frequency and duration of training will vary, depending on which phase you are at in your activity. Athletes will break their training calendar into 3 phases:

Preparation phase (Pre season)

Competition Phase (during the season)

Transition Phase (off-season)

Preparation Phase

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General fitness work

Specific drills and practices will be incorporated over time

Intensity increased over time, building towards start of season

Programme should be specific to the nature of the activity and your role

Competition Phase

More focus on skills and practices, however fitness still evident Training is ‘tapered’ towards competitions and matches – less intense Mental preparation is key before competition Rest and recovery important before competition

Transition Phase

Takes place after competition phase and before pre season. Avoid competitions Training is through the form of active rest Maintain general fitness Ensures full recovery and rest before pre season.

TARGET/GOAL SETTING

Before you begin a personal development plan you must have an idea of what it is that you want to achieve – this information will come from analysing all your data collection. It is important the targets (goals) are set. This will give you something to work towards and focus on. They also help motivation and monitor progress.

Setting targets that are achievable will inspire you to do better and see if your personal development programme is helping you improve.

Targets should be S.M.A.R.T.E.R

S pecific to the individual, the activity and the development need. Targets should not be vague. E.g. “I want be fitter” They should be clear and precise.

M easurable so improvement can be monitored and you know when goals have been achieved.

A greed by teacher or coach. Therefore fully supported by someone with knowledge and experience.

R ealistic so that you know you are able to achieve some improvement. Keeps motivation.

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T imed – you should aim to achieve something in a set time period or for a certain performance. Make sure it has an end point. Short term leading to long term.

E xciting – make sure goals are rewarding and enjoyable.

R ecorded – keep track of your performance, allowing for comparisons and long term monitoring.

Long Term Targets/Goals

This target will focus on an end goal for example leading up to a competition or performance.Andy Murray’s target may be to win the Wimbledon Championship for a 2nd timeYour target may be “To get to the final of my school’s Table Tennis competition”

In order to achieve this Long Term Target you may need to have some smaller goals.

Short Term Targets

Short Term targets might be to achieve something in a particular practice or session, or month, to build up to your final performance.Andy Murray might have targeted improving his service in the lead up to the tournament as it is one of the weaker aspects of his game.He may also target the development of a more attacking style of play against opponents ranked higher than he is.

Short Term targets for a Table Tennis performance may be; To improve my top spin forehand shot. To develop a slice and a top spin serve with more disguise

APPROACHES TO DEVELOP PHYSICAL FITNESS FACTORS

Circuit trainingThis involves performing a series of exercises in a special order called a circuit. Each activity takes place at a 'station'. Each station involves a different exercise for a set number of repetitions, or a set time. It can be designed to aerobic or anaerobic energy systems. The circuit could be made more demanding by either, increasing the number of repetitions of each exercise, or by decreasing the rest period.

Continuous trainingThis involves working for a sustained period of time without rest. It improves cardio-vascular fitness (aerobic energy system). Sessions need to keep the heart rate within the training zone for a minimum of 20-30 minutes, 3 times per week.

Fartlek trainingThis 'speed play' training involves varying your speed over which you run. (Sprinting, jogging, walking). It improves aerobic and anaerobic fitness. This training should replicate the pace of running required in a particular activity. There could also be a change in terrain to increase/decrease intensity (flat/incline/decline).

Interval trainingThis involves alternating between periods of hard exercise and rest. For example working for a set time/distance and then resting for a set time/distance. Interval training can be made harder by increasing the intensity or period of work, or by decreasing the rest period. It can improve speed, muscular endurance or power with a large work to ratio (1:4), or it can improve CRE with a shorter work to rest ratio (1:1) but over a longer period of time

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

Weight trainingThis involves using weights to provide resistance to the muscles. This is when you use isotonic contractions (i.e. the muscles contract and extend) to improve your muscle strength or endurance. Press-ups, sit-ups, chins and weight lifting are all isotonic exercises.

Isotonic strengthThis training involves using heavy workloads 65-85% of max with few reps (6-8) and sets this makes your muscles grow bigger and makes your contractions stronger.

Muscular enduranceThis training involves using light workloads 40-60% of max with many reps (15-25) and sets. This does not make your muscles bigger but makes muscles work for longer.

Flexibility trainingThis training involves holding a specific stretch for 10–30 seconds to improve the range of motion about a joint.

Plyometric trainingThis involves working explosively at maximal intensity using hopping, jumping, skipping, and throwing activities. This type of training improves speed and power it is very demanding and produces high levels of lactic acid. This type of training would improve your performance in activities such as sprinting, long jump or javelin.

Conditioned approachThis is when you train within the activity. This approach will not only improve a specific fitness area, but will improve skill level in a game-like situation. It also helps to keep skill level high, whilst coping with fatigue. This method also prevents boredom and performers will tend to work harder for longer

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Why train within the activity?

You can work on both skills and fitness at the same time through drills- The effects on the muscles replicate those of a real game situation

Training with team mates is more motivating resulting in more intense training. Training on your own does not have the same competition and incentive.

Whilst working on your fitness you can develop tactics and strategies at the same time. (e.g. in basketball, a fast break drill not only works on fitness and skills but the tactics and movement patterns of the counter attack.)

There are no delays between training and implementation as improvements will be apparent immediately in a realistic mode.

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Why train out with the activity?

There are no delays between training and implementation as improvements will be apparent immediately in a realistic mode.

By improving the level of fitness out of the game, it will improve the quality of performance when taken back into the game.

By training the types / aspects without distraction of skills a lot of work can be done in a short space of time.

You can concentrate on the types / aspects of training without the distraction of a game.

It is easier to apply the principles of training and specific approaches of fitness training to a programme. Therefore fitness is more likely to improve.

PRINCIPLES OF TRAINING

1. The training you undertake must be specific to your own individual needs. Every activity requires a specific mix of fitness and the training you do should address the areas of specific weaknesses whilst maintaining the other aspects of fitness.

The training must be specific to the individual. It is important that you assessed your initial levels of fitness to work out your strengths and weaknesses, this will also allow you to set your initial training workloads.

The training must reflect the fitness demands of the activity (and your role)

2. As you go through a training programme, you will start to become fitter. As you get fitter your body becomes used to the demands that you are placing on it (your body adapts). Eventually your fitness level will reach a point and not improve any further (plateau). At this point the training that you are doing will feel much easier. To continue to get fitter, you will need to use a Principle of Training known as Progressive Overload .

This means that as our body gets used to the training that yuo are doing and it starts to feel easier, you need to make your training harder. You can do this in one of three ways. We can change;

The Frequency of Training (How often we train) The Intensity of Training (How hard we train) The Duration of Training (How long we train for)

3. It is important that you have rest days in your training programme to allow your body to recover, muscle fibres to rebuild and avoid to injury from over training. Therefore a heavy intense session should be followed by a rest day or a light recovery session.

4. Fitness cannot be stored you have to keep training to maintain your fitness. If you stop training

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your fitness levels will start to drop and in a relatively short period of time the adaptations that have taken place will be lost i.e. your fitness levels will be reversed.

5. Using a variety of training methods relieves tedium and avoids boredom in training.

A good way to remember the principles is SPORT FIT .

Specificity,

Progressive Overload,

Reversibility,

Tedium (variety),

Frequency,

Intensity,

Time (duration)

STAGES OF LEARNING

When learning a new skill, there are 3 main stages that you will progress through.

Planning (cognitive) Practice (associative) Automatic (Autonomous)

Initial development of the technique. Lots of errors are made. Lots of encouragement required Lots of external feedback is required. Lots of demonstrations and explanations

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Practice AutomaticPlanning

Subroutines are linked into a smooth action. Feedback is used to try and perfect the

technique. The number of errors is reduced. Slowly learn skill under pressure.

The skill now involves little or no conscious thought.

Errors as less likely. Can concentrate on other parts of the

performance. Feedback tends to be internal Timing and accuracy are consistent

APPROACHES TO DEVELOP PHYSICAL SKILL FACTORS

When learning skills, there are many different approaches that you can use.

Practices that you use depend on the level of performance you have in the activity and the skill in particular that you are performing.

Example

An Olympic Table Tennis player will do a completely different practice for a top spin forehand than someone who has only been playing for a few months or in their Physical Education classes.

In your training programme these should get progressively harder as you improve your level of performance.

The table below gives different approaches you might expect performers to use (or you have used in PE).

Approaches Reasons for using the approach

Shadow Practice To work on footwork/movement skills in isolation. To focus on one particular aspect of the skill. To gain a feeling for the action as the candidate is new to the performance. To groove the movement to muscle memory. To build confidence

Whole-part-whole To find a weakness in the whole skill. To develop one part of the skill. To improve the whole skill by improving one particular weakness.

Cooperative practice To develop a skill without the pressure of competition. To repeat small parts of the skill over and over/to groove the skill. To work on difficult/complex skills. To control the level of difficulty of the practice. To get feedback at the same time.

Pressure Drills To introduce a level of competition into the practice. To maintain/increase motivation. To make the practice more difficult/more game like To control the level of difficulty of the practice. To make the practice more game like.

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To be able to perform the skill in a game without technique breaking down.

Small-sided games To practice in a game situation but be able to control aspects of the game. To work in a game situation but increase the number of times that skill is

performed. To improve decision making skills. To improve problem solving skills.

Conditioned games To work in a game situation but focus on specific skills. To improve decision making skills. To improve problem solving skills To increase motivation/confidence to perform the skill in a game.

Gradual Build up Skills can be learned progressively. Breaks down complex or dangerous skills. Each part of the skill is introduced, practised and mastered before a new part is

introduced. The complexity of the skill can gradually be increased. Performer moves on a stage when ready. Performer can move back a stage.

PRINCIPLES OF EFFECTIVE PRACTICE

For practice to be effective

Practice must be realistic and appropriate to your level of ability. Practices should be enjoyable. Practices should be achievable. Practice must be performed with the correct technique. Practice must not be carried out for too long. Practices must be varied. Practices must be specific to improving weaknesses in your skill or performance. Practices should show progression over time. Practices should be recorded and measured in order to see improvements.

Effects of practising for too long

Become fatigued/tired. Become bored and lose interest. Lose motivation. Possible risk of injury.

Effects of variation in practice Can keep you interested. Can be more enjoyable. Can help avoid fatigue/tiredness. Can help avoid injury.

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APPROACHES TO DEVELOP THE SOCIAL FACTOR

1. Team Building

Fun, inclusive approaches that make everyone feel wanted and respected

Alternate activity – swimming, rock climbing, paintballing, assault course etc. Varying training types (in game/out game) – enjoyment and inclusion key Understanding the groups weaknesses, supporting others Model Performances –inspire those around you

2. Team Roles44

7 key Principles of Effective Practice

“I WAS ACE”

Intensity

Work to rest ratio

Achievable progressive stages

Strengths and Weaknesses

Awareness of skilled performer

Clear objectives

Effect of boredomTB Positives TB NegativesPromotes Friendship

and InclusionDoesn’t Develop

PerformanceDevelops Teamwork Cause Distractions

Relieves Stress of Competition

Potential Conflict

Encourages Problem Solving

Sharing responsibility…

• A random pupil/athlete selected each session as team captain• Pupil in charge of team selection, roles, tactics and team etiquette• Only team captain can speak to opposition or referee

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TR Positives TR Negatives

Gives Individuals a Voice

Some Players May Shy Away

Shared Demands Individual Dominates

Promotes Unity and Respect

Responsibility Can Affect Performance

Increases Confidence

3. Role Models

If a character like Cristiano was your team mate or Serena was your doubles partner how would you react? What makes them great; do they inspire or intimidate you?

4. Buddy Training

Athletes often use a training partner/coach to enthuse and encourage them. This can result in increased confidence, co-operation, social interaction and ultimately performance levels. Andy Murray and Evan Lendl – Olympic, US and Wimbledon Champion.

Benefit Limitation

Less likely to miss training – peer pressure

Accountability Possible overtraining. Training when tired or ill

Peer feedback on quality and consistency

Feedback Buddy must be knowledgeable to ensure feedback is accurate

Training partners give encourage and competition

Competition Competition can push some too far – potential for injury

‘Spot’ during weight sessions. Encourage during maximal training

Support Buddy must be reliable, trustworthy and safe

Shared success can be more meaningful – thanking others

Achievement Athletes can be pushed too far by continual performance goals and targets. ‘Burn out’

APPROACHES TO DEVELOP THE MENTAL FACTOR

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RM Positives RM Negatives

Inspiring/motivating Intimidating

Technique Egotistical

Fitness Levels Arrogant

Attitudes Money Driven

1. Imagery (Mental Rehearsal, Visualisation)

All three terms, above, are used to refer to the regular and intensive mental practice of an action without physically performing it. When mental rehearsal of an action is combined with physical rehearsal this improves performance when compared to physical rehearsal by itself.

Athletes who speak of visualisation, mental rehearsal, imagery or mental practice are all referring to the process of creating an experience in the mind – of imagining something. Imagery can be used to experience many aspects of skill learning and sports performance.

“…apart from the physical practice, many more hours were spent mentally rehearsing the effort distribution, pace judgement, stride pattern and hurdling technique for a successful performance.”

How to Develop Imagery Skills

To develop imagery skills:

Decide what you want to mentally rehearse Practice when you are relaxed, without distraction and not close to performance Imagine performing the movement, concentrate on tension in the muscles, the

sequence in which movements occur Mental rehearsal should take as long as performing the action in real time Imagine seeing yourself performing movements or routines successfully (external)

2. Mental Rehearsal Technique

Mental imagery involves the athlete imagining themselves in an environment performing a specific activity using all of their senses (sight, hear, feel and smell). The images should have the athlete performing successfully and feeling satisfied with their performance. When beginning Mental Rehearsal the athlete should use a skill they can already perform at an automatic level.

3. Positive Self-talkPositive self-talk involves the athlete endorsing their own ability or progress by literally talking to him or herself. This is often common in tennis because if they play a bad shot or loose the point they will positive self-talk to help them win the next point. This is often

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common in British tennis player, Andy Murray as you can see him muttering to himself after a lost point or an ineffective shot, of course many players across the sporting world do this as well and for some players you can see the negativity of the self-chatter. This involves the athlete being able to take into account where they are up to with their ability, and being able to progress by talking to themselves to help figure out where to go next. Speaking aloud will commit you (the athlete) to the task and is effective in raising confidence. However, positive self-talk is only of value if performers are of a high standard and are experienced.

APPROACHES TO DEVELOP THE EMOTIONAL FACTOR

1. Self Talk (The 3 R’s)The 3 R’s for composure help to maintain composure after making a mistake or error. The 3 R’s for composure stand for: Recognise–Regroup–Refocus.

The first step is to:

Recognize that you are dwelling on the mistake, which limits your ability focus on the next phase of play and identify your mental error.

Regroup by interrupting the chain of thought. This requires you to battle your own emotions and dispute your irrational thinking, using coping strategies such as positive self talk.

Refocus is then crucial for the next phase of play. Ask yourself what you need to focus on right now to do your best on the next play? The answer will help you refocus on the task-relevant cues for the next play.

TaskApply the 3 R’s into a sporting context.

Can you show optimism and resilience, resulting in a positive outcome?

Can you channel the fear/anger of losing into an outstanding performance?

2. Pre-Match/in-match rituals.

Again these are closely linked to visualisation and self talk. Paul Ince only ever put his top on when he entered the field of play. Rafael Nadal places his water bottles with precision after every single drink, then refuses to step on any white lines before the start of play. Serena Williams ALWAYS bounces the ball 5 times before a serve.

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The question is why? How do these acts impact on performance?

Are there any rituals you have before competition?

i.e. Right shin guard on then left shin guard on?The use of music before a game?Eating at the exact time every time pre-game?Always selecting the same side when tossing coin with ref?

You may or may not be aware of them!

a) Name two approaches (methods) to develop performance.

b) Give a brief description of each method

c) Explain the advantages and/or the disadvantages of these methods.

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You are now going to construct a performance development plan to improve one of the weaknesses in 2.1 (b). Answer the following questions:

(i) What are you trying to improve? (ii) What targets have you set?(iii) How long will the development plan last?(iv) How many sessions will you have per week?(v) Will the work be the same for the whole time?(vi) How will you know if there is improvement in your performance?

Development plan to be completed separately. Outcome 2.4 is evidenced through evaluation of sessions.

a) Name two training approaches you used in your programme of work to improve your targets.

b) How did you apply these approaches?

Monitoring/Evaluating the effectiveness of your Personal Development Plan

It is important to monitor your training throughout the season by gathering data using appropriate methods. This allows you to check if your Personal Development Plan is effective or not, or whether changes need to be made.

In order to do this you will use all the information and feedback you have gathered and try to compare the results and interpret the responses of any interviews or questionnaires you have completed.

You will compare the initial data you collected, to the information you have collected during or after your development plan.

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The benefits of monitoring.Provides information on your progress and comparison on original data.

Allows you to judge if training programme is effective and help make changes.Provides valuable feedback.

Improves motivation.Checks intensity of training.

Allows targets to be reset or new targets to be made if they have been met.Record data and compare.

Identifies new strengths and weaknesses / future development needs.Allows easy analysis on an ongoing basis

Methods used to monitor performanceTraining Diary

LogbookVideo comparison

Retests e.gStandardised fitness tests

Observation SchedulesMatch Analysis

Questionnaires/surveysHeart Rate

Feedback (internal and External)Personal/coach evaluations

Choose two methods that you used to obtain feedback (visual, verbal or written).

Explain what the feedback from each method told you about your performance.

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a) How effective was your development plan in helping you to achieve your development targets set in 2.2? What was it about your plan that enabled you, or didn’t enable you, to achieve your targets?

b) Compare the information gathered at the start to the information gathered at the end of your development plan.

c) What has been the impact of your development plan on your whole performance?

FUTURE DEVELOPMENT NEEDS

A Personal Development Plan usually focuses on one or two development needs. As a result you will not have improved in all areas of your performance.

Do you now have new areas of development? Or are there any other areas of your performance that were development needs before your training programme?

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a) Identify two areas for development in your performance:

b) Explain what these developments need are and how it would further improve your performance.

CLASS TASKS/HOMEWORK TASKS

The following tasks/questions should be completed in your jotter on each activity you complete in National 4/5. Your class teacher will assign the tasks as homework or as an individual/pair/group task in class (you may not complete every question for every activity).

1. Make a list of all the factors that you feel are key for your current activity. Choose 2 and describe what that factor is and why you feel it is important.

2. Describe in detail a ‘model performer’ - in the whole activity or performing particular skill.

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3. Give a brief description of a method you used to gather data in this activity. Then (more importantly) discuss why you used this method to gather data? Why is it a good method? Finally explain why you gathered data on your performance?

4. Describe a strength(s) in your performance.5. Describe 2 areas for development (weaknesses) in your performance.6. Choose from Physical, Social, Mental and Emotional Factors. State and explain the

impact of one positive factor and one negative factor on your own or your team performance. Give examples to reinforce your answer.

7. You will have used a number of ‘approaches’ to develop performance in an activity. Choose 2 and explain how you used them and why they were used. What are the advantages and disadvantages of each method?

8. Identify your short term and long term goals for this activity/programme. 9. Describe 3 sessions you would do to improve your area(s) for development.10.Show evidence of monitoring and recording 3 training sessions.11.Throughout this activity you will have received feedback from your peers and your

teacher. What type of feedback did you receive? What was the feedback you received? Was it beneficial?

12.How did you monitor your training programme to see if it had worked and your performance had improved? Why is it important to monitor your performance?

13.What do you now regard as your future development need? What do you need to improve now to further develop your performance in this activity? How do you know this? In what way would this make a difference?

Course Assessment KNOWLEDGE CHECKER

Use the checklist below to note that you understand all of the steps you have taken and information you have covered to help you improve your performance.

SUCCESS CRITERIA UNDERSTANDHave Collected information on my performance using 2 different methodsCan explain why you have used these methods to collect informationUnderstand how the 4 factors impact both positively and negatively on performanceCan describe and explain a model performance in my chosen activityHave identified strengths and development

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needs in my performancePrepared a Personal Development Plan including setting SMART targets Have used at least 2 different approaches to help develop my performanceCan explain why I have used these approaches and understand the benefits/weaknesses of these approachesCan describe how I have used these approaches in a development sessionHave kept a record of my development sessions in a training log/diaryHave sought feedback from at least 2 different sourcesCan evaluate my Personal Development Plan using collected information and identify future development needs

THE PLAN AND EVALUATION - "BOOKENDS"

Section 1 (10 Marks)

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

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

Then you must explain the impact this has on your performance. Also, if relevant you must explain the impact on your team and the opposition.

Examples

Football (Physical)

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

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Explanation - "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"

Hockey (Physical)

Description - "Towards the end of the game I become breathless and tired"

Explanation - " 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"

Badminton (Emotional)

Description - "When I lose a point I get very angry and start shouting at myself"

Explanation - " 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 opponents sees that I'm getting angry which boosts their confidence because they know my emotions are affecting my play"

Volleyball (Social)

Description - "When I'm on the court I don't communicate effectively with my team mates"

Explanation - " 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."

Gymnastics (Mental)

Description - "Before performing my gymnastics sequence I get distracted by the people who are watching me"

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Explanation - "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)

Description - "Before racing in the 100m sprint I get very nervous and my body starts to tense up".

Explanation - "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".

After describing and explaining the challenges you are going to face you must then come up with a plan to overcome these challenges. This plan could come in two forms:

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

Examples

Football (Physical)

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

Plan (before performance) - " At the end of every training session I am going to use a repetition drill to practice with my weaker foot. I will repeatedly control and pass the ball with my weak foot off a rebound board for 10-15 minutes."

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"

Hockey (Physical)

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Description - "Towards the end of the game I become breathless and tired"

Plan (before performance) - "For 6 weeks I am going to go a 20-30 minute continuous run at a steady pace. I will do this 3 times per week."

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."

Volleyball (Social)

Description - "When I'm on the court I don't communicate effectively with my team mates"

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."

Plan (during performance) - "When the ball comes into my area or if I'm available for a pass I will always shout my name. I will tell my team mates this before we go on court."

Section 3 (10 marks)

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

Your evaluation must relate to:

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

The Challenges Identified

During the performance were you able to overcome this challenge or was it still causing you a problem?

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Badminton (Emotional)

Description - "When I lose a point I get very angry and start shouting at myself"

Evaluation - "During the performance I felt that I was able to keep my anger under control. There were times in the game when I made silly errors and I could feel my anger building. However, I was quickly able to move on from this and focus my attention on the next point. This meant that I didn't make further errors and give away easy points to my opponent. I believe this is what helped me win the game."

Gymnastics (Mental)

Description - "Before performing my gymnastics sequence I get distracted by the people who are watching me"

Evaluation - "As I was about to perform I couldn't concentrate on my sequence because I was thinking about the people watching me. I was frightened that I was going to make a mistake and embarrass myself in front of the audience. Therefore, I forgot the order of my sequence and the moves I was supposed to perform. My sequence looked very untidy and lacked fluency which was marked down by the judges. Also, since I was really nervous my body started to shake which meant that my balances were not held for very long or performed well. I did not land on my feet when doing a handspring because my body was tense, which knocked my confidence even further."

The plan to overcome these challenges

When evaluating 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.

Football (Physical)

Description - "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"

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Evaluation - "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."

Hockey (Physical)

Description - "Towards the end of the game I become breathless and tired"

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."

Evaluation - "During the performance I felt my plan was very effective. Especially in the first half of the game I tried to limit the number of attacking runs I made. I only made a run if I was certain that I was going to receive a pass or if I was close to the opposition goal. This meant that I wasn't as tired in the second half as I still had lots of energy. Subsequently, I wasn't as breathless which kept my skill level high. I could still dribble with the ball effectively and beat defenders to play crosses into the circle. Also, my passing and shooting still had accuracy and power, which created scoring chances for my team."

The Command Words

In the portfolio 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".

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DescribeExplain

Evaluation