The Impact of Physical and Mental Factors on Endurance Activities

ARDROSSAN ACADEMY

PE Studies

The Impact of Physical and Mental factors on Endurance Activities

Student Booklet

Name:______

Class:______

Factors Impacting On Performance

Skill Development

Within this booklet you will develop your understanding of the following factors

Mental – concentration

Emotional – confidence, fear and anxiety, anger and frustration

Social - motivation

Physical – Skills classification, Model Performance, Stage of Learning, Methods of Practice, Principles of Effective Practice

ConcentrationMotivation

Teamwork

The Cycle of Analysis

The Cycle of Analysis is one popular approach that is useful for analysing and developing your performance as part of your performance improvement programme.

Using the Cycle of Analysis, you can:

• collect information about your performance in an organised way
• Identify and assess strengths and areas for development in your performance.
• Carry out a training programme
• Review and evaluate the effectiveness of the programme
• Identify any future development needs
• Continue to improve your performance and so avoid reaching a learning plateau – a stage of no apparent progress.

You should design training programmes that allow your performance to show consistent progress. This is better than inconsistent improvement caused by learning plateaux.

Factors Impacting on Performance

Below are a list of factors:

MENTAL / EMOTIONAL / PHYSICAL
(Physical Aspects) / SOCIAL
Level of Arousal / Happiness / Cardio Respiratory Endurance / Contribution to team
Rehearsal / Sadness / Local Muscular Endurance / Role within team
Concentration / Anger / Speed / Extrinsic Motivation
Motivation / Fear / Strength / Intrinsic Motivation
Decision Making / Power
Mental Toughness / Flexibility

Both mental and physical factors relate well to endurance activities such as football, basketball and athletics. Brief descriptions of these specific factors are given below. However, you will be expected to develop a much more thorough understanding of these aspects than is detailed below.

Physical Aspects of Fitness:

For endurance activities we need to look atCRE and speed.

Skill-Related Aspects of Fitness:

As well as the Physical Aspects of fitness, there are also skill related aspects of fitness

Mental Aspects of Fitness

Methods of Gathering Information

Before we design a training programme it is essential that we gather information on our performance and our fitness. We will use some, or all, of the methods listed below:

Factor / Test
Physical (CRE) / *Cooper Test
Physical (CRE) / *Multi Stage Fitness Test
Physical (CRE) / 1500m Timed
Physical (Speed) / *30m Sprint test
Skill Related / Physical / Time Delay Sheet
Mental / Sport Anxiety Test
Emotional / Sport Emotional Questionnaire

The methods marked * are called standardised tests. Standardised fitness tests are beneficial for the following reasons:

• They have set rules and procedures that can be easily reproduced;
• They are both valid and reliable (see next page);
• They provide an athlete with fitness levels at start, during and end of training and so they can used to draw comparisons.
• The set criteria also allows pupils to directly compare themselves to class averages and national norms;

All methods we will use are beneficial because they provide a permanent record which can be used for comparisons both during, and on completion, of your training programme. They can also provide a starting point for your training programme.

In order to ensure that test results are valid and reliable a number of factors must be considered. Firstly, every time a test is conducted it must replicate exactly, the correct procedure for the test. For example, the multi stage fitness test must be 20m long otherwise the results cannot be compared to my initial fitness and the national standard. Secondly, the potential for human error should be eliminated as much as possible. Certain tests must be done with the assistance of a classmate or your teacher to ensure the performer remains focused completely on the task. Thirdly, it is vital to attempt to recreate the same environment each time i.e. time of day the test is carried out, facility used and clothing worn. The more variables kept the same, the greater the reliability of the result.

Some of the methods we will use to gather information are carried out outwith the activity, such as the 12-Minute Cooper Test, while others are carried out within the activity, for example 1500m Split Times. It is important that you understand the difference between the two different types of method.

After you have completed each test it is vital that you analyse the information you have gathered…

…see the ANALYSISbox after each method description.

12-Minute Cooper Test (Stamina)

The Cooper Test is a 12-minute run that measures stamina. The object is to run as far as you can in 12 minutes. We will use the 400m running track to complete our test. This test should be ran at a steady, constant pace that you can maintain for the full duration.

Scoring:

The further you run, the better your score. Your score is the distance covered in 12 minutes. Measure the distance to the last full 100m.

Your score: ______metres

ANALYSIS

Class Average:______metres

Class Best:______metres

Age / Excellent / Above Average / Average / Below Average / Poor
Male 13-14 / >2700m / 2400-2700m / 2200-2399m / 2100-2199m / <2100m
Females 13-14 / >2000m / 1900-2000m / 1600-1899m / 1500-1599m / <1500m
Males 15-16 / >2800m / 2500-2800m / 2300-2499m / 2200-2299m / <2200m
Females 15-16 / >2100m / 2000-2100m / 1700-1999m / 1600-1699m / <1600m
Males 17-19 / >3000m / 2700-3000m / 2500-2699m / 2300-2499m / <2300m
Females 17-20 / >2300m / 2100-2300m / 1800-2099m / 1700-1799m / <1700m
Experienced Athletes
Gender / Excellent / Above Average / Average / Below Average / Poor
Male / >3700m / 3400-3700m / 3100-3399m / 2800-3099m / <2800m
Females / >3000m / 2700-3000m / 2400-2999m / 2100-2399m / >2100m

Multistage Fitness Stage (Stamina)

The multistage fitness test, also known as the ‘bleep test’ measures your stamina. The test involves continuous running between two lines, which are 20 metres apart. The ‘bleeps’ get progressively closer together as you proceed through the test.

Scoring:

Your score is the level you reach and the number of shuttles you run at that level. You are ‘out’ when you miss two consecutive bleeps.

Your score: ______VO2max:______

ANALYSIS

Class Average:______

Class Best:______

Female
Age / Very Poor / Poor / Fair / Good / Excellent / Superior
13-19 / <25.0 / 25.0 - 30.9 / 31.0 - 34.9 / 35.0 - 38.9 / 39.0 - 41.9 / >41.9
Male
Age / Very Poor / Poor / Fair / Good / Excellent / Superior
13-19 / <35.0 / 35.0 - 38.3 / 38.4 - 45.1 / 45.2 - 50.9 / 51.0 - 55.9 / >55.9

Activity specific Methods

Some of the methods we will use to gather information are carried out outwith the activity, such as the 12-Minute Cooper Test, while others are carried out within the activity, for example the Time Delay Sheet (TROS).

This form of analysis studies levels of fitness whilst participating in the actual activity. It should be completed during several competitive games against opponents of similar ability. As the performer plays within these games another pupil completes the following schedule on their performance. Alternatively the performance can be recorded and the player can analyse his or her own performance:

It is important that you understand the difference between the two different types of method.

Time Related Observation Sheet

Performers name ______

Observers Name ______

Time
Minutes / Get back to defend quickly / Stay between man and basket / Interception or steal / Rebounding / Passing accurately / Dribbling
success / Set Shot /

Lay Ups

0 - 2
2 - 4
4 - 6
6 - 8
8 - 10
10 - 12

Put a “ √ “ in the box every time you see the skill done successfully.

Put a “ X “in the box every time you see the skill done unsuccessfully.

Timed (Stamina)

Another method of gathering information is through using your current 1500m time. Your time can be compared to your classmates’ times, national records and can be used as starting point for your training programme. It also provides you with a permanent record that can be used to monitor progress both during and at the end of your programme.

Your time: ______

ANALYSIS

Class Average:______

Class Best:______

Scottish Records:

Under 17 BOYS3:53.60

Under 15 BOYS4:03.00

Under 17 GIRLS4:22.51

Under 15 GIRLS4:23.45

Gathering information on other Factors

Whilst collecting information on our skill level it is important to consider the impact our skill level has on other factors which relate to our performance. For example, a high and varied level of skill will promote confidence and allow a performer to make better decisions during a performance.

A low level of skilled performance will breed anxiety, low self esteem and limit the influence the performer will have during a performance.

Therefore during the process of collecting data on our skill level we must also collect information on the other factors so that we may measure the true impact of future development.

These methods can be characterised in terms of Quantitative and Qualitative Data. Quantitative data is concerned with facts and figures and provides statistics and a measurement of performance in related areas.

An example of this would be for a performer to complete an Emotional Questionnaire which gathers information on the emotional state of the performer prior to beginning a skill development programme or prior to competition. This may also impact some of the approaches the performer adopts within the programme.

Qualitative methods are ways of collecting data which are concerned with describing meaning, rather than with drawing statistical inferences. Methods include interviews and receiving feedback from a coach or teacher.

For example whilst giving feedback a coach/teacher must be mindful of the emotional well being of the performer. Feedback is an essential part of skill development but also has a major impact on how a performer mentally and emotionally prepares for practice and competition.

Most coaches and performers tend to adopt a combination of qualitative and quantitative approaches, which allow statistically reliable information obtained from numerical measurement to be backed up by and enriched by information about the overall performance of the individual (which can include the emotional state during practice/competition).

Sport Competition Anxiety Test (SCAT)

Assessing Your Anxiety

Read each statement below, decide if you "Rarely", "Sometimes" or

"Often" feel this way when competing in your sport, circle the appropriate box to indicate your response.

1. Competing against other People/Teams is socially enjoyable Rarely Sometimes Often

2. Before I compete - I feel uneasy Rarely Sometimes Often

3. Before I compete - I worry about not performing well Rarely Sometimes Often

4. I am a good sportsman when I compete Rarely Sometimes Often

5. When I compete - I worry about making mistakesRarely Sometimes Often

6. Before I compete - I am calm Rarely Sometimes Often

7. Setting a goal is important when competing Rarely Sometimes Often

8. Before I compete - I get a queasy feeling in my stomach Rarely Sometimes Often

9. Just before competing - I notice my heart beats Rarely Sometimes Often

faster than usual

10. I like to compete in games that demands a lot of Rarely Sometimes Often

physical energy

11. Before I compete - I feel relaxed Rarely Sometimes Often

12. Before I compete - I am nervous Rarely Sometimes Often

13. Team sports are more exciting than individual sports Rarely Sometimes Often

14. I get nervous wanting to start the game Rarely Sometimes Often

15. Before I compete - I usually get uptight Rarely Sometimes Often

Analysis

The score for the response to each question is detailed below. Enter the score for each question in the “Athlete’s Score” column and then total the column up to provide a SCAT score.

Note that questions 1,4,7,10 and 13 score zero regardless of the response.

Question Number / Rarely / Sometimes / Often / Athlete’s Score
1 / 0 / 0 / 0
2 / 1 / 2 / 3
3 / 1 / 2 / 3
4 / 0 / 0 / 0
5 / 1 / 2 / 3
6 / 3 / 2 / 1
7 / 0 / 0 / 0
8 / 1 / 2 / 3
9 / 1 / 2 / 3
10 / 0 / 0 / 0
11 / 3 / 2 / 1
12 / 1 / 2 / 3
13 / 0 / 0 / 0
14 / 1 / 2 / 3
15 / 1 / 2 / 3
Total

Name:______

SCAT Score:______

Less than 17 You have a low level of anxiety

17 to 24 You have an average level of anxiety

More than 24 You have a high level of anxiety

Mental Skills in Sport

Below are 20 simple but telling statements for you to consider.

Rate how true the statement is for you from:

Never do this ---to---- Always do this.

Circle your score to each question and then add them up at the end.

Never------Always

A / "I frequently remind myself of the positive reasons I play sport" / 1 2 3 4 5
B / "If I perform poorly I tend to dwell on my negative feelings too long." / 5 4 3 2 1
C / “I let negative thoughts show in play through my negative body language." / 5 4 3 2 1
D / "I blank out distractions and I am not easily distracted, if I am I can refocus quickly."
/ 1 2 3 4 5
E / "My opponents behaviour(s) can upset me and put me off" / 5 4 3 2 1
F / "I specify future specific learning goals from my performances."
/ 1 2 3 4 5
G / "I focus on the outcomes I want more than problems I encounter." / 5 4 3 2 1
H / "I remain cool and concentrated in pressure situations." / 1 2 3 4 5
I / "I am realistically optimistic before competition." / 1 2 3 4 5
J / "I use negative words/instructions to myself or others." e.g. don’t hit it right, don’t be short
/ 5 4 3 2 1
K / "I get quite nervous and this can have a negative impact on my performance" / 5 4 3 2 1
L / "I use conscious strategies to stay calm and focused." / 1 2 3 4 5
M / "If I do something wrong it adversely affects the rest of my game" / 5 4 3 2 1
N / "I create positive emotional states in others." / 1 2 3 4 5
O / "I find my mind wondering and losing focus during competition." / 5 4 3 2 1
P / "When I think about the opposition it can put me off my game." / 5 4 3 2 1
Q / "I can create internal vivid mental pictures of myself performing well." / 1 2 3 4 5
R / "I get into a state of confident focus before performing." / 1 2 3 4 5
S / "I put into practice positive physical and mental routines before play." / 1 2 3 4 5
T / "I let negative inner thoughts and emotions adversely affect my performance" / 5 4 3 2 1
Total

Results (Mental Questionnaire)

Differences are normal from one person to the next, as well as differences over time and situations for any given individual. Nevertheless, you should find the rating scale insightful, suggesting areas for future focus and development.

The highest score possible is 100 and the lowest score is 20.

Interpreting Your Score:

70 or Higher

You already display mentally tough behaviours, though you are aware of the need to constantly practice yours mental skills. You have qualities and characteristics that will allow you to keep building a mentally tough capacity in yourself and others. Teaching these skills to others will not only reinforce them in you, it will also build a positive mental skills culture within your team.

50 – 70

You are doing better than most. You have a good approach to competition along with a good understanding that you can boost your mental capability. Ensure that you practice your skills and look to development opportunities whereby you can continue forming good habits. You may find that concentration on one or two areas are key to your performance.

50 – 60

You are doing well but you do need to spend more time on your journey towards greater mental toughness. Mental skills are like physical skills they require repetition and practice for them to improve. Doing this will improve your consistency. Presently you may at times be getting in “your own way.” Identify your personal interferences and work on doing drills that will allow you to play more to your potential. Practice the mental drills until they become habit forming.

50 or Under

If you are in this category and you want to play nearer your potential I would suggest that you think about developing your mental skills and take action. Mental skills are like physical skills they require repetition and practice for them to become habits and internalized attitudes. Research suggests often a good place to start is with physiological calmness: they can be learned and performed quickly.
FEEDBACK

Feedback is information you collect about your overall performance (both in terms of the physical performance and also the emotional/mental state of the individual).

There are different types of feedback. The types you use depend on the type of task you are completing, the type of skill being performed and the nature of the activity and the level of pressure the performer may be experiencing.

Using feedback in a meaningful way is essential for performance improvement. It helps you plan improvements to your performance and provides reinforcement about the successful parts of your performance, encouraging you to work towards further improvement and developing confidence and self esteem.

The main types of feedback you should understand are:

Internal (Intrinsic) Feedback

This can happen instantly during a performance but it could be completed before and after a performance using a personal reflection diary or questionnaire.

External (Extrinsic) Feedback

This usually comes from a coach/teacher or sometimes from team-mates. The feedback can cover many elements of the performance including Physical and Emotional factors

For example, in a 1500m race the athlete may become frustrated at the pace of the race. This may cause them to sprint too early and therefor become tired towards the end of the race. The athlete should remain focussed and conserve their energy for the end of the race. The coach can give them feedback during the race and tell the athlete to hold their pace and focus on their tactics.

Effective Feedback

For feedback to be most effective it needs to be positive. Positive feedback focuses on what you did well and suggests how further improvements could be made.

Feedback also needs to be precise and accurate and be given as soon as possible after the activity or part of the game.