Physical Education
National 5
Course Notes.
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 - You will be acknowledged for your contribution.
CONTENTS PAGE
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
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
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 Performance
PHYSICAL / SOCIALFITNESS / 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 Endurance
Flexibility
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)
Methods of Collecting Data
PHYSICAL / SOCIALFITNESS / SKILLS / TACTICS / Questionnaire
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
PHYSICAL / SOCIALFITNESS / 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 talks
Rewards (intrinsic and extrinsic)
Self talk (3Rs – Recognise, Regroup, refocus)
Creative Input
Imagery
Visualisation
Mental Rehearsal
Conflict Management Techniques
Assertive Training
Trust Games
Cognitive and Somatic techniques(management of stress, emotions and disappointment)
Restorative practices
PREPARING FOR ACTIVITY
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 injury
- Stretches 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 day
- It can help you to mentally prepare (“get in the zone!”)
MENTAL WARM UP
A mental warm up can serve many purposes for an athlete and is often regarded as the 4th 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
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
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.
22
CARDIO RESPIRATYORY ENDURANCE
Definition
Cardio 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).