Lenzie Academy
Physical Education Department
National 4 + 5
Factors Impacting on Performance.
CONTENTS
OVERVIEW p3
INTRODUCTION p4
CYCLE OF ANALYSIS p5
KNOWLEDGE AND UNDERSTANDING OF ACTIVITY p6
POSSIBLE FACTORS IMPACTING ON PERFORMANCE p7
RELEVANT FACTORS FOR YOUR CURRENT ACTIVITY p8
IMPORTANCE OF GATHERING DATA p10
GATHERING DATA ON YOUR PERFORMANCE p11
MODEL PERFORMERS p13
POSITIVE AND NEGATIVE FACTORS ON PERFORMANCE p14
APPROACHES TO DEVELOPING PERFORMANCE p15
STRENGTHS AND AREAS FOR DEVELOPMENT p16
GOAL SETTING p17
TRAINING PLAN p18
MONITORING AND RECORDING PERFORMANCE p19
FEEDBACK p20
EVALUATING p21
FUTURE DEVELOPMENT NEED p22
INFORMATION SHEETS p24
● SKILL CLASSIFICATION AND INFORMATION PROCESSING
● STAGES OF LEARNING
● PRINCIPLES OF EFFECTIVE PRACTICE
● METHODS OF PRACTICE
● PHYSICAL FITNESS
● MENTAL FITNESS
● METHODS OF TRAINING
● PRINCIPLES OF TRAINING
● PRINCIPLES OF PLAY
● ADAPTING TACTICS
● Competition/Event Preparation
OVERVIEW
Outcome 1
The task for candidates is to demonstrate knowledge and understanding of factors that impact on personal performance in physical activities.
Candidates must provide evidence of the following:
● explaining in detail two methods used to identify factors impacting on performance
● explaining in detail the impact of one positive and one negative factor on performance
● explaining two approaches to develop performance
Outcome 2
The task for candidates is to demonstrate that they are able to develop personal performance in physical activities.
Candidates must provide evidence of the following:
● describing one strength and two areas for development in a performance
● preparing and implementing a personal development plan with identifiable targets and be observed implementing part of the development plan by the assessor
● selecting and applying two approaches to impact positively on a performance
● completing evidence of monitoring and recording a minimum of three performance development sessions
Outcome 3
The task for candidates is to demonstrate that they can evaluate the performance development process.
Candidates must provide evidence of the following:
● recording and submitting evidence of seeking two examples of feedback from others which evaluate the candidate’s performance development plan
● providing evidence of the evaluation of the effectiveness of their personal development plan in supporting their performance development
● providing evidence of evaluating progress based on all information gathered
● identifying and explaining at least two future development needs
INTRODUCTION
The aim of this block is to improve your overall performance in the activity.
We will examine the factors that can affect your performance in an activity.
Factors can be divided into; Mental, Social, Emotional and Physical.
There are a large number of factors that can affect your performance in an activity. We will consider and discuss all potential factors that could influence your performance.
You will then select one or two factors that you feel are key to further developing your performance.
You will then develop and carry out a programme of work to develop these factors.
You will monitor your performance to see if you have improved.
You will be successful in this block if you can-
1 Discuss and explain the factors that can affect your performance.
2 Explain why you gathered information on your performance and the benefits of doing so.
3 Describe strengths and development needs in your performance.
4 Prepare and implement a development programme to improve your development need.
5 Monitor the effectiveness of your programme of work.
The activity you are studying this block is ______
What is your previous experience and knowledge of this activity –
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CYCLE OF ANALYSIS
In order to develop your performance and be successful in this block, you must understand and follow the Cycle of Analysis. This is the fundamental process in order to develop your performance.
Collect - Gather information / investigation on a specific aspect of your performance.
Analyse – where exactly does the problem occur, what are the weaknesses and strengths of your performance.
Apply Knowledge- Create a development programme (physical, mental, technical or tactical).
Develop / practice- carry out development programme and apply back to performance.
Evaluate – Has weakness improved? Has overall performance improved
KNOWLEDGE AND UNDERSTANDING OF ACTIVITY
Is this activity performed as a team or individual ? ______
Discuss the difference between team and individual activities.
How is this activity won? ______
How long does this activity last for?______
TASK– List some rules for to this activity
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2 7.
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4. 9.
5. 10.
TASK – List some of the key skills that are required for this activity –
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5. 10.
TASK - What qualities would a performer in this activity require? E.g Tall, fast, brave..
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5. 10.
POSSIBLE FACTORS IMPACTING ON PERFORMANCE
PHYSICAL -TACTICAL
Space
Time
Deception
Penetration
Overload
Depth
Width
Delay
Positioning
Cue recognition / anticipation
Scanning
Awareness / Reading play
Knowledge
PHYSICAL - TECHNICAL
Touch / weight
Precision
Timing
Sequencing
Coordination
Movement in preparation
Adjustments
Deception / disguise
Consistency
Adaptive
Creative
Repertoire
MENTAL, EMOTIOANAL, SOCIAL
Confidence
Resilience
Desire
Focus / Concentration
Mental Rehearsal / Preparation
Managing Emotions
Leadership
Control
Empathy
Relationships
PHYSICAL - FITNESS
Power
Agility
Speed
Endurance
Flexibility
Reaction Time
Strength
Balance
RELEVANT FACTORS FOR YOUR CURRENT ACTIVITY
ACTIVITY:______
TASK - Choose 6 factors from the previous page that you feel are key for your current activity. (Choose at least one from each area – technical, tactical, fitness and mental, emotional, social). Describe what that factor is and why you feel it is important. Do you feel it has a positive or negative impact on your performance?
Factor one: ______
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Factor two: ______
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Factor three: ______
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Factor four: ______
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Factor five: ______
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Factor six: ______
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IMPORTANCE OF GATHERING DATA
In order to establish if performance has improved we need to gather data. Gathering data on our performance before, during and after a training programme can indicate that a development or refinement has taken place.
Look again at the Cycle of Analysis diagram.
Gathering data is important because -
● It provides you with information on your strengths and weaknesses and what ‘factors’ you need to improve.
● It can give you information on your-
○ ability to perform technical skills
○ ability to carry out tactics,
○ current physical fitness level
○ Emotional and Social and mental factors affecting performance.
● It allows you to plan your training programme so that it is specific to you.
● It allows you to set realistic and achievable short and long-term targets/goals.
● You can compare yourself to national norms/team mates.
● Gives you a level to compare your results to after you have completed your training programme to see if your training has been effective and you have improved.
There are many ways to gather data and you will use a variety of methods throughout this course. Objective data is information which is collected through strictly controlled, unbiased scientific or standardised tests. Subjective data implies an element of opinion or personal feeling entering into the testing method or result analysis. Whichever method is used there are a few general principles, which should guide the process. The following should be considered before you begin to collect and record data about your performance.
● What information is needed?
● What methods will be used to collect data?
● What will the data actually measure?
● How will the data be recorded?
● How will the data be used?
In order for the data collected to be useful it must be
● Accurate; a true reflection of the performers ability
● Relevant; to the performer and the activity
● Valid; it actually measures what it sets out to
● Reliable; the assessment can be repeated consistently (test-retest method)
● Objective; it is non biased
● Enables comparison, by measuring initial data with future data.
● Contributes to informed decision making, and leads to action capable of improving performance
GATHERING DATA ON YOUR PERFORMANCE
1 Explaining in detail two methods used to identify factors impacting on performance
TASK – You will have used a variety of methods to gather data on your performance in your current activity. (You may recognise some from the box below.) Use the next two pages to give a brief account of how but more importantly why you gathered data on your performance.
VIDEO THOUGHTS AND FEELINGS TEACHER’S OPINION
DIGITAL ANALYSIS FITNESS TESTS OBSERVATION SCHEDULES
GRAPHIC ORGANISERS SCATTERGRAM SKILL CHECK SHEET
MATCH ANALYSIS MODEL PERFORMERS RUBRICS
Method one______
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Method two______
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MODEL PERFORMERS
A model performer has various characteristics:
1 Effective
● Accurate and controlled in their performance
● Consistent and able to apply skills/movements on a regular basis
2 Technique (Efficiency)
● Correct Preparation of technique
● Correct Action of technique
● Correct Recovery of technique
3 Adaptive (Range) – how well skills can be adapted to meet the demands of the task:
● Good anticipation
● Good judgement
● Appropriate decision-making
● Can usedeception
● Can apply a range of skills
4 Committed
● Dedicated to training and training hard (mental toughness)
● Motivated to perform, a desire and confidence to succeed/win
Benefits of model performers
As you work to improve your performance, model performers can show you how to improve. The idea is that by seeing someone else performing, you will get a clearer picture of what it is you are trying to do. Watching and comparing yourself to a model performer is a useful way of gathering data.
It may be that a student in your class is able to perform in a way that provides you with ideas about how you can get better.If you watch a good performer, possibly from a slow motion video, then you can pick up clues about how to perform different stages of the skill.
Watching able performers can make performance look exciting and keep you interested in trying to improve. When watching better performer you can see a wide range of skills in action. It can make you motivated to work towards performing at their level.
TASK – Describe in detail a ‘model performer’ in this activity
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POSITIVE AND NEGATIVE FACTORS ON PERFORMANCE
2 Explain in detail the impact of one positive and one negative factor on performance
TASK – Choose from Physical, Social, Mental and Emotional Factors. State and explain the impact of this factor on your own or your team performance. Give examples to reinforce your answer.
One positive factor on my performance: ______
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One negative factor on my performance: ______
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APPROACHES TO DEVELOPING PERFORMANCE
3 Explain two approaches to develop performance
TASK – In class and from your own experiences you will have used and learned about a variety of ‘approaches’ to develop performance. Some of these you may recognise from the box below. Choose 2 and explain why they were or could be chosen to develop performance. What are the advantages and disadvantages of each method.
Shadowing
Drills
Conditioned games
Gradual Build Up
Whole-part-whole
Fitness training
Conditioning
Fartleck
Interval
Circuit training
Flexibility
Plyometric
Strength
Mental Rehearsal
Imagery
Focus techniques
Factor =______Approach = ______
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Factor =______Approach = ______
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STRENGTHS AND AREAS FOR DEVELOPMENT
1 Describe one strength and two areas for development in your performance.
(Select specific parts of your performance)
Key strengths in my performance –
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Two areas for development in my performance –
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2 Prepare and implement a personal development plan with identifiable targets and be observed implementing part of the development plan by the assessor.
GOAL SETTING
It is important to set goals when aiming to improve a development area. It will give you something to aim for and help to motivate you. Training goals can give you little steps on your way to your ultimate goal. Goals can be broken down into long term goals and short term. For example a tennis player may want to win the School championships and set this out as their long term goal. In order to achieve this they may have several short term goals such as to improve their smash. To help achieve the short term goals they would have a goal to complete 10 x 2 minute smash and movement drills anto improve smash target test score every week.
In order for goal setting to enhance training the goals set should be S.M.A.R.T.E.R
Specific to the performer
Measurable so improvement can be monitored
Realistic
Attainable to keep the performer motivated
Timed they should be completed within a certain time scale.
Enthusiasm/Exciting
Recorded
TASK - Now that you have identified your strengths and development needs in your performance. Use the space below to record your long term and short term training goals