NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Physical Education
Factors Impacting on Performance
Outcome 1
Advice and Guidance for Practitioners
[NATIONAL 5;
HIGHER]
This advice and guidance has been produced to support the profession with the delivery of courses which are either new or which have aspects of significant change within the new national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching. Practitioners are encouraged to draw on the materials for their own part of their continuing professional development in introducing new national qualifications in ways that match the needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail: .
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at .
This document is also available from our website at www.educationscotland.gov.uk.
Contents
Learning and teaching 4
Approaches for gathering data: identifying, explaining, analysing and evaluating factors that impact on performance 7
References 57
FACTORS IMPACTING ON PERFORMANCE (HIGHER, PHYSICAL EDUCATION) 3
© Crown copyright 2012
FACTORS IMPACTING ON PERFORMANCE
Learning and teaching
Within a broad general education, physical education provides a rich context for developing and demonstrating skills for learning, skills for life and skills for work, as well as contributing to health and wellbeing. Learning in health and wellbeing ensures that learners develop the knowledge and understanding, skills, capabilities and attributes that they need for mental, emotional, social and physical wellbeing now and in the future.
Effective learning through health and wellbeing which promotes confidence, independent thinking, positive attitudes and actions involves a variety of approaches, including active, cooperative, collaborative and peer learning and effective use of technology.
The new qualifications in physical education will reflect this continuing shift in approach, and provide a further platform for learners to select, adapt and apply these skills in a practical, experiential way. The skills demonstrated through movement/by doing include:
Thinking skills
· Analysing, evaluating, decision making, problem solving, making judgements, reasoning, taking responsibility, reflecting, multi-tasking, synthesising
Employability, enterprise and citizenship
· Working with others, leadership, resilience
Literacy and numeracy
· Working with number and measurement, speed and distance, estimating, approximation, calculation and formula
· Listening and talking, reading, writing and presentation
Health and wellbeing
· Challenge and enjoyment while participating in physical activity
A well-cultivated critical thinker is able to assimilate information gathered and make use of it to solve new problems in different or unfamiliar contexts. The learner is guided to develop thinking that enables realistic comparisons, justifiable modifications, proposing reasonable/appropriate hypothesis and valid evaluations to be presented via a variety of different mediums.
In physical education learners will be supported to:
· identify issues related to improving their performance
· engage in practical problem-solving activities
· critically evaluate the validity of the possible solutions proposed
· make use of a variety of sources to enhance the development of critical literacy skills.
Also, throughout the process, learners will be engaged in activities that necessitate higher-order thinking. This will require learners to:
· gather and process information from a variety of sources and contexts
· organise and reorganise information
· analyse and evaluate evidence
· devise, improvise and justify decision making
· pose questions that can have multiple answers or possibilities
· come to a mutual agreement with other learners and the practitioner in relation to the development of a programme of work
· use and evaluate information in new or unfamiliar contexts and to some extent ‘predict’ or be proactive in anticipating potential problems in a performance environment
· use effective decision-making processes, including justification, prioritisation and evaluation
In this way learners are encouraged to think creatively and use advice and guidance effectively to examine the variety of factors that impact on performance.
Factors that impact on performance
In the Course Unit and Support Notes at National 5 and Higher, there are a number of suggested factors that can impact on performance. Based on information gathered, learners could evaluate changes impacted by:
· mental factors, e.g. level of arousal, managing anxiety, cognitive processes, concentration.
· emotional factors, e.g. resilience, coping with changes within activities, confidence, independence, self-esteem
· social factors, e.g. responsibility, etiquette, respect for self and others, tactical/compositional requirements, leadership, cooperation, contributing in a team or group
· physical factors, e.g. physical fitness–endurance, speed, strength, flexibility, power; skill-related fitness– agility, coordination, timing, balance, reaction time, body type, role-related physical and skill demands
This is not an exhaustive list of factors. Please refer to the Unit and Course specifications at National 5 and Higher Physical Education for further information.
Experiential learning
Physical education provides a rich context for learning through practical problem solving activities where pupils learn about identifying and analysing factors that impact on performance through movement / by doing. This allows for theory to be learned through the practical.
The unit Factors Impacting on Performance will develop learners’ knowledge and understanding of how mental, emotional, social and physical factors can influence effectiveness in performance. These factors are inextricably linked to performance, therefore it is likely that this unit will be planned and facilitated mainly within a performance context. Classroom practice may be used, where appropriate, to support practical work.
This advice and guidance is specifically to support the learning and teaching process for Factors Impacting on Performance, Outcome 1. The suggested approaches throughout this advice and guidance are appropriate for all aspects of Outcome 1 at National 5 and beyond.
Some possible approaches for this unit are selected from the following:
· a physical performance/demonstration
· a case study analysis
· a data analysis
· a critically reflective folio/diary of participation in practical activities
· a visual presentation such as graphic organiser, concept/mind map, annotated poster or presentation file
· a media book, including two or more data types (for example text, still and moving images, sound) and involving some form of interaction
· an oral presentation such as a podcast or debate
· a written report
· digital analysis using for example Gamebreaker, Dartfish, Apps or Kandle.
Because of the practical experiential nature of physical education, it is anticipated that much of the data collection will be collated during practical sessions.
This support is not intended to be an exhaustive list of approaches that could be adopted as a means of analysing and evaluating factors but rather a stimulus to help learners and practitioners explore some potential avenues for further consideration.
Approaches for gathering data: identifying, explaining, analysing and evaluating factors that impact on performance
Suggested activity 1
Centres may wish to make use of this section of this guidance to develop research skills relating to the variety of approaches available to collect data. (analysing methods used to identify factors impacting on performance). These can then be used to analyse and evaluate personal performance in physical activity and sport.
The approaches suggested encourage learners to make informed decisions about the validity and appropriateness of the methods used to collect performance data.
The approaches investigated might then be used, with adaptations or modifications, to analyse and evaluate the impact of the different factors which impact performance.
Learners are set the task of researching a variety of websites, computer/phone apps and commercially available software packages that are available to analyse sporting performance.
Learners should be able to decide and design their own method to capture their performance, taking account of the most pertinent factor(s) that impact on their own performance. The task should not be treated as a paper exercise, instead learners should be allowed to set up, experiment with and trial out the method they have chosen to use. They will need to work collaboratively to modify, adapt and reorganise the methods they want to use in a practical setting.
By encouraging learners to look beyond peer or practitioner observation of performance, a range of options and opportunities for investigative research can be incorporated. Having completed the research, learners can modify and/or create their own approach to collecting data on the factor they have identified as impacting on their own performance.
Movement analysis of a variety of sports
http://www.sporthorizon.com/sports_page.htm
Football team analysis
http://www.youtube.com/watch?v=gPewD-fa2NQ&feature=player_embedded
This video clip relates to the Fourfourtwo STATS ZONE app.
Rugby analysis
http://www.youtube.com/watch?v=fV0mZNJrDFw&feature=player_embedded
Motion graphs analysis
http://www.youtube.com/watch?v=gkfclIgy4Ks&feature=player_embedded#!
Tennis analysis
http://www.fieldtown.co.uk/protrackertennis/protracker_screenshots.htm
Netball
http://www.youtube.com/watch?v=nTNsZWAyXy8&feature=related
Basketball
http://www.sydexsports.com/html/basketball.htm
Volleyball
http://sports-motion.com/products-ark-volleyball.htm
iPhone/iPad apps
TouchStat Lite
Dartfish easy tag
Basketball Card Maker Retro 6
Easy Assessment
By using a selection of the methods shown on these sites to illustrate the possibilities that exist for performance to be accurately captured, learners can be encouraged to investigate the variety of data that can be generated relating to personal performance in physical activities. The sites provide the opportunity for learners to view both objective and subjective approaches and the corresponding data sets.
The task is designed to place no restrictions on learner’s creativity. They should be encouraged to find as many different forms of data collection that are used in today’s different sporting arenas as they can. Access to ICT therefore is desirable in class. Pupils could be encouraged to design their own method of collecting data. Alternatively, this task could be given as a homework exercise.
Having completed the task, learners should then be directed towards assimilating the various approaches that are available. They should present their findings to the rest of the class.
Discussion can take place on the benefits and limitations of each approach. It is critical that a differentiated approach using effective questioning is used to ensure that higher-order thinking is developed. In particular, learners need to be supported through the process of:
How would this analysis be described? (remembering) ® What evidence can you find of objective data being generated? (analysing) ® What patterns can you see in the data generated? (evaluating) ® Can you anticipate or predict how you might use this approach to begin to plan to improve your own performance? (creating)
Following on from this it would be useful to encourage learners to reflect on whether any of these methods or parts of these methods could be used to gather evidence on their own performance within physical education.
The questions learners might be required to ask of each other are:
· In which other activities could make use of this method?
· How accurate a picture of performance do you get using this method?
· What examples of objective data are available for analysis?
· What are the advantages of using this method?
· What are the disadvantages of using this method?
· Which method is most suitable for identifying:
mental factors?
emotional factors?
social factors?
physical factors?
In order to deepen learning further, learners could prepare a summary of the methods researched to present to the class or choose a preferred method (say, write, make, do) and explain the advantages to the class. They should then be able to apply this acquired knowledge to justify why it is an appropriate method to identify the factors that impact on their own performance. There should be an expectation that learners well might predict how the method could be used in other activities or in other contexts or with other skills.
Further consolidation of the learning could take place through using a homework exercise to answer a question relating to the process. This would demand an appropriate level of critical debate about the validity of the methods used and a justification for any recommendations made.
Suggested activity 2
Skill check sheet with questioning
This method of gathering data combined with questioning increases learners’ understanding of the learning process and increases the degree of autonomy for the learner through personalisation and choice. Questioning provides greater depth in understanding and can help identify the factor(s) impacting on performance.
Shooting / Positive (score) / Negative (incomplete with loss of possession) / Continuation (incomplete with possession regained)Lay-up – strong hand
Lay-up – weak hand
Set shot
Jump shot
Foul shot
Three-point throws
How many lay-ups, set shots, etc did you score?
Based on the knowledge of results of the skill tick sheet.
Fault type:
Too high/to left of basket.
Do you believe you should have scored more?
Based on the assumption and subjective ratio of how many shots did I score to how many shots I attempted.
What criteria did you use to judge the quality of the shooting?
Knowledge of results: i.e. approach at appropriate angle; Did I shoot against board? Did I release at correct time? Number of attempts; points scored.
(This is a very subjective method of data collection that can only be used in a narrow, technical context.)
Reflective questions
Can you think of a more objective way of collecting data?
How could you be more analytical and scientific about factors impacting on performance?
Problem solving
· Identify and isolate the performance problem.
How do you know?
· What information have you gathered about this problem?
Knowledge of results from tick sheet, peer evaluation, practitioner feedback and set technical criteria.
· Do you need to consider other factors that may be impacting on this problem?
For example could the angle of approach be changed, should I use my other hand, should I transfer responsibility to a more effective or better positioned shooter?
· How do I demonstrate an effective solution?
Try out the problem in a passive or opposition-free environment to build up confidence until you become an autonomous learner.
· Are my plans realistic and appropriate to my personal needs?