Selkirk High School

Selkirk High School

National 4/5 Physical Education

Factors Impacting on Performance

Information Booklet

Fitness

Name :

Teacher :

Contents

Page
Aims, Outcomes and and Summary of Factors Impacting on Performance / 3
Physical Factors Impacting on Performance / 4
Mental Factors Impacting on Performance / 5
Emotional Factors Impacting on Performance / 6 and 7
Social Factors Impacting on Performance / 7
Cycle of Analysis / 8
Aspects of Physical Fitness / 9
Data Collection / 10
Cardio Respiratory Endurance / 11
Speed / 12
Muscular Endurance / 13
Strength / 14
Power / 15
Flexibility / 16
Fitness Testing and Standardised Tests / 17
Fitness Training / 18
Methods of Training / 19
Principles of Training / 20
Feedback / 21
Target Setting – SMARTER Targets / 22
Training Zone for CRE and Work to Rest Ratio / 23
Training Example Cardio Respiratory Endurance / 24
Training Example Speed / 25
Monitoring and Evaluating / 26
Future Development Needs / 27

Aims

For this part of the course you will need to know about the following

• The impact Physical Factors have on your performance, related to skills and techniques, fitness levels and tactics
• The impact Mental Factors have on your performance, related to anxiety, aggressions and concentration
• The impact Emotional Factors have on your performance, related to motivation, determination and confidence
• The impact Social Factors have on your performance, related to relationships with team mates, relationships with opposition and relationships out-with sport
• A detailed understanding between fitness and performance and how fitness can affect performance development

Outcomes

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

1.2 Explaining in detail the impact of one positive and one negative FIP

1.3 Explain two approaches to develop performance

2.1 Describing strengths and areas for development in a performance

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

2.3 Selecting and applying two approaches to impact positively on performance

2.4 Monitoring and recording performance development sessions (On Going)

3.1 Seeking Feedback from others

3.2 Evaluating Effectiveness of the personal development plan, supporting performance development

3.3 Evaluating progress based on all information gathered

3.3 Evaluating progress based on all information gathered

3.4 Identifying and explaining future development needs

Summary of Factors Impacting on Performance

Physical Factors
Fitness
Skills and Techniques
Tactical Awareness / Mental Factors
Control of Anxiety
Concentration
Control of Aggression
Emotional
Motivation
Determination
Confidence / Social
Relationships
Relationships with Team mates
Relationships with Opponents

Physical Factors that Impact on Performance

Skills and Techniques
This refers to all the skills and techniques that are used within the activity. Examples of skill areas may be shooting, passing, moving with the ball, tackling, rotation, balancing, flight, overhead shots, underarms shots, serves. Techniques are how we perform skills e.g. set shot, lay-up and jump shot
High Skill Level – techniques performed fluently and consistently within activities
Low Skill Level – understanding of techniques but breakdown within game situations
Impact on performance – Within an activity it is important that you are able to perform a range of different skills and techniques. It would be very difficult to play at a competitive level in any activity if you were only able to perform one or two skills/techniques.
Example – In rugby you need to be able to catch the ball, pass the ball, tackle opposition, ruck, kick etc. If you could only perform a pass and not catch or tackle you will have a negative experience within that activity and would struggle to play as part of a successful team
Fitness Levels
This area refers to the fitness requirements in the activity and how your different levels of fitness affect your performance.
Physical Aspects of Fitness
Cardio Respiratory Endurance, Muscular Endurance, Speed, Strength, Power and Flexibility
Skill Related Aspects
Coordination, Reaction Time, Balance and Agility
Impact on Performance – Fitness levels can have a major impact on your performance within all activities. Different activities require different aspects of fitness. A high level within all aspects of fitness will allow performers to perform to the best of their ability throughout the activity.
Example - Gymnastics would require more Flexibility than Cardio Respiratory Endurance whereas Football may require a higher level of CRE than Flexibility. A well rounded performer will have a reasonable level of fitness across all aspects
Tactical Awareness
This refers to the game plan and strategies that can be used within the game. It may be the case that these are set at the start of the activity and changed during the activity. Also students’ decision making within activities will play a major part in this.
Impact on Performance – Using tactics effectively within activities will allow the individual or team ways of using their own strengths to overcome opponent/s weaknesses. It will allow activities to have more structure and allow performers to perform to the best of their ability.
Example – In football, most teams send their taller players into opponents’ box for corners or free kicks. This allows them to cross the ball in high and gives their team the best opportunity for getting a header in on goal.

Mental Factors

Control of Anxiety
This refers to students’ arousal levels and performance. Are students nervous before competition? Are students struggling to cope with the pressure in the activity?
Anxiety comes in two forms
Physical (butterflies, sweating, and nausea, needing the toilet) and Mental (worry, negative thoughts, confusion, lack of concentration)
Impact on Performance – Controlling your anxiety within activities is extremely important. Being constantly worried and nervous about your performance will affect how well you can perform as you may struggle to focus and have a negative outlook on the activity.
Example – In gymnastics it is important that you remain composed and control your anxiety levels. Failure to do this may result in you making mistakes in difficult techniques within your performance e.g. In a Handspring and forgetting to push with your hands as your focus is on your nerves and not performance
Concentration
This refers to students’ focus during the activity e.g. do they follow the play and are they in position to successfully defend or attack. This may be broken down into attack and defence as we sometimes find that students are more focused in attack and switch of in defence and do not perform their role successfully
The demand for concentration varies with the sport:

• Sustained concentration - distance running, cycling, tennis, squash, football
• Short bursts of concentration - cricket, golf, shooting, athletic field events
• Intense concentration - sprinting events, bobsleigh, skiing

Impact on Performance – High levels of concentration will help you to perform to your potential within activities. You will be able to follow play and make the correct decisions.
Example – In hockey the sweeper must remain focused on the play in front of her as the opposition could break away at any time and then it would be up to her to clear the ball or tackle the oncoming player
Control of Aggression
This refers to students’ ability to control their emotions. Students need to make sure that when decisions go against them or when they make a mistake that they do not get frustrated and as a result lose focus within the activity. There is also an aspect of this in team activities where you do not blame anyone for their mistakes but as a team learn from them and move forward.
Impact on Performance – Controlling your aggression within activities is crucial as this can play an important part in your performance. If you become too aggressive and start complaining and disagreeing with the referee your focus moves from the game towards the referee.
Example – In tennis if a player loses a crucial point and then takes it out on the umpire they are failing to control their aggression levels by shouting and getting into an argument with them. No officials will change their decision unless evidence is used from technology.

Emotional

Motivation
Are students able to intrinsically motivate themselves or do they need someone else in the group to do it for them? Do they remain motivated throughout the activity and perform to their best throughout even when scores go against them?
Intrinsic Motivation
A desire to perform well and succeed. The following will be true:

• Desire to overcome the problem or task
• Development of skills and habits to overcome that problem
• Rehearsal of successful habits until they are perfect
• A feeling of pride and enjoyment in performing the skill
• Repeated goal setting in order to progress and maintain motivation

Extrinsic motivation

Extrinsic motivation comes from a source outside of the performer. These are things which can encourage the athlete to perform and fall into two groups:
Physical rewards such as medals and money. These should be used sparingly with young athletes to avoid a situation where winning a prize is more important than competing well
Praise, recognition and achievements. These should be used on a regular basis to encourage the athlete to repeat the behaviour which earned the praise.
Impact on Performance – When participating in competitive activities it is important that you are able to motivate yourself and make sure you are best prepared for your performance. Many top performers are motivated by medals, trophies and money.
Example – In Volleyball it is important that you can motivate yourself but help motivate others to do their best. There can also be the added motivation of winning tournaments and receiving medals as a result of your performances
Determination
Self Determination is key to succeeding and improving. Determination is an intrinsic attribute, something that comes alive inside of you and helps you to reach your goal. Linked to motivation
Impact on Performance – Wanting to win and do your best is something you must be responsible for. If you have a high level of determination you are more likely to succeed and attempt something again if you fail the first time
Example – To be a professional athlete takes a lot of determination. You must be willing to put the hard work in and continue to improve and make progress in your event
Confidence
Confidence results from the comparison a student makes between the goal and their ability. The student will have self-confidence if they believe they can achieve their goal. "You only achieve what you believe". When a student has self-confidence they will tend to: persevere even when things are not going to plan, show enthusiasm, be positive in their approach and take their share of the responsibility in success and failure.
High self confidence

• Thoughts - positive thoughts of success
• Feelings - excited, anticipation, calm, elation, prepared
• Focus - on self, on the task
• Behaviour - give maximum effort and commitment, willing to take chances, positive reaction to setbacks, open to learning, take responsibility for outcomes

Low self confidence

• Thoughts - negative, defeat or failure, doubt
• Feelings - tense, dread, fear. not wanting to take part
• Focus - on others, on less relevant factors (coach, umpire, conditions)
• Behaviour - lack of effort, likely to give up, unwilling to take risks (rather play safe), blame others or conditions for outcome

Impact on Performance – Confidence is crucial to success. You must believe you can do something to allow you to be able to do it. If you have low confidence in your ability your performances will be low as a result. If you have a high level of confidence you will be able to succeed and achieve what you want to.
Example – Teams that are doing well and scoring goals regularly will have confidence in their ability to achieve. However it is very difficult if you are losing and not playing well as a team to believe that you can succeed

Social

Relationships
Relationship with team mates / others – Are they positive towards each other? Do they encourage each other? Do they pass the ball and help weaker players?
Relationship to opposition – Do they show sportsmanship throughout activity? Do they acknowledge good play?
Relationships with friends / parents / teachers / coaches
Impact on Performance – Social factors can have positive and negative effects on your performances. Having strong relationships with your family/coaches/team mates will give you the support you need to be able to succeed.
Example – Most professional athletes have extremely positive relationships with their coaches and support staff. This helps them to succeed and progress. Poor relationships within teams can lead to players being left out or leaving that club.

Cycle of Analysis

When developing and improving performances within activities it is important that you use the Cycle of Analysis. This allows you to collect information about your performance, plan and carry out training to improve any highlighted areas of development and re-evaluate your performance.

Observeyour performance

Watch performance (on video) or have Performance observed by an experienced performer,filling out Data Analysis Sheets

Collate Results of your performance

Look at all your data and begin to interpret it and what it shows

Identify areas of strength and improvement in your performance

Highlighting strengths and areas of improvement within performance

Compare with Model Performer using agreed criteria

Using National Norms, Class Averages, Videos of performance so you can compare yourself against criteria

Prepare a plan of action (Training Programme)

Plan a 4 week Training Programme using different Methods of Training to help improve your chosen aspect of fitness

Complete plan of action

Carry out your plan, recording any improvements from week to week, and progressing using the Principles of Training. During the training programme it is important to monitor developments and evaluate the effectiveness of my training

Re observe your performance

Redo data collection. From this you can evaluate the progress of the training programme and highlight improvements and future areas of development

Aspects of Physical Fitness

Aspect of Fitness / Definition / Tests / Training
Cardio Respiratory Endurance / The ability of the heart and lungs (whole body) to keep working continuously for a long period of time / Beep Test
Cooper 12 minute run / Continuous running
Fartlek training
Interval Training
Muscular Endurance / The ability of specific muscle or group of muscles to work continuously for a long period of time / Number of sit-ups in 30 seconds
Number of press-ups in 30 seconds / Circuit training
Weight training (3 sets 15 reps)
Strength / The maximum amount of force a muscle, or group of muscles can exert in a single effort / Grip Strength
Back Strength
3 rep max / Weight Training
(3 sets 6 reps)
Speed / Being able to cover a distance or perform a movement in a short time / 20m sprint
30m sprint
60m sprint / Sprint training
Strength training
Flexibility training
Power / The combination of speed and strength, Explosive Strength / Standing broad jump
Standing vertical jump / Weight training (3 sets 10 reps)
Plyometrics
Flexibility / The range of movement across a joint / Sit and reach
Shoulder extension
Back extension / Stretching exercises
Partner Stretching

Data Collection

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.

 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.

How can I ensure my data is useful?

In order for data collection to be useful it must be:

Accurate (to provide a true reflection)

Relevant (to the performer and the activity)

Reliable (consistent conditions)

Objective (non-bias)

Measurable (to enable comparison at a later date)

What types of data collection exist?

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 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 movement analysis, 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 incase 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.

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

Can you think why analysing your performance by yourself may be a problem?

Cardio Respiratory Endurance (CRE)

Definition: The ability of the heart and lungs (whole body) to keep working continuously for a long period of time

Tests: Bleep Test

or Cooper 12 minute run

Training: Continuous running, Fartlek training,

Interval Training - (minimum 20 minutes per session)