CfE Higher Physical Education

Social Factors Impacting on Performance Unit

Expectation of the FIP Unit

In this course, you will develop your knowledge and understanding of the four factors that impact on personal performance in physical activities. In this unit you will develop your knowledge and understanding of the Social (and Physical) Factor.

Evidence for this unit will come through one activity (Basketball)

However application of learning in other activities is essential to support the course assessment.

Outcomes to cover

Outcome 1 - The learner will:

1 Analyse and evaluate factors that impact on performance in physical activities by:

•1.1 Analysing methods used to identify factors impacting on a performance

•1.2 Evaluating the impact of positive and negative factors on a performance

•1.3 Explaining approaches to performance development based on these evaluations

Outcome 2 - The learner will:

2 Evaluate the process of personal performance development by:

•2.1 Producing a personal development plan that sets appropriate development targets

•2.2 Selecting methods to record and monitor development

•2.3 Implementing the development plan

•2.4 Evaluating the effectiveness of the development plan and the methods used to monitor development •2.5 Identifying and justifying decisions relating to future personal development needs

Outcome 1

Exploring Factors that Impact Performance

Exploring Factors that - Look at the different social factorsImpact Performance

Group Dynamics – Roles / Team Cohesion / Cooperation / Contributing to a team

Cultural / Social Issues – fair play / codes of conduct / social responsibility / motivation

Environmental Issues – Barriers to participation (access, cost and location)

Group Dynamics

1. Group Dynamics – Often discussed in conjunction with team cohesion is “a dynamic process that is reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives”

This has been highlighted as one of the most important social factors that can impact performance and can be characterised by teams that have the following:

Shared / common

goals

Cooperation and support amongst players

Clear defined

roles Clear communication

between players

Trust and belief in each other

Motivation and self belief

Practical ExamplesGroup Dynamics – Examples where performances are improved by

teams displaying these characteristics

In basketball zone defence, cooperation and communication is required to limit space for the opposition to get into the lane or close to the basket for an easy score. Lack of this cohesion will leave spaces to be exploited by the opposition and could lead to points being conceded. Individuals completing their own role and fulfilling their responsibilities successfully can contribute to the effectiveness of the team by demonstrating group dynamics.

In rugby, during set plays players need to know their role effectively to create the gaps for the ball carrier to break the defensive line. Players need to communicate with one another and cooperate to avoid issues with timing of runs.

Class Task: Apply the knowledge gained about group dynamics to the attacking tactic of the Fast Break in Basketball and explain its relevance to your performance

Outcome 1

Using methods to analyse and evaluate factors that impact on performance in

physical activities

Planning Stage – Methods used to collect data on social factors impacting performance

QuestionnaireFocus Group

Self Appraisal

Team/Group Feedback

Coach Feedback

Thoughts & Feelings Sheet

Team Dynamics Questionnaire

Diary

Planning stage – Selecting methods to investigate performance

Task

What are the reasons for investigating performance?

What research methods have we used?

What have you discovered from your research?

Method 1 – Questionnaire

• Adapted from Eys et al Youth Sport Environment Questionnaire 2009

• This group dynamics questionnaire focuses on Task Cohesion between each team member

• Results can then be analysed to identify positive and negative impacts to performance

Method 2 – Team Feedback

• Conducted in a Focus Group

• Administered in conjunction with video to ensure accuracy and validity to results

• Team members will discuss answers to set questions led by an experienced interviewer to ensure reliability

• Method can be used either as further analysis to the questionnaire or as an independent research tool

• Further guidelines will be provided

Outcome 2

Producing and implementing a personal development plan that sets appropriate

development targets

To build group dynamics its important to understand the 4 stages in group development process.

1. Forming – new players coming together for common goal

2. Storming – getting know each others roles and developing communication

3. Norming – team unity is forming where players understand each others role and responsibility

4. Performing – Results of a new cohesive team should be evident

Approaches to developing group dynamics

In order to develop a team dynamic a number of approaches can be used. The following approaches are often involved in National Intervention Programmes:

Building team

dynamics Goal Setting

Active Listening Positive reinforcement

techniques

Defining roles

Self-esteem building

Partner / group work

Approaches to developing group dynamics

It is essential to remember some of the factors that influence group dynamics and ensure the methods selected will develop these

Shared / common

goals

Clear defined

roles

Clear communication

between players

Cooperation and support amongst players

Leadership

1. National Intervention Programme – Team Building

Reason for selectionTeam building approach is an excellent way to develop trust, communication

amongst players, cooperation, and team work.

Example Approaches1. Chain games where communication and cooperation are key

2. Blind Maze

3. Magic Pole

4. Human Knot

5. Skin the snake

There are a number of examples of team building tasks that could be used. A class task could be to come up with one of the their own.

2. National Intervention Programme – Defining roles

Part of any group dynamic development programme is the need to define roles both participant and nonparticipant

Reason for selectionProvides players with:

• Greater awareness of teammates roles developing an open environment

• Clarity of each players responsibilities in the team

Example Approaches 1. Tasks where players get to investigate different roles, qualities and

responsibilities, before putting forward a case for selecting a role

2. Sport Ed or cooperative tasks where players experience roles for the team

3. Discussion around captaincy and players roles in the team

3. National Intervention Programme – Setting shared team and individual goals

Part of any group dynamic development programme is the need to set both individual and team goals

Reason for selection

Provides players with:• Greater sense of team unity • Clear focus and direction for what they have to achieve

Example Approaches

1. Discussion around principles of goal setting 2. Group discussion to devise common goals and targets 3. Personal goals set to develop individuals

4. National Intervention Programme – Active Listening

Reason for selection

Provides players with:• Greater sense feeling valued • Players have a greater sense of respect for each other• Improvement to communication skills which develops

better cooperation

Example Approaches

1. Discussion around principles of active listening 2. Active listening tasks3. Encourage discussion and all players conducting team talks before

during and after performance

Outcome 3

Using methods to monitor and evaluate improvements and set future developments

Monitor and Evaluate Development Programmes

After implementing a Personal Development Plan it is essential to monitor performance developments to ensure development and make any adaption's where needed.

A number of methods can be used including:

Diary

Questionnaire

Group

Feedback

Self Appraisal

On completion of the programme an evaluation is required to determine whether the plan was or was not effective by using:

Evaluative

comparisons

Monitoring performance developmentMonitoring performance development – Team and Individual Video Diary

Some possible reasons for selection– Easy and quick to administer

– The use of video allows accuracy during transcription

– Method is designed for investigating the factor

– Immediate

– permanent record used to compare and monitor development

– Set questions used each time allow for easy comparison

Process– Follows set questions that can be written out on the board or given prior

to discussion

– These help to structure the diary feedback

– Timings can vary but generally will last a few min

– Important to provide an environment where they feel they can

Evaluation ToolsEvaluation Tools – Evaluative comparisons Pre/Post results of the Youth Sport Team Questionnaire

Reason for selection

• Easy to compare results and identify improvements

• More reliable and valid by using the same test protocol

Outcomes

Outcome 1 - The learner will:

1 Analyse and evaluate factors that impact on performance in physical activities by:

•1.1 Analysing methods used to identify factors impacting on a performance

•1.2 Evaluating the impact of positive and negative factors on a performance

•1.3 Explaining approaches to performance development based on these evaluations

Outcome 2 - The learner will:

2 Evaluate the process of personal performance development by:

•2.1 Producing a personal development plan that sets appropriate development targets

•2.2 Selecting methods to record and monitor development

•2.3 Implementing the development plan

•2.4 Evaluating the effectiveness of the development plan and the methods used to monitor development •2.5 Identifying and justifying decisions relating to future personal development needs

Discussion