p a g e | 1 education...p a g e | 2 physical education strathaven academy advanced higher factors...

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Physical Education Strathaven Academy Advanced Higher

Advanced Higher PE

Unit 1

Name: Class: Teacher:

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Factors Impacting on Performance

Mental

Emotional

Social

Physical

Fitness Skills Tactics/Composition

Concentration Level of Arousal Motivation Decision Making Problem Solving Attention Span Focus of Attention Mental Toughness Information Processing Cue Recognition Perception

Happiness/sadness (affecting):

Confidence

Self/team belief

Resilience

Optimism /pessimism

Realising potential

Anger (affecting):

Decision making

Self-control

Controlling/channelling aggression

Hostility

Lowered tolerance of frustration

Fear (affecting):

Decision making

Confidence

Realising potential

Panic

Confusion

Stress

Anxiety

Nervousness

Trust Surprise

Group Dynamics

Co-operating/competing

Contributing to team/group

Working in isolation/part of a group

Roles and relationships

Team dynamics

Cultural/society

Inclusion/Gender issues

Etiquette and respect for self/others

Ethics

Fair play/Code of conduct

Role models

Extrinsic motivation - Prestige

- Money/Sponsorship - Fame - Peer group

Intrinsic motivation - Self esteem - Self-discipline

- Offer, give and accept feedback

- Leadership

Environmental

- Barriers to participation

- Access

- Cost - Location - Seasonality of activity

Aspect of physical fitness:

Cardio-Respiratory Endurance (CRE)

Speed endurance

Flexibility

Strength

Muscular Endurance

Speed

Power Aspect of skill related fitness:

Agility

Balance

Control/core stability

Reaction time/anticipation

Co-ordination Physiology:

Body type

Classification:

Simple/complex

Open/closed Technical qualities:

Timing

Rhythm

Consistency Special Qualities:

Imagination

Flair/Creativity Quality of performance:

Fluency

Accuracy

Control Stages of learning Information processing:

Input

Decision making

Output

Feedback

Benefits and limitations

Performance considerations:

Personal/team/group - strengths/weaknesses

Role related demands

Time of play/Score

Opposition

Previous history

Environmental conditions/Surface

Principles of play - Width - Depth

- Mobility - Penetration - Support

- Delay Choreographic devices:

Creativity, flair

Mobility

Tempo

Perception

Improvisation

Repetition

Variation (contrast, spatial patterns, levels, flow)

Rhythm

Expression

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Factors Impacting on Performance The previous page shows an overview of the factors that can impact on performance. There are four main factors; Physical, Mental, Emotional and Social. Physical factors is split into three sub-sections; Fitness, Skills and Tactics/Composition. Tactics are used in games such as football and badminton whereas composition is used in aesthetic activities such as dance and gymnastics.

TASK

1. In your jotter, write down the name and definition of the factors impacting on performance covered during your National 5 and Higher Course.

2. Pick one feature from each factor and write the possible impact this could

have on performance.

FACTORS NOT COVERED

The table below shows the name, definition and possible impact on some of the factors not covered in the N5/Higher courses.

FACTOR/FEATURE DEFINITION IMPACT

Level of Arousal (Mental)

The level of mental arousal is a performer’s level of excitement, anticipation, stress, aggression, apprehension and nervousness. It refers to the state of mental preparedness for participation in an activity.

This is key in the long jump. The athlete must be prepared to perform in front of a crowd and cope with everyone focusing their attention solely on them. If level of arousal is too low then an athlete may not perform at their highest level. They may appear to be tired, disinterested or distracted. Then again if it is too high, they may become stressed due to expectations, the importance of the occasion or the number of people watching. Having too high or too low a level or arousal may result in loss of distance in the jump. “I must find the correct level of mental arousal to perform at my best, so that I am excited enough, yet calm enough to execute the long jump perfectly.”

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Mental Toughness (Mental)

Mental Toughness is the ability to consistently perform at the top of your skill level and talent regardless of the competitive circumstances.

When playing any sport it is important that a performer is able to block out all external factors. If they are mentally tough they can block out the pressure from opponents, the crowd, coaches, managers, team mates etc. and keep producing their best possible performance. If these factors affect performance the performer is not mentally tough enough. In the 2013 Wimbledon final Andy Murray was 40-love up and serving at championship point. Djokovic came back to deuce. Everyone wondered if Murray was strong enough to do it? He was able to block out all that pressure and serve to win the title. In a cup final that has gone to penalties not all players will be strong enough to volunteer to step up and take a penalty. Players might be thinking ….what if I miss, what will the coach say, what will the crowd say, how will the manager react etc. A mentally tough player will step up, block out all these thoughts and concentrate only on scoring the penalty.

Team Dynamics (Social)

The interaction of performers within a team or group. It is mainly to do with making the group or team more effective.

Team Dynamics is the effectiveness of the team and this can be highlighted in how they support each other; are they positive? Do team mates help keep the team morale high during a performance? Are individuals playing for each other? If a team-mate makes a mistake, what response does he/she get? In Basketball zone defence, co-operation 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.

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Speed Endurance (Physical)

Speed Endurance is the ability to continually make fast runs over a long period time.

Speed is required in football when trying to beat an opponent to a 50/50 ball. It can also be used to lose a defender, to get into space, to support an attack, to dribble round an opponent or to chase back and close down an attack. This happens continually throughout the game as a player needs to repeatedly sprint over varied distances. Therefore speed endurance is important because if it is poor the player will be unable to maintain sprinting throughout the duration of the game.

Timing (Physical)

Timing is the ability to execute a skill/movement at exactly the right time and with the right degree of emphasis.

Timing of executing a skill / movement is often dictated by external influences. For example, in dance the timing of movements should be in time with the beat/tempo of the music. In football, you may need to time when to play a pass depending on when your team-mate makes their run. When serving in tennis, you need to time when to swing the racket at the ball and transfer your weight to ensure that you make good contact and increase the power behind the ball.

TASK Research one feature from each factor not covered above or in N5/Higher. Use the table on page 2 to select features that interest you. In your jotter, write down the name, definition and potential impact on performance. Make sure you source your work (write the reference for where you got your information and if it is a quote you use make sure you acknowledge you are quoting someone else’s work).

HOMEWORK TASK Produce a report on an elite performer/team in an activity of your choice. The report should include strengths and weaknesses in factors that impact on their performance plus evidence to support this. This task will be used to see the standard of report you will complete and your ability to work independently. An example report such as a football scouting report on a professional team is shown on the next page. It was Chelsea preparing for a game against Wigan.

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Methods of Collecting Information

Methods of collecting information on performance are ways in which athletes gather data on the impact factors have on their performance. There are several methods that can be used and each has advantages and disadvantages. Some general examples of advantages/disadvantages are:

ADVANTAGES DISADVANTAGES Produces objective data so it is facts that cannot be argued with.

If completed after performance, can be difficult to remember accurately.

Completed in a game situation so the data is realistic to the demands of the game.

Can be distracting for a performer if completed within a game situation.

Is completed yourself based on internal thoughts and feelings which is good because an observer cannot see your feelings.

Answers need to be answered honestly if data is to be accurate. This means performer can be biased in their answers and produce invalid data.

Collects a large amount of information at the one time, allowing an overview of performance across various factors/features.

Performer may feel embarrassed being assessed in front of others or being given feedback in front of others.

Video recording enables the performance to be watched over and over again or in slow motion/freeze frame which means data should be more accurate as it is not completed from memory.

If the observer misses something then the data can lack validity and reliability so observer must concentrate at all times.

Easy questions for the performer to interpret meaning the answers should be more accurate and detailed.

The performer must be able to understand all the questions for the data to be reliable.

Standardised test that means the method is recognised which increases the validity of the results.

Performer must be able to interpret the data accurately or else they could create an inaccurate PDP.

Results can be compared against national statistics known as norms, giving performer a clear indication of their level of performance.

It can be difficult to re-create the same situation, therefore making comparison between data difficult. For example, different opponents/surface/weather etc.

Simple to carry out as it does not require anyone else.

It can de-motivate the performer if they do not agree with the data.

Can be kept as a permanent record to compare to future performances.

Observer could lack knowledge to complete the method effectively.

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By the end of this unit you should be able to describe, explain, analyse and evaluate the methods of collecting information. The mandatory skills and knowledge across all four factors required for this area are:

1. Choice of methods; 2. Practicality of method, Appropriateness of Method, Reliability of method and

Validity of method (P.A.R.V.); 3. Protocols for setting out each method; 4. Qualitative, quantitative, objective and subjective information the methods

provide; 5. How the feedback/data is given to the performer.

Choice of Methods Each method is chosen because it collects specific information on the area of performance required. If there is more than one method available to collect information on that factor/feature, you must be able to justify why you select the method you have. P.A.R.V. of Method Chosen This is the justification for using the method you did. Your method chosen should produce results that are valid and reliable and that can be repeated again to enable future comparison. Your method must also be practical and appropriate to the activity. Protocols for Setting out each Method The protocols (rules) must be clear and followed accurately to ensure validity and reliability in results. When the method is re-completed, it should be done so under the exact same conditions to allow accurate comparison. Qualitative, Quantitative, Objective and Subjective Information the Methods Provide This is the type of information the method produces and you must understand if the information is factual and unbiased.

Quantitative/Objective – judgement is based on facts and statistics

Qualitative/Subjective – judgement based on opinion of information collected/viewed: can be influenced by personal feelings/preferences/tastes

How the Feedback/Data is Given to the Performer Information can be given to a performer in a variety of methods; verbal, written or visual.

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TASK

1. Read the article below about Swansea City FC’s pre-season programme under then manager Garry Monk.

2. Highlight the methods the club use to gather information on performance. 3. In your jotter, list the advantages and disadvantages to these methods. 4. State whether they would be appropriate for you to use and explain why.

Source: Stuart James, The Guardian Newspaper, July 21 2015 Pre-Season Training at Swansea Garry Monk is stood in the centre of the training pitch, far enough away from the players running around the perimeter so as not to be breathing down their neck but close enough to see everything and not miss a trick. “Boys, don’t wait for each other,” Swansea City’s manager says as Wayne Routledge, Nathan Dyer, Bafétimbi Gomis, André Ayew, Marvin Emnes, Modou Barrow and Eder open up into a sprint. It is just after 10am, a few rays of sunshine are breaking through the clouds and Swansea’s players are beginning to sweat as pre-season training gets serious. “Push to the line, all the way,” Monk shouts. “Don’t sell yourselves short.” There are four double sessions a week during the start of pre-season and today is one of them. Training in the morning is fitness-orientated and the afternoon drills revolve around the ball. During the four-hour break in between each session many of the players get their heads down at the training ground … in an inflatable hotel room. Monk gives the impression he never sleeps – and not because he has three young children. The man who led Swansea to eighth place in the Premier League last season is a fiercely ambitious workaholic. He talks a lot about “accountability” and the importance of creating a working culture where there are no excuses for staff or players, and it is easy to see what he means. This is a club where they monitor sleep patterns at home to check their players are in the best condition. They have even invested in a drone that films training sessions so that every angle is covered when they trawl back through the footage – as they do at the end of each day – and edit the clips to highlight what worked well and what could have been done better as part of their feedback to the players. Nothing is left to chance at Swansea, as the Guardian discovered when we were granted access for a day at the club’s training ground to see the level of work that goes into preparing for the start of a Premier League campaign. The fascinating insight begins with Jonny Northeast, Swansea’s head of sport science and fitness, holding a meeting with the players at 9.30am. With Monk and

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the rest of the staff looking on, Northeast debriefs the squad on how they performed in the previous day’s fitness exercise that focused on “powerful changes of direction”. He puts up a graphic showing where every player ranked, from highest to lowest, according to the GPS data that traces every step. Northeast goes on to explain this morning’s drill will be a fartlek session, which involves sprinting for short bursts – the longest run is from the 18-yard line to the halfway line – and jogging in between. Half the players will be running around the perimeter of the pitch for seven laps in small groups, while the other half complete five laps of a longer circuit. Both exercises are designed to finish at the same time, there is a five-minute rest period at the end and the players then swap over. “This is probably the longest run we’ll do in pre-season,” Northeast explains as the players, looking a little anxious, drift off to get their boots and trainers. “We try to keep things short and sharp because you know the average player runs about 10-12km in a game but it’s never long-distance plodding, it’s always change of direction, jumping up for headers or going into tackles, so we try to make it as specific to the game as possible. You look at how much the game has changed over the last six years – the total distance is coming down but high-speed running distances are going up.” This pre-season when it came to the fitness drills Monk decided to divide the players into groups according to their positions, which means full-backs run together and likewise centre-halves, midfielders and attackers. “They’re going to be competing against each other throughout the season,” Monk says, explaining his thinking. “So it’s knowing where you’re at in those particular positions, whose fitness is where, but also to get them to bond with each other and support one another.” Footballers can be deviously resourceful when it comes to beating the system in pre-season, whether that be hitching a lift home on a long-distance run (Curtis found out that was why the players carried change as well as fags in their pockets) or dropping out of an exercise deliberately early – a well-worn trick in the shuttle running bleep test – to make it easier to show an improvement when the drill is repeated later in pre-season. Those days, however, are long gone. Swansea avoid exercises like the bleep test for that very reason and there is no way players can run within themselves with all the figures churned out from the GPS technology. It measures everything from how hard they are working to the ground they are covering. Swansea marry up those numbers with the data they collect during match days and the resistance tests they conducted at the end of the season and on the first day the players reported back. Based on all those statistics, players have individual targets to hit in each session and if anyone comes up short it stands out. “You can’t cheat any more and that’s good,” Ángel Rangel says. “It’s all on the screen.” Everyone gets to view exactly how their team-mates fare in each exercise, which in the case of the fartlek session means that Barrow, the 22-year-old Gambian who made his Premier League debut last season, has the satisfaction of seeing his name in first place after running more metres at 20kmph-plus than anyone else. “It’s about having an accountable environment,” Monk says. “I’m not here to hide anything. I don’t want them to hide from each other. The emphasis on it is to be truthful with all the group, for them to be transparent with each other. I have one-on-

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ones with them and tell them how they’re doing individually and so will Jonny. But the group needs to know where everyone is, because the group relies on each other in a game and you need to know that the man next to you is willing to, and able to, put it on the line for you.” Once the running has finished, the players take part in a few games of keep ball in tight grids and then head into the gym for some strength and conditioning work before lunch at 12.30pm. It is a long wait until the start of the afternoon session, which gets under way at 5pm, and it is easy to imagine some of the players wishing that they could get out on the training pitch sooner in order to return home earlier. Northeast explains there is a good reason for the schedule. “It’s about optimising the training physically and mentally, and if the players aren’t ready to do parts of the manager’s session in the afternoon where it’s tactical and technical, then they’re not going to be switched on. And physically as well, if they’re not fully recovered between sessions, that’s when injuries will occur. So we try to give them the most amount of time to recover in between.” Recover means getting some sleep, which could not be easier now Swansea have invested in 30 “Snoozeboxes” so every member of their squad can enjoy a Welsh siesta on site rather than travel to home and back. Inflated and just about big enough to accommodate a double bed, the rows and rows of little white “rooms” along the side of a pitch make for a slightly surreal sight but are proving increasingly popular with the players. “I tell people I’m in sleep pod and they’re like: ‘What’s that?’” Jack Cork says, laughing. “It’s just literally a door and a room with a bed in it but I’m straight in there and straight down, otherwise I’d have to go home. I live about half an hour away and when I come back its school traffic, so for me it’s easier to get your head down in the pod.” While Cork and his team-mates are getting their beauty sleep, Richard Buchanan, one of the club physiotherapists, runs through the mind-boggling number of tests the players are put through to assess their health and determine whether they may be at risk of injury. They include a hamstring machine that requires the players to be strapped in by the ankles. “During the first week of pre-season, we’ve assessed lots of different strength, balance and flexibility parameters,” Buchanan says. “So we put up a snapshot of that on the board [outside the dressing rooms] for the players to look at, so when we come back from the pre-season tour in Germany and I say to certain players: ‘You’re in this injury prevention group,’ they can’t go: ‘What am I doing that for? I’ve never had a hamstring injury.’

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Methods of Collecting Information During this block we will use the following methods of collecting information:

FACTOR

METHOD

All Factors

Knowledge of Results (page 13)

All Factors

General Observation Schedule (page 14)

All Factors

Personal Performance Wheel (page 15)

All Factors

Digital Software Analysis/Video Analysis (page 16)

Physical Factors

Match Analysis Sheet (page 17)

Physical Factors

Movement Analysis Sheet (P.A.R.) (page 18)

Physical Factors (Fitness Specific)

Standardised Tests (page 19 – 22)

Mental Factors

POMS Test (Profile of Mood Status) – McNair et al (1971) (page 23)

Emotional Factors

Emotional Control Record (page 24)

Emotional Factors

SCAT (Sports Competition Anxiety Test) – Martes, R. et al (1990) (page 25)

Social Factors

Communication Questionnaire (page 26)

You should understand that the same methods of collecting information can be used no matter what the activity. The knowledge of HOW to collect appropriate information on the factors impacting on performance should be transferable across all activities. Some of the methods are also appropriate for different factors, e.g. a personal performance wheel can be used for any factor; just change the headings to suit.

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ALL FACTORS – Knowledge of Results Knowledge of results can be used as initial information and can provide statistics that can highlight any of the factors that impact on performance. Knowledge of results can be a match score, statistics from an individual game such as possession or statistics from a season such as difference between home and away games.

TASK

1. Look at the results below and analyse them in your jotter. Strathaven Academy Senior Netball Team Season 2015 – 2016

Match Quarter 1 Quarter 2 Quarter 3 Quarter 4 Final Score

Strathaven v Bishopbriggs (Scottish Cup)

15 - 1

13 - 1

10 -3

8 - 2

46 - 7

Strathaven v Williamwood (Scottish Cup)

10 - 2

7 -7

2 - 3

7 - 3

26 - 15

Strathaven v Hyndland (Scottish Cup Final)

5 - 11

15 - 10

12 - 5

9 - 14

41 – 40

2. Either click on the links below or type them in to an internet enabled device and read the results/articles. In your jotter note down your own analysis of these results to produce information that is your ‘knowledge of results’

http://www.bbc.co.uk/sport/football/35962597 (Messi’s goals stats) http://www.bbc.co.uk/sport/tennis/36330267 (Andy Murray’s stats on clay) (Please note how the statistics are presented as this may be important for presenting your own results in your project and portfolio).

http://www.bbc.co.uk/sport/football/35962597

http://www.bbc.co.uk/sport/tennis/36330267

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ALL FACTORS – General Observation Schedule Record a performance in an activity of your choice. Watch your performance back and place a tick in the relevant box.

From the above table it is clear that ___________________________________________________________________________ ________________________________________________________________________________________________________

ACTIVITY: __________________________ FACTORS IMPACTING ON PERFORMANCE

GENERAL OBSERVATION SCHEDULE Skill-

Related Fitness

(Agility, Balance, Co-

ordination, Reaction Time)

Skills & Techniques (Passing, Dribbling, Shooting, Tackling)

Tactics Physical Fitness (CRE, ME,

Strength, Speed, Power, Flexibility)

Social Factors

Mental Factors

Emotional Factors

Always Effective

Sometimes Effective

Rarely Effective

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ALL FACTORS – Personal Performance Wheel This can be used in many ways:

Self-analysis on different 'features' from one factor;

Different 'features' from each factor can be chosen;

Fill in every second segment and do a pre/post training analysis on specific factors;

Split each segment in two – pupil completes self-analysis and then a peer/teacher/coach completes the same analysis to compare results.

Colour in the segments under each heading based on your own performance. NB. An elite athlete would be marked 10 under each heading!

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ALL FACTORS – Digital Software Analysis/Video Analysis Digital software analysis is becoming more important and more widely used throughout sport. Professional teams will sit down and watch videos of their performance and will aim to improve their next performance based on their analysis of the video watched. Even the use of a device such as an Apple Watch or Fit-bit produces information that can be collated and a performer can use this to understand factors that impact on their performance such as heart rate, steps taken and calories burned. If you have one of these devices or something similar you can use it to monitor your performance. Video analysis is useful because performers are able to see their own performance and don’t need to rely on their memory. This make the information collected more accurate and as it is a permanent record it can be used in the future to help compare to future performance. It can also be watched over and over which makes the information collected more reliable. It is however important that the video is of high quality and it is easy to identify strengths and weaknesses. The observer must also be knowledgeable of the activity to provide accurate feedback from watching the video. Top level athletes will also break down parts of their performance and record these individual parts. They can then use digital analysis software to highlight areas of weakness within performance that need to be improved. If possible, download the following free apps on to your personal device:

Hudl Technique – Slow Motion Video Analysis

Dartfish Note

SlowMo Coach – frame by frame video

Swingbot: Golf Swing Video Analysis Coach

UpMyGame: Sports Video Analysis

Sports Replay – Coaching in Slow Motion

CoachCam – Video Analysis

TASK Play around with the downloaded apps and get used to using them. In practical, use the apps within practical activity and note down in your jotter what information you collect on the factors that impact on performance.

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PHYSICAL FACTORS – Match Analysis Sheet This match analysis sheet should be completed when watching a video of 3 full court badminton games against different opponents, all of a similar ability (Think, could this sheet be used for other activities?) The criteria for each skill is as follows:

‘Effective’ resulted where point/rally was won or opponent was put under pressure meaning the next shot was able to be executed easily.

‘Fairly Effective’ resulted in the rally being continued and opponent was able to return the shot.

‘Ineffective’ resulted in a direct loss of point/rally or opponent was able to play a winning shot.

Badminton Match Analysis Sheet (3 games)

Serve OHC Drop Shot Smash Net Play Total %

Very Effective

Fairly Effective

Ineffective

Total

% Very Effective

% Fairly Effective

% Ineffective

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PHYSICAL FACTORS – Movement Analysis Sheet (P.A.R. Analysis) The movement analysis sheet divides a skill/technique into 3 stages; Preparation, Action & Recovery. Each stage is broken down into sub-routines important in a well -performed technique. The MAS is created by watching a model performer and determining what features of his/her technique are important and is used to identify strengths and weaknesses within a performer’s technique. If a performer is successful at carrying out that part of the action, a tick will be placed opposite the criteria, if not a cross will be recorded. Record your performance of the identified skill and compare your performance against a model performance using the breakdown below. BADMINTON SMASH – (Think, could this sheet be used for other activities and skills?) Number of shots - _________________ Preparation phase

Starts from base.

Performer tracks path of shuttle and begins moving towards place shuttle will be played from.

While moving, body turns side-on to net.

Racquet is taken up and back behind head.

Weight shifts mostly onto back foot.

Back shoulder drops.

Front arm balances racquet arm (both arms are raised).

Action Phase

Shoulder, arm and racquet are brought forward at speed to help produce power.

Movement resembles throwing action.

Action is ‘whip’-like.

Impact is above and in front of racquet shoulder.

Racket is angled ‘face down’ on contact.

Weight is transferred forward front back foot to front foot to coincide with moment of impact.

Recovery Phase

Racquet comes down and across body in recovery phase.

Returned to balanced ‘ready’ position at ‘base’.

From the above sheet it is clear that ______________________________________ ___________________________________________________________________

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PHYSICAL FACTORS – Standardised Tests Standardised tests are used to measure an athlete’s ability with regards to aspects of fitness. As it is standardised, this means all athletes complete the test in the same way and are scored in a consistent manner, making it possible to compare results accurately and reliably. The consistent scoring method for standardised tests is known as Normative Data or ‘Norms’. The following are standardised tests:

Name of Test

Aspect of Fitness it Tests

12 Minute Cooper Run Test


20 Metre Multi-Stage Fitness Test

CRE

Harvard Step Test

CRE

Yo-Yo Endurance Test

CRE

Illinois Agility Run Test

Agility

Standing Stork Test

Balance (Static)

Hand Eye Co-Ordination Test

Co-Ordination

Sit and Reach Test

Flexibility

Ruler Drop Test

Reaction Time

Standing Long Jump

Power

Sargent Jump Test

Power

One-Rep Max

Strength

1 Minute Sit-Up Test

Muscular Endurance

1 Minute Press Up Test

Muscular Endurance

20 Metre Sprint Test

Speed

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PHYSICAL FACTORS – Standardised Tests My Results:

Name of Test

Aspect of Fitness it Tests

Test Score & Date

Re-Test Score &

Date

12 Minute Cooper Run Test


20 Metre Multi-Stage Fitness Test

CRE

Harvard Step Test

CRE

Yo-Yo Endurance Test

CRE

Illinois Agility Run Test

Agility

Standing Stork Test

Balance (Static)

Hand Eye Co-Ordination Test

Co-Ordination

Sit and Reach Test

Flexibility

Ruler Drop Test

Reaction Time

Standing Long Jump

Power

Sargent Jump Test

Power

One-Rep Max

Strength

1 Minute Sit-Up Test

Muscular Endurance

1 Minute Press Up Test

Muscular Endurance

20 Metre Sprint Test

Speed

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Harvard Step Test (Cardio-Respiratory Endurance)

The Harvard Step Test was developed by Brouha et al. (1943).

Required Resources

To undertake this test you will require:

Gym bench (45cm high) Stopwatch Assistant

How to conduct the test

This test requires the athlete to step up and down off a gym bench for 5 minutes at a rate 30 steps/minute

The athlete warms up for 10 minutes The assistant gives the command "GO" and starts

the stopwatch The athlete steps up and down onto a standard gym

bench once every two seconds for five minutes (150 steps)

The assistant stops the test after 5 minutes The assistant measures the athlete's heart rate

(bpm) one minute after finishing the test - Pulse1 The assistant measures the athlete's heart rate

(bpm) two minutes after finishing the test - Pulse2 The assistant measures the athlete's heart rate

(bpm) three minutes after finishing the test - Pulse3

Assessment

Using the three pulse rates (bpm) an estimate of your level of fitness can be determined as follows:

Result = 30000 ÷ (pulse1 + pulse2 + pulse3)

Your score: _________

http://www.brianmac.co.uk/warmup.htm

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Normative data for the Harvard Step Test

The following table is for 16 year old athletes (Beashel and Taylor 1997)[1] using a 45cm step.

ANALYSIS

Class Average: _________ Class Best: _________

Gender Excellent Above Average Average Below Average Poor

Male >90.0 80.0-90.0 65.0-79.9 55.0-64.9 <55

Female >86.0 76.0-86.0 61.0-75.9 50.0-60.9 <50

From my result it is clear that ____________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Page Reference

The reference for this page is:

MACKENZIE, B. (2007) Harvard Step Test [WWW] Available from: http://www.brianmac.co.uk/havard.htm [Accessed 18/9/2015]

TASK Research how to complete any of the standardised tests from the table you have not heard of.

http://www.brianmac.co.uk/havard.htm#ref

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MENTAL FACTORS – POMS Test (Profile of Mood Status) POMS is a standard validated psychological test formulated by McNair et al. (1971). The questionnaire contains 65 words/statements that describe feelings people have. The test requires you to indicate for each word or statement how you have been feeling in the past week including today.


The assistant explains the test protocol to the athlete:

Read each word/statement, decide how you have been feeling, in respect to the word/statement, in the past week and today, and select the appropriate statement "Not at All", "A Little", "Moderately", "Quite a Lot" or "Extremely" to indicate your feeling;

The athlete responds to the 65 words/statements on the questionnaire - no time limit;

The assistant determines and records the athlete’s mood state scores.

Complete the Test

In order to complete the test access the link below:

http://www.brianmac.co.uk/poms.htm

On the web-site you will receive a score for anger, confusion, depression, fatigue, tension and vigour.

Your Score:

Anger: ________ Confusion: ________ Depression: ________

Fatigue: ________ Tension: ________ Vigour: ________

Normative Data

Group Tension Depression Anger Vigour Fatigue Confusion

International 5.66 4.38 6.24 18.51 5.37 4.00

Club 9.62 8.67 9.91 15.64 8.16 7.38

Recreational 6.00 3.11 3.60 17.78 6.37 4.84

From my result it is clear that ___________________________________________ ___________________________________________________________________ ___________________________________________________________________

http://www.brianmac.co.uk/poms.htm

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EMOTIONAL FACTORS – Emotional Control Record BASKETBALL

Behaviour Criteria

Behaviour Occurrence

Total Behaviour Occurrences

Player argues/shouts at

referee/umpire


opponent


own team-mate


themselves

From analysing the table above it is clear that ______________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

EMOTIONAL CONTROL RECORD

Identify one player who you will follow for the entire match/game Every time the player displays one of the behaviour criteria place a tally mark in the ‘Behaviour Occurrence’ column At the end of the match/game add the tally marks up and write down a total for each behaviour criteria (This could alternatively be completed by recording a game and watching the video back)

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EMOTIONAL FACTORS – SCAT (Sport Competition Anxiety Test)

By analysing an athlete's responses to a series of statements about how she/he feels in a competitive situation it is possible to determine their level of anxiety. A test that provides such functionality is the Sport Competition Anxiety Test (SCAT) (Martens et al. 1990).


The assistant explains the test protocol to the athlete:

Read each statement, decide if you "Rarely", "Sometimes" or "Often" feel this way when competing in your sport, and tick the appropriate box to indicate your response;

The athlete responds to the 15 questions on the questionnaire - no time limit;

The assistant determines and records the athlete’s SCAT score.

Complete the Test

In order to complete the test access the link below:

http://www.brianmac.co.uk/scat.htm

Your Score: _______________________ My results show that _________________

___________________________________________________________________

Normative Data

http://blogs.kincorth.aberdeen.sch.uk/national5/files/2013/12/SCAT-NORMS.png (Accessed 14/6/16)

http://www.brianmac.co.uk/scat.htm

http://blogs.kincorth.aberdeen.sch.uk/national5/files/2013/12/SCAT-NORMS.png

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SOCIAL FACTORS – Communication Questionnaire Complete the following questionnaire honestly to assess your communication skills. Circle the number that best describes how you feel: Key:

1 – very poor, 2 – poor, 3 – average, 4 – good, 5 – excellent

1. How good is your team at talking with each other? 1 2 3 4 5

2. How good is your team at encouraging each other? 1 2 3 4 5

3. How good is your team at helping, giving feedback? 1 2 3 4 5

4. How good is your team at organising practices/drills/training? 1 2 3 4 5

5. How good is your team at listening to each other? 1 2 3 4 5

6. How good is your team at using non-verbal communication? 1 2 3 4 5

From analysing the results above it is clear that _____________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

TASK Research any other methods that could be used to collect information on the factors that impact on high level performance. The methods you research and chose to use for your FIP’s Section 1 and Project Section 1 must be P.A.R.V. Any questions, please ask.

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Analysing Information

Note: At the end of every method of collecting information you have been analysing your results when you write what the information gathered tells you so you have gained this knowledge and experience as we have progressed through the unit. Please be aware that at advanced higher level you must be detailed in saying the analysis of your results and what potential impact this could have on your performance. Unit Assessment – Factors Impacting on Performance By the October holidays you MUST have used the information within this booklet and from your own research to complete FIP’s Section 1 which includes 1.1 and 1.2. The tasks are provided within your FIP’s Tasks booklet and it is your responsibility to ensure you manage your time effectively to complete the work for the required deadline. You are required to collect information on performance so you CANNOT leave this to a week before the deadline and expect to get it done. If you need any help please ask. Course Assessment – Project By the October holidays you MUST have used the information within this booklet and from your own research to complete Project Section 1 which includes 1a) and 1b). The tasks are provided within your Project Tasks PowerPoint and it is your responsibility to ensure you manage your time effectively to complete the work for the required deadline. You are required to collect information on performance from 3 different games/matches/performances so you CANNOT leave this to a week before the deadline and expect to get it done. If you need any help please ask. Note: Some of the work for FIP’s and the Project will overlap so copying and pasting is recommended where appropriate.

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