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NATIONAL 4/5 PHYSICAL EDUCATION

FACTORS IMPACTING ON PERFORMANCE:

SKILLS

Observe performance and collect data

Carry out training programme

and monitor it

Collate the results and identify strengths &

weaknesses

Plan a training programme to improve weaknesses

CYCLE OF ANALYSIS

In order to develop your performance in any activity in your Physical Education course, you must carry out a Cycle of Analysis. This is demonstrated in the diagram below:

1. Observe performance and collect data:

This is where you gain information about your performance; this could include completing an observation schedule, a self (subjective) analysis or carrying out a recognised fitness test.

2. Collate the results and identify strengths and weaknesses

This is where you will analyse and interpret the data that you have collected to identify your performance strengths and weaknesses. In this block, you will be looking at your strengths and weaknesses in your level of fitness.

3. Plan a training programme to improve weaknesses

At this stage of the cycle you will use the information you have collected to develop a training programme to develop your identified weakness. This must be suitable for your own personal development needs.

4. Carry out training programme & monitor it.

Finally, you will carry out your training programme to develop your weakness and very importantly you will monitor this programme to evaluate the effectiveness of it. You may need to adapt your programme if it is not having a positive effect of your performance.

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PHYSICAL, SOCIAL, MENTAL AND EMOTIONAL FACTORS

In the table below are examples of different Physical, Social, Mental and Emotional Factors which impact on performance.

PHYSICAL

Endurance

Speed

Strength

Flexibility

Power

Agility

Coordination

Timing

Balance

Reaction Time

SOCIAL

Responsibility

Etiquette

Respect

Leadership

Cooperation

Contributing to a team/group

Compositional Requirements

Tactical Requirements

MENTAL

Level of Arousal

Managing Anxiety

Concentration/Focus

Motivation

Mental Rehearsal

Imagination

Flair

EMOTIONAL

Confidence

Self-Esteem

Independence

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CONTENTS

Page

Skills and Techniques 4

Model Performance 5

Factors Impacting on Performance 7

Open and Closed Skills 8

Simple and Complex Skills and Discrete, Serial and Continuous Skills 11

Stages of Learning 12

Breaking Down Skills 14

Collecting Information on Performance 15

Feedback 16

Initial Data Collection 18

Identifying Strengths and Development Needs (1) 21

Focussed Data Collection 22

Identifying Strengths and Development Needs (2) 24

Target Setting 25

Approaches to Developing Performance 27

Principles of Practice 29

Methods of Practice and Stages of Learning 30

Information Processing Model 31

Monitoring and Evaluating a Performance Development Plan 32

3

SKILLS AND TECHNIQUES

First of all we need to define what skills and techniques are.

A skill is a movement with a purpose.

A technique is a way of performing the skill.

For example.........

Activity: Basketball

Skill: Passing

Technique: Chest Pass

Now give 2 more examples from 2 different activities.

Activity 1: _________________________ Activity 2: ___________________________

Skill: _____________________________ Skill: _______________________________

Technique: ________________________ Technique: __________________________

Technique: ________________________ Technique: __________________________

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MODEL PERFORMERS AND SKILLS AND TECHNIQUES

In order to demonstrate good performance a performer will usually possess a range of skills known as a skill repertoire which will include different techniques to be used in different situations which arise in a competition or performance.

e.g. In Badminton there are a variety of different overhead techniques. Can you name them?

1. __________________________

2. __________________________

3. __________________________

For the following scenarios, suggest which of the shots could be used to manoeuvre an opponent out of position or win a point.

1. My Opponent has played a high serve to the back to start a rally and has move to the middle of his side of the court.

I would use the __________________________

Why would you use this shot?

___________________________________________________________________________

2. My opponent has just played an high shot from the back of his court. It is high in the air but not going to the very back of my court. My opponent is starting to move back to the middle of his court.

I would use the __________________________


___________________________________________________________________________

3. My opponent has played a shot high to the back of my court from the back of his court. The rally has been going on for a high number of shots and my opponent is still at the back of his court.

I would use the __________________________


___________________________________________________________________________

5

SKILLED PERFORMERS

You will have watched skilled performers in a variety of activities. Andy Murray, Lionel Messi, Jessica Ennis, LeBron James and Tiger Woods are all skilled performers in their chosen activities.

But what makes them skilled performers?

They are in complete control of their actions

Actions are refined and precise

Actions seem effortless – no energy wasted

The dynamics (degree of power, touch or speed) are adapted to each situation

Even complicated actions appear simple

They have a large repertoire of skills

Skills can be linked into complex combinations

Correct action is always selected for the situation

Action is applied at the correct time

Flair and creativity is used to overcome opponents

The performer always seems to have a lot of time to execute the action

Skills can be carried out automatically without having to think them through

High success rate of the outcome of their actions.

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FACTORS IMPACTING ON PERFORMANCE IN YOUR ACTIVITY

Choose one factor from each of the PHYSICAL, SOCIAL, MENTAL and EMOTIONAL above and explain why you feel they are important in an activity of your choice.

PHYSICAL

SOCIAL

MENTAL

EMOTIONAL

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OPEN AND CLOSED SKILLS

In activities we are able to classify skills into Open or Closed.

Closed Skills

These skills take place in a stable, predictable environment and the performer knows exactly what to do and when. Therefore, skills are not affected by the environment. Movements follow set patterns and have a clear beginning and end. The skills tend to be self-paced, for example serving in Badminton or Tennis.

Open Skills

Sports such as Basketball, Football, and Badminton usually involve open skills. This is because the environment is constantly changing and so movements have to be continually adapted. The skillsare mostly externally paced, for example a pass in football.

The movement patterns are always identical it is a ‘closed skill’. If they change due to the nature of the performance, they are ‘open skills’.

Closed Open

Same judgements Differing judgements

Performer controls pacing No control of pacing

Stable environment Changing environment

Same movement patterns Movement patterns adapted

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OPEN AND CLOSED SKILLS

Put the following skills onto the Open/Closed continuum at the bottom of the page. Two have been completed to get you started.

Badminton High Serve Rugby Tackle

Closed Open

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Football Volley

Volleyball Volley

Football PassGymnastics Arabesque

Badminton Overhead ClearGymnastics Handspring

Basketball Set Shot

Rugby Conversion Tennis Smash

Hockey Push Pass

Choose one of the open skills from the list above (or one from an activity of your choice) and explain why this skill would be difficult to perform.

In your answer you should think about:

Decisions

Timing

Pressures

Physical demands

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SIMPLE AND COMPLEX SKILLS

Simple Skills

Simple skills are skills that are simple and straightforward with very few sub routines to go through to perform the skill such as a sprint. This skill also requires little concentration and cognitive ability of the performer. A short span of attention is needed.

Complex Skills

Complex skills need a large attention span because they are complicated and are practiced in training over and over to make it easier to perform in competition.

For the 3 different activities below give a Simple and a Complex skill

Activity Simple Skill Complex Skill

Football Penalty Volley

Badminton Serve

Gymnastics

DISCRETE, SERIAL AND CONTINUOUS SKILLS

Discrete skills

Skills with a distinct beginning and end. A high serve in badminton is an example of a discrete skill. This skill has a clear beginning and ends as the player makes decisions about his or her court movement and future shot selection after the serve.

Serial skill

Skills consisting of several discrete skills with distinct parts, the order of which is very important.

For example, the long jump.

Continuous skills

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A skill with no clear beginning or end. As one cycle ends another begins, and this will be ongoing until the performer decides to end it. For example, cycling.

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STAGES OF LEARNING

When learning a new skill, there are 3 main stages that you will progress through.

Planning

Practice

Automatic

Initial development of the

technique.

Lots of errors are made.

Lots of feedback is required.

Subroutines are linked into a smooth

action.

Feedback is used to try and perfect the

technique.

The number of errors is reduced.

The skill now involves little or no conscious thought.

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Practice AutomaticPlanning

Errors as less likely.

Can concentrate on other parts of the performance.

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WHAT STAGE OF LEARNING ARE YOU AT?

In your activity, what stage of learning do you feel that you are at?

______________________________________________________

Justify why you think you are at this level. Give examples to back up your answer.

Using the information on the previous page should help you decide. Think about what happens when you take part in your activity and how much experience you have of playing in that activity.

Remember it takes years to become an Automatic Performer.

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BREAKING DOWN SKILLS

Skills can be broken down into three main stages. These are:

Preparation – what you do to get ready to perform the skill

Action – what you do the instant you perform the skill

Recovery – what you do after the skill to prepare for what happens next

This allows us to look in more depth at the skills in each area and compare our performance with that of a ‘model performer’.

For an activity and skill of your choice, give 2 subroutines for each stage.

Activity: ________________________________________________

Skill: ___________________________________________________

Preparation

Subroutine 1:

Subroutine 2:

Action

Subroutine 1:

Subroutine 2:

Recovery

Subroutine 1:

Subroutine 2:

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What types of data collection exist?

COLLECTING INFORMATION (DATA) ON A PERFORMANCE

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)

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 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.

17Why 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

INFORMATION COLLECTION AND FEEDBACK

Feedback is information that you receive on your performance. This can be received internally(how it feels, how it looks, how it sounds) or externally (by a coach, teacher or peer).

This external feedback can be received in many forms. It could be written (checklist, questionnaire), verbal (spoken by a teacher, coach or peer) or visual (a video).

Verbal – information given to you be a coach or teacher after a skill is performed.

e.g. When I was dribbling in basketball my teacher told me that I was bouncing the ball too high and to try to keep it closer to my waist.

Written – feedback that is written down by an observer for you to look at after a performance.

e.g. In Swimming an observer watched me while I performed my front crawl. They had a sheet with technique points for the Preparation, Action and Recovery stages of the skill and they would tick whether I did that part of the skill correctly or whether it needed improvement.

Video (Visual) – when you video your own performance and watch it back to see where your strengths and weaknesses are.

e.g. In badminton I was videoed performing my overhead clear. When I watched the video I could see that I did not have my arm straight when I contacted the shuttle so in the next practices I focussed on getting my arm straight at the point of contact.

Find out about the different ways in which you will get information on your performance.

List 3 different ways that you are going to collect information on your performance

1. ___________________________________

2. ___________________________________

3. ___________________________________

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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

Why do we need feedback?

Feedback is essential to help identify specific strengths and weaknesses in our performance. This information can then be used to plan practices and help improve our skills.

e.g. Activity – Golf

Skill/Technique – Drive

Feedback Type – Kinaesthetic

Feedback - I felt that I hit across the line of the ball so that it sliced out of bounds

Weakness identified - I was hitting across the line of the ball instead of straight through it

Change made to performance - For my 2 nd drive I made sure that I hit straight through the ball

Effect on performance – I hit the ball straight down the middle

When to give feedback

Feedback is best given immediately, while the performance is still fresh in your mind. You can then use this feedback to alter your next performance of the skill to make it more effective.

How much feedback should be given at one time.

Only one or two points of information or feedback should be given at any one time, so that you do not get confused and be unable to focus effectively on any one part of your performance.

Why feedback should be specific

If feedback is specific in identifying the part of your skill performance that you need to improve, then you can focus your mind and your practices on fixing these specific weaknesses.

Why is it important to receive feedback?

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INITIAL DATA COLLECTION

SCHOOLS SHOULD ADD IN DATA COLLECTION SHEETS FOR THE ACTIVITY THAT THEY ARE DOING.

Badminton Match Analysis Sheet (3 games)

Serve Overhead Clear Drop Shot Smash Net Shot Total %

Very Effective

Fairly Effective

Ineffective

Total

% Very Effective

% Fairly Effective

% Ineffective

The match analysis sheet on the previous page will be completed when either watching a video or having a peer watch 3 full court games against different opponents all of a similar ability. Tally marks will be placed in the appropriate criteria box for each shot, with the success percentage being calculated.

The criteria for each skill was 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.

IDENTIFYING STRENGTHS AND DEVELOPMENT NEEDS IN INITIAL DATA

From this initial information you should be able to identify what shots are strengths and what shots need to be developed.

To find out which shots are strengths and which are weaknesses we will use the statistics you have collected.

STRENGTHS

Which Shot has the highest percentage of Effective shots? __________________________________

What percentage is this? ________________

As long as this also has the lowest percentage of Ineffective shots then this will be your strongest shot.

DEVELOPMENT NEEDS

Which Shot had the lowest percentage of Effective shots? __________________________________

What percentage is this? ________________

Does this also have the highest percentage of Ineffective Shots? YES / NO

If the answer is YES then this means that this technique is one which needs development.

You now need to collect more information on the performance of your weakest shot to find out what your exact development needs are.

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FOCUSSED DATA COLLECTION


Scatter Graph

Using both the video and an initial match analysis sheet I have been able to identify _____________ as my main weakness.

Information from the Scatter Graph, along with my completed observation schedule will be used to gather information on my specific weaknesses within my chosen shot.

A cross will be placed on the diagram below to record where each of the shots lands on the court.

Number of shots -___________________

Feeder

Performer

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FOCUSSED DATA COLLECTION


Overhead Clear Observation Schedule (PAR analysis)

Using both the video and an initial match analysis sheet I have been able to identify the overhead clear as my main weakness.

I will compare my performance against a model performance using the focussed observation schedule below. From this, I should be able to identify the strengths and weaknesses in my technique.

If I am successful at carrying out that part of the action, a tick will be placed opposite the criteria, if not a cross will be recorded. There should be a number of ticks and/or crosses in each box.

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 generate power.Action resembles throwing action.Weight is transferred forward front back foot to front foot to coincide with moment of impact.Impact is with open racquet face above racquet shoulder.Performer strikes ‘through’ shuttle and body weight continues to move forward (a smooth continuous action leads naturally into recovery).

Recovery Phase

Racquet comes down and across body in recovery phase.Forward movement at end of stroke leads to ‘base’ and recovery of ‘ready’ position.

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STRENGTHS AND DEVELOPMENT NEEDS IN YOUR OVERALL PERFORMANCE

From the previous sheets I can see that my main strength is;

Make sure you give example of why this shot is a strength and what it allows you to do in a game.

My main development need is the_________________________

After analysing my scattergram I can see that the problem with my shot is;

After analysing my Preparation, Action, Recovery Analysis I can see that my main development need is in the ________________________________________ phase and the criteria which needs to be improved is

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TARGET SETTING

Before you begin a personal development plan you must have an idea of what it is that you want to achieve while practicing. This is why targets must be set.

Setting targets that are achievable will inspire you to do better and see if your personal development programme is helping you improve.

Targets should be S.M.A.R.T.

Specific to your own performance

Measurable so improvement can be monitored

Attainable to keep you motivated

Realistic so that you know you are able to achieve some improvement

Timed – you should aim to achieve something in a set time period or for a certain performance

You should set both Short and Long Term goals to help you develop your performance.

Long Term Targets

This target will focus on an end goal for example leading up to a competition or performance.

Andy Murray’s target this summer may be to win the Wimbledon Championships

A Table Tennis target may be;

To get to this final of my school’s Table Tennis competition

In order to achieve this Long Term Target you may need to have some smaller goals.

Short Term Targets

Short Term targets might be to achieve something in a particular practice or session to build up to your final performance.

Andy Murraymight have targeted improving upon his service in the lead up to the tournament as it is one of the weaker aspects of his game.

He may also target the development of a more attacking style of play against opponents ranked higher than he is.

Short Term targets for a Table Tennis performance may be;

To improve my top spin forehand shot.

To develop a slice and a top spin serve with more disguise.

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MY PERSONAL DEVELOPMENT PLAN TARGETS

You should now try to come up with a Long Term Target for yourself and at least two initial short term targets which will aim to address your performance development needs.

Long Term Target

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Short Term Targets

1.________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. ________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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APPROACHES TO DEVELOP PERFORMANCE/METHODS OF PRACTICE

SCHOOLS SHOULD ADD IN OTHER METHODS OF PRACTICE WHICH RELATE MORE TO THE ACTIVITIES THAT THEY ARE DOING

When learning skills, there are many different methods of practice that we can use.

Practices that you use depend on the level of performance you have in the activity and the skill in particular that you are performing.

Example

An Olympic Table Tennis player will do a completely different practice for a top spin forehand than someone who has only been playing for a few months or in their Physical Education classes.

In your training programme these should get progressively harder as you improve your level of performance.

Here are a few examples of the types of practice you might expect performers to use moving from the Planning through to Automatic stages of learning.

Shadow Practice

1. Concentrate on specific parts of the action

2. Make the skill more closed so it is easier to learn

3. Mimic the action of the shot

Repetition Drill

1. Allows you to practice the skill without the pressure of the game situation

2. The skill is practiced time after time

3. Try to improve the consistency

Pressure Drill

1. Makes the practice more difficult/challenging

2. Allows the skill to be performed in a more game-like situation under pressure

Conditioned Game

1. Allows you to focus on a specific skill you have been working on during a game

2. Conditions and rules can be changed/adapted to suit your needs

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During your PE classes you are likely to have experienced a variety of these types of practices. Describe a practice you have done for each method of practice below. Try to link it to one skill that you might have identified as a weakness or a strength in your performance to demonstrate PROGRESSION in your practice.

SHADOW

REPETITION

PRESSURE

CONDITIONED

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PRINCIPLES OF EFFECTIVE PRACTICE

For practice to be effective

Practice must be realistic and appropriate to your level of ability. Practices should be enjoyable. Practice must be performed with the correct technique. Practice must not be carried out for too long. Practices must be varied. Practices must be specific to improving weaknesses in your skill or performance.

Effects of practising for too long

Become fatigued/tired. Become bored and lose interest. Lose motivation. Possible risk of injury.

Effects of variation in practice

Can keep you interested. Can be more enjoyable. Can help avoid fatigue/tiredness. Can help avoid injury.

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METHODS OF PRACTICE/STAGES OF LEARNING

Name a method of practice that would be appropriate to use during each stage of learning (planning, practice, automatic). Then give a reason why you think this practice is appropriate for this stage of learning.

Stage of Learning - Planning

Method of Practice - _____________________

Why is this appropriate?

________________________________________________________________

______________________________________________________________

Stage of Learning – Practice



________________________________________________________________

______________________________________________________________

Stage of Learning – Automatic



________________________________________________________________

______________________________________________________________

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THE LEARNING LOOP/INFORMATION PROCESSING MODEL

The first part of the loop is input information. This is the information you receive from your sense, e.g. sight and sound.

You then have to make decisions based on the input information you have received. Identifying the more important information from less important information– decision-making.

The third part of the loop is output. This is the way in which you decide to move and respond to the decisions you have made.

During and after your chosen response you will receive information about your performance. This feedback is the final part of the loop.

Try to apply the information processing model to your activity.

INPUT – what information did you receive that you were going to have to act on?

__________________________________________________________________________________

DECISION MAKING – what decisions did you make as a result of this information?

__________________________________________________________________________________

OUTPUT – What actions did you perform?

__________________________________________________________________________________

FEEDBACK – what were the results of the actions? What was good and what was bad about the action?

__________________________________________________________________________________

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SCHOOLS SHOULD INSERT POST TRAINING PROGRAMME ANALYSIS SHEETS HERE

Monitoring/Evaluating the effectiveness of your Personal Development Plan

You are now in a position to assess what improvements, if any, you have made to your performance and to try and identify any further development needs.

In order to do this you will use all the information and feedback you have gathered and try to compare the results and interpret the responses of any interviews or questionnaires you have given out.

In doing this you should be able to see, or will have been told about, changes you have made to your performance or where others think strengths and weaknesses lie.

After looking at your information you will now be able to tell if you have been able to improve the areas of your performance that you identified as development needs.

Task

What improvements can be seen in your performance as a result of carrying out your Personal Development Programme?

A development need that I have improved upon is _________________________________

_________________________________________________________________________________.

For the next part use evidence from the information you have received to support your last statement.)

I know this from my feedback because ___________________________________________

___________________________________________________________________________

__________________________________________________________________________________

_________________________________________________________________________________.

Now say what impact this has on your overall performance.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

_________________________________________________________________________________.

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FUTURE DEVELOPMENT NEEDS

A Personal Development Plan usually focuses on one or two development needs. As a result it is unlikely that you will have improved in all areas of performance you identified as development needs.

Are there any areas of your performance that were development needs before your training programme and are still now?

YES / NO

If yes what are they?

___________________________________________________________________________

___________________________________________________________________________

Now look at the information you collected on your whole performance at the end of your development plan.

You should also be able to identify another area of your whole performance that requires development.

My new development need is _________________________________________________________

Now briefly describe what impact this development need has on your performance.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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