LOUDOUN ACADEMY PHYSICAL EDUCATION · PDF file1 CONTENTS Introduction 2 Mental, Emotional, Social and Physical Factors Impacting on Performance Table 3 Loudoun Academy Course Overview

NATIONAL 5 / HIGHER SWIMMING RESOURCE

LOUDOUN ACADEMY PHYSICAL EDUCATION DEPARTMENT

@loudounpe

www.loudounpe.wordpress.com

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CONTENTS

Introduction

2 Mental, Emotional, Social and Physical Factors Impacting on Performance Table

3 Loudoun Academy Course Overview

Section A –Features, Definitions and Impact on Performance

4-5 Physical Factor - Physical Aspects of Fitness (Cardio-Respiratory Endurance, Muscular Endurance, Speed, Strength, Flexibility)

6-7 Physical Factor - Skill Related Aspects of Fitness (Co-ordination, Agility, Reaction Time and Balance)

8-9 Mental Factor (Concentration, Mental Toughness and Level of Arousal)

Section B – Gathering and Analysing Data

10-15 Physical Factor (General Observation Schedule, Co-ordination Observation Schedule and Standard Fitness Tests)

16-21 Mental Factor (Performance Profiling and Questionnaires)

Section C – Approaches to Performance Development

22-24 Physical Factor (Fitness) - Approaches to Performance Development (Continuous, Interval, Fartlek and Whole Part Whole)

25-28 Mental Factor - Approaches to Performance Development (Mental Imagery, Simulation Training and Positive Self-Talk)

Section D – Personal Development Planning

29 Personal Goals

30 Principles of Training

31 Phases of Training

32 Physical Factor – My Development Programme

33-34 Mental Factor - My Development Programme

Section E – Monitoring and Evaluating

35 Monitoring Performance Development

36 My Training Diary

37 Evaluating Performance Development and Future Development Needs

Unit and Course Assessment Help

38 Command Words

39 Swimming Scenario Question

MENTAL, EMOTIONAL, SOCIAL AND PHYSICAL FACTORS IMPACTING ON PERFORMANCE TABLE

Mental Emotional Social

Physical

Fitness Skills Tactics

Concentration Level of arousal Mental toughness Decision Making

Happiness / Sadness (affecting confidence and resilience) Anger (affecting decision making and self-control) Fear (affecting confidence and decision making)

Team Dynamics: Co-operating with others Contributing to a team Relationships Self-Conduct Working in isolation Etiquette Respect for self and others Environmental Issues: Barriers to participation

Physical aspects fitness: Cardio-Respiratory Endurance, Muscular Endurance, Speed, Strength, Flexibility Skill-related aspects fitness: Co-ordination, Agility, Reaction Time, Balance

Skill repertoire Technical qualities: Rhythm, Timing, Consistency Special qualities: Imagination, Flair, Creativity Quality of performance: Fluency, Effort, Accuracy, Control

Personal strengths and weaknesses Role related demands Team Strengths and Weaknesses Principles of play: Width, Depth, Mobility, Penetration, Support, Communication

There are four factors which can affect how well you perform in an activity. In this swimming block we will focus on various features within the physical (fitness) and mental factors.

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LOUDOUN ACADEMY COURSE OVERVIEW

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PHYSICAL FACTOR (FITNESS) – FEATURES, DEFINITIONS & IMPACT ON PERFORMANCE

Physical Aspects of Fitness

Feature: Cardio-Respiratory Endurance (CRE)

Definition

Cardio Respiratory Endurance is the ability of the heart and lungs to provide the working

muscles with oxygenated blood for a prolonged period of time.

Impact on Performance

This is more important in longer distance swims. During these swims your body is working

at a steady pace over a long period of time. The energy required to do this is supplied

aerobically which requires your heart, lungs and blood system to supply oxygen to the

working muscles throughout the swim. Good CRE therefore helps you to maintain even

split times (pace) throughout the swim. Good CRE will also help delay the onset of

fatigue. Poor levels of CRE results in the performer becoming breathless more quickly and

unable to keep up with play or maintain a high skill level. In swimming, poor CRE results

in you having to breathe more often or take longer deeper breaths to get the required

oxygen to the working muscles. This in turn has an effect on your technique. Decision

making may also be affected and longer rest periods will be needed to aid recovery. Good

CRE means the heart is able to recover to its resting rate more quickly after exercise.

Feature: Muscular Endurance

Definition

Muscular Endurance is the ability of a muscle or group of muscles to perform repeated

contractions for extended periods of time without tiring.


Swimming requires repeated contractions of our arm muscles (biceps and triceps),

shoulder muscles (deltoids), back muscles (trapezium and lats) and our leg muscles

(quadriceps, hamstrings, gluteus and calves). Therefore muscular endurance is vital to

delay the onset of fatigue, which prevents our muscles from working to full capacity thus

affecting our ability to swim and execute the stroke effectively. A lack of muscular

endurance will result in gradually less powerful arm and leg action as the race progresses

and a less powerful push off the wall in later turns.

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Feature: Speed

Definition

Speed is the body’s ability to perform an action in a short time. Speed can be split into

two categories – Whole body speed – where your whole body performs an action quickly

and Limb speed – when a particular part of your body performs an action quickly.


Speed is important in shorter distance races where you are working at your maximum pace

to cover the distance as quickly as you can. It is also important at the start of a race to get

you quickly off of the blocks and into your swim as this allows you to swim in clear water as

opposed to the waves caused by other swimmers. Speed is also important if you are

involved in a tight race and need to finish with a sprint.

Feature: Strength

Definition

Strength is the maximum force a muscle or group of muscles can exert at any one time.

Strength can be further divided into Static Strength (muscles contract and hold one

position), Dynamic Strength (muscles repeatedly apply force over a short period of time)

and Explosive Strength or Power (muscles exert force in a short, fast burst).


Performing a scrum in rugby would be an example of where static strength is required.

Rugby players are required to use static strength to stop the opposition from pushing the

scrum and gaining an advantage. Dynamic strength is required in swimming particularly

when covering short distances. Swimmers would require strong chest, arm and shoulder

muscles when performing strokes like the freestyle, backstroke and breast stroke in order

gain propulsion. Explosive strength is used in single actions when maximum energy is

needed. This is required for starts to give the swimmer the maximal force to propel them

forward at speed to gain an advantage at the beginning of a race.

Feature: Flexibility

Definition

Flexibility (also known as suppleness) is the range of movement across a joint. There are

two types of flexibility: static and dynamic flexibility. Static flexibility is necessary when

you are holding a part of the body still. Dynamic flexibility uses the full range of

movement across a joint for a short time within your overall performance.


Static flexibility is required in activities like gymnastics where you have to hold your body

still during various balances. For example, a good range of movement is needed across

the hips to be able to perform the splits well. Dynamic flexibility is more important in

swimming particularly in the shoulder and ankle joints. This allows a wider range of

movement and also allows you to place your limb in the most mechanically advantageous

position. This will allow optimum pull through the water and aid streamlining all of which

can decrease the time taken to complete the swim. Poor flexibility may also result in

injuries if muscles are overstretched.

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PHYSICAL FACTOR (FITNESS) – FEATURES, DEFINITIONS & IMPACT ON PERFORMANCE

Skill-related Aspects of Fitness

Feature: Co-ordination

Definition

Co-ordination is the ability to control your body movements smoothly and fluently. It is

the ability to link a series of movements or subroutines together by moving your body

parts in the correct order. It often involves moving 2 or more body parts together at the

same time to perform a particular action/skill/movement effectively.


Co-ordination is particularly important when performing a complex skill or when

performing a skill or action at speed. Swimmers are required to co-ordinate their arms

and legs in a specific order whilst also moving their head to facilitate breathing. Co-

ordinating your arms, legs and breathing allows you to move efficiently through the water

creating less drag or resistance.

Feature: Agility

Definition

Agility is the ability to change the position of the body quickly, precisely and with

control. This uses a combination of speed and flexibility.


Agility helps when competing in activities that require you to change direction quickly

whilst keeping balanced and in control. It is helpful when participating in racket sports

such as squash, tennis and badminton, and also in team games like rugby, basketball,

volleyball, hockey and football. Agility is also important when swimming as you need to

change your body position and direction of travel very quickly when turning.

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Feature: Reaction Time

Definition

Reaction time is the interval of time it takes for a performer to choose a response to a

stimulus and then perform the selected movements. The stimulus is received through the

performers sight, hearing or kinaesthetic sense. Reaction time can be quicker if a

performer pays attention to relevant cues and also through controlling anxiety. A

performer’s reaction time is also shorter if there is only one possible response but longer

if there is more than one possible response.


A skilled performer has a quick reaction time by reacting to a stimulus, selecting

response and moving sharply. This quick reaction time can be decisive between winning

or losing in an activity. An example of simple reaction time is at the start of a race when

the starting pistol goes off. Having good reaction time will allow you to start the race

quickly as possible without false starting. This will give you an instant advantage over

other performers.

Feature: Balance

Definition

Balance is the ability to retain the centre of gravity above the base of support when

stationary (static balance) or moving (dynamic balance).


Static balance is the ability to maintain control of position whilst remaining stationary –

for example, balancing on one leg or holding a headstand in gymnastics. Dynamic balance

is the ability to maintain balance and control of the body whist moving. For example, in

swimming the body shape and position in the water needs to be in balance to maintain

streamlining. If the head is raised it will make the legs drop.

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MENTAL FACTOR – FEATURES, DEFINITIONS & IMPACT ON PERFORMANCE

Feature: Concentration

Definition

Concentration is the ability to stay on task. It is the ability to completely focus your

attention on something for a period of time. When athletes concentrate well they can

take in all the information they need to make good decisions like responding to their

opponent or adapting to their environment. It is the ability to pay particular attention to

the task in hand.


Good concentration is required to shut out distractions that are unimportant and to stay

focused on what it is you have to do. Concentration is important in swimming in order to

maintain a steady pace. A swimmer must concentrate on their stroke technique

throughout the swim. They may also have to concentrate on external factors towards the

end of the swim to identify where they are in the race in relation to the other swimmer.

A performer who is concentrating is often said to be ‘in the zone’, making fewer

mistakes, staying calm when under pressure, able to solve problems easily and generally

in control of their performance.

Feature: Mental Toughness

Definition

Mental Toughness is the ability to consistently perform at the top of your skill level

regardless of the competitive circumstances. Reboundability, ability to handle pressure,

confidence, motivation and concentration are key attributes to being mentally tough.


As you are playing any sport it is important that you are able to block out all external

factors. If you are mentally tough you are able to cope with pressure from opponents,

the crowd and the importance of the situation. You are also able to deal with the

pressure of both your own expectations and the expectations of others (parents, coach,

team-mates etc.).

Poor mental toughness may result in Good mental toughness will result in

• Panic and unclear thinking that could

lead to poor decision making.

• Thinking clearly and making good

decisions

• Your muscles tightening which will cause

poor execution of skills / technique

• Remaining calm and relaxed in order to

execute skills / technique

• Performance levels dropping below what

you are capable of

• Performing at your best in demanding

situations

Mental toughness is required in swimming both during a race and to work hard in training

(early morning swim). Examples of mental toughness during a race could be recovering

from a poor start or pushing your body to its limits to finish the race strong.

http://www.bbc.co.uk/sport/0/olympics/17665951 - Michael Johnson - Coping with Pressure

http://www.bbc.co.uk/sport/0/olympics/17665951

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Feature: Level of arousal

Definition

The level of mental arousal is the level of excitement, anticipation, stress, aggression,

apprehension and nervousness. It refers to the state of mental preparedness for

participation in an activity. Basically, level of arousal relates to your attitude about

performing – if you are ‘up for it’ or not.


When your level of arousal is at the right level you are prepared to give your best, to shut

out any distractions and to carry out whatever decisions you need to make right from the

beginning of the performance. This means you are likely to do well. Getting the level of

arousal right means you have the chance to concentrate on the important parts of your

performance quickly and settle into giving a successful display of the skills you have. If

your level of arousal is too low then you may not perform at your highest level, as you

may appear to be tired, disinterested or distracted. Then again if it is too high, you may

become stressed due to expectations, the importance of the occasion or the number of

people watching. In swimming, if you are not “up for the race” then you will not perform

to the best of your ability. However, if you are too psyched up or anxious you will also

not perform to your best, for example false starting or increased muscle tension leading

to poor stroke production.

PYHSICAL FACTOR - GATHERING AND ANALYSING DATA

We are going to analyse our Physical Fitness by using the following methods:

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Internal Feedback

This is how you feel when performing. Internal feedback is immediate and continuous

which is important as it might be the only information available to you during

performance.

External Feedback (subjective)

Your teacher can look at your performance and use their expertise to help to improve

your performance. This gives an independent view of your performance making feedback

more reliable.

External Feedback (objective)

This involves the use of statistics to provide information on your level of performance.

We will complete a general observation schedule followed by a series of standard

fitness tests to gather data on your Physical Fitness.

- General Observation Schedule

An observer will complete this schedule to provide information on various features of

Physical Fitness. The schedule will gather data on overall time, split times, breaths,

stroke count, heart rate and technique throughout the swim… Overall time – shows standard of overall performance

Split times – Should be consistent. Inconsistent time suggests a lack of physical fitness,

poor race preparation and/or a lack of concentration. Increasing split times suggest poor

levels of CRE or Muscular Endurance.

Stroke Count – High stroke count suggests poor co-ordination or a lack of strength.

Increasing stroke count suggests a lack of muscular endurance. Regular stroke count

shows good co-ordination and endurance.

Breaths – Irregular breathing pattern shows a lack of race preparation or poor levels of

CRE

Heart Rate – this indicates how hard you have been working during the race. For

example, if you are still below your training zone towards the end of the race then this

would suggest that you have not been working hard enough.

Technique – this will show the point in the race where your body position (balance), arm

action and leg action (co-ordination) starts to deteriorate (muscular endurance).

The observer will also be able to include comments on how well the performer starts the

race (reaction time) and their ability to turn effectively in between lengths (agility).

The Advantages of using a General Observation Schedule

Completed in the most demanding context i.e. 400m race

Provides data on various features of Physical Fitness

Can be used to identify strengths and weakness

Information can be used to plan a suitable training programme

Can be used in conjunction with video to make the gathering of data even more

reliable

It is a permanent record which allows you to look back and compare your results

to check for improvements.

- Standard Fitness Tests

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This is a more specific method which we will use to gather more information on the

weakness identified from the general observation schedule.

We will complete the following tests to measure our levels of CRE:

T10 Swim Test

20m Progressive Shuttle Run Test

Cooper Walk/Run Test

Completing a standard fitness test out with the activity (Leger Test, Cooper Walk/Run

Test) can help provide more objective evidence to support results from tests more

specific to the activity (T10 Swim Test).

T10 Swim Test

Involves swimming as many lengths of the pool as possible in 10 minutes.

Observer records split times every 40m

Split times are plotted on a line graph to show differences in split times more clearly

Observer also notes observed comments during the test.

Observer also keeps a record of the total distance swam which is then compared with

class-mates and national average ratings to show level of CRE.

Heart rate from before and after the test is taken and compared to give an indication

of work-rate.

20m Progressive Shuttle Run Test

Involves measuring out and marking a 20m section on a flat surface with two cones

Audio equipment is required to playback shuttle run audio

Participant starts running between the sets of cones, turning when signalled by the

beeps

This process continues as the beeps become closer together, ultimately increasing the

speed of the runner

If the line is reached before the beep sounds, the participant must wait until the

beep.

The test is stopped if the participant fails to reach the line for two consecutive runs

and their score is recorded.

Score then compared with class-mates and national average rating to show level of

CRE.

Cooper Walk/Run Test

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Involves measuring out a 200m track with cones placed every 20m for easy calculation

of distance covered

The participant aims to complete as many laps as possible within the 12 minute time

limit whilst running

On the completion of 12 minutes an observer counts up the completed laps and the

number of completed metres on the final lap

Score then compared with class-mates and national average rating to show level of

CRE.

The Advantages of using Standard Fitness Tests

The above tests are all recognised methods for gathering information on Cardio-

Respiratory Endurance (CRE)

Each test provides objective, accurate and reliable information about the performer.

Data can be used to plan a training programme which is specific to your level of

fitness.

It provides you with a permanent record of your performance and can be used a base

point for comparing subsequent test results to measure progress.

Tests can be used to set targets and motivate the performer to improve.

Tests are widely recognised, and often provide established norms and/or ratings to

compare your performance against.

Comparing results with national average ratings provides an indication of your level of

performance in relation to the rest of the country which can be used to aid

motivation

The T10 swim test and Cooper Tests are also very easy to set up with little equipment

needed.

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*DO NOT WRITE ON THIS SHEET GENERAL OBSERVATION SCHEDULE

Swimmer’s Name ________________________________________ Observer’s Name ____________________________________

Distance

(metres)

Lengths Cumulative Time Split Time Stroke Count Breaths Observed Comments (on start, turns,

technique...)

40 2

80 4

120 6

160 8

200 10

240 12

280 14

320 16

360 18

400 20

Overall Time

Heart Rate

Prior to Start CRE

At Finish CRE

Please mark on the line below the point in the race where the swimmers body position, arm action and leg action started to deteriorate.

Body

Position

Body is streamlined and there is a smooth turn of the

head to breath

0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m

Arm

Action

From high elbow, hand enters water in front of head

then pushes down and pulls through the water.

0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m

Leg

Action

There is a steady, propulsive kicking action just

below the surface

0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m

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*DO NOT WRITE ON THIS SHEET

CO-ORDINATION OBSERVATION SCHEDULE

Video your performance in a 100m swimming race and fill out the observation schedule

below marking a 1-3 to indicate the quality of each specific action.

Front Crawl

Insert grades 1-3 next to Arm Action, Leg Action and Breathing for each length during

the race using the criteria below with number 1 being based on a model performer.

This will provide an indication of your co-ordination throughout the 100m event.

Leg Action

1 = Extended leg kick…Continuous kicking action to assist streamlining.

2 = Generally extended leg kick…Some splash as legs roll and kick out of water.

3 = Uncomfortable leg action…Rolling and bending at knee.

Arm Action

1 = High elbow, strong effective catch and pull from mid line of body.

2 = Clear arm recovery, catch and pull from mid line of body.

3 = Wide arm recovery, hand entering away from mid line of body, quick pull.

Breathing

1 = Fluent breaths in relation to arm pulls, head/mouth tilt maximises streamline pos.

2 = Inconsistent breaths in relation to arm pulls.

3 = Inconsistent breaths with poor head positioning causing resistance.

Distance Performance Area Criteria Grade

Comment

20M

ARM ACTION LEG ACTION BREATHING

40M


-60M


80M


100M


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*DO NOT WRITE ON THIS SHEET T10 SWIM TEST

Swimmer’s Name _____________________________________ Observer’s Name __________________________________

Distance Lengths Cumulative Time Split Time Observed Comments

40 2

80 4

120 6

160 8

200 10

240 12

280 14

320 16

360 18

400 20

440 22

480 24

520 26

560 28

600 30

T10 Swim

Test Result

_________ m

Pulse Check

Prior to Start

At Finish

Class

Average

________m

National Average

Gender Excellent Above Ave. Average Below Ave. Poor

Male >500m 450-500m 400-450m 350-400m <350m

Female >450m 400-450m 350-400m 300-350m <300m

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STANDARD FITNESS TESTS – OUTWITH THE ACTIVITY

National Average Ratings for 20m Progressive Shuttle Run test (Leger Test)

FITNESS CATEGORY MALE AGE 16-18 FEMALE AGE 16-18

Poor <30 <25

Below Average 31-40 26-35

Average 41-70 36-50

Above Average 71-100 51-75

Excellent >101 >76

My score: ________________

National Average Rating for Multistage Fitness Test


Poor <L6 S6 <L4 S7

Below Average L7 S1 L5 S1

Average L8 S9 L6 S7

Above Average L11 S2 L9 S1

Excellent L12 S7 L10 S9

My score: ___________________

National Average Ratings for Cooper Walk/Run test


Very Poor <2500 <1900

Poor 2500 1900

Fair 2700 2100

Good 2900 2200

Excellent 3200+ 2400+

My score: ________________metres

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MENTAL FACTOR - GATHERING AND ANALYSING DATA

Performance Profiling

Performance profiling is a method of identifying and rating yourself against the factors

that you feel are important for success in you sport. A performer will list the mental

qualities they need around the outside of the profile. They would then grade themselves

on each quality between 1 and 10 (with 10 being the best) by shading in each section.

The performer is then able to evaluate particular strengths and areas which require

development.

Advantages of the Performance Profile Wheel

As the performer selects the factors and features to be rated it is likely that they

have a good understanding of what each of them are.

The profiling wheel is easy to complete and takes relatively little time.

The use of colour makes it very easy to identify areas of strength and areas that

need improvement.

Comparing your performance to that of a model performer allows you to identify

areas of strength and areas you need to improve.

The profiling wheel provides a permanent record of your performance which allows

you to look back and compare your results to check for improvements.

To increase reliability you could have a team mate or coach complete a profile for

you in order to compare.

Disadvantages

As performance profiling uses your own thoughts and feeling to gather data the

information can only be reliable if you are honest in your responses. You may have a

clouded view of yourself depending on your own view of yourself (we all know

someone who thinks they are just great when in reality they have flaws like everyone

else).

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Questionnaires

A standard way of gathering data on mental factors is through completing

questionnaires. Questionnaires are used to record the performers’ thoughts and feelings.

Mental Toughness Questionnaire

This is a questionnaire that is used to measure mental toughness. In this questionnaire

the performer is asked to read 30 statements and use a tick to identify if the statement

is True of False for them. The questionnaire is split into 5 sections that look at areas

that contribute to mental toughness. Each section contains 6 questions that look at the

following areas:

Reboundability – your ability to “bounce back” from mistakes or

setbacks

Ability to Handle Pressure

Concentration

Confidence

Motivation

In order to identify strengths and weaknesses each response is given a numerical value 0

or 1 depending on the response given. These values are then added to give a final

score. High scores in each section indicate areas of strength whereas low scores

highlight problem areas. Overall a score of 26-30 indicates strength in overall mental

toughness. Scores of 23-25 indicates average to moderate skill in mental toughness.

Scores of 22 or below mean that mental toughness is an area that requires improvement.

Advantages

Recognised sports psychology questionnaires such as the Mental Toughness

Questionnaire have been tested to ensure that they collect valid and reliable

information.

The statements in the questionnaire are easy to understand and the scoring system

used is simple. This means that the questionnaire is not too time consuming to

complete.

As the scoring systems are reasonably easy to understand it is easy to identify areas

of strength and weaknesses.

Questionnaires give you a permanent record of your performance which allows you to

look back and compare your results to check for improvement during and after your

training programme.

Disadvantages

As questionnaires rely on a performer’s thoughts and feelings the information can

only be reliable if the responses are honest. You may have a clouded view of yourself

depending on your own view of yourself (we all know someone who thinks they are

just great when in reality they have flaws like everyone else).

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PERFORMANCE PROFILE WHEEL

The performance profile wheel can be used in many ways. It can be a self-analysis of

features from one particular factor or it could be based on different factors that impact

on performance. The wheel can also be split up into pre/post training or into separate

sections so that a partner or coach can complete the analysis too.

The wheel below is based on Mental Factors that may impact on your performance in

swimming. It is split into two. You must complete the first half and then ask a partner to

complete the other half so that you can compare results.

You Partner


Mental

Toughness

Level of

Arousal

Concentration Concentration

Motivation

Decision

Making

Level of Arousal

Motivation

Decision

making

Mental

Toughness

Confidence Confidence

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MENTAL TOUGHNESS QUESTIONNAIRRE

Fill out the questionnaire (using the web link below). When you are finished, check your

answers in the evaluation section that follows to determine the attributes within mental

toughness that are strengths and weaknesses:

https://www.competitivedge.com/athletes-%E2%80%9Chow-tough-are-you%E2%80%9D-0

TRUE FALSE

1) I frequently worry about mistakes.

2) I get really down on myself during performance when I mess up.

3) It's easy for me to let go of my mistakes.

4) If I start out badly, it's hard for me to turn my performance around.

5) I get distracted by what the coach thinks whenever I screw up.

6) I bounce back quickly from setbacks, bad breaks and mistakes.

7) I do my best when there's more pressure on me.

8) I get too nervous to really perform to my potential.

9) I do better in practice than I do when it really counts the most.

10) I tend to get easily psyched out or intimidated.

11) I can keep myself calm and composed under pressure.

12) I don't want the ball/dread competing at "crunch time." (big game/race).

13) The coach's yelling knocks me off my game.

14) I tend to get easily distracted.

15) Certain opponents can get into my head and throw me off my game.

16) Lousy playing conditions (weather, field conditions etc.) negatively affect me.

17) I have no trouble focusing on what's important and blocking everything else out.

18) I think too much about what could go wrong right before and during

performance, (the "what if's").

19) One or two failures do not shake my confidence.

20) I tend to compare myself too much with teammates and opponents.

21) I'd rather compete against a better opponent and lose than go up against a

weaker opponent and win.

22) I am a confident and self-assured athlete.

23) I tend to be too negative.

24) I have trouble dealing with negative self-talk (thoughts).

25) I get more motivated after failures and setbacks.

26) It's easy for me to consistently train at a high level of intensity.

27) I think about how today's practice will help me get to my goals.

28) I find myself just going through the motions a lot in practice.

29) I have clear goals that are important for me to achieve.

30) I am a highly motivated athlete.

https://www.competitivedge.com/athletes-%E2%80%9Chow-tough-are-you%E2%80%9D-0

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MENTAL TOUGHNESS QUESTIONNAIRRE (CONTINUED)

Section 1: Questions 1-6 deal with "Reboundability" - your ability to mentally bounce

back from setbacks and mistakes. Mental toughness depends on your ability to quickly

leave your mistakes and failures behind you. Hanging onto your mistakes will get you

into big trouble, performance-wise. Athletes who dwell on their mistakes while the

competition continues, end up making more.

Section 2: Questions 7-12 deal with the ability to handle pressure. Without the ability

to stay calm an athlete will always underachieve. Peak performance demands that you

are relaxed once the performance begins. While a little nervousness is critical for

getting "up" for a game/match/race and performing at your best, too many nerves will

tighten your muscles and send your performance down the tubes.

Section 3: Questions 13-18 deal with your ability to concentrate. In every sport, your

ability to focus on what's important and block out everything else is one of the primary

keys to performance excellence. Poor concentration is the major reason why athletes

choke and get stuck in performance slumps. Getting psyched out or intimidated is a

direct result of concentrating on the wrong things.

Section 4: Questions 19-24 deal with your level of confidence and the factors that

affect confidence. One characteristic of the mentally tough athlete is he/she possesses

a confidence level that seems to be unshaken by setbacks and failures. Under the

pressure of competition, low confidence will neutralize natural ability, hard work and

talent. Similarly, high confidence will enhance an athlete's training and talent lifting

their performance to the next level.

Section 5: Questions 25-30 deal with motivation. Motivation is the fuel that will drive

your training to a successful completion and the accomplishment of your goals. Without

motivation you won't put in the work necessary to become a winner. Your motivation

allows you to pick yourself up after a setback and keep going.

Interpretation:

A score of 6 in any one of the five sections indicates a special strength in that area. A 5

indicates solid skill and 4 or less highlights that particular area as a mental weakness

that needs to be addressed.

For example a "6" in "reboundability" indicates consistent ability to bounce back quickly

from mistakes, failures and losses. A score of "2" or "3" in section 2, handling competitive

pressure, indicates the need for arousal control/relaxation training. Low scores in each

section highlight problem areas.

These "mental weaknesses" should then form mental training goals for you to help raise

your overall performance to the next level.

For example, a low score in the concentration section means that some of your

performance is a direct result of your inability to control your focus of attention before

and/or during competition. By putting some time and energy into practicing

concentration exercises you will become a better overall athlete.

22

PHYSICAL FACTOR (FITNESS) - APPROACHES TO PERFORMANCE DEVELOPMENT

Continuous Training

Continuous training is a very useful approach to improve CRE. This includes is any form

of exercise (e.g. running, swimming and cycling) that ensures that the heart rate is

operating in your training zone for approximately 20 to 30 minutes. The activity must be

non-stop and there are no rest periods until the training session is completed.

Advantages of Continuous training

It can be specific to swimming

Develops cardio-respiratory endurance

Easy to plan

Progressive overload can be achieved by exercising more often (increasing

frequency), by exercising faster (increasing intensity), or by training for longer

(duration).

Disadvantages of Continuous training

It can become boring

It does very little to improve your ability to exert short bursts of speed which is

needed in many sports.

Interval Training

Another method of training useful for developing CRE is Interval training. Interval

training is any form of exercise that allows a work/rest interval to be easily calculated.

It is organised to give ‘intervals of rest’ after periods of running, swimming cycling. This

rest period gives the heart and lungs time to recover but should make sure the heart

rate does not drop out of the training zone.

Advantages of Interval training

Work/rest intervals enables high intensity work to be undertaken with limited

fatigue occurring. This means I am able to work harder and also stay in my training

zone for longer. The rest periods ensure that I do not over train by working above my

training zone.

It can be set at a suitable level taking into account my level of fitness. Progressive

overload can be achieved by carrying out the programme more often (frequency), by

working faster or by decreasing rest intervals (intensity) or by exercising for longer

(duration).

Interval training in the pool is more interesting than land based training which can

help motivate me to work harder.

Interval training is also easy to carry out as it does not require any specialist

equipment.

Example

STROKE INTENSITY REST

General warm up using different strokes 40m continuous swim (easy pace)

n/a

Front crawl 10 X 40m @ 70% HR Max 30 seconds

On back sculling with hands 40m continuous swim (easy pace)

n/a

23

Fartlek Training

The term fartlek is Swedish for ‘speed play’. Fartlek training is continuous

running/swimming/cycling with short sprint bursts followed by a slower recovery and

then more continuous paced running/swimming/cycling.

Advantages of Fartlek training

Develops aerobic fitness (e.g. by continuous exercise) linked to training zone

requirements; develops anaerobic fitness (e.g. by short, speed endurance sprints)

It can be set at a suitable level taking into account my level of fitness. Progressive

overload can be achieved by carrying out the programme more often (frequency), by

working faster (intensity) or by exercising for longer (duration).

Fartlek training in the pool is more interesting than land based training which can

help motivate me to work harder.

Fartlek training is also easy to carry out as it does not require any specialist

equipment.

Example

STROKE INTENSITY DURATION

General warm up using different strokes Continuous swim (easy pace)

2:30

Front crawl 40m hard, 40m easy 10:00

Front crawl 20m hard, 20m easy 10:00

On back sculling with hands Continuous swim (easy pace)

2:30

Total = 25mins

Training Zone

To develop your levels of cardio-respiratory

endurance you need to train within your

training zone. Your training zone is between

70% and 85% of your maximum heart rate.

Calculating your training zone:

Maximum heart rate is 220 – Your age

Training Zone Example:

Aged 16

220 – 16 = Max of 204

70% of Max = 143

85% of Max = 173

Training Zone = 143-173

24

Skill-related fitness training methods

Whole Part Whole

Whole Part Whole is a method of training that is often used in swimming. To use this

method effectively, you need to be able to demonstrate the whole activity, then break

the skill down into its component parts and practice them in isolation. Once you have

practised a specific part or parts, you then put the skill back together again and perform

it as a whole.

Specific equipment such as floats and flippers can be used to help break the whole skill

down into parts.

Name of

equipment

Description of how to use How this developed your

performance

1. Flat Float Held by hands either side of float

straight out with extended arm in

front of head to isolate leg action

This helped me to develop my co-

ordination of my kicking technique

in front crawl as I was able to

concentrate on kicking from my

hips

Example of a Whole Part Whole Training Session to improve Front Crawl Leg Action

Drill Aim

2 Lengths General Warm up using

different strokes

Raise heart rate

4 Lengths Full Stroke

4 Lengths Kicking with float

Kick from hip with slight knee bend


4 Lengths with Flippers

Increase leg strength and ankle flexibility


2 Lengths Cool Down on back sculling

with hands

Gently reduce heart rate

Advantages of Whole Part Whole

Technical weaknesses can be identified, isolated and practised in parts and it is

easier/quicker to learn.

Using equipment and drills provide variety and are used to avoid boredom of

swimming full stroke length after length during a long training session

Floats provide buoyancy keeping the body part holding the float near the surface.

Floats can also provide increased resistance. Using two or three floats in an upright

position adds resistance to swim against and so increases the intensity because the

legs have to work harder.

Flippers can also be used to overload the legs, encourage ankle movement and

helping to get a good ‘feel’ of the water.

25

MENTAL FACTOR - APPROACHES TO PERFORMANCE DEVELOPMENT

Mental Imagery

Mental Imagery is when you go through an event or activity in your mind without making

any physical movements. Mental Imagery is creating a picture within your mind of your

performance. The more detailed the picture that can be created of the performance

the more effective your imagery is likely to be. Performers who have practiced using

imagery over a long time include detail such as what they hear, see, feel and smell

during the performance. The images should involve performing successfully and feeling

satisfied with your performance.

Advantages of Mental Imagery

Improve concentration - by creating a detailed image of your perfromance you will

get better at paying attention to the relevant details for success in your performance

Improve decision making by visualising situations that may occur during a

performance and what you intend to do in those situations

Develop skills – the performer might use mental imagery to create a picture of them

performing each part of a particular skill or technique correctly

Develop confidence by visualising a successful outcome

Motivate the performer by recalling images of their goals for that session or of

success in a past competition

Reduce negative thoughts and stress related reactions (e.g. muscular tension) by

focusing on positive outcomes

Establish an appropriate level of arousal prior to competition

Familiarise the performer with the competition environment or a complex play,

pattern or routine

Disadvantages of Mental Imagery

Normally perfromers need an area that is free of distractions in order to use

imagery. This can be difficult to find in a training or competition environment.

For mental imagery to be effective it must be practised. As it is not seen as being as

important as physical practice an performer may not give sufficient time to this

mental practice to get the benefits.

When starting performers can find it difficult to create images of their performance

and ensure that they are positive. This can lead to frustration and could be

detrimental to performance.

Simulation Training

"Regularly visualize yourself winning matches by running powerful, vivid and emotional images of success through your mind, seeing yourself playing brilliantly in every department of the game"

Roger Federer

https://www.youtube.com/watch?v=XWhl6J5LANc – Mental Imagery Basics

https://www.youtube.com/watch?v=XWhl6J5LANc

26

Simulation training is a form of mental training where the challenges that are faced in

competition are recreated (as closely as possible) in the training environment. This form

of training allows the performer to experience circumstances in training that prepare

them for what they face in competition. By replicating the competition environment as

closely as possible performers are able to practice how they will deal with these

situations when competing. This will help them perform to the best of their ability and

increase their chances of success.

Uses of Simulation Training

Simulation training can be used to help prepare a performer for many of the mental and

emotional challenges they may face when performing. These include dealing with

pressure, improving concetration and decision making.

Dealing with Pressure

Training situations that put pressure on your performance could be created.

Examples

In Basketball you could give the attacking team a time limit of 10 seconds to find a

way of breaking down the defence to score.

In Table Tennis you could play “end games” where you start the game at a score that

is near the end of the set. E.g the game might start at 13-13 in a game up to 15

points.

In Swimming you might give an opponent a head start to see how you cope with the

pressure of behing behind in a race.

You might create pressure within a practice session by setting goals and giving

yourself a forfeit if you don’t meet the goal. E.g. completing a certain distance in a

set time.

You might add pressure by having a crowd watch you perform.

Improving Concentration

Within your training programme you could create situations where distractions similar to

those found during the performance are used to test your ability to remain focused.

Examples

During a game of Basketball you could have a partner referee and have him make a

bad call during the game in order to test your ability to remain focused in this

situation.

When practicing your free throws in Basketball you could have a partner shout at you

whilst taking the shot.

You could create a situation where you are playing a game of table tennis whilst

there are other games happening around you to practice dealing with a variety of

distractions such as noise, balls coming on to your court and pehaps other player

occasionally getting in you way.

Improving Decision Making

27

Practices could be created where the movements of a partner/opponent force you into

making specifc decisions.

Examples

When practicing the fast break in basketball two defenders could decide which

players to mark during the break so that the point guard has to make the correct

decision as to how to finish the break.

In a game of table tennis an opponent could delibertely move to one side of the

table so that the player has to see this move and decide to play the ball to the other

side of the table.

Advantages of Simulation Training

Many different scenarios can be created to simulate different competition

conditions. This means that simulation training can be used to improve performance

in a number of different ways.

It allows performers to get use to dealing with siuations similar to those that will

arise during competition.

Performers can try different methods to deal with the challenge in practice and

select the most succesful method to use in competition.

It builds a performers confidence so that they can overcome the challenges when

they arise in competition.

Disadvantages of Simulation Training

Organisation of simulation training sessions to be as close to real life as possible can

be difficult as you may need a referee, scorekeeper, a certain type of opponents, or

a crowd depending on what you are trying to simulate.

It is impossible to recreate exactly a real life situation in the practice environment

as many different variables combine to create the real life situation.

It is difficult to recreate the same pressure in the training environment as

performers know that there is not as much at stake.

Positive Self-talk

28

Whether you realise it or not, you are in a constant conversation with yourself

throughout the day. This conversation you are having is called self-talk. Self-talk

normally takes place only in your head but at times you might speak out loud to

yourself. Positive Self-talk has been shown to have powerful impact on performance and

a performer’s ability to control mental and emotional factors that impact on

performance.

When participating in an activity it is easy to think negatively about your ability to

perform well. These negative thoughts reduce your chance of performing to your

potential and reduce your confidence in your ability. These negative thoughts are

common even in top performers. The difference is that top performers learn how to

deal with these thoughts through using positive self-talk. This technique is simple.

Whenever you have a negative thought about your performance, a situation or yourself

turn it around and replace that thought with a positive one.

Cue Words

Cue words are words or phrases that an athlete can use to make them feel a certain way

or to remind them of how to act.

Examples

Words like “calm”, “relax” and “easy” are often used to help a performer relax

during performance

Performers may use a phrase such as “watch the ball” to remind themselves of what

to focus on during performance, or they may simply use a word such as “focus” if

they feel themselves losing concentration

Phrases such as “I am a very good shooter” might be used to try and increase

confidence in certain situations

Cue words/phrases such as “go for it” and “you can do this” are commonly used by

performers in order to get up for a performance.

GOAL SETTING - PERFORMANCE DEVELOPMENT PLANNING

29

Goal Setting

When you are planning and implementing a personal development plan, it is important

to set yourself goals as they provide direction and can be used to measure progress.

Setting goals will help you to:

Create a focus for your training

Increase motivation and determination

Prioritise and get more out of your time

Get better results

Monitor progress

Short and Long Term Goals

When goal setting, it is important that you have a

clear idea of what you want to achieve. Teams and

individual athletes usually set long-term goals by

the end of the season or year. Likewise, at the

start of your personal development plan you should

have a clear idea of what you want to achieve by

the end of your plan. To achieve these long-term

goals, you need a series of short term goals to help

you to.

Examples

An example of a realistic short term target could be to develop your front crawl leg

action by kicking from the hips with knees bent.

An example of a realistic long-term target could be to develop your cardio-respiratory

endurance to a level that will improve your overall performance to win a certain event

in the school swimming gala.

PRINCIPLES OF TRAINING - PERFORMANCE DEVELOPMENT PLANNING

THINK S.M.A.R.T.E.R

To set effective goals they should be S.M.A.R.T.E.R goals. This means they should be:

Specific – Your goals should be clear and precise. They should reflect your ability and

experience within your chosen activity.

Measurable - Goals must be easily measurable so that you can assess whether or not they

are improving or have been successful.

Agreed - Your goals need to be approved by a teacher or coach. This means you are fully

supported by someone with experience and knowledge in your chosen activity.

Realistic – Realistic goals are more likely to be achieved and you are, therefore, more

likely to stay motivated throughout your personal development plan. Setting

unrealistic goals will result in lack of success and, ultimately, in a drop in morale.

Time-Phased – Your goals should be progressive. Planning short-term goals will ensure

progress and help you achieve your long-term goals.

Exciting – Make sure your goals are rewarding and enjoyable. This approach will maintain

motivation and prevent you becoming bored.

Recorded – It is essential to write down your goals not only does this increase

commitment, it also serves as a form of contract. It also helps to monitor progress.

30

Principles of Training

Specificity

Training has to be specific to your needs; it has to be specific to the activity and to your

levels of fitness and ability.

Progressive Overload

To overload you need to make the exercise more difficult and place greater demands on

your body. In order to improve your level of fitness, you have to progressively overload.

If not, you will only be able to maintain your current level of fitness. Overload must be

done progressively in small stages to ensure that you do not injure yourself. Progressive

overload can be applied to any training programme by varying the frequency, the

intensity or the duration of your training (only make an increase in one area at a time).

Frequency

Frequency refers to the regularity of your training sessions. For the average performer

to improve cardio-respiratory endurance, he/she would need to exercise with his/her

heart rate within their training zone for 20 to 30 minutes for three to four sessions per

week over 6 to 8 weeks.

Intensity

Intensity refers to the demands of your training sessions. Intensity can be determined by

monitoring heart rate and you need to work within your training zone to develop cardio-

respiratory endurance. Intensity can also be adapted by adjusting the work/rest

interval. For example, in a cardio-respiratory endurance programme, progressively

reducing the rest intervals throughout the programme adds to the intensity of the

workload.

Duration

Duration refers to the length of individual training sessions within a training programme

(e.g. 15 minutes at the beginning rising to 30 minutes by the end of your training

programme).

Reversibility

Much of the adaptations achieved from exercise are reversible if training is not

maintained. If you stop training, perhaps due to injury, you will lose your level of

fitness. The time this takes to occur will be dependent on the how long you trained for.

Therefore, in order to maintain and improve fitness, your training programme has to be

both progressive and continuous.

Rest and Recovery

With any training programme it is important that you do not over train. This can be

avoided by taking adequate rest and recovery during training sessions. Over training can

be avoided by adapting the levels of frequency, intensity and duration within your

training. Regularly reviewing and monitoring your performance and completing a

training diary, which records thoughts about the effectiveness of your training, should

be helpful in identifying which (if any) of these three factors could be adapted to reduce

the effects of over training.

PHASES OF TRAINING - PERFORMANCE DEVELOPMENT PLANNING

31

Phases of Training

The type, frequency, intensity and duration of training will vary, depending on which

phase you are at in your activity. For example, you would avoid doing a lot of exercise if

you have a big competition the next day, It therefore makes sense to break your

activity’s season or calendar into three phases.

These are

Preparation phase (pre-season)

Competition phase (during the season)

Transition phase (off-season)

Preparation phase

Training starts with general fitness work – there will usually be an initial focus on

developing physical fitness. Specific skill drills and practices will be incorporated over

time.

Competition phase

Training is tapered towards competition and matches. This means training might become

less intense, or the duration might decrease close to competitions to avoid injury and

fatigue. There will be a brief recovery period following competition so the body is able

to rest and recover.

Transition period

This is the phase of training that takes place after the competition phase and before the

next preparation phase. During this phase it is important that there is a definite break

from competitive activity. Training is usually in the form of ‘active rest’ – for example,

light jogging, cycling or swimming. This helps maintain a good level of general fitness.

32

*DO NOT WRITE ON THIS SHEET PHYSICAL FACTOR - MY PERSONAL DEVELOPMENT PROGRAMME

NAME: ______________________________________________ AGE: _________________________________________________

STROKE: ____________________________________________ TRAINING ZONE: ______________________________________

Aim To develop my performance in the later stages of the 400m Freestyle event

Target

(This should be specific to developing CRE)

SESSION TYPE OF

TRAINING

RESTING HR HR AFTER

SESSION

DISTANCE

(METRES)

REST INTERVAL

(EVERY 40M)

TIME

1

2

3

4

5

6

Staff Signature:

33

*DO NOT WRITE ON THIS SHEET MENTAL FACTOR - MY PERSONAL DEVELOPMENT PROGRAMME

NAME: ______________________________________________


Target

(This should be specific to

developing concentration)

Create a Mental Imagery Script

Describe the basic content of your scenario. What event are you competing in? What are the conditions that you are competing under? Add as much detail as you can into your scenario. Include:

Your start

How you execute the stroke

How you finish the race

Anything you might see

Your feelings and emotions in the situation

How different parts of your body feel

Anything you can hear

Any smells or tastes you might experience

Staff Signature:

34

*DO NOT WRITE ON THIS SHEET MENTAL FACTOR - MY PERSONAL DEVELOPMENT PROGRAMME

NAME: ______________________________________________


Target

(This should be specific to

developing mental toughness)

Simulation Training

Describe, in detail, how you used

simulation training to your improve

mental toughness in the 400m

Freestyle event.

Staff Signature:

35

MONITORING PERFORMANCE DEVELOPMENT

Recording and monitoring your personal development programme is essential in order to

check progress and make adaptations to your programme correctly as you go along.

This can be done through:

Keeping a training diary throughout your programme including how you felt the

programme was progressing, where you adapted the programme and/or any

problems you may have had. This should be completed following each training

session.

Re-testing performance by using the methods of gathering information from before

e.g. repeating the General Observation Schedule or the same standard fitness tests

both at the mid-way point and at the end of the training programme will help

monitor performance development.

Why use a Training Diary?

A training diary is a very effective way of monitoring the plan because it allows the

performer to consider aspects such as the time of day, how they were feeling before,

during and after the session on a scale of 1-10. The performer can also refer back to the

diary at a later date to compare or to make changes to the programme throughout the

season.

Why re-test?

By repeating fitness tests you should be able to see improvement in your times and

scores. This will indicate whether your particular aspect of fitness has improved or not.

Tests will therefore need to be carried out under the same conditions.

Why else is monitoring important?

To allow comparisons with previous information you have gathered

To check what progress you have made

To check if you have achieved your short and long term goals

To assess whether your personal development programme is appropriate

To assess whether you need to make changes/adaptations to your programme

To identify any new strengths/weaknesses

To motivate you to keep working or to work harder.

36

*DO NOT WRITE ON THIS SHEET MY TRAINING DIARY

Date Brief description of training completed Feelings before, during and after training Next steps/plan for next session

37

EVALUATING PERFORMANCE DEVELOPMENT

When evaluating your personal development programme it is essential to identify your

current level of performance and compare this against your initial performance. For

example, you could get the same partner to repeat the General Observation Schedule of

you performing the 400m Freestyle. You could also complete the performance profile

wheel again and compare your results to your initial attempt. Comparing these results

will allow you to evaluate the effectiveness of your approaches by checking the progress

you have made. Below are some of the possible effects your personal development

programme may have had:

Improvement in overall time

Consistent split times – improved concentration and CRE

Regular stroke count and breaths – improved co-ordination

Lower resting heart rate and shorter recovery times - shorter recovery time

between sets and repetitions will allow you to do more work in each session

Improvement in other aspects of fitness - e.g. strength - specific muscles will be

stronger, able to exert more force and also be able to continue working efficiently

for longer

Mental Factors – Improved attitude towards training and competing (level of arousal)

Overall – Intensity levels which were difficult at the start will seem easier, your body

will be able to cope with work of a higher intensity than before.

My Future Development Needs

Following your process of monitoring and evaluating the success of your approaches to

development, you may be able to identify next steps or future needs.

By retesting and evaluating the process you have completed you will be able to identify

any features within the factors that still require focus.

You may decide to continue to work on the same factor

Change to another factor or particular feature of that factor (See Section A)

38

UNIT AND COURSE ASSESSMENT HELP

Command Words

Throughout the Factors Impacting Performance Unit you will be asked to demonstrate

your understanding of the course through responding to the following command words:

Analyse – This requires critical thinking by exploring various concepts related to the

course. For example, you will be asked to analyse different methods of gathering

information on different factors. To answer this you should provide the advantages and

any disadvantages of these methods and draw conclusions based on your analysis.

Evaluate – This involves making informed judgements supported by findings from your

own experience, personal feelings and any other types of evidence. For example, you

will be asked to evaluate the effectiveness of your development plan. To answer this

you will need to comment on the effectiveness of your programme by highlighting any

positive or negative effects it has had on your performance.

Explain – This requires you to demonstrate your understanding through reasoning. For

example, you will be asked to explain the relevance of using certain approaches to

develop performance. This involves making clear the main points and reasons why

selected approaches are chosen to develop performance (advantages of method).

Justify – This is similar to explain although more evidence may be required to support

reasons. For example, you will be asked to justify why a particular factor requires

development. You could justify this by referring to data you have collected on your

performance.

These command words will also feature in the final course assessment as part of both

the single performance and the question paper.

Single Performance

Here you are required to explain the relevance of two challenges you will face in the

single performance and explain how you will prepare to meet these challenges.

Following your performance you will be required to analyse the effectiveness of your

preparation for the two challenges and evaluate your strengths and areas for

development from your performance.

Question Paper

The question paper will have two sections. The first section will contain 3 questions

which are worth a total of 24 marks. These questions will be similar to the types of

questions you have answered in the FIP unit workbook. The second section will involve a

scenario question worth 16 marks. You will need to apply your knowledge and

understanding of the coursework across the Swimming, Basketball and Table Tennis to

other sports and performance situations in order to access high end marks.

39


SWIMMING SCENARIO QUESTION

Scenario – Glasgow Commonwealth Games 200m Breast Stroke Final

Preview

Michael Jamieson is a 25 year old Scottish Swimmer who won the silver medal in

the 200m breaststroke at the London 2012 Olympics Games. Since then he went

on to become the ‘poster boy’ for the Glasgow 2014 Commonwealth Games and

is favourite to win gold in the above event. Ross Murdoch is a 20 year old

Scottish Swimmer and is relatively inexperienced at competing at senior level.

Both swimmers are from Glasgow and will therefore be eager to perform at their

best in front of the home crowd.

Results

1st - Ross Murdoch

Distance (metres) Stroke Count Split Time Overall Time

0-50 15 31 secs 31 secs

50-100 16 33 secs 1 min 4 secs

100-150 16 33 secs 1 min 37 secs

150-200 15 30 secs 2 min 7 secs

2nd – Michael Jamieson

Distance (metres) Stroke Count Split Time Overall Time

0-50 15 32 secs 32 secs

50-100 16 33 secs 1 min 5 secs

100-150 16 32 secs 1 min 38 secs

150-200 16 32 secs 2 min 9 secs

Question 1

(a) Using all of the information above analyse reasons why Michael Jamieson lost the

race. In your answer you must refer to the following factors impacting on

performance: physical and one other – from mental, emotional or social. 8

(b) Describe one approach to that Michael could use to develop his performance of any

of the factors you selected in part (a) and explain the benefits of using this

approach. 8

Michael Jamieson

Pre-Race Thoughts

Wow! What an

atmosphere. I need

to win this race. I

can’t lose and let

all of my supporters

down.

Ross Murdoch

Pre-Race Thoughts

Let’s do this.

Start well.

Maintain focus.

Finish strong.

Believe.

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Documents

LOUDOUN ACADEMY PHYSICAL EDUCATION · PDF file1 CONTENTS Introduction 2 Mental, Emotional, Social and Physical Factors Impacting on Performance Table 3 Loudoun Academy Course Overview