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USP140 Unit Specification_v2 Page 1 of 14
Unit Specification USP140 – Analysing sport and exercise performance
Unit reference number: J/616/9403
Level: 3 Guided Learning (GL) hours: 60
Overview
Analysis of sports and athletic performance and indeed exercise performance happens at a range of levels. Analysis may be a conversation between two exercisers comparing their training programmes or lifting techniques; a conversation between supporters observing a team sport at the side of a pitch; a written commentary in the sports sections of a newspaper; an internet blog; television punditry; it may also be a coach or instructor feeding back to players or participants or the players and participants themselves reflecting on their own performance. Everyone has an opinion!
However, analysis of sport and exercise performance is about providing the performer with objective information; allowing them to understand what has actually happened as opposed to what they or others perceived to have happened.
This unit explores the many factors that can influence performers and performance and explores the specific performance profiles of a variety of sports and exercise activities.
Learners will analyse the performance profile of a range of athletes, sports people and exercisers at different levels of participation. They will use their own investigations and a variety of analytical tools. They will use their results to provide feedback to individuals on their strengths and areas for improvement, helping them to develop action plans to improve performance.
Learning outcomes
On completion of this unit, learners will:
LO1 Know the performance profiles of different sport and exercise activities
LO2 Know the purpose and resources of sport and exercise performance analysis
LO3 Be able to analyse sport and exercise performance
LO4 Be able to feedback to individuals on sport and exercise performance
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Unit content LO1 Know the performance profiles of different sport and exercise activities
Learners must know different sporting and exercise activities
Content to include
Individual sporting activities – one athlete competing against another single athlete or a number of individual athletes, e.g. badminton, shot putt, rowing, fencing, distance running, singles tennis, shooting, boxing, single sculls, cycling, figure skating, gymnastics (various events), golf, skiing, long jump, high jump, snowboarding, surfing, swimming, show jumping, and wrestling
Team sports – teams of sports people competing against other teams – rugby, netball, hockey, ice hockey, football, cricket, basketball, relay team races (100m, 400m), baseball; players have different positions in team, e.g. quarterback, wicket keeper, fly half, goal attack, left midfielder, wing defence, bowler, batsman, goal keeper etc.
Specific actions in sport – e.g. golf swing, tennis serve, basketball free throw, penalty kick, goal-keeping, back somersault, front somersault, dismount
Exercise programmes – gym-based, running, cycling, group exercise (step, indoor cycling, circuits, dance etc.); outdoor activities (climbing, rowing, white water rafting); emphasis on specific components of fitness; different skill requirements
Levels of participation – recreational, social; county, national, international, Olympic, Paralympic
Learners must know performance profile requirements for different sport and exercise activities
Content to include
Different types of skills required for specific sports and exercise activities - Technical – heading, catching, throwing, passing, dribbling
- Tactical – positional play, style of play
- Physical and physiological – aerobic capacity, body composition, speed, strength, muscle fibre type, body type
- Psychological – confidence, aggression, motivation, concentration, relaxation, arousal, anxiety; personality types; self-determination; locus of control; ambivalence
Learners must know factors that may influence performance profiles
Content to include
Individual factors – age, gender, disabilities, medical conditions, medications (prescribed and banned substances e.g. steroids)
Technical skills
Tactical skills
Physical and physiological attributes
Physical fitness – cardiovascular, muscular strength, muscular endurance, flexibility
Motor skills
Psychological skills
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LO2 Know the purpose and resources of sport and exercise performance analysis
Learners must know the purpose of sports and exercise performance analysis
Content to include
Talent identification
Identification of strengths and areas for improvement
Athlete and player development
Performance assessment and improvement
Recovery after injury
Tactics
Goal setting
Learners must know the resources required for analysis of sports and exercise performance
Content to include
Financial – cost of equipment and human resources
Equipment – type of equipment used
IT
Scientific support and equipment
Facilities
Time
Human – sports psychologist, exercise and sport scientists
Resources required at different levels of sport (amateur, professional)
Suitability of resources
Advantages and disadvantages of resources
Limitations of resources – validity, reliability, accuracy, repeatability or reproducibility
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LO3 Be able to analyse sport and exercise performance
Analyse the performance profiles of individuals undertaking sports and exercise activities
Content to include
Using technical and tactical – tally charts, notational analysis, video footage
Using results of assessments – physical and physiological – multi-stage fitness test, yo-yo endurance test, T-run, Illinois agility run, heart rate monitoring during graded exercise tests, Wingate test for anaerobic power
- Aerobic capacity (power) – the maximal capacity for oxygen consumption during maximal exercise
- Aerobic endurance – the ability of the circulatory and respiratory systems to supply oxygen during sustained physical activity
- Anaerobic power – the peak power output in exercise of less than 30 seconds duration
- Body composition – the relative amounts of lean tissue, fat and other components of the body
- Muscular strength – the ability of muscle or group of muscles to exert force in a specific movement pattern
- Muscular endurance – the ability of a muscle or group to perform for extended periods without fatigue
Using psychological information – questionnaires, interviews, observations
Considerations when analysing sporting and exercise movements include
- What are the body and limb movement patterns? (e.g. flexion, extension)
- What muscles are involved? (e.g. biceps, triceps)
- What roles are the muscles playing? (e.g. prime mover, antagonist, fixator, synergist)
- What type of muscle action (e.g., isometric, isotonic, concentric, eccentric) is involved?
- What velocity of muscle contraction is required?
- Does the effective performance of the movement require strength, power or muscular endurance?
- Which energy system is predominantly involved? (e.g. aerobic, creatine phosphate, anaerobic glycolytic)
- Forces acting upon the body e.g. gravity, ground reaction force, momentum
- Ability to move fluidly in a coordinated pattern e.g. acceleration and deceleration, changes of direction
- Control over body movement at different ranges of motion and speeds of motion
- Relevance of the body position and movement pattern to the tasks required in the person’s sport or life
- How to present the assessment in a way that allows the person to move naturally without over-thinking or interrupting their normal movement pattern with conscious thought
Identify - Strengths
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- Performer’s feedback e.g. how they felt completing the movement, if they would like to try again after a practice go, what would make the movement easier or more comfortable, how much they could progress the movement or task
- Areas for improvement e.g. collaboratively agree on aspects of the movement or test that could be improved, involving the participant in decisions
- SMART targets; goals (short, medium and long term)
- Recommendations (skills training, training for specific components of fitness, psychological training, awareness training)
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LO4 Be able to feedback to individuals on sport and exercise performance
Provide feedback to individuals based on performance analysis
Content to include
Constructive and objective feedback to outline - Strengths – observations of success in performing the assessment process
- Areas for improvement – collaboratively identify areas to work on relative to current and desired performance in the assessments and sport/life
- SMART targets; goals (short, medium and long term) – agreed goals using the client’s ambitions with professional input about realistic time frames etc.
Appropriate timing of feedback e.g. immediate verbal feedback may be relevant for some observations to allow integration into another attempt at performing a skill. Written feedback in a report may be more appropriate for test results as these may only be meaningful in the context of other test results or over time to measure change against baseline
Appropriate method of feedback and use of communication skills
Provide recommendations for improvement to individuals based on performance analysis
Content to include
Recommendations may include: skills training, conditioning training for specific components of fitness, psychological training, awareness training
Justify recommendations for improvement to individuals based on performance analysis
Content to include
Rationale for all recommendations based on individual needs
Relate recommendations to meeting the needs identified to narrow the gap between current performance as measured in the assessment and desired performance identified by the client or required for sports participation
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Assessment requirements
Internal mandatory assignment
The content of LO1 – LO4 will be assessed via an externally set, internally marked and internally graded written assignment at the end of the period of learning.
Learners must demonstrate their understanding of:
the performance profiles of different sport and exercise activities
the purpose and resources of sports and exercise performance analysis
Learners must also demonstrate they have the skills to:
analyse sports and exercise performance
feed back to individuals on sports and exercise performance
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Assessment criteria
Learning outcome
The learner will:
Pass
The learner can:
Merit
To achieve a merit grade, in addition to achievement of the pass criteria, the learner can:
Distinction
To achieve a distinction grade, in addition to achievement of the pass and merit criteria, the learner can:
LO1 Know the performance profiles of different sport and exercise activities
P1 Describe the performance profile required for sport and exercise activities
M1 Using examples, explain the performance profile required for two sport and exercise activities
P2 Describe factors that may influence performance
LO2 Know the purpose and resources of sport and exercise performance analysis
P3 Explain the purpose of analysing sport and exercise performance
M2 Compare the resources required for performance analysis at different levels of sport and exercise performance
D1 Evaluate the resources required for performance analysis at different levels of sport and exercise performance
P4 Describe the resources required to analyse sport and exercise performance
LO3 Be able to analyse sport and exercise performance
P5 Analyse the performance profiles of individuals undertaking sport and exercise activities
LO4 Be able to feedback to individuals on sport and exercise performance
P6 Provide feedback to individuals based on performance analysis
M3 Provide recommendations for improvement to individuals based on performance analysis
D2 Justify recommendations for improvement to individuals based on performance analysis
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Assessment guidance Assessors must use the amplified assessment guidance in this section to judge whether assessment and grading criteria have been achieved.
P1 Describe the performance profile required for sport and exercise activities
Learners must be able to describe what each of the factors in a performance profile for sport or exercise activity entails, including a description of the technical, tactical, physical, physiological and psychological skill demands of the sport or activity and qualities required by the athlete or exerciser to perform it.
P2 Describe factors that may influence performance
Learners must be able to describe how technical, tactical, physical, physiological and psychological skills and qualities may influence performance, using sporting and exercise examples.
P3 Explain the purpose of analysing sport and exercise performance
The learners must be able to explain the purpose of analysing sport and exercise performance.
For sport, the learner must be able to explain factors such as talent identification, player development through identification of strengths and weaknesses, recovery after injury, tactical decisions and goal setting.
For exercise, the learner must be able to explain factors such as physical fitness, skill level, individual factors (age, gender, body type etc.) and how these may affect participation in activities of daily living and the performance or suitability of specific exercise programmes.
P4 Describe the resources required to analyse sport and exercise performance
The learners must be able to describe the resources required to analyse sport and exercise performance, including time, facilities, equipment, human and financial resources.
P5 Analyse the performance profiles of individuals undertaking sport and exercise activities
Learners must be able to analyse the performance profiles of individuals through tools such as notational analysis, video footage and tally charts. Learners must be able to analyse the performers’ and participants’ technical and tactical skills and where appropriate, their psychological skills and physical and physiological attributes.
P6 Provide feedback to individuals based on performance analysis
Learners must be able to provide feedback to individuals based on their performance profile assessment, identifying their strengths and areas for improvement.
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M1 Using examples, explain the performance profile required for two sport and exercise activities
Learners must be able to explain the performance profile needed for two different sports and/or exercise activities.
This could be across different sports or exercise programmes/activities or different positions within a sport. Learners must be able to explain how technical, tactical, physical, physiological and psychological skills and qualities may influence performance, using sporting and exercise examples to demonstrate an understanding of how each factor has a specific impact on performance.
M2 Compare the resources required for performance analysis at different levels of sport and exercise performance
The learners must be able to evaluate the resources required for performance analysis at a recreational level, amateur level and at a professional level.
M3 Provide recommendations for improvement to individuals based on performance analysis
Learners must be able to provide recommendations for positive change based on the identified strengths and areas for improvement. Recommendations must have goals that are based on SMART targets.
D1 Evaluate the resources required for performance analysis at different levels of sport and exercise performance
The learners must be able to evaluate the resources required for performance analysis at a recreational level, amateur level and at a professional level. Learners must consider the suitability, advantages, disadvantages and limitations of the resources required.
D2 Justify recommendations for improvement to individuals based on performance analysis
Learners must be able to justify the reasons why they have made their recommendations for improvement as well as the SMART targets that they have set the individual/athlete to achieve their goals.
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Delivery guidance This unit requires application of knowledge across a wide range of subjects; including applied anatomy and physiology, fitness testing; principles of fitness and training approaches.
Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience.
Learners may benefit from the use of:
Discussion groups: Group discussions can be used to enable learners to share their ideas and experiences of participation in sport and exercise. Learners can thought shower and then discuss the factors that influence sports and exercise performance. They should be encouraged to consider this within their own sports/exercise programmes or their favourite sports initially; they can then be encouraged to explore other sports that may be less familiar. Learners should be encouraged to explore a range of exercise programmes, different Individual sports and a range of team-based sports; they should consider and compare the needs of specific playing positions for team sports. Learners should also consider the purpose of analysing sports and exercise performance prior to carrying out performance analysis on athletes or exercise participants. They should explore the purpose in a range of contexts and situations. Worksheets can be used to record information and findings from discussion groups.
Case studies: It is important that learners are introduced to performance profiles that identify the factors that influence performance in a range of sports and positions within team sports and also factors that influence performance in exercise. Exploration of different case studies will enable broad exploration.
Guest speakers: Athletes, sports people and exercise enthusiasts can be asked to present information about their training programmes and the requirements for the activities and events in which they participate. Their engagement and contribution will ensure that learners are able to apply their knowledge to a practical context. Where possible, teachers should try and engage their own school or college based teams or athletes. Learners can then use these teams and individuals for later analysis. This may provide learners the opportunity to see evidence of their analysis making a positive contribution to performance.
Media: It would be beneficial for the learners to see some analysis in action in different sports and activities. Observing TV analysis would be a useful tool. Learners could also watch a sport or exercise programme in action and reflect upon the factors to include in a performance profile. The use of video, watching others participating in competitive sports or general exercise sessions, and interviews with sports performers would all be effective strategies to explore performance profiling.
Field trips and visits: A visit to a local university or professional sports clubs would be valuable to find out about their facilities for analysing sports performance. Learners should look at the resources required for performance analysis at different levels of participation. They should be encouraged to make comparisons between the resources required at recreational, amateur and professional level. Learners should discuss the suitability, advantages, disadvantages, and limitations of different resources.
Practical workshops: Learners can work with peers to collect performance information for analysis. They should also have the opportunity to work with sports performers, athletes and exercise enthusiasts. A useful way of doing this would be to take a school, college or local team or a local exercise group and analyse the players’ or participants performances through a range of methods and activities such as fitness testing, notational analysis through observation or video, and interviews.
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Role play: Learners can use role play to practise their feedback skills. They can practise giving and receiving feedback to peers acting the role of players and coach or exercise participant and personal trainer. This feedback should include the strengths and areas for improvement along with recommendations for improvement and reasons why these recommendations have been chosen.
Written reports and learners presentations: Learners could prepare written feedback reports for individual athletes, sports people or exercise participants. They could also present these to peers, players or participants and coaches, instructors or personal trainers collectively to offer specific advice for sport (e.g. defensive line, or their midfield, or general information for the entire team) or exercise (e.g. exercise technique and alignment for individuals or whole group)
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Resources The special resources required for this unit must support learners to analyse different sport and exercise activities and apply their knowledge of anatomy and physiology to sport and exercise performance analysis. Best practice should be encouraged by giving learners the opportunity to access current research and guidelines that inform sport and exercise science (e.g. NICE, ACSM, BASES, BHFNC, Department of Health).
Recommended text books: ACSM (2017) ACSM’s Guidelines for Exercise Testing and Prescription. 10th ed. American College
of Sports Medicine. Wolters Kluwer/Lippincott Williams & Wilkins. Philadelphia. USA.
American Sport Education Programme (ASEP) (2009) Technical and Tactical Skill Development Essential for Softball Success. Human Kinetics , Champaign Illionois
Brown, C. (2014) Technology to Use in Your Coaching. Sport Coach UK
Bursztyn, P (1990) Physiology for Sports People. A Serious User’s Guide to the Body. USA. Manchester University Press
Butler, R.J. & Hardy, L. The Performance Profile: Theory and Application. The Sport Psychologist 1992, 6, 253-264.
Haff, G.G. and Triplett, N.T. Editors (2016) Essentials of Strength Training and Conditioning 4th Edition Human Kinetics, Champaign, Ilionois
Kenney, W.L., Wilmore, J.H. and Costill, D. L. (2015) Physiology of Sport and Exercise sixth Edition Human Kinetics, Champaign, Ilionois
Kornspan, A (2009) Fundamentals of Sport and Exercise Psychology. Human Kinetics, Champaign, Ilionois
McKardle, W.D., Katch, F. I. And Katch, V. L., (2014) Exercise Physiology: Energy, Nutrition and Human Performance 8 th Edition Wolters Kluwer, Lippincott, Williams and Wilkins Philadelphia
Palastanga, N. Field, D. and Soames, R (1989) Anatomy and Human Movement. UK. Butterworth Heinemann
Schmidt, R.A. and Lee, T. D. ( 2014) Motor Learning and Performance: From Principles to Application 5th Edition, Human Kinetics , Champaign Illionois
Sharkey, B (1990) Physiology of Fitness. 3rd Edition. Champaign, Illinois. USA. Human Kinetic
Stone, R. and Stone, J (1990) Atlas of Skeletal Muscles. USA. Wm. C. Brown Publishers
Thompson, C (1989) Manual of Structural Kinesiology. 11th Edition. USA. Times Mirror Mosby Publishing
NB: This list is not exhaustive. There are many other valuable text books.
Websites: American College of Sports Medicine (ACSM): www.acsm.org
Brianmac Sports Coach: www.brianmac.co.uk
British Association of Sport and Exercise Science: www.bases.org.uk
British Heart Foundation National Centre for Physical Activity and Health: www.ncsem-em.org.uk
Department of Health: www.gov.uk/government/organisations/department-of-health
English Institute of Sport: www.eis2win.co.uk
National Institute for Health and Care Excellence (NICE): www.nice.org.uk
School of Sport, Exercise and Health Sciences at Loughborough University (SSESHS): http://www.ssehsactive.org.uk
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Document History
Version Issue Date Changes Role
v1 16/03/2018 First published Qualifications Manager
v2 12/07/2018 Amended following DfE approval Product Administrator
