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Castlebrae Community High School
Physical Education department
National 5
Name ________________________________________________________
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Course overview
The course consists of 24 SCQF credit points which includes time for preparation for course assessment. The notional length of time for a candidate to complete the course is 160 hours.The course assessment has two components.
Component MarksComponent 1: portfolio 60 Component 2: Performance 60
Component 1: The portfolio has three sections:Section 1Understanding factors that impact on performanceSection 2 Planning, developing and implementing approaches to enhance personal performanceSection 3 Monitoring, recording and evaluating performance development
Component 2: Must include 2 different activities of your choice. Activity Score
/30 /30
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Component 1: Portfolio
Cycle of analysis
Step 1: Collect data surrounding your performance using a variety of methods.Step 2: Identify strengths and areas for development to create a training programme to develop performance. Step 3: Complete different training approaches over a set period making sure training methods are specific to your development needs. Monitor half way through your training programmed to ensure your programme is effective. Step 4: Complete an end data collection using the same methods used previously. You can use this to see if you have made improvements by comparing your results and come to conclusions surrounding how effective your programme has been for future reference.
Factors Impacting on Performance3
1. OBSERVE
2. IDENTIFY
3. DEVELOP
4. EVALUATE
In Physical Education there are 4 factors that impact on performance. They are:
Physical Factors Mental Factors Social Factors Emotional Factors
Physical Factors impacting performance: CRE
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Social Factors impacting performance: Cooperation
Cooperation can have a positive impact on my performance in basketball because….
Cooperation can have a negative impact in my performance in basketball because…
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Definition: “the action or process of working together to the same end”
Collecting Data
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Data Collection on Factors Impacting Performance
Physical Fitness
Method of data collection
Date of test Score
Bleep Test 30 sec Sit up 30 sec press up Sit and reach Hang test 30m sprint
Multi-Stage Fitness Test /
Run 20m shuttles within the allocated
Gives statistical data. Compare to standardised
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Collect
Factor Test Description
Explanation
Physical Factor:
_________________
Method of Data Collection:
________________________
How
Why
CRE Beep Test. time.
The beeps get progressively faster.
norms. Mirrors the demands of
football Easily Retest
Speed 30m Dash Measure 30m with a flying start and time how long it takes to sprint 30m.
Gives statistical data. Compare to standardised
norms. Retest. Easy to set up.
Power
Hang test Place two hands on the pull up bar and hang for as long as you can whilst someone records your time.
Gives statistical data. Compare to
standardised norms. Retest. Easy to set up.
Data Collection: Physical Factors
Create a mind map with information on 1 way in which to collect data on a physical factor. Make sure you describe how to do the test AND say why you did it.
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Flexibility
Sit and Reach Test
Sit with bottom and legs flat on the floor and reach as far forward as possible on the box or bench.
Gives statistical data. Compare to standardised
norms. Retest. Easy to set up.
Physical Factor:
_________________
Method of Data Collection:
________________________
How
Why
Data Collection: Physical Factors
Create a mind map with information on 1 way in which to collect data on a physical factor. Make sure you describe how to do the test AND say why you did it.
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Da
Data Collection: Social Factors - Questionnaire – Team Cohesion1 2 3 4 5
Com
plet
ely
Disa
gree
Som
ewh
at
Not
Sur
e
Som
ewh
at A
gree
Com
plet
ely
Agre
e
1 Players trust each other
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F
2When p[layers do something hurtful to another team member they try to make up for it (e.g. apologise or do something nice)
3Players don’t get mad with each other when they make mistakes
4 Players care about each other
5 Players on this team are kind to each other
6Players on this team encourage one another, even when the team is losing.
7Players are respectful when disagreeing and do not resort to threats, fights or insults.
8When players on this team see someone being picked on they try to stop it.
9Players give positive encouragement to each other, even to those who aren’t very good athletes
10 Players are willing to forgive those who hurt them
11 Players work together to develop new skills
12 Players take extra time to help those who are struggling
13 Players do not gossip about each other
Total up the score for your responses. The maximum score is 65. The closer you are to this score, the better your team cohesion will be.
This questionnaire is useful as it will show you in what areas team is cohesive (works well together) and where it could improve. If you compare results for each team member, you would expect to have similar results. If not, there may be a problem with your team dynamic.
Data Collection: Social Factors:
PERSONAL PERFORMANCE WHEEL
Colour in the segments under each factor based on your own performance.NB. An elite athlete would be marked 10 under each heading!
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Total
Social Factor:
_________________
Method of Data Collection:
________________________
How
Why
This can be used in many ways. It can be a self analysis on different 'features' from one factor. Or three different 'features' from each factor can be chosen for a whole performance analysis. (see below)You can also fill in every second segment and do a pre/post training analysis on a few specific factors. Another useful way is splitting each segment in two and a pupil doing a self analysis and then a peer/teacher/coach doing the same analysis and comparing results.
Data Collection: Social Factors
Create a mind map with information on 1 way in which to collect data on a Social factor. Make sure you describe how to do the test AND say why you did it.
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Social Factor:
_________________
Method of Data Collection:
________________________
How
Why
Data Collection: Social Factors
Create a mind map with information on 1 way in which to collect data on a Social factor. Make sure you describe how to do the test AND say why you did it.
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Reliability
Definition: the quality of
being trustworthy or of performing consistently
well.
Validity
Definition: the quality of being logically
or factually sound;
soundness or cogency
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
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Practicability
Definition: the quality of
being practicable; viability
Appropriateness of method
Definition: suitable or proper in the
circumstances.
Organisational issues
Definition: relating to the way
it is set up.
Challenges when
collecting data
How To Develop Performance:
S pecific – must be specific to the factor or skill you are aiming to improve. P rogressive – must make training progressively more difficult.
O verload – increase time, frequency and intensity for more challenge.
R eversibiltiy – stop making progress as training is not challenging.
T edium – without variety boredom will set in and motivation will be lost.
F requency – how many times a week you train.
I ntensity – how challenging your training sessions are.
T ime – the duration of each training session.
Approaches to develop performance: Physical fitness17
We use the following 6 approaches to develop our CRE in basketball:
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Continuous trainingInterval trainingFARTLEK training
ConditioningCircuit training
Conditioned Games
Goal/Target Setting
You need to identify what your aim and targets are for your training programme.
These aims will be to improve in the areas that you have identified weakness in through your data collection.
Your target will then have to be SMART!
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Completing your training programme
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Approaches to develop social factors:
We use the following 4 approaches to develop our social factors in basketball:
Below make notes about why these approaches might be useful/appropriate ways to develop your social factors:
Monitoring and evaluation21
1. Team talks2. Roles and responsibilities3. Role models4. Team Building
In order to continue to improve the impact that factors will have on your performance, you must consider how you will monitor and evaluate your performance and the performance development process.
The process of monitoring occurs while you are training and evaluating after you finish training. The evaluation is concerned with whether the training you planned and put in place actually worked. This process always involves revisiting your original methods of collecting data on your whole performance.
One method you may wish to consider is keeping a personal reflections diary to monitor the progress you make during your approaches to performance development. You can use a diary for all four factors.
Extract from diaryPhysical Consider your own personal reflections
in relation to the physical factor.For fitness you may wish to consider writing up information on your progress with any of the training approaches.Have you been challenged?Is it too easy?Were you always motivated?
‘My first training session went well. I felt I was able to cope with the demands of the interval training and found this quite exciting. Next session I am going to consider how to make this harder.
Consider your own personal reflections and how you felt before and during the performance in relation to the physical factor.For skills you may wish to consider writing up information on your progress with any of the training approaches.Have you highlighted the parts of the skill you are weak at?Have you been able to record whether any improvements have been made or not?
Tuesday 6 June badminton session – trained for 40 minutes. Repeated observation schedules, which showed me that I still need to work on my smash and my transfer of weight. Set up feeder practice to the mid court, which allowed me to concentrate on transferring my weight. This seemed to work well, as it highlighted the problem. Had a little more success with my smash in a half-court game.
Emotional
Consider your own personal reflection on how you felt before and during the performance in relation to the mental factor.
When I was preparing for my badminton performance, I found I became quite anxious before performing.
Mental Consider your own personal reflection on how you felt before and during the performance in relation to the emotional factor.
During my performance I felt I lost my concentration, especially when my team started to concede goals.
Social Consider your own personal reflections and how you felt before and during the performance in relation to the social factor.In your diary you may wish to consider:How well do you work with others?Have you been able to join a new club?Have you been able to persuade any of your friends to become involved?
During my planning and performance reflected how well I got on with the rest of my team mates during our football game. I felt it was able to listen and work well with others initially, then on occasions I stepped back and was less involved in some parts of the game.
Methods of monitoring performance
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You may wish to consider other methods for monitoring performance. Some methods are more relevant than others depending on the activity you are participating in.
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General observation
Reason for using this method
Digital analysis
Easy to use: Simple and straight forward Validity: you can pause, rewind, fast forward, slow
motion. Allows detailed analysis. Does not lie, it is real life evidence. Gives you very accurate data.
Reliability: Hard evidence, can watch it over and over again, accurate,
Repeatability: can re-test with ease under the same conditions. Can watch over performances as many times as you wish.
Specific: 100% accurate, can highlight key aspects of a performance, provides accurate results
Skills test Easy to use: Detailed explanation needed Validity: gives you a measurable outcome that can
be compared to standardised norms. Has the benefit of not being subjective.
Reliability: Compared against standardised norm, completed under the same conditions (same recorder)
Repeatability: can re-test with ease under the same conditions.
Specific: Can highlight key aspects of a performance, provides accurate results of specific skills
Match Analysis
Very easy to use Easy to use and allows a before and after training comparison on performance
Validity: Observation schedules provide us with information about our performance related to success criteria set by a coach/model performer. (within a game environment – a match analysis)
Repeatability: can re-test with ease under the same conditions.
Specific: They are flexible – you build in to your observation schedule the variables you want to measure.
Focused observationCoach feedback
Easy to use: Simple and straight forward Validity: Instant feedback of an experienced coach Reliability: Specific evidence to you, helps forward
planning, allows you to make instant changes, helps identify future development needs.
Repeatability: Observer can watch over performances as many times as you wish.
Specific: can highlight key aspects of a performance, provides accurate results
Personal reflection
Easy to use: Simple and straight forward Validity: Instant feedback of your own thoughts
and feelings Reliability: Specific evidence to you, helps forward
planning, allows you to make instant changes, helps
Logging Personal Feedback on Your PerformanceSkill Question Feedback Evidence Signature/
initial Overhead Clear Do I Stand Side on? My teacher told me I perform the
overhead clear side on to the net all of the time now.
Teacher Feedback
CM
Overhead Clear Does the shuttle reach the back tramlines?
My Scattergaram shows me that 7/8 shuttles are landing in the back tramline of the court.
Scattergram Feedback
MB
Overhead Clear Do I hit the shuttle at the highest point?
Video Feedback shows that I am still not hitting the shuttle at it highest point as often I lean backwards.
Video Feedback
MB/CM
Overhead Clear Do I return to the ready position?
Yes I know myself that I always return to base because I feel that I am ready to respond to the next shot played.
Internal Feedback
MB
Evaluating performance:
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Re-Testing Data
Comparison
Win More Points?
Peform Technique Correctly?
Confident
Consistent
Training Plan Evaluations
Teacher Feedback
Peer Feedback
Internal Feedback
Video Feedback Observations
WHAT DOES YOUR COLLECTED DATA TELL YOU?
Portfolio help sheets
Question 1 Help sheet
Mental factors Concentration Decision making Problem solving Attention span
Emotional factors: Happiness/sadness Anger
Social factors: Cooperation Inclusion Etiquette Respect for others Codes of conduct
Physical factors: CRE Speed Strength Power Muscular endurance Agility Balance ControlReaction time coordination
There are 8 marks available therefore 8 PEE chains should be used. You must decide whether each sub-factor has a positive or negative Impact on
performance.
Example 1
P: The first physical factor that has a positive impact on my performance is agility.
E: If I have good agility, I am able to change direction quickly in basketball and remain close to my opponent.
E: This affects my performance positively because I place pressure on my opponent continuously and increases my chances of gaining possession.
Example 2
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WHAT DOES YOUR COLLECTED DATA TELL YOU?
For each factor, you must pick 2 sub-factors.
Eg. Concentration and decision-making.
P: One emotional factor that affects my performance negatively is anger.
E: Anger affects my performance negatively in badminton as when I lose a point I become angry and cannot focus on my performance.
E: As a result I cannot hit an accurate serve and I over hit my shots. This will mean I lose more points and my opponent will gain the upper hand potentially resulting in losing the game.
Question 2(a)
When answering explain questions, we use the PEE chain:
P: Point E: Evidence E: Explanation/expand
For every mark that is available, you should use one PEE chain per mark. Therefore, as question 3 is worth 3 marks you should use 3 PEE chains in your answer.
When creating your PEE chain you should use the following tips…
P: Use the question to structure your ‘Point’ sentence. Sentence starter: The first challenge I faced when collecting reliable data was…
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Explain the challenges you may face when gathering reliable data on your two factors (3marks)
Small class – lack of opponents – similar ability
Lack of iPad to film PPW personal – bias 3 games – fatigue
E: Provide evidence as to the point you are making. Sentence starter: This was a challenge because…
E: Expand your point further, explaining what impact this has. Sentence starter: As a result, I was unable to…
Question 2(b)Identify methods used to collect data for both factors (2 marks)
Method for factor 1: Physical skill
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Video analysis using observation schedule
Method for factor 2: MentalPPW
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Question 2(c)30
Select one method. Describe how you used this method to gather data (4 marks)
Describe questions
When describing it is very important to include all details. Include as much information as possible and making sure to be explicit about how you carried this method out. Include information such as: Who? What? Where? When?
Sentence starters
One method I used to carry out my data collection was…
I completed this by… This involved me doing…
Question 2(d)Explain why you selected this method to
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gather data on your performance in the identified factor (3 marks)
Refer to page 30 for answering explain questions
Sentence starters:
The first reason I selected this method was because….
This was useful because… As a result, I was able to…
Question 2(e)From the data you have gathered, and included in your portfolio, describe your strengths and development needs in relation to both factors (4
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REMEMBER: Always use the PEE chain when you see the
word EXPLAIN
marks)
Factor 1: physical skill Strength:
Pick a specific shot that you know to be a strength of your performance.
Use the information from your observation schedule to justify your answer.
Sentence starters A strength of my performance was… I know this to be a strength of my performance because… This has a positive impact on my performance because…
Development need: Now pick a factor you know to be a weakness. Use the information from your observation schedule test to
justify your answer. Tell the reader how this impacts your performance in
badminton.
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Example
A strength of my performance was my overhead clear. I know this to be a strength
as my observation schedule had the greatest number of tallies in the very effective box meaning I had a large number of winning shots with this. This positively impacts my
performance as I am able push my opponent to the back of the court, creating space at the
front to play shots such as a smash or net play making it difficult for my opponent to
return the shuttle.
Sentence starters A weakness of my performance was… I know this to be a weakness of my performance because… This has a negative impact of my performance because…
Factor 2: Mental Strength:
Pick a specific Factor that you know to be a strength of your performance.
Use the information from your PPW to justify your answer.
Development need: Now pick a factor you know to be a weakness. Use the information from your PPW test to justify your
answer. Tell the reader how this impacts your performance in
badminton.
Sentence starters for both strength and weakness
A strength/weakness of my performance was… I know this to be a strength/weakness of my performance
because… This has a positive/negative impact of my performance
because...
Question 2(f)With reference to the data identify an
appropriate target for each factor (2 marks)
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Using the information you have included in question 2(e) about strengths and weaknesses, create two targets. From each factor use, the factor/shot you have identified as weakness.
Sentence starters
Factor 1 target: The shot I hope to improve is…
Factor 2: The mental factor I hope to improve is…
Question 2(G) Explain why it is important to set targets when
creating a personal development programme (3 marks)
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Use page 20 to help you answer this question.
Your reasons could include:
Sentence starters It is important to set targets when creating
a development programme because… This means that I am able to…
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Measurable
Why would having something to aim for make you more motivated? Would this
allow you to work harder if you can measure improvement? What impact
will this have on your overall performance?
Realistic
Why is important that your target is achievable? Why must you
make sure your target is not too easy/too hard?
Specific
Why is it important that your target is focussed on improving your weakness? What would happen if you
were training to improve your strength rather than your weakness?
SMART
target
As a result…
Question 2(h)
Describing approaches to develop performance. (4 Marks)
Factor 1: Physical
Sentence starters
The first approach I used to develop my performance was…
This approach involved… This allowed me to…
Factor 2: Mental
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ShadowFeederTarget
CombinationConditioned games
Repetition
Deep breathing Self talk
Mental rehearsal Visualisation
Sentence starters
The first approach I used to develop my performance was…
This approach involved… This allowed me to…
Question 2(i)Justify further decisions you made when
planning your personal development programme. (4 marks)
Length of programme 38
How long did you train for? 6 weeks Why did you choose this? Not too long/ not too short.
Allows progress to be made. What effect does that have on your motivation if you
are meeting your goals? Boredom?
Duration of training sessions 2 hours – why? Too long/ too short. Fatigue – impact? Boredom?
Number of training sessions per week 2 – why? Recovery? Why is this important? Motivation? More = fatigue – effect on performance. Boredom?
Conditions Train inside or out? Did this motivate you pos/neg. Music – motivational playlist – effect on performance? Who you trained with- Partner? Increase competition –
make you work harder. On your own- means you can stay focussed/not get
distracted. Sentence starters The first decision I made when planning my training programme was… I made this decision because…This meant/as a result…
Question 3(a)During your programme you received feedback. Explain whether the feedback you received was useful or not. (2 marks)
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External From teacher - Immediate – won’t forget/ can act
on straight away Expert feedback – know you and performance
very well as been with you throughout TP.
Internal From yourself- Immediate. Positive –may boost confidence. Negative – be too hard on yourself/decrease
motivation/ distraction from task at hand.
Sentence starters The first form of feedback I received was… This was helpful/unhelpful because… As a result, I was able to…
Question 3(b)
Explain why it is necessary to monitor your 40
performance development (3 marks)This discusses the example we use of “start, middle and end bleep test”. My start bleep test score is 5.2. I set a target of achieving 6.5 in 6 weeks. My middle bleep test score is 5.9 and my end score is 6.4. This shows me my TP was effective and I can see this by comparing my scores throughout my programme. This is called monitoring.
Methods: Re-testing using video analysis and log book entries
To track progress – collect data at the start, create a goal/target and work towards.
To see whether improvements have been made. If they have how you do feel? If you haven’t what do you need to do?
Make changes/adaptions – useful to make them early otherwise your TP may not be effective and you don’t realise till end of 6 weeks – too late/waste of time.
To see whether you have reached you target or not? Motivation/ feel positive/ make you want to work harder.
Motivation Make comparisons To set new targets
Sentence starters The first reason It is necessary to
monitor performance development is because… This was useful/important because… As a result, I was able to…
Question 3 (c)Describe methods to monitor performance
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(4 marks) Factor 1: Physical: Re-testing
Completed start/middle/end video analysis using observation schedule.
Data to compare and use to help create targets. Compare scores to see if improvement had been
made and whether my TP was effective.
Sentence starters The first method I used to monitor performance was… This method involved… As a result,…
Factor 2: Logbook entries
Completed a logbook entry after every training session. Recorded my thoughts and feelings/ successfulness of
training/ any challenges I faced. This meant I could look back to see any training sessions I
enjoyed or felt motivated during. I could also see if my mental factors were improving
throughout my TP. Sentence starters
The first method I used to monitor performance was… This method involved… As a result,…
Question 3(d) Evaluate the effectiveness of your personal development programme. (6 marks)
3 marks –physical, 3 marks – mental
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Use the PEE chain for each mark.
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Factor 1: physical 1) Approach 1 Sentence starters2) Approach 2 Sentence starters
3)Why a varied approach was helpfulSentence startersP: During my training programme I used a variety of different approaches. This was helpful because…E: This meant…E: Therefore, I was able….
P: The first/second approach I used to develop performance was [pick approach from box] This approach was helpful because…
E: This meant…
E: Therefore, I was able…
P: The first/second approach I used to develop performance was [pick approach from box] This approach was helpful because…
E: This meant…
E: Therefore, I was able…
Question 3(e)
Evaluate your performance in the two selected factors (4 marks)
2 marks –physical, 2 marks mental.Use the PEE chain for each marks
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Deep breathing Self talk
Mental rehearsal Visualisation
Factor 2: mental 1)Approach 1 Sentence starters 2)Approach 2 Sentence starters
3)Why listening to music was helpful…
Sentence startersP: During my training programme I listened to music. This was helpful because…E: This meant…E: Therefore, I was able…
Factor 1: Physical skill (2 PEE’s) Mark 1:
What was the shot you were trying to improve?
Now that this shot has improved, what are you able to do as a result?Sentence startersP: After completing my 6 week training programme my ___________ has improved.E: I know this has improved as my score has gone from____% ineffective to ____% ineffective. This means….E: As a result, I am now able to….
Mark 2: Second mark should look at PAR eg. transfer of weight. How has this helped your shot and what impact does that
have on the rest of you badminton performance? Sentence starters
P: After completing my 6 week TP I tried to improve my -___________as part of my preparation, action, recovery. E: I know this has improved, as I am now able to… E: As a result, this has a positive impact on my performance because…
Factor 2: Mental (2 PEE’s)Mark 1:
What mental factor were you trying to improve? What can you do because of improving this factor? Eg. Concentration – can focus for whole game; decision
making – means you are more effective under pressure.
Sentence startersP: After completing my 6-week training programme my ___________ has improved.E: I know this has improved as my score has gone from___/10 to ___/10. This means….E: As a result, I am now able to….
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Mark 2: Relate to another impact of improved mental factor. Eg increased
confidence.
Sentence startersP: After completing my training programme to improve my__________I now feel more confident to…E: This means…E: As a result, my performance has improved meaning…
Question 3(f) With reference to your current performance, justify the next steps in the planning for your future performance development. 2 marks – physical, 2 marks mental. Factor 1
After improving your previous shot. Choose a new shot that you would like to work on.
What approach are you going to use to improve this shot? Why is this approach useful? How will improving this shot impact performance.
Sentence startersP: After improving my ________, I am now going to work to improve my_________
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E: The approach I am going to use to develop this factor is_____________. This approach is useful because….E: By improving this shot I will then be able to….
Factor 2 Select a new mental factor. Approach Why is this useful? How will this improvement impact performance?
Sentence startersAs above
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