S3 Physical Education

[Document subtitle]West Calder High SchoolPhysical Education

FACTORS IMPACTING ON PERFORMANCE

There are 4 Factors that impact on performance; Physical, Mental, Emotional and Social

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PHYSICAL MENTAL

Fitness*CRE

*Muscular Endurance

Speed

*Strength

Flexibility

Co-ordination

*Agility

*Reaction Time

Balance

Skills*Skill Repertoire

Accuracy

*Consistency

*Fluency

Creativity

Timing

Tactics*Role Related

Demands

*Principles of Play

(Width, Depth, Penetration,

Communication)

*Anxiety

*Concentration

*Level of Arousal

*Decision Making

EMOTIONAL SOCIAL

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*Fear

*Anger

*Sadness/Happiness

*Co-operating with others

*Contributing to a group/ team

*Etiquette / Fair Play

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PhysicalFactors

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PHYSICAL FACTORS IMPACTING ON PERFORMANCE

PHYSICAL FACTORS – FITNESS

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: Poor CRE will result in the performer becoming breathless more quickly and unable to keep up with play or maintain a high skill level. For example, Cardio Respiratory Endurance (CRE) is required in order to last the full 90 minutes of the game in football. During the game you will do a lot of work both on and off the ball. You will make repeated runs to support attacks, get into space to receive the ball, make runs with the ball, and chase back to defend etc. A high level of CRE delays the onset of fatigue. This means that your work rate stays high so you can fulfil your role in the team and maintain a high skill level.

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.

Impact on Performance: If the muscles tire, due to poor Muscular Endurance, then the performer will be unable to make effective use of the muscles. For example, Muscular Endurance in the upper body is required when swimming for an extended period of time as you must be able to consistently use your arms to pull through the water for the duration of the race. In the role of centre net hitter in Volleyball, you would require a high level of Muscular Endurance in the quadriceps as you are constantly running and jumping in the front court when attacking and defending at the net.

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).

Impact on Performance: Speed is required in various activities when trying to beat an opponent to the ball, to lose a defender, to get into space, to support an attack, to dribble round an opponent or to chase back and close down an attack. If you lack speed then you will be unable to maintain possession of the ball, win it back, or take on your opposite player effectively. This may happen continually throughout a game as you repeatedly sprint over varied distances.

Strength

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

Impact on Performance: Strength is needed in various sports in different ways. Rugby Players are required to use Strength to stop the opposition from pushing the scrum and gaining an advantage. Strength would also be required when swimming short distances. Swimmers would require strong chest, arm and shoulder muscles when performing strokes like the freestyle, backstroke and breast stroke in order to gain propulsion.

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Ag ility

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.

Impact on Performance: 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. For example, Agility is important in football as it enables a player to turn quickly and evade challenges. A player who is agile can also respond quicker to an opposing player, close down or jockey an opponent and he or she is also able to explosively stop, change direction and increase speed again. In Badminton, Agility helps a player move around the court reasonably smoothly reaching shuttles at the back and front of the court.

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.

Impact on Performance: 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 the 100m when the starting pistol goes off. Having good reaction time will allow you to start the 100m as quickly as possible without false starting. A tennis player has a matter of seconds to respond to their oppositions serve. The tennis player must have good reaction time to select movements, respond to the speed, direction and spin of the tennis ball in order to return the serve successfully. In football, when a GK makes a penalty save or the ball rebounds of the woodwork the striker is usually the first player to react and convert the rebound. If the defending team do not react quickly enough they will concede a goal. An example of choice reaction time is dribbling a basketball down court during a game with passing options wide, forward or having the option to drive for the basket. Under the pressure of time and space you must be able to react to the changing environment as quickly as possible.

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METHODS OF COLLECTING INFORMATION

PHYSICAL FACTORS - FITNESS

Standard Fitness Tests

Cardio-Respiratory Endurance

20m Progressive Shuttle Run Test

This involves measuring out and marking a 20m section on a flat surface with two cones. Audio equipment is required to playback shuttle run audio. The 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. The score is then compared with class-mates and national average ratings to show level of CRE.

NATIONAL AVERAGE RATINGS

FITNESS CATEGORY

MALELEVEL

REACHED

FEMALELEVEL

REACHED

Poor <5 <4

Fair 6 5

Good 8 7

Excellent 11 9

Cooper Walk/Run Test

This 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. This score is then compared with class-mates and national average ratings to show level of CRE.

NATIONAL AVERAGE RATINGS

FITNESS CATEGORY

MALE FEMALE

Poor <1600 <1500

Fair 1600-2000 1500-1800

Average 2000-2400 1800-2200

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Good 2400-2800 2200-2600

Excellent 2800+ 2600+

Muscular Endurance

1 minute Press Up Test

This test measures the muscular endurance of the chest, shoulder, and triceps muscles. The participant aims to perform as many press-ups as they can in one minute. The starting position is with your arms straight, hands a comfortable distance apart, body straight. On the command ‘get set,’ the starting position is assumed, and on the command ‘go’, the participant starts the press-up by bending their elbows and lowering their body until their upper arms are at least parallel to the ground, and then returns to the starting position. If the participant rests on the ground or raises either hand or foot from the ground then the test stops. An observer will count the number of press-ups. The score is then compared with class-mates or national average ratings to show level of Muscular Endurance.

1 minute Sit Up Test

This test measures muscular endurance of the abdominal muscles. The participant aims to perform as many sit-ups as they can in one minute. You need to lie on your back with your knees bent at approximately right angles, with feet flat on the ground. Your hands should be resting on your thighs. On the command of ‘go’, squeeze your stomach, push your back flat and raise high enough for your hands to slide along your thighs to touch the tops of your knees. Don't pull with your neck or head and keep your lower back on the floor. Then return to the starting position. An observer will count the number of sit-ups. The score is then compared with class-mates or national average ratings to show level of Muscular Endurance.

1 minute Squat Test

This test measures muscular endurance of the quadriceps. The participant aims to perform as many squats as they can in one minute. You stand in front of a chair or bench with your feet at shoulder's width apart, facing away from it. On the command of ‘go’ the participant squats down and lightly touches the chair before standing back up. An observer will count the number of squats. The score is then compared with class-mates or national average ratings to show level of Muscular Endurance.

Speed

Flying 30m Sprint Test

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This test requires the participant to sprint 60 metres as quick as possible. A 60 metre straight section (AC) is marked with cones and a cone is also placed at the 30 metre point (B). On the command of ‘GO’ the participant must run from point A to C as fast as possible. An observer will start the start the stopwatch as the participant crosses the 30 metre point (B) and stop the stopwatch when they cross the finish line (C). The time is then compared with class-mates or national average ratings to show level of speed.

Agility

Illinois Agility Test

The test involves completing a standardised course as quickly as possible. The course is set up as shown in the diagram below. The length of the course is 10 metres and the width of the course is 5 metres. Four cones are also used to mark the start, the finish and the two turning points. Another 4 cones are placed down the centre an equal distance of 3.3 metres apart. The participant must run from start to finish as quickly as possible. An observer uses a stopwatch to record their time. This time is then compared with class-mates or national average ratings to show level of agility.

Reaction Time

Ruler Drop Test

The ruler is held by a partner between the outstretched index finger and thumb of the performer’s dominant hand, so that the top of the performer’s thumb is level with the 10 centimetre line. The partner releases the ruler and the performer catches the ruler between their index finger and thumb as quick as possible. The partner then records the distance between the 10cm mark and

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Gender Excellent Good Average Fair Poor

Male <15.2 secs 15.2 - 16.1 secs

16.2 - 18.1 secs

18.2 - 19.3 secs

>19.3 secs

Female <17.0 secs 17.0 - 17.9 secs

18.0 - 21.7 secs

21.8 - 23.0 secs

>23.0 secs

the top of the athlete's thumb where the ruler has been caught. The test is repeated 2 more times and the average score is calculated.

NATIONAL AVERAGE RATINGS

Poor > 28cm

Fair 20.4 - 28cm

Average 15.9 - 20.4cm

Good 7.5-15.9cm

Excellent <7.5cm

The Advantages of using Standard Fitness Tests

Each test provides objective, accurate and reliable information about the performer. 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 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 as a base point

for comparing subsequent test results to measure progress. Tests can be used to set targets and motivate the performer to improve. Most of these tests are also very easy to set up with little equipment needed.

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APPROACHES TO PERFORMANCE DEVELOPMENT

PHYSICAL FACTORS - FITNESS

Conditioning drills

Conditioning drills involve activity specific movements which can develop skills as well as fitness simultaneously. They can simulate the pressure of a competitive situation and are often fun and motivational.

Example: Rugby To develop contact skills, a player may have to hit a rucking shield, run backwards 5m and lie face down, get up and hit the rucking shield, run backwards 5m and lie down, they repeat this for a predetermined time limit or number. This simulates making contact, having to get up and moving to the next phase, making another contact and repeating. The focus is on developing a players contact skills but also their muscular endurance.

Conditioning drills can be increased by overloading the training time/intensity.For example, - Shortening the rest time in badminton by introducing a second shuttle straight away as soon as a rally ends. - Increasing the intensity of play in football by using a smaller area in possession drills. - using an interval approach in basketball by working for 1min, resting for 30 secs and repeating 3 sets. Next time the work time or set number can be increased or rest time decreased.

Fartlek Training

The term fartlek is Swedish for - ‘speed play.’ Fartlek training involves continuously working for a period of time. Within this time the intensity at which you work varies. Usually it involves continuously running with short sprint bursts followed by a slower recovery and then more continuous paced running.

Fartlek for games playersA fartlek session for games players should include sprinting, running, jogging and walking with variations in direction of movement to fit in with the demands of their sport. This should include controlling an object (e.g. football) or carrying an implement (e.g. hockey stick, rugby ball) used in the sport.

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Interval Training

This involves alternating between periods of hard exercise and rest. For example working for a set time/distance and then resting for a set time/distance. Interval training can be made harder by increasing the intensity or period of work, or by decreasing the rest period. It can improve speed, muscular endurance or power with a large work to ratio (1:4) or it can improve CRE with a shorter work to rest ratio (1:1) but over a longer period of time.

Example of Interval Training

Repetitions Distance Time Recovery4 40m 8 secs 32 secs5 30m 6 secs 24 secs6 20m 4 secs 16 secs

APPROACHES TO PERFORMANCE DEVELOPMENTPHYSICAL FACTORS - SKILLS

Whole-Part-Whole

Definition: Practising the whole skill, then practising and improving a part of the skill which needs to be improved, then practising the whole skill again.

Advantages of using Whole-Part-Whole

• You can isolate the part of the skill which requires to be improved.• You can focus specifically on the part of the skill considered a weakness.• You can attempt the full skill again, only when the part which is a weakness has been

improved.• The skill being learned is complex and has many sub\routines.

Gradual Build Up

Definition: Gradual build-up is learning a skill in stages with each stage becoming progressively more difficult.

Advantages of using Gradual Build-Up

• You can practice at a level appropriate to your ability level.• You can build up confidence and improve ability before moving onto the next stage/level.• You can move onto the next stage/level only when ready.• You can move back a stage if losing confidence or failing to be successful.• If the skill you are learning is dangerous.

Examples

Skill: DivingStage 1: Sit on the edge of the pool with feet in the channel. Lean forward with head between the arms, with hands pointing towards the water. Topple forward into the water.Stage 2: One knee and one foot on edge of the pool. . Lean forward with head between the arms, with hands pointing towards the water. Topple forward into the water.

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Stage 3: Crouch down with both feet on the edge of the pool. Lean forward with head between the arms, with hands pointing towards the water. Topple forward into the water.Stage 4: Stand with both feet on the edge of the pool. Lean forward with head between the arms, with hands pointing towards the water. Topple forward and straighten legs to dive into the water.

Skill: Right-handed Lay-UpStage 1: Mark the take-off position on the ground and repeatedly perform a standing shot in off the back board.Stage 2: Mark the take-off position on the ground and repeatedly perform a jumping shot in off the back board.Stage 3: Take two steps back from the basket. Bounce the ball in front of you and catch it and take two steps, right foot then left foot, taking off from the take-off position on the left foot, before jumping and stretching up to lay the ball in off the back-board.Stage 4: Dribble the ball into the basket, to perform a full lay-up, jumping up off the left foot from the marked take-off position.

Mental Factors

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MENTAL FACTORS IMPACTING ON PERFORMANCE

Anxiety

Definition: Anxiety is an unpleasant state of inner turmoil which can be accompanied by nervous behaviour and concentration problems. Anxiety needs to be managed or controlled to aid effective performance.

Impact on performance: It takes many different forms but within sport you may feel as though you are choking or cannot move your body in ways that you want. In short, you freeze when the moment matters meaning that you are unable to perform to the best of your ability in a performance situation which may negatively impact on the overall outcome.

Concentration

Definition: Concentration is the ability to stay on task and completely focus your attention on something for a period of time.

Impact on performance: 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. If they are able to do this then there is a greater chance of them gaining a positive result in the performance situation.

Level of Arousal

Definition: The level of mental arousal is the level of excitement, stress and nervousness an individual displays. It refers to whether you, as the performer, are ‘up for it’ or not.

Impact on Performance: If your level of arousal is too low then you may not perform at your highest level. 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. Therefore performers need to ensure their level of arousal is correct to allow it to positively impact on the performance situation.

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Feature: Decision Making

Definition: Decision-making is an action or process of choosing a preferred option or course of action from a set of alternatives.

Impact on Performance: The quality of your decisions has a massive impact on your results and therefore within a performance situation you need to make effective decisions at all times to positively impact on the result.

APPROACHES TO PERFORMANCE DEVELOPMENT

There are many methods that we can use to develop mental factors.

5 Breath Technique

This exercise can be performed while you are standing up, lying down or sitting upright. You should inhale slowly, deeply and evenly through your nose, and exhale gently through your mouth. Take a deep breath and allow your face and neck to relax as you breathe out Take a second deep breath and allow your shoulders and arms to relax as you breathe out Take a third deep breath and allow your chest, stomach and back to relax as you breathe out Take a fourth deep breath and allow your legs and feet to relax as you breathe out Take a fifth deep breath and allow your whole body to relax as you breathe out Continue to breathe deeply for as long as you need to, and each time you breathe out say the

word 'relax' in your mind

Mental Imagery

Mental imagery is the process of creating a mental image or intention of what you want to happen or feel.

When you visualise yourself playing any sport, you activate the same nerves used in actually playing the sport. Activating these nerves actually strengthens the connections and improves the skill, just like real practice.

Imagery refers to picturing an event as vividly as possible with the intention of duplicating that event. The aim of imagery is the enhance performance by seeing the desired outcome through mentally rehearsing it. Imagery can also be used to run through game plans and strategies to help increase arousal levels.

Pre-performance Routine

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A pre-performance routine is what performers go through before a competition to help them focus attention, increase or decrease arousal. Think about when you have seen a tennis player at Wimbledon before an important service game. You will see them close their eyes, take a deep breath, bounce the ball and then start the serve. This is an example of a pre-performance routine.

Decide on a routine that you will carry out before both practice and performance, This should be personal to you and should include:

1. Taking some deep breaths and feel your body relax.2. Saying to yourself 2 or 3 positive self-talk statements.3. Keeping yourself in a positive emotional state.

It is important that your routine becomes a habit, this routine can change over time and you need to be totally comfortable and confident it is helping your performance

EmotionalFactors

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EMOTIONAL FACTORS IMPACTING ON PERFORMANCE

Fear

Definition: Fear is an emotion induced by a perceived threat, which causes you to quickly pull away or in sporting terms ‘hide’.

Impact on Performance: Fear produces negative thoughts, which directly impact on a sportspersons confidence. Winning and losing is so important in most competitive settings that fear of failure or fear of not performing well is at the forefront of an athletes mind.

Anger

Definition: An emotion whereby the individual has normally been offended, denied, wronged and a tendency to react through retaliation. It is a strong, uncomfortable emotion which is often demonstrated after being provoked.

Impact on Performance: Anger in sport can be very useful in the right situation but more often than not it is about how you control your anger that makes the difference. Anger without control will mostly affect performance negatively and will increase the amount of poor decisions made.

H appiness/ Sadness

Definition: An emotional state of mind which ranges from feelings of content and joy (happy) to feelings of despair, grief or sorrow (sad).

Impact on Performance: Happiness will affect performance positively and sadness will affect performance negatively. They can impact on numerous factors such as confidence, self-belief in your own ability, resilience, levels of optimism or pessimism, and your ability to realise your potential.

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APPROACHES TO PERFORMANCE DEVELOPMENT

Team Talks

A team talk is a verbal dialogue that a coach/manager will give to his team/player prior to a game. This will involve tactics but also be an opportunity to emotionally charge players so that their emotions can positively impact on performance.

A team talk mid-way through a game is also a really important opportunity to change the attitude and mind-set of players. Some players react positively to receiving detailed instructions given in quiet and controlled manner, whereas others react better to managers who shout and show more emotion.

Rewards

Extrinsic Motivation - This comes from a source outside of the performer. These are things which can encourage the athlete to perform and fall into two groups:

1. Tangible rewards: Physical rewards such as medals and money. These should be used sparingly with young athletes to avoid a situation where winning a prize is more important than competing well

2. Intangible rewards: Praise, recognition and achievements. These should be used on a regular basis to encourage the athlete to repeat the behaviour which earned the praise.

Self-Talk (The 3 R’s)The 3 R’s for composure help to maintain composure after making a mistake or error. The 3 R’s for composure stand for: Recognise–Regroup–Refocus.

Recognize that you are dwelling on the mistake, which limits your ability focus on the next phase of play and identify your mental error.

Regroup by interrupting the chain of thought. This requires you to battle your own emotions and dispute your irrational thinking, using coping strategies such as positive self-talk.

Refocus is then crucial for the next phase of play. Ask yourself what you need to focus on right now to do your best on the next play? The answer will help you refocus on the task-relevant cues for the next play.

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Task1) Pick a playing partner and play a 5 minute game.

2) Reflect on your game by answering the following questions:a) How many times did you feel you were getting frustrated during the game?b) Is this really something for you to get frustrated about? c) Can you think of a positive thought/statement/word that could help you overcome this

issue?d) How will you apply this thought/statement/word to your next game?

3) Replay the same playing partner for 5 minutes.

4) Evaluate the game and reflect on the game by answering the following questions:a) Was there a change in score?b) How many times did you feel frustrated?c) Did your positive thought/statement/word help you keep composed during the game?d) How do you feel you performed in the game in the second game compared with the first?

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SocialFactors

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SOCIAL FACTORS IMPACTING ON PERFORMANCE

Co-operating with others

Definition: Co-operating is where you work together with others to achieve a common goal.

Impact on Performance: Co-operating effectively with team mates in game situations is essential as it provides a greater opportunity for points to be won. Co-operating can also be used to learn new skills by working in groups or pairs. By helping each other by passing, feeding the ball etc. such skills can be developed.

Contributing to a group / team

Definition: In any activity, where you work with at least one other person, you will be a member of a group or team. Within the group or team you will have to give (contribute) something that helps the group or team. Each member of the team or group is expected to contribute and this contribution can determine whether a team/group is to be successful.

Impact on Performance: Positively contributing to your team will have a positive effect on their performance. For example a dancer may have an idea and suggest how the dance could be developed making the dance look better. In a team if your teammates see that you are fulfilling your role, marking an opposition player for example, then they will work hard to ensure they fulfil their roles. It is important to ensure each member of a team contributes for their overall success.A negative contribution to your team and not fulfilling your role can result in a poor performance from your team. Having a player perform poorly or become negative has impact on the game and your fellow players as they begin to lose faith in your performance.

Etiquette / Fair Play

Definition: This is how performers are meant to behave in an activity. For example, shaking hands at the end of the match and not arguing with officials. Etiquette / Fair play includes playing to win but also accepting defeat properly and respecting everyone involved in the game including officials. It also involves only using tactics that are in accord with the spirit of the game.

Impact on Performance: Etiquette is based on following the written and unwritten rules and protocols that are expected within the particular activity. For example, kicking the ball out of play in a football match to allow the game to stop for an injured player to get treatment or a badminton player acknowledging when they win a point with a lucky shot.

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METHODS OF COLLECTING INFORMATION

Feedback

Feedback is information you receive about your performance as you learn or perform skills.

Feedback is best given immediately, while the performance is still fresh in your mind. You can then use this feedback to alter your next performance to make it more effective. Only one or two points of information or feedback should be given at any one time, so that you do not get confused and be unable to focus effectively on any one part of your performance.

There are two types of feedback: Internal and External. Both can be used to gather information on social factors impacting on performance.

Internal feedback: Feedback from within, based upon how you feel about your performance.

External feedback: Feedback received from outwith the body. This can be received in a number of different ways.

Verbal - Feedback given by an observer/teacher, after they have watched you perform, to tell you what you are doing right or wrong as you perform, or what you should do to improve your performance.

Written - Feedback which is written down by an observer, for you to look at i.e. an observation sheet.

Visual - Feedback which you can receive by watching your performance on video so that you can see the aspects of your performance that you are performing well and those that need improvement.

Knowledge of Results - Feedback received by watching the result of your performance i.. the score in the game.

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APPROACHES TO PERFORMANCE DEVELOPMENT

Partner / Group Work

We can use this approach to develop social factors such as co-operating with others and contributing to a group / team.

Examples of Partner/Group work are-

i) Working in groups with individuals taking responsibility on a shared basis. Team members take it in turns to lead specific parts of training sessions such as warm–ups or skill development practices. This technique builds responsibility, mutual respect and helps pupils develop their social skills.

ii) Conditioned games. In basketball a condition may be put on the game that every team member must touch the ball prior to a shot at the basket. This ensures that all are involved and contributing to the team. Another condition may be that players must communicate verbally / non-verbally before receiving the ball by calling for the pass, clapping or signal where they want the ball. This encourages everyone within the team to cooperate and build relationships.

iii) Team meetings/presentations. This may or may not be based in a classroom session. Team member’s use this time to self & peer assess team members’ qualities and areas of development and then present to the rest of the class. This approach encourages pupils’ positive interdependence, cooperation and ensures they are all contributing to the team.

Role Models

Role Models can be used for demonstrating appropriate etiquette and fair play.

True role models are those who possess the qualities that we would like to have, and those who have affected us in a way that makes us want to be better people. Role models can therefore be used to motivate us to improve our own behaviour.

Role Models can come from the performers own activity or from another activity as it is their personal qualities and behaviours that a performer may take inspiration from.

ExamplesAndy Murray's relaxed demeanour off the court but die-hard attitude on the court makes him an excellent role model. Murray shows excellent discipline on court by never giving up in matches and not letting losses in previous games affect his performances in the next tournament. Jessica Ennis displays similar characteristics to Murray. She has worked extremely hard to gain her success, working through serious injury and coping with massive public expectation to win gold at the London 2012 Olympics.

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