Kyle Academy Higher Physical Education

Notes for all 4 Factors

Physical Mental

Emotional Social

Contents Page

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Data Collection

Approaches

Training Approaches

Monitoring, Recording

and Evaluating

Performance

Mandatory Knowledge

Page 2 ContentsPage 3 Data collection GlossaryPage 4 Data collection (Reliability, Validity, Appropriateness)Page 5 Factors Impacting Data collectionPage 6 Mental ModelPage 7 Physical ModelPage 8 Emotional ModelPage 9 Social ModelPage 10 The importance of Model PerformersPage 11-18 Physical Data collection (Video, Observation Schedules

+ Recognised fitness test)Page 19-21 Mental Data collection (Mental toughness Questionnaire

+ Coach Feedback)Page 22 -25 Emotional Data collection (Disciplinary Record + SCAT test)Page 26 -29 Social Data collection (Focus Group questions with video aid

+ Team Dynamics questionnaire)Page 30 Approaches for all factors overviewPage 31 – 32 Stages of LearningPage 33 – 35 Goal SettingPage 36 – 37 Principles of Effective PracticePage 38 Information Processing SystemPage 39 Advantages of Training within the activityPages 40 – 43 Principles of TrainingPage 44 – 45 Periodisation of TrainingPage 46 – 51 Physical Factor - Training Approaches for Skill RepertoirePage 51 -53 Physical Factor - Training Approaches for AgilityPage 54 – 57 Physical Factor – Training Approaches for Speed endurancePage 57 – 58 Physical Factor – Training Approaches for PowerPage 59 – 65 Mental Factor – Training ApproachesPage 66 – 71 Emotional Factor – Training ApproachesPage 72 – 80 Social Factor – Training ApproachesPage 81 – 82 Importance of recording and monitoring performancePage 83 Why might a programme be ineffective?Page 83-85 Importance of feedbackPage 86 Evaluating cyclePage 87 How to record and monitor the physical factorPage 88 How we monitor the physical and Mental factorPage 89 How we monitor the Social and emotional FactorPage 90 – 94 Recording, monitoring and evaluating Examples

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Data Collection Glossary

Where possible a combination of quantitative, objective data, with some qualitative/subjective information provides a good starting point for planning performance development. This is because it gives a wide, detailed picture of the

whole performance/factor.

In order for data to be useful it must be Accurate (True Reflection) Relevant (to performer and activity) Valid (Measures what it should) Reliable (Consistent) Objective (Non bias) Comparative (Enables comparison)

Objective Data example

This type of information is based on facts. For example, Ronaldo has scored 89% of the penalties that he has taken this year. Another example might be that during a game of netball the centre player successfully passed the ball to a team mate 75% of the time. Overtime these facts can be used to identify performance improvements. For example, after a week of practising the netball player successfully completed 78% of passes.

The information collected objectively can be measured allowing more accurate judgements to be made in relation to performance development. It is designed to establish differences, relationships or casualties (does one thingcause another?) Throughout the course you will get the opportunity to work with different objective methods.

Subjective Data Example

This type of information is gathered through personal feelings , emotions or opinions. The data is collected from personal or observer’s interpretations – they offer their own point of view. For example, you might comment on a player’s performance in badminton by suggesting that they don’t move fluently around the court. Another example could be that when playing volleyball you felt that there was a player who was not as determined as you to win.

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Qualitative

Thoughts and feeling, observations. (Focus group

questions, video self reflection etc)

Quantitative

Precise management, rigid controls and statistical analysis.

(Schedules and recognised tests)

SubjectiveOpinions and

interpretations

ObjectiveTests that involve

unbiased assessments. Uses facts and figures,

backed up with data.

Are your approaches Reliable, Valid and Appropriate?

THINK!!

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It needs to be consistent with your "normal" situation so you can re-test and compare.Dependable and that it will give the same outcome every time.Many factors can impact reliability such as mental state, amount of sleep prior to test, time of day, energy levels, test environment , people present, athletes prior experience etc

Reliability

A test is valid if it measures what it claims to measure. For example an illinois agility test only tests agility.Validity is impacted by the Subjective, objective nature of data collection, lack of honesty, equipment,different people, different players, players not prepped beforehand etc.

Validity

Suitable or right for a particular situation or purpose.Individualised to look specifically at youWhy have you chosen this method?

Appropriateness

Factors Affecting Information Gathering

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Are you able to do the following:(a) Correlate court/cluster/tally charts. Can you identify patterns of success and failure in your performance and compare and contrast your performance with that of an appropriate role model.(b)Has the format of a schedule got too much information which is difficult to interpret? This will lead to confusion on the observer’s behalf, leading to results which are more likely to be unreliable.(c)) Seek advice from teachers and friends and accept weaknesses and don't be afraid of initial failures.

Ability to assimilate information (Analyse and evaluate)

(a) Are friends competent and accurate in their attempts to record court charts/tally charts etc. Do you value their opinion for feedback? If they have activity experience more reliable and valid informatio can be obtained because they know exactly what they are looking for as they observe the performance. They understand the criteria and are clear in their role of what they have been asked to do.(b) Is the playing environment conducive to good play? Do you have access to quality equipment and facilities for each assessment. Many sports are fast paced and the playing surface different and the area to cover large.(c)Do you have access to ipads as required to aid analysis?

Co-operation of friends and availability of Equipment

(a) If you work to full capacity your results will be realistic therefore you should be motivated, disciplained and enthusiastic to measure your success.(b) Can you rely upon your friends to work in a similar way as yourself? e.g in their attempts to help with practices and when they act as opposition during data collection and competitive matches etc.

Effort Levels

Results will vary depending on the type of game/practice that you are involved in and the level of ability of your opponent.(a) Repetition practice is an easy form of practice because there is more time and space, practice is predicatable and there is little pressure. This will give good results but are probably unrealistic.(b) Games with conditioned rallies will be more difficult. There is less time, more pressure, more space to cover and rallies are unpredicatble. Results will be variable but can be considered more accurate and more realisitc.(c) Playing a player of poorer standard can give misleading results, this will give the wrong perception of your ability. It is more realistic to measure your progress against a player of similar ability or slightly better to allow players to play to full potential.

Type of game/Practice

Model Performers- How do you compare?

MENTAL MODEL

Can maintain an optimum arousal level throughout a performance ensuring emotions and distractions do not impact training or competitive matches. A positive mind set is always maintained.

They can shake off any issues in their performance and maintain composure and regroup.

A model can maintain focus and concentration which enables them to make the correct decisions throughout a match on shot selection and movement.

Can switch focus on and off to prevent mental fatigue and brain overload.

As a model maintains focus they develop consistency in their play and will respond faster to cues in the game resulting in faster decisions and motor responses.

Few careless mistakes are made as they are mentally switched on.

Make fast decisions under pressure playing the correct shot at the correct time.

Having a more developed information processing system in their brain a model through experience of the sport has more options available to them. This allows then to read a situation early and predict what will happen next, thinking one step ahead of their opposition.

A model’s fast decisions results in a higher success rate, good timing, variety and fluidity in movements.

A model is highly motivated and thrives in a pressurised environment. They are driven to succeed and push themselves in training and competition to be the best they can be.

They are mentally tough and rebound from any injury, mistakes or lose quickly.

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PHYSICAL MODEL

A model’s skills and techniques are performed with rhythm, timing, consistency and accuracy.

They perform the correct shots at the correct times and have variety in their skill repertoire which enables them to change the pace, angle and direction of play to target or defend space.

A model is creative with their shots selection and is very adaptable under pressure to solve performance problems and challenges and react quickly.

Movements are graceful and economic which allows them to prepare early to execute a skill with control.

They are tactically very aware of their own strengths and weaknesses as well as their opposition which enables them to exploit and defend space and maximise their strengths on a court or pitch.

They adapt their tactics to keep their opposition guessing and build a strong attack as well as to defend effectively.

A model will use width and depth in attack and defense to support teammates to co-ordinate attacks and defensive plays.

A model possesses the fitness requirements for the sport i.e speed endurance, cardio respiratory endurance, muscular endurance, speed, power, flexibility and strength to sustain the quality of play both mentally and physically for training, a competitive match and season.

A model equally has the skill related fitness requirements to compete at the top level, i.e balance, agility, co-ordination, reaction time and core stability.

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EMOTIONAL MODEL

Emotionally the model has resilience, emotional strength and the ability to respond to challenging situations with a cool head. They manage setbacks, have fighting spirit and are fully engaged in the performance.

They have positive thoughts which provide a more balanced approach to competition. They have self-belief and confidence in their ability.

Fear and anxiety do not impact performance and movements are fluent as muscles move freely without tension.

They have emotional intelligence to identify emotions early, understand them and then react to these feelings to maintain control. This maintains optimum arousal level and enables them to use their full repertoire of skills effectively without freezing or choking under pressure.

Emotional control positively impacts their decision making, confidence, and self – control.

Models have self-control which enables them to deal with the demands of performance without showing signs of anger and frustration. This controlled aggression which has been channelled ensures they fully commit to training and competition. Positive feelings create positive behaviours.

With high levels of self-control they are assertive in carrying out their roles with confidence and without hesitation and have clean discipline record.

They trust their teammates and have mutual respect for each other and take their team responsibility very seriously.

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SOCIAL MODEL

Players have excellent listening skills and lines of communication are open. They are willing to accept feedback and work together to problem solve and resolve any issues in performance.

Players trust in each other and work towards common goals and respect each other.

Models have a clear understanding of their roles and responsibilities within the unit to carry this out effectively. This increases the clarity and awareness of players and enables them to execute strategies and decisions quickly.

Players are highly motivated and on the same page and anticipate each other’s moves instinctively. By taking timing from each other early and responding to cues movements are more automatic.

They play to the rules and show good etiquette and fair play throughout a performance.

They have good leadership skills which motivates and inspires teammates and are calm and supportive at all times.

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The Importance of Model Performers – MANDATORY KNOWLEDGE

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Watching models of performance can

increase your motivation levels e.g

watching able performers can

make performance look exciting and

keep you interested in trying to improve.

It can make you motivated to work

towards performing at their level. (strive

for success)

Allows us to make comparison to

identify strengths and weaknesses in our sub routines.

(Detect flaws)

Paints a visual picture of how a skill

should be performed. (Visual feedback; When ,

Where, Why?) Flight path and mechanics

of skills

Based on our comparison to a

model we can set realistic training

goals and priorities specific to our

needs and stage of learning.

Range and quality of movement patterns

of a model player are

highlighted.Shows different qualities

and consistencies in the shots they play.

Can be used following a period of practice to monitor

progress.

To realise how much work is required to

achieve a model performance.

Benchmark , starting point to develop

performance.

Analyse

Compare Contrast

Examine

Explain

Identify

Categorise

Investigate

Methods of Data Collection

Physical Factor

Descriptions

Validity and reliability

Restrictions and Limitations

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Physical Video Analysis Observation Schedules Recognised Fitness Tests

Initial data Skills (Stroke Repertoire Observation Schedule)

Focussed data Skills(Technique Analysis Observation Schedule)

Sub Factor: Skill Repertoire (Data Collection)

Method 1: Video Analysis

Video analysis, a commonly used tool in modern sports, can provide a training boost for individual and team competitions. Coaches and trainers analyse video from live competitive action and training exercises, and the results of their careful analysis provide helpful feedback for the athletes. Thanks to video analysis, athletes can gain a competitive edge, correct faults and maximize their strengths.

Why appropriate? Advantages

Footage can be slowed down or paused to observe sub routines in more detail to highlight strengths and faults in performance.

When recorded in an open, competitive environment you can find trends and patterns you can change. A basketball team may be vulnerable defensively on the outside, a golfer may hook his iron shots or a badminton player may lack power in their clears. Once the weak link is discovered, it can be modified and improved upon.

If footage is taken during training, you can help prevent injury and new injuries. The technique you use to play shots and move round the court is a contributing factor in sustaining an injury. With

video analysis, you can study your technique and pinpoint areas that must be changed to avoid injuring yourself in the future.

It is a permanent record which allows you to compare at a later date to monitor progress.

Vital source of visual feedback which paints a picture of stage of learning and provides motivation.

Using video footage of a model. One way that using video analysis can help improve your performance is to watch the best in your sport play the game. Studying hours of video of the best player at your position or in your sport will showcase habits the player uses on a regular basis that help him succeed. When you have pinpointed some of the techniques of the best players, you can work them into your own game.

One of the most common ways video analysis is used is to prepare for upcoming opponents. Watching footage of next week’s opponent teaches you their strengths and weaknesses, and enables you to formulate a game plan to deal with them. Mental preparation is an important factor in badminton, so knowing what you’re up against beforehand can give you an extra advantage.

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PHYSICAL FACTOR

Badminton is such a fast paced sport and almost impossible for an observer to record all shots on a tally sheet (Observation schedule). Through utilizing video analysis at the same time it can increase the validity of results and ensure information is not omitted to provide a clear picture on performance.

Limitations of Video Analysis

Method 2: Observation Schedules

Observation schedules can be used to identify faults and following a period of practice to monitor progress. Observation schedules can be completed during open play and in a practice setting in a more controlled environment.

In badminton a stroke repertoire observation schedule is completed to collect initial data on the strengths and weaknesses when executing performance skills. This involves playing 3 sets against an opponent of equal ability whilst an observer records the effectiveness of each shot during the match. This can be adapted to observe movement patterns and tactics to provide a holistic view of the physical factor.

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Can you always guarantee that the i

pad will be available.

Lighting might be poor which impacts the

quality of your results. The space and angle of the Camera can be an

issue to get all the action in.

It can take time to collate results.

Collating the results and

analysing what is in front of a

performer can be difficult. Can they

recognise and accept issues in

their performance? This might be impacted by

activity experience and knowledge.

Often more focussed observation schedules are completed to focus specifically on sub routines of a particular skill. In badminton, Techniques analysis observation schedules are completed to focus on key technical components of a skill to identify any faults which are impacting skill execution. This is generally completed in a repetition style practice (feeder drill) environment which is closed to allow for effective assessment to be made. A model performer is firstly observed to gain set criteria and a visual picture. As many feeds as necessary are then played to the appropriate location on the court to compare the performer to the success criteria of a model.

Why appropriate?

1. The written format provides a permanent record that allows for comparison at a later date.2. Having an observer it provides objective feedback which is non-bias providing more accurate

results.3. By playing in a competitive match against someone of equal ability you are forced to play your full

range of shots adding to the validity of the findings as the pressurised situation can highlight consistency.

4. By completing the schedule over a sustained period of time patterns of play can be observed. It is also possible to see dips in form. The more information the more vivid the picture on performance. Occasionally, a player takes longer to get into the match. This duration provides them the opportunity to do this.

5. All tally marks can be converted into statistics which are hard to argue with.6. Strengths and weaknesses can be identified from the schedule which future performance

development programmes and goal setting can be based upon.7. Focussed observation schedules allow you to compare the mechanics to that of a model which

motivates and inspires progress. 8. Objective feedback by a person with activity knowledge ensures validity and reliability of the results

to create a detailed analysis of performance.9. Focussed observation schedules enable performers to identify faults and set training priorities to

support development of these flaws.

Limitations with Observation Schedules

1. When you have someone else recording information on performance the validity of the results are dependent on the observers focus and attention during the match and the importance they place on the process. Also, if they are lacking activity knowledge their perception of what equals an effective shot might be different from the reality.

2. Badminton is a very fast paced sport and there is likely to be a number of shots in every rally. This can make it impossible for one observer to record all shots played. When they take their eye of the match to complete the schedule shots are missed questioning the reliability of the findings.

3. If the opposition is not of a similar ability this will provide false results and a performer might not be forced to play their full range of shots if insufficient pressure is applied.

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4. The content of the observation schedule has to be correct in the first place to focus on key elements of performance and allow for detailed observations.

5. The mental and emotional state of the performer is crucial if accurate results are to be collected. Lack of motivation, resilience, and anxiety etc will impact the quality of shots, decisions, concentration and technique. If a performer is over tired, hungry etc this will impact their play and ultimately the results.

6. Focussed observations completed in a closed environment although they provide lots of clear information it might not be realistic. For example in badminton often a player is coming from a different point on the court every time to play a clear in a game and with less time to prepare. In a feeder drill you have extra time and

less pressure and it is therefore not replicating game situations.

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Sub Factors: Agility, Speed endurance and Power

Recognised fitness Tests

In constructing tests it is important to make sure that they really measure the factors required to be tested, and are thus objective rather than subjective. In doing so all tests should therefore be specific (designed to assess an athlete's fitness for the activity in question), valid (the degree to which the test actually measures what it claims to measure), reliable (capable of consistent repetition) and objective (produce a consistent result irrespective of the tester).

In conducting tests the following points should be considered:

Each test should measure ONE factor only The test should not require any technical competence on the part of the athlete (unless it is being

used to assess technique) Care should be taken to make sure that the athlete understands exactly what is required of

him/her, what is being measured and why

The test procedure should be strictly standardised in terms of administration, organisation and environmental conditions

Test 1: Illinois Agility test

Normative data for the Illinois Agility Run Test

The following are national norms for 16 to 19 year olds (Davis et al. 2000)[1]:

Gender Excellent Above Average Average Below Average PoorMale <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

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PHYSICAL FACTOR

The athlete warms up for 10 minutes The assistance sets up the course as detailed in the

diagram. (10 by 5m grid) The athlete lies face down on the floor at the

“Start” cone The assistant gives the command “GO” and starts

the stopwatch. The athlete jumps to his/her feet and negotiates

the course around the cones following the route shown in the diagram to the finish

The assistant stops the stopwatch and records the time when the athlete passes the “Finish” cone

3 attempts are made and the best recorded

Test 2: Speed endurance Recognised fitness Test

The speed endurance test involves sprinting increasing distances along a 20m track, alternating with rest periods. Cones are set up at 5m intervals and the test is in the form of a shuttle run. The performer must run to the first cone and back again, then the second and so on. You have 30 seconds to cover as much distance as possible. Someone who completes the whole shuttle and back again would cover 100m. It is possible to get further than this distance. This exercise is completed 6 times with a 1 minute recovery between each attempt. The difference between your longest and shortest distance is called your fatigue factor and this indicates anaerobic endurance.

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Test 3: Vertical Jump Test

Standing sideways on to a wall with the arms raised above you, mark the highest point you can reach. Still standing sideways, jump as high as you can, marking the point you can reach. Your score is the difference between your standing and jumping score. This test measures the power in your leg muscles.

How to conduct the test

The athlete warms up for 10 minutes The athlete chalks the end of his/her finger tips The athlete stands side onto the wall, keeping both feet remaining on the ground, reaches up as high as

possible with one hand and marks the wall with the tips of the fingers (M1) The athlete from a static position jumps as high as possible and marks the wall with the chalk on his fingers

(M2) The assistant measures and records the distance between M1 and M2 The athlete repeats the test 3 times The assistant calculates the average of the recorded distances and uses this value to assess the athlete’s

performance

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Sprint from the start to the nearest cones and back

Repeat to each successive cone

Measure the distance covered in 30 seconds

Complete the run 6 times with 60 second rest intervals

A partner will record all 6 distances

The difference between your shortest and longest distance gives your FATIGUE FACTOR.

The following are national norms for 16 to 19 year olds (Davis 2000)[5]

Gender Excellent Above average Average Below average Poor

Male >65cm 50 - 65cm 40 - 49cm 30 - 39cm <30cm

Female >58cm 47 - 58cm 36 - 46cm 26 - 35cm <26cm

Appropriateness of recognised fitness tests

The use of Standardised Fitness Tests can give you clear information about the relevant components of fitness that you are trying to measure and therefore acts as a fitness indicator (identifies strengths and weaknesses in fitness).

Also, the use of norms allows you to compare your score with those of the same age and gender around the world (valid and reliable results due to test conditions being standardised).

Recognised fitness testing can also be used for monitoring progress during a fitness training programme, gauging when adaptations to training are necessary and to evaluate any improvements at the end of the plan of action acting as a motivator.

They only measure one factor i.e agility so are objective rather than subjective. Capable of consistent repetitions due to test conditions resulting in more valid. Very simple to administer and very little equipment required. Can be used to measure a performer’s ability to turn in different directions, and different angles.

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Limitations with Fitness testing

What factors may influence test results?

The following factors may have an impact on the results of a test (test reliability):

Although you gain vital statistical information it does only give you a score and does not highlight the impact of agility, speed endurance + power in a competitive sport under pressure. (Specific movement patterns)

A performer may be unable to distinguish between left and right turning gates in the agility test which reduces time and validity of the results.

Results can be subject to timing inconsistencies. The main problem with agility tests is they identify how quick a player moves around obstacles or between

two or three different cones. They don’t identify how a player reacts to a stimulus that actually occurs in the game. A good football player therefore may do well in a badminton agility test, but that doesn’t mean he can play badminton! This is the same with every fitness test.

The main problem with the Speed endurance tests is that it is a tough test and unfortunately players might not have the personality and mental toughness and motivation to complete the test which does not then highlight a true fitness assessment.

This Speed endurance test although intense does not reflect the duration of a basketball match to assess speed endurance over a sustained period of time.

The ambient temperature, noise level and humidity The amount of sleep the athlete had prior to testing The athlete's emotional state Medication the athlete may be taking The time of day The athlete's caffeine intake The time since the athlete's last meal The test environment - surface (track, grass, road, gym) The athlete's prior test knowledge/experience Accuracy of measurements (times, distances etc.) Is the athlete actually applying maximum effort in maximal tests Inappropriate warm up People present The personality, knowledge and skill of the tester Athlete's clothing/shoes Surface on which the test is conducted Environmental conditions - wind, rain, etc

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Analyse

Compare Contrast

Examine

Explain

Identify

Categorise

Investigate

Methods of Data Collection

Mental Factor

Descriptions

Validity and reliability

Restrictions and Limitations

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Mental

Mental toughness Questionnaire

Coach Feedback

Section ScoreReboundability

Handling Pressure

Concentration

Confidence

Motivation

Level of Arousal

Decision Making

Method 1: Mental Toughness Questionnaire

Questionnaires are the main source of monitoring the mental toughness of an athlete. However, results are very subjective and researchers have different theories on what elements impact mental toughness and should be included in a questionnaire. Many feel that mental toughness is very dependent on the personality traits of an individual whereas other researches think it comes down to the environment etc.

To collect information on mental toughness in badminton a questionnaire was completed. The questionnaire was completed on a paper format and set into sections to assess mental sub factors. These headings included reboundability, Handling pressure, Concentration, Level of confidence, Motivation, Level of Arousal and decision making. Performers complete each question by answering true or false based on their own personal experiences. Each section included 6 questions and depending on the performers answer they were awarded 1 point or 0 points. A score of 36-42 indicates strength in overall mental toughness. Scores of 32 to 35 indicates average to moderate skill in mental toughness. Scores of 31 or below means you need to start putting more time into the mental training area of performance. The questionnaire can be completed at the start of training, pre-season or post match etc.

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Benefits of a Questionnaires

* Easy to set up

* You can measure improvements through completion of a questionnaire due to the written format.

* Large quantities of valid information regarding mental sub factors for coach/teacher and performer.

* Opportunity to voice thoughts and feelings (Subjective)which could impact performance.

Encourages reflection.Develops a performers independance, problem solving abilities. Develops self directed learning skills. (Critical thinking and reflection.

* Everyone in the class answers the same Q's reducing bias and increases validity and reliability of results as the performers are not influenced by an interviewer.

* Focusses a performers attention on the mental factors impacting performance which otherwise might have been forgotten.

Limitations with Questionnaires* Very much based on performers own perception which could be different from reality. (bias results)

* Depends on the importance a performer places on the process and could impact the validity of the results.

* Misinterpretation of the questions can occur resulting in inconsistencies.

* Application and focus is very dependant on the circumstances of the performer (Injury, sub) etc and environment data is collected in. Their knowledge will also imapct the validity of the responses.

* In the heat of the moment information on mental factors

can be forgotten.

* Time consuming to collate results on a large group.

* Closed questions . Lack of explanation.

MENTAL FACTOR

Method 2: Coaching Feedback (Both Mental and Physical Factor)

Appropriate/ advantages LimitationsInformation offered at various points in a performance or in practice.

This allows a performer to adapt their performance immediately to bring about performance improvements and can prevent bad habits surfacing.

Focusses the performer and can be a source of positivity and motivation.

If feedback is provided consistently during practice it will allow for brisk progress and result in a performer going into a competitive environment with confidence and better listening skills. Coaches can give clearer information away from the pressurised environment giving the performer a better understanding of how to develop performance.

Often noise can impact the coaches ability to provide quality verbal feedback making the information less accurate as performers struggle to hear what is being said.

Sometimes the coach is restricted by when they can get information to the performer which can be too late and have impacted performance dramatically before this information can be relayed. Also the time has passed and it is not as relevant to a performer as it would have been at the time.

If a player is physically tired they will find it hard to focus on feedback as they have oxygen dept.

Emotions can cloud judgments and feelings and create a barrier to attention and listening. Frustrations can be taken out on the coach or team mate trying to help. Perception of feedback negatively viewed

Several point of information only This directs a performer’s attention to key points of technique or performance and lets them make corrections quickly.

Unfortunately, when a team is under pressure this feedback is less effective and their brain can be overloaded and they are unable to take this information in and listen to make appropriate changes to behaviour.If the mood of the performer changes and they lose self control they are unwilling to listen to feedback.When breaks are brief it can be difficult for coaches to focus on only several points when there is a lot that they can talk about and they want to make this time count.

Positive and negative balance A balance of positive and negative feedback keeps the performer motivated and encourages them to practice.

It is difficult to balance the feedback when a team or performer is having a dip in performance and form. They themselves will be aware of their failings and if you focus only on the issues you risk losing the performer and motivation to train and compete will be impossible to achieve. Always being positive could make a performer arrogant and they need targets etc to keep on track.

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Analyse

Compare Contrast

Examine

Explain

Identify

Categorise

Investigate

Methods of Data Collection

Emotional Factor

Descriptions

Validity and reliability

Restrictions and Limitations

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EMOTIONAL FACTOR

Emotional SCAT Test Disciplinary

RecordBehaviour/Action Set 1 Set 2 Set 3Negative body language to personal mistakeNegative body language to team mistakeNegative verbal reaction to personal mistakeArguing with teamArguing with the other teamContesting referee’s decisionDecrease in effortFoulAct of sportsmanshipUse of positive praise

Sub Factors: Anxiety and Self control

Measuring Stress and Anxiety

Measuring an athlete’s levels of stress can be achieved in three ways:

Self-report questionnaires: Easy to complete although can be open to inaccurate responses. SCAT Test

Physiological Measurements: Measuring physiological responses to a situation can indicate a stress response. Measurements such as heart rate, sweating, muscle tension and oxygen uptake can be used

Observation: Viewing an athlete’s behaviour before, during and after an event can provide much information about their stress response. Clues to watch out for include shaking, talking fast, regular toilet visits, biting the nails and an inability to stay still.

Method 1: SCAT Test (Sport Competition Anxiety Test)

A Sport Competition Anxiety Test (SCAT )is one of the main sources of monitoring and recording thoughts and feelings on Emotional factors impacting on a performance. In the questionnaire the performer must read 15 statements related to Emotional control. They then have to decide if they “Rarely”, “sometimes” or “often” feel this way when competing in sport. They should tick the appropriate column to indicate their response. A score is awarded of 0, 1 or 2 for each question. All responses are then totalled to provide a SCAT score.

Why appropriate? Advantages

Players are encouraged to be self-reflect on their emotional state before, during and after performance and this allows them to develop approaches to deal with these emotions.The athlete can use their test results to gauge their level of tension, fatigue, anxiety.Simple and easy to set up and carry out to record progress in emotional control (Repeatability)Encourages consideration of Emotional sub factors which are often forgotten. A coach/teacher/performer can get large quantities of information about Emotional factors in a relatively short period of time. Subsequently, strengths and more importantly weaknesses can be identified quickly and addressed through an appropriate development programme and monitoring process.

Limitations of SCAT Test

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Low Anxiety

Less than 17

Average Anxiety

17 to 24

High anxiety Level

More than 24

Very much based on performer’s perception, this could be different from reality. (bias results)Often Harsh Critics

Often in a match the pressure can make things fussy and unclear. Thoughts are not being written down till the very end of the match where your emotions and opinions may have changed by this time. Very reliant on

Method 2: Disciplinary Record

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One of the may difficulties of the SCAT test is that Emotions

change day to day, hour by hour. Thoughts are never the same twice.

Test can be impacted by

Fatigue Medication Time of Day Energy level

Test environment

Athletes don’t always buy into the approach. Therefore an honest reflection

is not always possible. They find it difficult to express

their feelings.

Dependant on a performer’s Emotional

Intelligence (Ability to perceive, control and evaluate emotions)

Often in a match the pressure can make things fussy and unclear. Thoughts are not being written down till the very end of the match where your emotions and opinions may have changed by this time. Very reliant on

To collect information on a players emotional state

(specifically anger/self control) during a volleyball match a

discipline record can be used. This record lists various

emotional actions and/or behaviours that an athlete might

exhibit during a match. They included:

Negative Body language Negative verbal exchanges with team mates,

opposition, officials Effort levels The number of fouls committed Acts of sportsmanship

Whilst playing a match against opponents of equal ability an

observer marks down each time a player exhibits one of

these actions/behaviours by placing a tally mark in the

appropriate box. They recorded this information for all 3 sets

of the match and calculated my total score for each

action/behaviour at the end of the game. The discipline

record was completed at the beginning and the end of the

volleyball block.

Behaviour/Action 1st set 2nd set 3rd set TotalNegative body language to personal mistakeNegative body language to team mistakeNegative verbal reaction to personal mistakeArguing with teamArguing with the other teamContesting referee’s decisionDecrease in effortFoulAct of sportsmanshipUse of positive praise

Benefits of a disciplinary Record

1. The written format provides a permanent record that allows for comparison at a later date.2. Having an observer it provides objective feedback which is non-bias providing more accurate results.3. All tally marks can be converted into statistics which are hard to argue with.4. Strengths and weaknesses relating to emotions can be identified from the record which future performance

development programmes and goal setting can be based upon.5. Objective feedback by a person with activity knowledge ensures validity and reliability of the results to

create a detailed analysis of emotional state.6. By playing a full competitive match against opponents of equal ability allows the observer plenty of time to

collect valid, reliable and accurate information. The duration of the game gives the observer time to observe patterns of behaviour and can assess how a performer responds to the emotions of others.

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When you have someone else recording information

on performance the validity of the results are dependent on the observers focus and attention during the match and the importance they

place on the process.

Volleyball is a very fast paced sport and there is likely to be a

number of incidents and patterns of play. If an observer takes their eye of the match to complete the record they may miss something which brings into question the reliability of

the findings.

The content of the disciplinary record has to

be correct in the first place to focus on key

elements of emotional performance.

The information which is being collected is based

on an observer’s perception of what

represents a negative behaviour or action.

Subsequently, this could impact on the validity of the results as it could be

a bias assessment.

The pressure is showing so let’s turn up the heat.

Limitations of

disciplinary Records

Analyse

Compare Contrast

Examine

Explain

Identify

Categorise

Investigate

Methods of Data Collection

Social Factor

Descriptions

Validity and reliability

Restrictions and Limitations

27

Q/A

SOCIAL FACTOR

Social Team Dynamics

Questionnaire Focus Group

Questions with video aid.

“Everyone makes a positive contribution

to the team”.

Method 1: Team Dynamics Questionnaire Questionnaires are the main source of monitoring and recording thoughts and feelings on social factors impacting on a performance. This involves team members indicating how much they like playing for the team and indicates how well they feel the team performs as a unit. The Team Dynamics Questionnaire has been the tool of choice for years. In the questionnaire the performer must read 10 statements related to the different features of team dynamics. They then have to circle a number between 1 and 9 to show how strongly they agree with each statement. In order to identify strengths and weaknesses the performer must reflect on their results and summarise the most significant statements. The questionnaire can be completed at the start of training, pre-season or post match etc.

Method 2: Focus Group Questions with the use of video recording

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Benefits of a Questionnaires

* Easy to set up

* You can measure improvements through completion of a questionnaire

due to the written format.

* Large quantities of valid information regarding scoial sub factors for coach/teacher and performer.

* Opportunity to voice thoughts and feelings (Subjective)which could impact performance. Encourages reflection.

* Everyone in the class answers the same Q's reducing bias and increases validity and reliability of results as the performers are not influenced by an

interviewer.

* Focusses a performers attention on the social factor impacting

performance.

Limitations with Questionnaires* Very much based on performers perception which could be different from reality. (bias results)

* Depends on the importance a performer places on the process and could impact the validity of the results.

* Misinterpretation of the questions can occur resulting in inconsistencies.

* Application and focus is very dependant on the circumstances of the performer (Injury, sub) etc and environment data is collected in.

* Questionnaires do NOT show how particular individuals relate to each other, whether cliques are forming, or whether some members are

feeling isolated.

* Time consuming to collate results on a large group.

* Closed questions . Lack of explanation.

Example Statement

Focus group refers to a group of usually 10 or fewer individuals. The group consisted of all players in the volleyball team gathered to discuss information on the social factor. They are asked a series of questions or are given statements to which they freely share their opinions, ideas and reactions. The coach acts as the interviewer in this situation. Players are asked to answer honestly and all members are given the opportunity to voice their opinion. This information is then used to identify areas of strength and weakness. The group sessions are video recorded.

Advantages of Focus Group Questions

The face-to-face involvement of a qualified moderator (teacher) can ensure that the conversation is always

on track, and encourage participants’ engagement without one individual dominating the meeting. This

results in a range of views, rather than the teachers.

When participants are stimulated to discuss, the group dynamics can generate new thinking about social

factors which will result in a much more in-depth discussion and increased understanding of its importance.

Useful to obtain detailed information about personal and group feelings, perceptions and opinions.

Also, the fact that groups are small gives each performer more time to speak. In addition, because

participants know they are being video recorded and contribution evaluated they are more likely to engage.

The video recording alongside the questions is a great way to record interactions, and communication.

Non verbal responses can give a lot of clues to thoughts through observations in body language

during peer responses.

Following a period of training could highlight changes in behavior towards each other.

Through open discussion players may come up with solutions to problems.

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Disadvantages of Focus Group Questions

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That means that responses are soley based on opinion. This means results are not always accurate. Self reflection is very unlikely to assist a performer of a poorer performance standard as they do not possess the judgement skills and activity knolwedge to make appropriate reflections.

This can make the discussion very biasIn team sports, when completing team reflection it can cause disharmony in a team and impact moral of individuals who have been pin pointed. Voicing thoughts can open a "can of worms.

This person may also direct the discussion and comprimise the results if their questions to extend the discussion are leading and bias impacting the views of the participants.

This does not suit all players personalities. They may feel intimidated and say what others want to hear rather than their true thoughts, especailly if they are the opposite from more dominant individuals.

Relies very much on players being open,

honest and confident enough to give their opinion in

a group setting If the person managing the group is not experienced the dicussion could go off on a tangent

and players lose focus.

Is is a subjective method of data

collection

Focus groups can become influenced

by one or two dominant people

who hijack the discussion.

APPROACHES

Approaches

Mental Rehearsal

Pre Performance Routines

Positive Self Talk

Relaxation Techniques

Co-operation drills

Simulation drills

Team building exercises

ShadowRepetitionTargetCombinationPressureSequenceConditioned games

Interval training

Plyometrics

Agility training

Key Planning

Role/Responsibility

Strengths and Weaknesses

Performance consideration

Goal Setting

Approaches?

Monitoring approaches

Stage of learning/Development

Principles of training

Principles of effective practice

Phases of training

Repetition of data collection

Activity experience

Factors

Mental

Emotional

Social

Physical

Sub Factors

Level of ArousalDecision MakingConcentration

Self control (Anger)

Fear (Anxiety)

Roles and ResponsibilitiesTeam DynamicsCommunication

Cooperation

Skill RepertoireAgilityPower

Speed endurance

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Stages of Learning Mandatory Knowledge

Cognitive Stage

The performer is gathering information on what to do and how to do it. During this stage the performer will have

many faults and the action will appear crude and lack control and refinement. A great deal of thought goes into

carrying out every movement pattern or skill which they are unfamiliar with. A badminton player at this stage will

have a limited stroke repertoire and will lack accuracy and control in each action. Movement round the court

looks uncoordinated and energy consuming with many errors taking place due to lack of control and timing,

(missing the shuttle or being off balance). A novice badminton player at this stage of learning would be expected to

have slower reactions. They have a great deal of information to process, which is new to them. Therefore,

decisions they make during practice or game situations take longer to judge and evaluate.

Cognitive stage performers will use the following approaches:

Shadow Practices

Repetition Drills (Simple)

External and Internal Feedback are critical at this stage to correct faults before they become learned. Feedback has to be

very accurate and precise to improve its effectiveness. Providing feedback immediately will enable an individual to act on

it instantly. Positive feedback also provides encouragement. External feedback is vital as they don’t have the acquired

knowledge to make corrections on their own and are unaware of their shortfalls. Practice sessions will be short in

duration to avoid boredom but long enough for meaningful progress.

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Associative/Practice Stage• At this stage performers are putting the movements together. This practice will allow them to become familiar

with the sequence and timing of the various parts (sub-routines) involved and increased timing and consistency

evident. This is the stage where a players spends al lot of their time detecting and correcting small faults, then

repeat the corrected movement over and over again (repetition). They still have to think about the execution

of the skill but some parts will be automatic (the skill is starting to become grooved in your muscle memory).

They can execute the skill in more demanding performance situations and practices, but the skill can still break

down under moderate pressure.

Associative stage performers will use the following approaches:

Pressure Drills

Repetition Drills (More Complex)

Feedback is still vital at this stage to reinforce various subroutines when perfecting the movement.

The amount of practice and length of practice will depend on:

How complex the skill is (backhand overhead clear).

The level of your desire to do well (motivation).

Past experience.

Automatic Stage• Automatic performer skills are so well learnt that they require no thought and are automatic. An

efficient badminton player when returning a shot from the back of the court knows that he/she can execute a range of skills from this point. This gives them more time to consider other points of performance such as their opponents likely response or the pace and direction of the shot . An automatic badminton player requires no feedback in the execution of a skill as they can feel when shots are efficient themselves. This player moves effortlessly round the court and can perform all skills quickly and efficiently. They are very perceptive and can respond to a problem an opponent delivers instantaneously. More attention given to other aspects of the game, such as tactics, placement, angle and tempo. Advanced techniques such as drives, overhead backhand clears and blocks will be important features of their play. Their information processing system is highly tuned and they have a vast amount of stored information which they can draw upon under pressure. This allows for swifter decision making.

Automatic stage performers will use the following approaches:

Pressure Drills

Combination Drills

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Goal Setting

It is important to set goals within your practices as they can greatly enhance a programme and give you targets to aim for and help to motivate you. Training goals can give you little steps on your way to your ultimate goal. Goals can be broken down into long term, medium term and short term. For example a badminton player may want to win the School Championships and set this out as their long term goal. In order to achieve this they may have several medium term goals such as to improve their smash. To help achieve the medium term goals they would have several short term goals such as to complete 10 x 2 minute smash and movement drills, improve smash target test score every week.As the performer successfully achieves each goal their motivation stays high and the smash improves.

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Setting goals will help optimise the player’s potential and maximise gains from Goal setting will help identify development needs, priorities training requirements and provide a benchmark to monitor progress.

Prior to embarking on any individual programme it is essential to establish a realistic starting point. Many factors will influence this such as:

Time available to reach target Previous experience Ability to monitor progress

The benefits of goal setting:

Increase in motivation and determination providing goals which are realistic and attainable. Reinforces desire to keep working. Provides a performance focus. Provides valuable feedback.

SPECIFIC Your goals need to be specific. A goal that is not clearly defined will leave you unsure of exactly what you need to achieve. Making your goals specific are important to enable to you get absolute clarity on what it is that you want to achieve.

How will you know if you are successful in attaining your goal if it is not specific? Training goals which are specific will prevent aimless training and unnecessary frustration. They must be specific to the flaws in your personal performance.

MEASURABLE Following on from the above, your goals need to be measurable. It goes hand-in-hand with having a specific goal. How will you know if you reach your goal if it can’t be measured? How will you know whether you are on track to reaching your goal? The only way to measuring your performance is to actually have a measurement in place! By re-visiting data collection approaches and applying your skills into a game you can measure your progress and adapt a development programme according to ensure quicker progress.

ATTAINABLE Your goals need to be attainable. This means that your goal needs to be realistic and within reach. Setting a goal that is attainable will enable you to believe it is possible. When you believe something is possible you are much more likely to be motivated in achieving it. The ideal level for a goal to be pitched at is “challenging but achievable… with real, hard work”.

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RELEVANT Your goal needs to be relevant to what you want to achieve in the bigger scheme of your life.

This is where your goals and your values align. What is it that is most important to you? When you are working towards a goal that is aligned and congruent with your core values, then your motivation and drive will be absolutely unstoppable as long as you have all other aspects of the SMARTER goal-setting framework included. Goals must be relevant to your stage of learning and activity experience.

TIME-BOUND All goals need to have an end-date. A goal without an end-date will give you reason to procrastinate and put off what it is that you want to achieve. Also, in a sporting environment you need to be at your peak performance for the start of the season or a major championships etc. The preparation and performance improvements must be completed for this time; otherwise you will not hit your long term targets. Commitment and dedication are at the heart of reaching these timeframes.

EvaluateEvaluating your goals is the first addition to the SMART goal-setting framework.

Goals change over time. As you move towards your goals you become clearer as to what it is that you really want to achieve. Your goals will most likely need to change in shape or form to remain aligned to where you want to go in your SPORT.

Continual evaluation of your goals is essential to ensure you remain on path.

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Principles of Effective Practice - Reflect

Development Programmes should Why JustifyConsider work to Rest Ratio This ensures that the focus continues to work

on skill and not fitness. Maintains concentration and motivation

through sharp distributed practice preventing skill deterioration due to fatigue.

If not considered errors would creep into practices and a performer would begin to repeat bad habits without corrections.

Controlling recovery allows time to receive feedback and enables a player time to develop decision making etc.

Based on Data collection Through analysing data you identify your strengths and weaknesses. This allows you to create a programme of work specific to your needs.

If a performer does not reflect on the results from data collection any form of training will be pointless and counterproductive. Guess work is not going to develop a player’s ability. Additionally it will take longer to gain any results and not having specific goals will reduce motivation and result in frustrations very early on.

Based on stage of Learning Every player must consider their stage of learning when creating a programme to ensure the relevance of training. Players move through the stages at different rates and may be at a different level for each shot.

The priority is for training to be specific to a performers needs to allow for quicker progress and provide suitable challenge to maintain motivation and focus.

A practice that is too simplistic will result in a player switching off and becoming lazy which could result in injury. A practice too complex will again prevent skill consolidation and encourage bad habits and ultimately be unsuccessful.

Practices should be challenging but achievable and varied.

We know that for less experienced performers short, sharp distributed practice is the key to improved performance. This ensures a performer maintains a sharp mind during practice to refine and consolidate skills whilst ironing out any issues.

By pitching the drills so that they are challenging but achievable with hard work they are forced out their comfort zone but not out of reach.

The constant variation prevents boredom and a lack of application.

Allows a performer to move through the stages much faster.

Practices should be goal directed. Every programme should have long, medium Goal setting is a vital source of monitoring progress and

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and short term goals imbedded into the sessions to ensure purpose and motivation throughout. These goals will be specific to the individual.

directs a performer if they are on track and when to adapt the programme as progress is made keeping the training fresh, interesting and specific. Goals are an invaluable form of feedback and will reinforce the athletes desire to keep working hard. Goal setting also makes the athlete accountable if deadlines are not met.

Practices should be feedback orientated. Feedback is an integral part of the information processing system. All sensory or external feedback informs our IPS and over time develops a bank of knowledge to allow for quicker decision making and effective motor responses in a variety of situations. Without feedback faults could not be identified and corrected.

The sources of feedback which a performer will use will depend on their stage of learning. A cognitive performer is totally dependent on external feedback as they are not self-aware and cannot make judgments on their own performance. This must be considered in the planning stage to aid progress.

Through comparison to a model performer, a source of visual feedback a visual picture of how shots are performed can be obtained.

Through comparison to the model strengths and weaknesses are identified which determines the path a programme will follow.

Constructive, frequent feedback is very motivational and will increase a performers determination and drive to succeed.

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Approaches to Training

Mandatory knowledge

The Advantages of Training Within the activity

All training takes place in the environment of the activity and so players become more familiar with game surroundings, court lines, improving spatial awareness and comfort.Fitness needs are specific to the activity and so will be more relevant to the activity i.e movement patterns etc.You can work on both skills and fitness at the same time through drills- The effects on the muscles replicate those of a real game situation. Through using the ball hand eye-co-ordination etc improvedTraining with team mates is more motivating resulting in more intense training. Training on your own does not have the same competition and incentive. Whilst working on your fitness you can develop tactics and strategies at the same time. i.e fast break drill not only works on fitness and skills but the tactics and movement patterns of the counter attack.You can combine several aspects of fitness within the same session.Feedback is instant and can be linked to real game situations- from the results of tactics etc.Training within the activity can be more competitive and so mirrors a real game where sharpness and staying power must be maintained helping to build confidence.There are no delays between training and implementation as improvements will be apparent immediately in a realistic mode.You can vary the training to prevent boredom and sustain focus and interest.

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Principles of Training – Mandatory Knowledge

For a training programme to be effective you need to apply certain principles of training to your performance.

SPECIFICITY

This is the key principle in training and is crucial to performance improvement. Your training has to be specific to your performance needs for your chosen activity and must be relevant to your own levels of fitness and ability.

In order to ensure that you are selecting the correct type of training for your activity, you would need to look closely at the activity and assess the areas of fitness which are crucial to performance in the activity and your role within it. All basketball training will be carried out in a basketball context to reflect the movement patterns, skills and physical demands of the game.

To develop aerobic endurance, the drills will be performed continuously at a moderate intensity for a long period of time (20 minutes) whereas for speed endurance the drills will be performed at a higher intensity for a shorter period of time with a rest for recovery in between.

PROGRESSIVE OVERLOAD

Progressive overload occurs when you exercise at increasingly greater levels. You progressively add to the demands of your fitness programme as your body adjusts to the benefits of your current fitness programme.

The underlying fundamental principle of training is that whatever demands you make of your body, the body will adjust to cope with the demand. If you ask your body to work for a longer time without rest, it will become more endurable etc.

Regardless of the initial level of work rate, the group of muscles will slowly adapt to the increased intensity of work.

To overload we adapt one of the following principles:

FREQUENCY

The number of training sessions per week is generally known as frequency of training. This should be at least 3 times per week (Monday, Wednesday and Friday) although elite performers train much more than this.

Frequency depends on:

Your initial level of fitnessTime and facilities that are available to youType of improvement desired

INTENSITY

You must train at an appropriate level so that you will OVERLOAD your body (put more pressure on your body than normal). In aerobic endurance training, your heart rate must be at 70% of maximum in the training zone. For speed endurance work your heart rate must be at 85% of maximum heart rate(180bpm or more). In speed endurance work, the intensity of work is always high but can be varied by adjusting the amount of recovery time you allow between bursts of activity.

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DURATION

This refers to the length of time that a performer trains for, for example:

The length of each session should be at least 20 to 30 minutes to reflect the activityThe length of the training programme e.g. 8 week programme

Aerobic endurance training requires a longer training programme of about 10 weeks.

Speed endurance training requires a much shorter 8 week programme.

REVERSIBILITY

All the alterations that the body, group of muscles or energy systems make, can slowly reduce or not be maintained if the training programme is not carried out regularly. The adaptations that the body makes during training can be lost if training is interrupted for any length of time. This of course may be an unforeseen problem such as injury or illness. However, the longer the performer had been training before the set back, the slower the loss of training and the quicker he/she will regain their fitness level after resuming training. If you exercise less than usual, your fitness decreases; and if you exercise the same as usual, your fitness stays the same.

“Use it or lose it!”

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Command Word: Discussion

Key Content: Principles of Training applied to Speed Endurance

Principle Why? Justify?

Duration8 weeks – adequate time scale to bring about training effects20 minutes recommended time to ensure specific energy system is developed

Fewer weeks training would result in less progress and longer to reach speed endurance training goal. We would get fitter naturally by simply playing but working to a specific training programme using the principles of training would waste less time and speed endurance would develop quicker.

Frequency3 times per week at the start of the programme (Monday, Wednesday and Friday)Rest days allows the body to recover Muscles adapt to the workload

Overtraining results in injury, fatigue and lack of motivation which is counter productive

Training fewer times would take longer to bring about any training effect as the body would not be under any stress.

Intensity85% max heart rate ensured I worked the appropriate energy system.30 seconds work with 1 minute rest, 3 setsIntervals reflect basketball game conditions with constant sharp bursts of speedEasy to add progressions to interval training to overload

Forces skills and fitness to be performed at max intensity forcing quick decisions.

To work without training zones for age and aspect of fitness would result in training being pointless.

Training types must reflect the demands of the activity.

Specificity

Training must be specific to:Aspect of fitness Playing roleOwn level of fitness and activityMuscle groups, movement patterns, skills, tactics, spatial awareness, teamwork motivation developed through the activity

Working on an aspect of fitness not essential to my role or not as important to the activity would be counterproductive.

Training specifically within the activity means there is no delay between training and implementing improvements – results are immediate.

Although training outwith the activity will bring significant advances, a more competitive game like environment adds variety and sustains focus.

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Overload (when & Why?)

The body adapts to stress the to become more efficientRequired to continue improvementTo increase thresholdsTo work on a different energy systemTo sustain motivation

Week 3 – reduce recovery time from 1 minute to 45 secondsWeek 5 – Introduce another session from 3 to 4Week 7 – work at 90% of max heart rate

If stress is not applied to the body as it adapts to the work load then the fitness improvements will plateau.

Boredom and lack of focus can result in reversibility or injury.

ReversibilityWhen the body’s fitness levels start to dropUse it or lose it theory

Injury from pushing the body too much.

Sub maximum effort due to inefficiencies in training programme.

Working on the wrong aspect of fitness.

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Peaking for performance – Periodisation of Training

All training for sport should be designed around the different cycles of the competitive year, which is divided into different periods depending on the number and importance of scheduled competitions. Like other sports, basketball is organised on this annual basis. All the inherent fitness components are included throughout the year but the emphasis and balance changes from month to month. This annual programming is known as periodisation and refers to the division of the year into specific training. The type of training is dependant upon both the nature of the activity and the player’s role within the activity. In individual activities such as table tennis, a player may be expected to peak at different times according to the timing of specific tournaments. A common system with top level players is to identify a target tournament and work their way backwards from that point in order to plan their build up programme. In activities such as basketball, the competitive season generally runs from September to April and there are three accepted training phases:

1. The preparation period (pre-season) – This begins with the general training and is followed by specific training when the intensity of the aerobic training is increased and the aerobic conditioning begins to take a higher profile. This period of training involves both skill-related and physical aspects of fitness and should therefore facilitate the transition to total match fitness.

2. The competition period (in-season) – During this period, much of the physical conditioning takes place in the context of skills training e.g. ball orientated work such as shuttle dribble or pressure shooting drills. As the competitive period progresses, tactics are gradually introduced and then begin to take high priority along with skills practice. Physical conditioning, however, continues, albeit to a lesser degree. Within the competition period, there will be events of special importance such as league, national and international competitions. It is important therefore, that the training is planned in such a way that the players reach peak performance levels on these occasions. In “peaking” for a special performance, part of the preparation will involve “tapering down” the training prior to competition in order to avoid any training fatigue. Following the competition, the player will require a very brief recovery time before continuing with training.

PRE-SEASON TRAINING

Physical Skills Tactics & team playsTraining training

IN-SEASON TRAINING

Physical Skills Tactics & team playsTraining trainingPage 46

3. The transition period (Out of season): Following the competitive season players require a period of “active rest” before pre-season commences. During this period it is important that there is a definite break from competitive activity. However, this is also a period when players recognise the need to maintain a general level of physical conditioning. This may be achieved through aerobic type training such as running. Playing a different sport is also a good way of keeping up base fitness so that tuning up for the season at a later date does not become too difficult. Some players, however, may simply continue to play the game of basketball on a recreational basis.

To summarise:

PERIODISATION – is the planning of an athlete’s training to allow him to reach Peak Performance at certain times.

PEAK PERFORMANCE – Is a phase in training when performance is brought to maximum levels.

PERIODISATION reduces the risk of poor performance, burn out, fatigue and injury.

This periodised training graph reflects a years training for a basketball player

OUT OF SEASON TRAINING

Physical Skills Tactics & team playsTraining training

High / Specific

Basketball

Low / General

Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Preparation

Period

TransitionCompetition

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