BTEC Level 3 National Sport Teaching Resource Pack Sample ... · BTEC Level 3 National Sport AS1...
Transcript of BTEC Level 3 National Sport Teaching Resource Pack Sample ... · BTEC Level 3 National Sport AS1...
1© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Sport psychology is becoming increasingly prevalent in modern sport. It is seen as something which could provide athletes with an extra edge to their performances that has not yet been fully utilised. Its acceptance in sport is now often referred to in professional domains with athletes and coaches attributing success and failure to factors such as concentration, motivation and just being ‘mentally ready’. Therefore, the aim of this unit is to develop learners’ knowledge, understanding and skills within sport psychology, examining specifically how it can be used to benefit the performance of individuals and teams in sport. This unit forms part of the BTEC Sport and Sport and Exercise Sciences sector suite.
On completion of this unit, learners should:LO1 know the effect of personality and motivation on sports performanceLO2 know the relationship between stress, anxiety, arousal and sports performanceLO3 know the role of group dynamics in team sportsLO4 be able to plan a psychological skills training programme to enhance sports performance.
Unit contentsThe scheme of work for this unit (page 2) links to the following resources to help you deliver Unit 17.
L01 L02 L03 LO4
Lesson plan LP17
Activity sheet AS1, AS5 AS2, AS5 AS3 AS4
Stretch and support E1 E2, E3 E4 E5
PowerPoint PPT17 PPT17 PPT17 PPT17
Video V17 V17 V17 V17
All of these resources can be found on the accompanying At Work CD-ROM, as well as an editable version of the scheme of work, answers to the activity sheet questions and questions in the student book.
Links to other unitsThis unit can be used to benefit learning in other units. Where learners are investigating different leadership styles and group dynamics in sport, this unit can be used to benefit learning in sports coaching and sports leadership. When learning about motivation, learners can use this knowledge and understanding to benefit learning in instructing physical activity and exercise, exercise for specific groups and exercise health and lifestyle.
BTEC Level 3 National Sport
Unit 17 Psychology for sport performance
Unit overview Credits: 10 Sub Dip/Dip/Ext Dip
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
Unit 17 Psychology for sports performance BTEC Level 3 National Sport
2© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Sche
me
of w
ork
BTE
C N
atio
nal S
po
rtU
nit
17 P
sych
olo
gy
for
spo
rt p
erfo
rman
ceB
road
aim
: To
dev
elo
p le
arne
rs’ u
nder
stan
din
g o
f the
psy
cho
log
ical
asp
ects
of s
po
rt a
nd
to h
elp
the
m le
arn
tech
niq
ues
to im
pro
ve s
po
rt p
erfo
rman
ce
Tuto
r(s)
:
Aca
dem
ic y
ear:
Num
ber
of w
eeks
: 36
wee
ks
Dur
atio
n o
f ses
sio
n: 9
0 m
inut
es (f
our
ses
sio
ns o
f 120
min
utes
)
Gui
ded
lear
ning
ho
urs:
60
Cre
dits
: 10
SB =
Stu
den
t B
oo
k
E =
Ext
ensi
on
for
Stre
tch
and
Sup
po
rt
Vid
eo =
V
R =
Res
earc
h
AS
= A
ctiv
ity
Shee
t
PP
T =
Po
wer
Po
int
NS
= N
on-s
uper
vise
d in
div
idua
l stu
dy
time
Wee
kO
utco
me/
top
icC
ont
ent
Stud
ent
acti
vity
Res
our
ces
Ass
essm
ent
and
PLT
SSt
retc
h an
d s
upp
ort
1In
tro
duc
tion
Ro
les
of a
sp
ort
psy
cho
log
ist
and
the
role
of p
sych
olo
gy
in
mo
der
n d
ay s
po
rt
Gro
up d
iscu
ssio
n re
gar
din
g t
heir
op
inio
ns o
n th
e ro
le o
f psy
cho
log
y in
sp
ort
R –
lear
ners
rese
arch
defi
nitio
ns o
f ke
y te
rms
in p
sych
olo
gy
of s
po
rt a
nd
ind
ivid
ually
co
mp
ile a
glo
ssar
y o
f te
rms
Key
ter
ms
in p
sych
olo
gy
of s
po
rt:
Mo
tivat
ion
(and
typ
es):
achi
evem
ent,
ext
rinsi
c, in
trin
sic;
an
xiet
y (a
nd t
ypes
): so
mat
ic, s
tate
, tr
ait;
aro
usal
; att
ribut
ion;
cho
king
; co
-act
ive
gro
ups;
co
gni
tive
anxi
ety;
co
hesi
on
(and
typ
es):
soci
al, t
ask;
co
nfid
ence
; dis
tres
s; e
ustr
ess;
ex
tro
vert
; int
rove
rt; l
ead
ersh
ip;
per
sona
lity;
psy
cho
log
ical
ski
lls
trai
ning
; str
ess;
tra
it
Acc
ess
to b
oo
ks a
nd t
he In
tern
et
SB
Ass
essm
ent
P1, P
2
M1
D1
PLT
S: IE
Mo
re a
ble
lear
n-er
s co
uld
rese
arch
d
iffer
ent
defi
nitio
ns
bef
ore
sel
ectin
g
thei
r fin
al c
hoic
e
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
BTEC Level 3 National Sport
3© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 17 Psychology for sports performance
Sche
me
of w
ork
BTE
C N
atio
nal S
po
rtU
nit
17 P
sych
olo
gy
for
spo
rt p
erfo
rman
ceB
road
aim
: To
dev
elo
p le
arne
rs’ u
nder
stan
din
g o
f the
psy
cho
log
ical
asp
ects
of s
po
rt a
nd
to h
elp
the
m le
arn
tech
niq
ues
to im
pro
ve s
po
rt p
erfo
rman
ce
Tuto
r(s)
:
Aca
dem
ic y
ear:
Num
ber
of w
eeks
: 36
wee
ks
Dur
atio
n o
f ses
sio
n: 9
0 m
inut
es (f
our
ses
sio
ns o
f 120
min
utes
)
Gui
ded
lear
ning
ho
urs:
60
Cre
dits
: 10
SB =
Stu
den
t B
oo
k
E =
Ext
ensi
on
for
Stre
tch
and
Sup
po
rt
Vid
eo =
V
R =
Res
earc
h
AS
= A
ctiv
ity
Shee
t
PP
T =
Po
wer
Po
int
NS
= N
on-s
uper
vise
d in
div
idua
l stu
dy
time
Wee
kO
utco
me/
top
icC
ont
ent
Stud
ent
acti
vity
Res
our
ces
Ass
essm
ent
and
PLT
SSt
retc
h an
d s
upp
ort
1In
tro
duc
tion
Ro
les
of a
sp
ort
psy
cho
log
ist
and
the
role
of p
sych
olo
gy
in
mo
der
n d
ay s
po
rt
Gro
up d
iscu
ssio
n re
gar
din
g t
heir
op
inio
ns o
n th
e ro
le o
f psy
cho
log
y in
sp
ort
R –
lear
ners
rese
arch
defi
nitio
ns o
f ke
y te
rms
in p
sych
olo
gy
of s
po
rt a
nd
ind
ivid
ually
co
mp
ile a
glo
ssar
y o
f te
rms
Key
ter
ms
in p
sych
olo
gy
of s
po
rt:
Mo
tivat
ion
(and
typ
es):
achi
evem
ent,
ext
rinsi
c, in
trin
sic;
an
xiet
y (a
nd t
ypes
): so
mat
ic, s
tate
, tr
ait;
aro
usal
; att
ribut
ion;
cho
king
; co
-act
ive
gro
ups;
co
gni
tive
anxi
ety;
co
hesi
on
(and
typ
es):
soci
al, t
ask;
co
nfid
ence
; dis
tres
s; e
ustr
ess;
ex
tro
vert
; int
rove
rt; l
ead
ersh
ip;
per
sona
lity;
psy
cho
log
ical
ski
lls
trai
ning
; str
ess;
tra
it
Acc
ess
to b
oo
ks a
nd t
he In
tern
et
SB
Ass
essm
ent
P1, P
2
M1
D1
PLT
S: IE
Mo
re a
ble
lear
n-er
s co
uld
rese
arch
d
iffer
ent
defi
nitio
ns
bef
ore
sel
ectin
g
thei
r fin
al c
hoic
e
Wee
kO
utco
me/
top
icC
ont
ent
Stud
ent
acti
vity
Res
our
ces
Ass
essm
ent
and
PLT
SSt
retc
h an
d s
upp
ort
2LO
1: k
now
th
e ef
fect
of
per
sona
lity
and
mo
tivat
ion
on
spo
rts
per
form
ance
Laun
ch o
f new
ass
essm
ent:
A
sses
smen
t 1
Defi
nitio
n an
d t
heo
ries
of
per
sona
lity:
Trai
t
Situ
atio
nal
Soci
al le
arni
ng t
heo
ry
Inte
ract
iona
l
Gro
up d
iscu
ssio
n re
gar
din
g s
tren
gth
s an
d li
mita
tions
of e
ach
theo
ry o
f p
erso
nalit
y
NS
and
R –
30
min
utes
on
top
o
f 90
min
ute
sess
ion
ind
ivid
ually
re
sear
chin
g d
iffer
ent
theo
ries
of
per
sona
lity
Acc
ess
to b
oo
ks a
nd t
he In
tern
et
SB
Ass
essm
ent
P1, P
2
M1
D1
PLT
S: IE
Lear
ners
rese
arch
d
iffer
ent
theo
ries
of
per
sona
lity
in d
epth
an
d t
ry t
o a
pp
ly
them
to
a r
ang
e o
f sp
ort
s an
d a
thle
tes
3LO
1A
sses
smen
t 1
Pers
ona
lity
char
acte
ristic
s o
f in
div
idua
ls
Gro
up d
iscu
ssio
n re
latin
g t
o t
he
ob
serv
able
per
sona
lity
char
acte
ristic
s o
f ath
lete
s
Dis
cuss
the
per
sona
lity
trai
ts o
f eac
h o
f the
follo
win
g a
thle
tes
and
the
n d
ecid
e w
heth
er t
hey
are
suite
d t
o
thei
r sp
ort
exp
lain
ing
yo
ur a
nsw
er:
Usa
in B
olt,
Leb
ron
Jam
es, K
evin
Pie
t-er
sen,
Jo
hn T
erry
Acc
ess
to t
he In
tern
et t
o lo
ok
up
athe
lete
s
SB
Ass
essm
ent
P1, P
2
M1
D1
PLT
S: R
L
Lear
ners
dis
cuss
ke
y el
emen
ts o
f an
athl
ete’
s p
erso
nalit
y an
d w
hy t
hese
el
emen
ts a
re m
ore
in
fluen
tial o
n sp
ort
p
erfo
rman
ce t
han
oth
er a
spec
ts o
f p
erso
nalit
y
4LO
1A
sses
smen
t 1
Ass
essi
ng p
erso
nalit
y ch
arac
teris
tics
of i
ndiv
idua
ls
Lear
ners
car
ry o
ut ro
le-p
lay
activ
ity t
o
asse
ss p
erso
nalit
y ch
arac
teris
tics
of
the
clas
s
In p
airs
lear
ners
co
mp
lete
AS1
C
ond
uctin
g p
erso
nalit
y as
sess
men
ts
on
ind
ivid
uals
AS1
Co
nduc
ting
per
sona
lity
asse
ssm
ents
on
ind
ivid
uals
SB
Ass
essm
ent
P1, P
2
M1
D1
PLT
S: S
M
Lear
ners
dis
cuss
key
el
emen
ts o
f the
ir p
artn
er’s
per
sona
lity
and
why
the
se
elem
ents
are
mo
re
influ
entia
l on
spo
rt
per
form
ance
tha
n o
ther
asp
ects
of
per
sona
lity
No
te: T
his
sche
me
of w
ork
is in
com
ple
te –
onl
y m
arke
ting
pur
po
ses.
The
timin
gs
in t
his
sche
me
of w
ork
refle
ct t
he t
ime
the
lear
ner
is e
ngag
ed in
lear
ning
for
the
unit
with
the
tut
or
(Gui
ded
Lea
rnin
g H
our
s, G
LH) o
nly.
Gui
ded
Lea
rnin
g H
our
s (G
LH):
all t
he t
imes
whe
n a
tuto
r, tr
aine
r o
r fa
cilit
ato
r is
pre
sent
to
giv
e g
uid
ance
. Thi
s in
clud
es le
sso
ns, l
ectu
res,
tut
oria
ls a
nd s
uper
vise
d s
tud
y in
, fo
r ex
amp
le, l
earn
ing
reso
urce
cen
tres
and
wo
rksh
op
s. It
als
o in
clud
es t
ime
spen
t b
y st
aff a
sses
sing
lear
ner’s
ach
ieve
men
ts.
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
Unit 17 Psychology for sports performance BTEC Level 3 National Sport
4© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Less
on p
lan
– W
eek
2A
ims
Lear
ners
to
kno
w t
he e
ffect
s o
f per
sona
lity
on
spo
rts
per
form
ance
w
SB =
Stu
den
t B
oo
k
AS
= A
ctiv
ity
Shee
t
E =
Ext
ensi
on
for
Stre
tch
and
Sup
po
rt
This
is a
120
min
ute
sess
ion.
Lear
ning
out
com
es
• A
ll st
uden
ts w
ill d
efine
per
sona
lity
and
ho
w it
affe
cts
spo
rts
per
form
ance
• M
ost
stu
den
ts w
ill e
xpla
in t
he e
ffect
s o
f per
sona
lity
on
spo
rts
per
form
ance
• So
me
stud
ents
will
eva
luat
e th
e ef
fect
s o
f per
sona
lity
on
spo
rts
per
form
ance
Tim
ing
/ C
ont
ent
Ob
ject
ives
Teac
her
acti
vity
Lear
ner
acti
vity
Res
our
ces
Ind
ivid
ualis
ed a
ctiv
ity/
diff
eren
tiat
ion
PLT
SFu
ncti
ona
l Sk
ills
30 m
inut
es
Defi
nitio
n an
d t
heo
ries
of
per
sona
lity
Und
erst
and
the
Tra
it th
eory
of p
erso
nalit
y
Tuto
r le
ads
gro
up
dis
cuss
ion
reg
ard
ing
st
reng
ths
and
lim
itatio
ns
of t
he T
rait
theo
ry o
f p
erso
nalit
y
Gro
up d
iscu
ssio
n an
d re
sear
ch
reg
ard
ing
str
eng
ths
and
lim
itatio
ns o
f th
e Tr
ait
theo
ry o
f p
erso
nalit
y
Acc
ess
to b
oo
ks a
nd
the
Inte
rnet
SB
Lear
ners
to
rese
arch
an
d e
valu
ate
the
stre
ngth
s an
d
wea
knes
ses
of t
he
theo
ry
Ass
essm
ent
P1, P
2
M1
D1
PLT
S: IE
Eng
lish
– re
adin
g
Res
earc
hing
d
efini
tions
and
th
eorie
s o
f p
erso
nalit
y
30 m
inut
es
Defi
nitio
n an
d t
heo
ries
of
per
sona
lity
Und
erst
and
the
Si
tuat
iona
l the
ory
of
per
sona
lity
Tuto
r le
ads
gro
up
dis
cuss
ion
reg
ard
ing
st
reng
ths
and
lim
itatio
ns
of t
he S
ituat
iona
l the
ory
o
f per
sona
lity
Gro
up d
iscu
ssio
n an
d re
sear
ch
reg
ard
ing
str
eng
ths
and
lim
itatio
ns
of t
he S
ituat
iona
l th
eory
of
per
sona
lity
Acc
ess
to b
oo
ks a
nd
the
Inte
rnet
SB
Lear
ners
to
rese
arch
an
d e
valu
ate
the
stre
ngth
s an
d
wea
knes
ses
of t
he
theo
ry
Ass
essm
ent
P1, P
2
M1
D1
PLT
S: IE
Eng
lish
– re
adin
g
Res
earc
hing
d
efini
tions
and
th
eorie
s o
f p
erso
nalit
y
Sample material from: www.pearsonfe.co.uk/btecsport. Sample material is draft only and subject to final approval.
BTEC Level 3 National Sport
5© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 17 Psychology for sports performance
Tim
ing
/ C
ont
ent
Ob
ject
ives
Teac
her
acti
vity
Lear
ner
acti
vity
Res
our
ces
Ind
ivid
ualis
ed a
ctiv
ity/
diff
eren
tiat
ion
PLT
SFu
ncti
ona
l Sk
ills
30 m
inut
es
Defi
nitio
n an
d t
heo
ries
of
per
sona
lity
Und
erst
and
the
So
cial
le
arni
ng t
heo
ry o
f p
erso
nalit
y
Tuto
r le
ads
gro
up
dis
cuss
ion
reg
ard
ing
st
reng
ths
and
lim
itatio
ns
of t
he S
oci
al le
arni
ng
theo
ry o
f per
sona
lity
Gro
up d
iscu
ssio
n an
d re
sear
ch
reg
ard
ing
str
eng
ths
and
lim
itatio
ns
of t
he S
oci
al
lear
ning
the
ory
of
per
sona
lity
Acc
ess
to b
oo
ks a
nd
the
Inte
rnet
SB
Lear
ners
to
rese
arch
an
d e
valu
ate
the
stre
ngth
s an
d
wea
knes
ses
of t
he
theo
ry
Ass
essm
ent
P1, P
2
M1
D1
PLT
S: IE
Eng
lish
– re
adin
g
Res
earc
hing
d
efini
tions
and
th
eorie
s o
f p
erso
nalit
y
30 m
inut
es
Defi
nitio
n an
d t
heo
ries
of
per
sona
lity
Und
erst
and
the
In
tera
ctio
nal t
heo
ry o
f p
erso
nalit
y
Tuto
r le
ads
gro
up
dis
cuss
ion
reg
ard
ing
st
reng
ths
and
lim
itatio
ns
of t
he In
tera
ctio
nal t
heo
ry
of p
erso
nalit
y
Gro
up d
iscu
ssio
n an
d re
sear
ch
reg
ard
ing
str
eng
ths
and
lim
itatio
ns o
f th
e In
tera
ctio
nal
theo
ry o
f p
erso
nalit
y
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Sample material from: www.pearsonfe.co.uk/btecsport. Sample material is draft only and subject to final approval.
Unit 17 Psychology for sports performance
6© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC Level 3 National Sport
AS1 Conducting personality assessments with individualsWork in pairs. In the space below, write down the sport that your partner currently plays as their main sport. If they do not currently play a sport, write down a sport that they used to play or the sport that they are most interested in.
You are going to carry out a personality assessment on your partner (your ‘client’). Give your partner the following instructions before they start the assessment: ‘You need to answer the following questions yes or no. You should answer them quickly and you should answer them based on how you usually behave, feel or act. You need to answer all of the questions.’
Personality assessment
1 Do you seek excitement regularly? Yes/No
2 Do you need people around you to cheer you up? Yes/No
3 Do you find that you just go ahead and do things rather than thinking them over before you do them?
Yes/No
4 If you say you will do something, do you always do it? Yes/No
5 Do you find that your moods swing? Yes/No
6 Are you willing to do almost anything for a dare? Yes/No
7 Do you get shy when you want to talk to an attractive stranger? Yes/No
8 Do you occasionally lose your temper? Yes/No
9 Would you rather read something instead of meeting somebody new? Yes/No
10 Can your feelings be easily hurt? Yes/No
11 Do you sometimes think things you don’t want anybody to know about? Yes/No
12 Do you prefer have a few close friends to many distant friends? Yes/No
13 Do you find yourself daydreaming a lot? Yes/No
14 Do you only have good habits? Yes/No
15 Can you enjoy yourself at a lively party? Yes/No
16 Are you tense? Yes/No
17 Are you mainly quiet around other people? Yes/No
18 Do you gossip? Yes/No
19 Do thoughts and ideas running through your head keep you awake at night? Yes/No
20 Do you like having to pay close attention to work or tasks? Yes/No
21 Do you shake a lot? Yes/No
22 Would you always declare everything at customs and excise on your way back from holiday, even if you know that you wouldn’t get caught?
Yes/No
23 Do you like doing things where you have to act quickly? Yes/No
24 Do you find yourself worrying about bad things that could happen to you? Yes/No
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
BTEC Level 3 National Sport
7© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 17 Psychology for sports performance
25 Have you ever turned up for an appointment late? Yes/No
26 Would you talk to a stranger because you like talking to people so much? Yes/No
27 Do you have aches and pains that bother you? Yes/No
28 Are there some people that you are acquainted with that you don’t like? Yes/No
29 Are you self – confident? Yes/No
30 When people are inspecting work you have done, does it hurt when they fins things wrong with it?
Yes/No
31 Can you be the life of a party? Yes/No
32 Do you talk about things you know nothing about sometimes? Yes/No
33 Do you find yourself worrying about your health? Yes/No
ScoringFor each answer your client gave that corresponds to the ones below, give them one mark. Give them two separate scores out of 12, one for their E score and one for their N score. The E score describes to what extent your client is introverted or extroverted, with a score closer to 1 meaning that they are more introverted and a score closer to 12 meaning that they are more extroverted. The N score describes how stable or unstable (neurotic) your client is. This relates to their thoughts and emotions, with a score closer to 1 meaning that they are more stable and a score closer to 12 meaning that they are more unstable.
E Score N Score
Question number
Response Marks Question number
Response Marks
1 Yes 2 Yes
3 No 5 Yes
6 Yes 7 Yes
9 No 10 Yes
12 No 13 Yes
15 Yes 16 Yes
17 No 19 Yes
20 No 21 Yes
23 Yes 24 Yes
26 Yes 27 Yes
29 Yes 30 Yes
31 Yes 33 Yes
E Score = N Score =
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
Unit 17 Psychology for sports performance
8© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC Level 3 National Sport
You now need to chart your client’s score to get an indication of their personality type and characteristics. To do this you will need graph paper, a ruler and a pencil. Use the example below to help you.
Based on the personality assessment that you just conducted with your client, answer the following questions:
1. What personality characteristics does your client show?
2. Based on the personality characteristics your client displayed, do you think that your client is suited to the sport they play? Justify your answer.
Type A/Type B personalities
Statement Score Statement
I don’t mind leaving things uncompleted temporarily
1 2 3 4 5 6 7 I must get things completed as soon as I have started them
I don’t hurry to get to appointments
1 2 3 4 5 6 7 I’m never late for appointments
I’m not competitive 1 2 3 4 5 6 7 I’m very competitive
I let others finish speaking before I start to speak
1 2 3 4 5 6 7 I interrupt others in conversation
I don’t hurry, not even when I’m under pressure
1 2 3 4 5 6 7 I’m always in a hurry
I can wait calmly for things 1 2 3 4 5 6 7 I don’t like waiting because I get uneasy
I’m laid back and easy going 1 2 3 4 5 6 7 I’m always going at full speed
I do one thing at a time 1 2 3 4 5 6 7 I try to do more than one thing at a time
Introverted
Extroverted
Stable Unstable
0
0 1 2 3 4 5 6 7 8 9 10 11 12 N Score
E Score
12
Example: E Score = 3N Score = 7
34567
89101112
carefreelivelyeasygoing
responsivetalkative
outgoingsociable
touchyrestless
aggressiveexcitable
changeableimpulsive
optimisticactive
passivecareful
thoughtfulpeaceful
controlledreliable
even-temperedcalm
quiteunsociable
reservedpessimistic
soberrigid
anxiousmoody
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
Unit 17 Psychology for sports performance
9© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC Level 3 National Sport
I’m very deliberate in my speech 1 2 3 4 5 6 7 I’m speak quickly and use a lot of hand gestures
I want to be satisfied with myself, I don’t need recognition from others
1 2 3 4 5 6 7 I want recognition from others when I have done a good job
I do things slowly 1 2 3 4 5 6 7 I do things quickly
I’m relaxed 1 2 3 4 5 6 7 I’m restless
I can talk openly about my feelings
1 2 3 4 5 6 7 I tend to keep my feelings to myself
I’m interested in a lot of things 1 2 3 4 5 6 7 I only have a few interests
I’m content and happy in life 1 2 3 4 5 6 7 I’m always pushing myself further
I never set myself targets and deadlines
1 2 3 4 5 6 7 I set myself lots of targets and deadlines
I feel little responsibility 1 2 3 4 5 6 7 I always feel responsible
I judge things more on quality than quantity
1 2 3 4 5 6 7 I judge things more on quantity than quality
I’m very casual about my work 1 2 3 4 5 6 7 I take my work very seriously
I’m not very precise 1 2 3 4 5 6 7 I’m very precise and pay attention to detail
My total score is:
If your client scored 0–29, they are a Type B personality who is normally relaxed and copes well with •stressful situations.
If they scored 30–59, they are a Type B personality who is generally relaxed and copes adequately •with stress.
If they scored 60–79, they are a mixed personality who needs to be careful when displaying Type A traits.•
If they scored 80–109, they are a Type A personality who is generally less relaxed and more prone to •stress-related issues and illnesses.
If they scored 110–140, they are a Type A personality who is very restless. They are in a high risk group for •stress-related illnesses and could be more prone to stress-related heart problems.
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
Unit 17 Psychology for sports performance
10© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC Level 3 National Sport
AS2 Stress process analysisBelow is an example of the stress process. Working in groups, produce a diagram of positive and negative pathways that can result from a sport-specific event, such as the demand of a free throw in Basketball placed on a player.
Demande.g. free throw in Basketball with the scores level and 10 seconds left
Perceptionof demand by athlete
Positive
or
Negative
Increasedarousal levels
Eustress
or
Distress
Outcome
Increasedperformance
Reducedperformance
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
Unit 17 Psychology for sports performance
11© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC Level 3 National Sport
Stretch and supportTo support each of the following activities tutors could direct learners towards particular textbooks, journals or
websites. Tutors should provide support when learners are developing arguments and allow for group work so that
learners can develop ideas with peers.
E1: Personality and sports performanceMore able learners could be advised to use different theories of personality to explain the relationship between personality and sports performance. Those learners who require further stretching could be advised to look at the strengths and limitations of each of the different theories of personality, as well as looking at the degree of empirical support for the different theories, so that they can evaluate the relationship between personality and sports performance.
E2: Motivation and sports performanceMore able learners could be advised to use different theories of motivation to explain the relationship between motivation and sports performance. Those learners who require further stretching could be advised to look at the strengths and limitations of each of the different theories of motivation, as well as looking at support for the different theories, so that they can evaluate the relationship between motivation and sports performance. Learners could also examine how extrinsic motivation can influence intrinsic motivation, both positively and negatively.
E3: Arousal and sports performanceAfter describing the three theories of arousal and the effects on sports performance, learners could then provide sports-based examples of each of the different theories. To further stretch learners, they could be requested to form an argument relating to which of the different theories best explains the relationship between arousal and performance, and to justify their answer. Tutors could support learners through this activity by structuring it as group work based around discussion topics so that learners can verbalise opinions about different theories before trying to write them down.
E4: Group dynamics and performance in team sportsAfter they have identified the four factors which influence group dynamics and performance in team sports, learners could be directed towards providing sport-based examples of how each of the different factors could influence group dynamics and sports performance. To support this process, tutors could use video clips of different sporting situations so that learners can apply their theoretical learning to a practical context. Learners could be directed towards examining each of the different factors and trying to form arguments about which factor is the most important, and providing support for their arguments. Learners could base their arguments around the same video clip so that there is a continuation of knowledge development in a familiar context.
E5: Psychological skills training (PST) programmeAfter producing their outline plan of the PST programme, learners could provide an in depth explanation the techniques that they plan to use with their athlete e.g. an imagery routine including the frequency and mode of delivery. Learners that require stretching further still could start to look at why they are going to use the particular techniques with their chosen athlete. This should take the form of looking at the needs of the athletes and looking at the purpose and functions of different techniques and then forming a link between the two. To support learners with this process, the tutor may need to direct learners to particular textbooks and websites as well as helping learners to develop arguments about different topics.
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport