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CRIEFF HIGH SCHOOL

Higher PE Studies

Factors Impacting Performance

Tactical Development and the

Impact of the Social Factor

Student Booklet

Name: _____________________ Class: ______________________

* Notes are available to view at any time on the PE Dept Website

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Contents Page Social Factors - DEFINITIONS 3 Physical Factors – DEFINITIONS 7 Principles of Play 8 Cycle of Analysis 9 Team Dynamics 10 Role Models 15

Description of the Fast Break 23 Methods of Analysis 26 Roles and Relationships 29 Applying Tactics within Games 31 Video Examples of Team Dynamics and social factors in Action 34

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SOCIAL FACTORS - DEFINITIONS

COOPERATING AND COMPETING Definition Co-operating is where you work together with others to achieve a common goal. Competing is where you strive to win something by defeating others who are also trying to win. Impact on Performance Cooperating in volleyball by playing using three touches to set up a spike and win the point. Or passing and moving to get up the court and score a goal in handball. Cooperating can also be used to learn new skills. In table tennis my partner and I helped each other by feeding the ball so we could practice our shots. For example a “hand feed” or “dart feed” can be used when learning a back hand push shot. The main aim is to help make learning easier for a partner or team mate so they can practice the skill to a competent level without added pressure. Competing- playing a smash into the open area of a badminton court to win the point, or dipping as you cross the line in 100m to win in a photo finish. CONTRIBUTING TO A GROUP/TEAM Definition In any activity, where you work with at least one other person, you will be a member of a group or team. Within the group or team you will have to give (contribute) something that helps the group or team. Each member of the team or group is expected to contribute and this contribution can determine whether a team/group is to be successful. Impact on Performance Positively contributing to your team will have a positive effect on their performance. For example a dancer may have an idea and suggest how the dance could be developed making the dance look better. In a team if your teammates see that you are fulfilling your role, marking an opposition player for example, then they will work hard to ensure they

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fulfil their roles. It is important to ensure each member of a team contributes for their overall success. A negative contribution to your team and not fulfilling your role can result in a poor performance from your team. Having a player perform poorly or become negative has impact on the game and your fellow players as they begin to lose faith in your performance TEAM DYNAMICS Definition The interaction of performers within a team or group. It is mainly to do with making the group or team more effective than the sum of its parts. Impact on Performance Team Dynamics is the effectiveness of the team and this can be highlighted in how they support each other, are they positive? Do team mates help keep the team morale high during a performance? Are individuals playing for each other? This cannot be improved as individuals but must be looked at as the interaction of the group. Ways of developing team/group dynamics can be linked to cooperative tasks/practices. In Basketball zone defence, as a team of 5 on the court cooperation is required to limit space for the opposition to get into the lane or close to the basket for an easy score. Lack of this cohesion will leave spaces to be exploited by the opposition and could lead to points being conceded. Individuals completing their own role and fulfilling their responsibilities successfully can contribute to the effectiveness of the team. In rugby, from set play do dummy runners play their role effectively to create the gaps for the ball carrier to break the defensive line? RESPECT FOR SELF AND OTHERS Definition Self respect is the ability to value the contribution you make to your own or teams performance and feel a sense of achievement from what is

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produced. This also applies to how you value the contribution of others within the team. Impact on Performance If you over or under value the way you feel this can have an effect on how you play. If you have a low level of self respect you will feel you are unable to make a meaningful contribution to the team. You may not make yourself available for passes or involve yourself within the game. This will have an impact if you lack respect for others as you will not allow your team to play to their full potential. During or after a game in basketball, when a player knows they have performed well in both attack and defence they feel good. Identifying that your strong defence has helped prevent numerous baskets gives you confidence and shows that you understand your role in the game. If you do not feel valued as a player you will have a real lack of confidence and belief in your ability to contribute to the team and game. If this is how you feel during a game then you will not have the courage to play well. It will become a focus in your mind as you play the game and when you make mistakes it will impact on your negative feeling further. ROLE MODELS Definition These are people who serve as a good example and whose performance, attitude, fitness, behaviour and skills we would want to emulate. E.g. Sir Chris Hoy’s dedication and commitment to training. Impact on Performance Role models can encourage good sportsmanship and honesty (golfers owning up to things they do wrong) and can have a positive impact on those taking part in sport as they can also be used to discourage any negative behaviour. Role models have the ability to inspire others. Many idolise athletes such as David Beckham for his contribution to sport. Role models themselves can have a lot of pressure put onto them to be the perfect professional. Some professionals cannot handle this pressure or the pressure of

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losing. Lance Armstrong was stripped of all his Tour de France medals after he was found guilty of taking banned substances to improve his performance. This effected his reputation as an athlete. Model performers can be used for comparison with our own and others performances. This can be used to identify strengths and weaknesses in the performance in any of the 4 factors. EXTRINSIC MOTIVATION Definition Being driven by trophies, money, prizes or peer pressure. Impact on Performance Being driven by the cash prize on offer for a specific placed finish in a tournament. This can motivate you positively as winning a physical prize such as a trophy or medal is the reward many performers desire. It can also be negative as peer pressure may cause you to perform in a way you do not want to personally but do so for the approval of others. INTRINSIC MOTIVATION Definition Personal desire and will to succeed, to improve and to perform at a higher standard. Impact on Performance It is driven by an interest or enjoyment in the task itself, and exists within the individual for example, trying to performing for your own self-esteem. This is a positive influence as it is entirely internal motivation, it is competing against yourself. As a negative, it may not be enough to motivate some performers. They may need extrinsic motivation to ensure high levels of motivation.

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Physical FACTORS – DEFINITIONS PERSONAL STRENGTHS / WEAKNESSES Personal Strengths and Weaknesses are the mental, emotional, social and physical attributes of an individual that may be deemed as an area of strength or weakness within their performance. ROLE DEMANDS Your role is the part you play in an activity e.g. performer or playing role (e.g. attacker, defender, wing attack, scrum half) or a non-playing role (referee, time-keeper, coach). Demands are the qualities required to fulfil the role effectively. TEAM STRENGTHS AND WEAKNESSES Team Strengths and Weaknesses should be considered before choosing a tactic within an activity. It is important to consider your opponent’s strengths and weaknesses as well as your own strengths and weaknesses. OPPOSITION The Opposition / Opponent are any team or individual that you come up against when performing. They can be direct opposition (Football, Rugby) or indirect opposition (Swimming, Trampolining). PREVIOUS HISTORY Previous History relates to reflecting and using information gathered from past performances.

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PRINCIPLES OF PLAY WIDTH - This is having a spread of players across the playing area and relates to the space between players across the pitch or court. DEPTH - Depth involves having a player further back than the others and can be utilised in either defence or attack. MOBILITY - This is to do with the movement of a performer/player a group/unit within a team or the team as a whole. DELAY - Delay involves slowing down the opposition when defending or holding up an attack. PENETRATION - This is the ability to move into space, break through and/or get in behind a defence. SUPPORT - Support can be similar to depth as it is mainly about providing options to teammates in attack and providing cover in defence. Support can also come from team-mates in front or in wide positions.

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The Cycle of Analysis The Cycle of Analysis is one popular approach that is useful for analysing and developing your performance as part of your performance improvement programme. Using the Cycle of Analysis, you can:

collect information about your performance in an organised way

Identify and assess strengths and areas for development in your performance.

Carry out a training programme

Review and evaluate the effectiveness of the programme

Identify any future development needs

Continue to improve your performance and so avoid reaching a learning plateau – a stage of no apparent progress.

You should design training programmes that allow your performance to show consistent progress. This is better than inconsistent improvement caused by learning plateaux.

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HIGHER PE OUTCOMES

OUTCOME 1 - THE LEARNER WILL: 1 ANALYSE AND EVALUATE FACTORS THAT IMPACT ON PERFORMANCE

IN PHYSICAL ACTIVITIES BY:

• 1.1 ANALYSING METHODS USED TO IDENTIFY FACTORS IMPACTING ON A PERFORMANCE

• 1.2 EVALUATING THE IMPACT OF POSITIVE AND NEGATIVE FACTORS ON A PERFORMANCE

• 1.3 EXPLAINING APPROACHES TO PERFORMANCE DEVELOPMENT BASED ON THESE EVALUATIONS

OUTCOME 2 - THE LEARNER WILL: 2 EVALUATE THE PROCESS OF PERSONAL PERFORMANCE DEVELOPMENT

BY:

• 2.1 PRODUCING A PERSONAL DEVELOPMENT PLAN THAT SETS APPROPRIATE DEVELOPMENT TARGETS

• 2.2 SELECTING METHODS TO RECORD AND MONITOR DEVELOPMENT

• 2.3 IMPLEMENTING THE DEVELOPMENT PLAN • 2.4 EVALUATING THE EFFECTIVENESS OF THE DEVELOPMENT

PLAN AND THE METHODS USED TO MONITOR DEVELOPMENT • 2.5 IDENTIFYING AND JUSTIFYING DECISIONS RELATING TO

FUTURE PERSONAL DEVELOPMENT NEEDS

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TEAM DYNAMICS

In your own words, DESCRIBE what is meant by Team Dynamics.

List some key ‘Factors that Impact Performance’ that are key to

successful Team Dynamics.

QR READER

WATCH THE FOLLOWING YOUTUBE VIDEO.

IT IS OF VOLLEYBALL

PAY PARTICULAR FOCUS TO THE REFERENCES MADE TO TEAM DYNAMICS

AND HOW THE PERFORMERS FEEL IT HELPS THEIR PERFORMANCE

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TEAM DYNAMICS Team Dynamics A Team is a number of people who need to communicate with each other in many different ways and who work towards some common goal or objective. Coaches often talk about teams needing time to “gel” in order to perform at their maximum potential. A teams’ skill & ability will only get you so far. Groups of players must have an intangible bond to fulfill their true potential. The term given to describe the degree of successful bonding or the strength of group co-operation is called Team Dynamics. Team Dynamics can be looked at in two main ways;

Task Cohesion Task Cohesion relates to the way in which team members cooperate with each other to successfully complete a task or win a match/competition. Teams only succeed if players are aware of and sensitive to the positioning and requirements of themselves and teammates, e.g. invasion games (Basketball/Football).

Social Cohesion Social Cohesion involves how personal relationships within the team can affect the team’s performance. This relies on individuals enjoying social interaction. Good coaches will include social activities in their training programmes (e.g. Group work, peer training).

Examples of Productive Team Dynamics

• Selfless play • Back up for the ball player • Support and encouragement • Good off and on field relationships

Examples of Destructive Team Dynamics

• Ego plays • Ball hogging • Ignoring other team members • Gossip and slanging wars

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Q.

Give an example from an activity of your choice of a tactic/formation.

Explain how your team co-operate to succeed at this tactic/formation

(Task Cohesion).

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Group/Team Dynamics

Group Dynamics – Often discussed in conjunction with team cohesion is “a dynamic process that is reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives” This has been highlighted as one of the most important social factors that can impact performance and can be characterised by teams that have the following:

Shared/Common Goals

Clear communication between players

Clear defined roles

Motivation and Self-belief

Trust and belief in each other

Cooperation and support amongst players Group Dynamics - Examples where performances are improved by teams displaying these characteristics In basketball zone defence, cooperation and communication is required to limit space for the opposition to get into the lane or close to the basket for an easy score. Lack of this cohesion will leave spaces to be exploited by the opposition and could lead to points being conceded. Individuals completing their own role and fulfilling their responsibilities successfully can contribute to the effectiveness of the team by demonstrating group dynamics. In rugby, during set plays players need to know their role effectively to create the gaps for the ball carrier to break the defensive line. Players need to communicate with one another and cooperate to avoid issues with timing of runs.

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EXAMPLES OF Team Dynamics POOR Team Dynamics

Manchester City have been criticised constantly for underperforming on a European stage despite dominating domestic competitions

This failure to achieve is a supposed lack of unity in the dressing room, meaning no Team Dynamics, no mutual respect or common goals.

Players at this level appear to primarily value all the trimmings that their extraordinary lifestyles provide while rarely questioning how they can work together to maximize their potential

Managers get openly criticised by players these days in the media.

Training ground bust ups are a regular occurrence & loyalty is a thing of the past.

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GOOD Team Dynamics

Barcelona have been the benchmark for footballing perfection for years. At Barcelona FC, Team Dynamics is paramount.

Pep Guardiola’s first act as new manager back in 2008 was to get rid of the ‘flair’ players because of their bad influence on the team as a whole.

Guardiola united a group of good players into a unit that went on to win 14 major trophies in the next four seasons & become one of the greatest teams ever to play the game.

Amongst other things, he got his players to believe in the greater good of the team & rarely do you see these players talk about anything other than the team / club.

Individual egos are not tolerated & those who do not follow suit are soon discarded.

A TEAM WITH EFFECTIVE Team Dynamics WILL;

BE DISTINCT – The team will have a name, uniform/kit, slogans and songs.

TEAM/INDIVIDUAL GOALS – These will be shared amongst the group and accepted by all.

EFFECTIVE USE OF ROLES – Clear formal roles will be set, with as equal status as possible, while only useful informal roles will be encouraged.

USE SHARED DECISION MAKING – Using open forum team meetings.

HAVE MUTUAL RESPECT FOR ALL MEMBERS

USE TRAINING METHODS THAT ARE FUN, INTERACTIVE AND INDIVIDUALLY DEMANDING.

Q

EXPLAIN why you believe Team Dynamics to be important within an

Activity of your choice.

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‘Others’ that can Impact Sporting Performance The following are groups that can Impact Sporting performance from the ‘Social Factor’ perspective. These groups can often bring the best out of us;

Role Models within the team e.g. Coaches, Team Captains, Skillful teammates

Managers and Coaching Staff

Officials

Spectators Participation and performance in an activity is rarely carried out in complete isolation. This can be performing with teammates, against opponents or in front an audience. The presence of these groups can directly or indirectly impact upon a performance and has the potential to be either a positive or a negative influence. Coaches are an excellent example of one of these groups. Coaches should;

Have strong communication links themselves and their players.

Seek input when making decisions from coaching staff/players.

Develop pride and a collective identity by setting realistic goals with the team.

Develop common expectations of behaviour (e.g., arriving on time or early to training).

Acknowledge personal contributions by stressing the importance of each individual’s role.

Resolve Conflict

Emphasise positive aspects of a performance while helping to correct negative aspects.

Reinforce distinctiveness by training in a common uniform.

Interact socially inside and outside training.

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Avoid early failures where possible.

Avoid excess team substitutions.

Avoid clique formation within the main squad.

Impact of Others on our Performance

Issue

(Scenario)

A new Head

Coach has been

brought into the

team to replace a

previous long-term

Head Coach.

Impact Impact Impact

Consider the following SCENARIO and give three

potential IMPACTS this may have on your team.

Q. EXPLAIN how you and your teammates overcame one of the Impacts listed above.

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Gathering information - Social Factors The majority of the methods that may be used to gather information on the Social Factors tend to involve qualitative analysis. The methods normally consider the opinion and reflection of self and/or others. There may also be overlap with the methods of gathering data on the Mental and Emotional factors impacting performance. The methods can include:

Questionnaire

Self-Appraisal

Team/ Group feedback

Coach feedback

Sociograms

The majority of methods that we would use in a physical education setting would be the subjective opinion of the performer, a class mate, the teacher or a coach. The validity and reliability of these methods are bound by the honesty, impartiality and level of experience of the person or persons providing the opinion. Team Dynamics Questionnaire The following questionnaire asks participants to rate their level of agreement to 18 statements, on a 9-point scale. 16 of the statements are subdivided into the two major dimensions of cohesion; task and social cohesion (8 items each). In addition, two spurious negative items have been added to the questionnaire to aid in the detection of invalidating response sets. The scores from each dimension directly correlate to the level of Team Dynamics.

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TEAM DYNAMICS QUESTIONNAIRE RESULTS YOUR SCORE FOR YOUR OPINION ON YOUR TEAM'S TASK COHESION

Question Result Level of Task Cohesion

1 EXCELLENT > 54

3 VERY GOOD 37 - 54

5 AVERAGE 36

8 BELOW AVERAGE 18-35

10 POOR <18

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YOUR SCORE FOR YOUR OPINION ON YOUR TEAM'S SOCIAL COHESION

Question Result Level of Social Cohesion

2 EXCELLENT > 54

4 VERY GOOD 37 - 54

7 AVERAGE 36

9 BELOW AVERAGE 18-35

11 POOR <18

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My opinion of our Teams' Task Cohesion is that it is _____________________. My opinion of our Teams' Social Cohesion is that it is ____________________.

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Feedback

Feedback is information you collect about your overall performance (both in terms of the physical performance and also the emotional/mental state of the individual). There are different types of feedback. The types you use depend on the type of task you are completing, the type of skill being performed and the nature of the activity and the level of pressure the performer may be experiencing. Using feedback in a meaningful way is essential for performance improvement. It helps you coherently plan improvements to your performance and provides reinforcement about the successful parts of your performance, encouraging you to work towards further improvement and developing confidence and self esteem. The main types of feedback you should understand are:

Internal (Intrinsic) Feedback This can happen instantly during a performance but it could be completed before and after a performance using a personal reflection diary or questionnaire. External (Extrinsic) Feedback This usually comes from a coach/teacher or sometimes from team-mates. The feedback can cover many elements of the performance including Physical and Emotional factors

For example, in a badminton after performing a poor shot the Performer will instantly recognise the formation of negative thoughts and emotions. They will vent frustration and show signs of anger. A coach will provide encouragement and advice from the sidelines using agreed Key words and phrases to work against the negative emotions. “Focus!!” “You can do this!!” “Head up!!” Effective Feedback For feedback to be most effective it needs to be positive. Positive feedback focuses on what you did well and suggests how further improvements could be made. Feedback also needs to be precise and accurate and be given as soon as possible after the activity or part of the game. TASK COMPARE YOUR OPINIONS OF YOUR TEAM’S ‘TEAM DYNAMICS’ WITH YOUR TEAMMATES. WHAT CONCLUSIONS CAN YOU DRAW FROM THE RESULTS

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Approaches to develop team dynamics

Outcome 2 Producing and implementing a personal development plan that sets appropriate development targets To build group dynamics it’s important to understand the 4 stages in group development process.

1. Forming – new players coming together for common goal

2. Storming – getting know each other’s roles and developing communication

3. Norming – team unity is forming where players understand each other’s role

and responsibility

4. Performing – Results of a new cohesive team should be evident

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National Intervention Programmes- development of team dynamics

In order to develop a team dynamic a number of approaches can be used. The following approaches are often involved in National Intervention Programmes: This enables teams to

Build team dynamics

Define roles

Goal/Target set

Partner/Group work

Self-esteem building

Positive Reinforcement techniques

Active Listening It is essential to remember some of the factors that influence group dynamics and ensure the methods selected will develop these

Shared and common goals

Cooperation and support amongst players

Leadership

Clear communication between players

Clear defined roles 1. National Intervention Programme – Team Building Reason for selection Team building approach is an excellent way to develop trust, communication amongst players, cooperation, and team work. Example Approaches

1. Chain games where communication and cooperation are key 2. Blind Maze 3. Magic Pole 4. Human Knot 5. Ideal Player 6. Through the hoop

There are a number of examples of team building tasks that could be used. A class task could be to come up with one of their own.

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2. National Intervention Programme – Defining roles Part of any group dynamic development programme is the need to define roles both participant and nonparticipant Reason for selection Provides players with:

• Greater awareness of teammates roles developing an open environment

• Clarity of each players responsibilities in the team Example Approaches

1. Tasks where players get to investigate different roles, qualities and responsibilities, before putting forward a case for selecting a role

2. Sport Ed or cooperative tasks where players experience roles for the team

Discussion around captaincy and players roles in the team 3. National Intervention Programme – Setting shared team and individual goals Part of any group dynamic development programme is the need to set both individual and team goals Reason for selection Provides players with:

• Greater sense of team unity • Clear focus and direction for what they have to

achieve Example Approaches

1. Discussion around principles of goal setting 2. Group discussion to devise common goals and targets 3. Personal goals set to develop individuals

4. National Intervention Programme – Active Listening Reason for selection Provides players with:

• Greater sense feeling valued • Players have a greater sense of respect for

each other • Improvement to communication skills which

develops better cooperation Example Approaches

1. Discussion around principles of active listening 2. Active listening tasks 3. Encourage discussion and all players conducting team talks before

during and after performance

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Tactics (Physical) – Definition

A tactic is a plan that is made before you start playing in a game which considers your own or your opponents’ strengths and weaknesses.

An attacking tactic is a game plan made up before or during a game to break down opposition defence or to score.

E.g. In badminton, I played several high overhead clears to the back right hand corner, my opponent struggled to return these shots with his weak backhand, I waited for a poor return and then played an unexpected fast downward smash to the left hand side of the court to win the point

A defensive tactic is a game plan made up before or during a game to stop your opponents scoring.

E.g. In basketball, our team set up a zone defence (1-2-2), as our opponents were poor at shooting so we wanted to keep them as far away from the basket as possible. The zone defence also allowed us to get some rest, as opposed to man-to-man marking

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BASKETBALL FAST BREAK In depth analysis of F.I.P

The 3 man fast break should be the first option of any offence. It is played at speed as soon as the rebound is collected. It requires speed of thought, team work and every team member to know their role with the tactic – perfect for a team with excellent Team Dynamics. The fast break should be used under the following situations;

After a rebound

After a steal

After a blocked shot

After a successful shot The fast break is the ultimate offensive weapon. It allows the ball to be advanced up the court quickly for a high percentage shot, either by outnumbering the defence or by not allowing the defence to set up in time. It provides good width, depth and mobility in attack. There are three main phases of a fast break; Initial Phase - Starting the break (rebound) Transition Phase - Getting into position and driving the ball up the court (filling the lanes) Shooting Phase - Finishing with the correct scoring option (Lay-up shot)

Strategy starts at high speed after winning a defensive rebound or an interception has been made. Centre usually makes the rebound and calls ‘rebound’ to initiate attack.

The outlet pass is made quickly to the open side (the side the rebound is caught on) to the point guard.

Guard calls ‘ball’ and receives the pass in the outside lane (after moving from the key where he was actively defending). This is to help the centre; good communication lets them know what is happening.

Guard ‘dribbles the middle’ with control and keeps the fast speed of attack by reading the game and making quick decisions.

Guard should drive hard towards the defence making them commit and causing the defence to loose shape.

Driving down the middle gives the guard an option of passing to both sides (depending on which player can receive the pass in good space) therefore increases the attacking options.

While the guard dribbles down the middle, the forward and centre should fill the outside lanes ahead of the guard to provide him with more options.

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Guard passes wide to the attacking forward, approximately half way down the court, or when the defender has been drawn out of position. Forward signals with hand to show when and where he wants the ball.

Forward takes the opportunity to lay-up the shot as soon as the pass has been collected; the centre supports play and challenges rebound.

A lay-up shot is the 1st option because it has a higher percentage chance of being scored. This is because the distance between where the shot is taken and the basket is at its smallest.

If the lay-up is unavailable because of good defending, an outlet pass should be made to the point guard at the top of the key for him to make the decision of shooting from which centre will rebound, or passing to the centre on the other side for a lay-up

VIDEO EXAMPLES OF THE FAST BREAK

Main Factors Influencing Performance

Team Dynamics

Co-operation

Motivation

Determination

Principles of Play (Width/Depth/Penetration/ Support)

QR CODE

SCAN THE FOLLOWING CODE IN YOUR QR READER

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1. a)

DESCRIBE a Tactic from an activity of your choice that

requires strong Team Dynamics to be completed

successfully. 1. b)

EXPLAIN how Team Dynamics influences this tactic.

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GATHERING INFORMATION – TACTICS (PHYSICAL) In order to ensure our performance was being performed at its best we used 3 different methods to collect information about our performance, this gave us an indication of our success rate and what needs improvement.

Video Analysis

Allows the player to concentrate on the task without the ‘feeling’ of pressure from observers.

It is a reliable form of external feedback as once the data is recorded it can be viewed over and over again, allowing the player to focus on different points each time.

As the fast break is carried out at a fast tempo, it may be difficult to analyse specific phases of the strategy, slow motion allows individual players and phases to be observed easily.

The video also allows us to view the strategy from a raised platform. This makes it easier to analyse the principles of width and depth.

Data Collection sheets

Used in conjunction with video.

Allows a comparison against a breakdown of the strategy taken from model performance.

Initial data collection allowed us to focus on the three main stages of the fast break by identifying if they were successful or unsuccessful.

From this initial data collection we can see how effective our fast break is. If it seems to be a weakness the Team’s Cohesion could be an area to investigate

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INITIAL DATA COLLECTION

Analyse how effective your team is at executing the fast break strategy in a 5v5 game of basketball against a similar standard of opposition. Name: ______________________________________

Fast Break Initial Phase Transition Phase

Shooting Phase

Comments

1

2

3

4

5

6

7

8

9

10

Key: = Done well X = Needs improvement

Criteria

Defensive Phase - Rebound - Fast, accurate outlet pass played to the Guard

Transition Phase - Dribble the middle

- Accurate bounce pass played to the Forward Attacking Phase - Pass collected, Forward just in front of Guard

Lay up shot

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Q.

DESIGN your own INITIAL Observation Schedule for

your chosen tactic.

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ROLES AND RELATIONSHIPS It is vital to the success of any team or group of players that each individual understands their responsibilities (e.g. attacking and defensive responsibilities). You also must be aware of how your role relates to the other members of the team or group. The individual role you adopt will be dependent on many factors e.g. your physical attributes and your decision-making qualities. After reviewing individual strengths and weaknesses, it is possible for suitable tactics or formations to be planned. Example - Basketball An attractive feature of basketball is that there are no positional restrictions, each player can move anywhere and do everything. However there are three distinct roles that can be identified; the centre, guards and forwards. Centres are often known as ‘post’ players as they operate close to the basket. Guards are sometimes referred to as ‘playmakers’ as they often initiate the attack. Forwards are highly mobile players who operate mainly in the outside lanes of the court.

In every group or team it is essential to understand what your individual responsibilities are and how your role relates to your team-mates. Refer to the following information when analysing your role within the fast break. Responsibilities - Centre

Collect the rebound from under the basket

Make a quick outlet pass to the point guard in the outside lane

The pass should always be made on the same side as the rebound

The centre should then fill the lane the guard has left empty

Move quickly up the court slightly in front of the guard as they are the second option of attack

Read the game and watch for the pass to be made to the forward

Once pass is made, cut into the basket ready to receive the rebound if lay-up is unsuccessful

If centre receives the pass, move into the key and finish with a lay-up

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Responsibilities - Guard

At the start of the strategy the point guard should be positioned at the elbow, this is because up to this point he has been actively defending

Read the situation as the ‘playmaker’ and receive a quick outlet pass from the centre in the outside lane

Correct decision is important as of when to play pass out to forward

Should stop after he dribbles the middle and pass early to the forward (or centre if forward is being closely marked). He only penetrates to the basket if the defence sags (drops back).

After the pass the point guard should remain at the top of the key, because in this position further offensive options can be set up if the opponents defence is already set up. In addition if the forward and centre cannot drive to the basket for the lay-up the point guard should be ready to shoot from outside the key

Responsibilities – Forward

Collect the rebound from under the basket

Should move out in the outside lane in front of the point guard. Hand out signalling for the pass to be made

Once forward is inline with the foul line (extended) they should cut in towards basket at a 45 degree angle

Pass should be received in a shooting position ready to drive towards the basket with a lay-up shot

Q

Within your tactic what are the different roles?

Describe the responsibilities of each role.

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APPLYING TACTICS WITHIN GAMES When applying tactics in a game it is important to consider the following Social, Mental and Physical Factors that Impact Performance in order for your performance to be effective. These are; Communication - Social Communication is a vital principle for the successful execution of any Tactic. Communication takes place in each phase of the strategy and can be verbal and/or visual. Fast Break Example Defensive Phase Centre uses verbal communication to signal the start of the fast break by shouting rebound. At the same time, the guard uses visual communication to show the centre where he/she wants the outlet pass played to. Transition Phase The forward uses verbal communication to let the guard know that he/she is making a supporting run and is available for a pass. Attacking Phase The forward again uses verbal communication to let the guard know that he/she is available for a pass. The forward will also use visual communication, (hand outstretched) to let the guard know where the pass should be played to.

Q

Explain how communication impacts you tactics.

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Co-operation (Social) The importance of teamwork is to support and stimulate each other. A feature of good teamwork is the application of the correct game plan at an appropriate time to meet the demands of performance. Tactical plans involve the co-operation of more than one player to make use of advantageous situations and to control the pace of the play. All tactics involve decision making processes relating to the ball, the opponents, the available space, and the strengths and weaknesses of individual players. Different situations will demand the selection of various options to meet the demands of match play. Success will be dependent upon how well players relate to each other when a problem arises. Motivation (Mental) This acknowledgment will also enhance the individual’s motivation and commitment. Motivation can come in two forms;

External Motivation

Internal Motivation External Motivators are being driven by trophies, money, prizes or peer pressure. The World Cup 2014 was full examples of team-mates supporting each other to perform tactics fully. Internal Motivation is your personal drive not to let your team mates down by performing at your maximum for as long as possible.

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Width in Attack (Physical) Width is important as it drags out defenders from their positions, creates space and opens up gaps for attackers to run into or the ball to be played into. Depth in Attack (Physical) Depth is created by the positioning of the players in the attacking phase. Team-mates should be in a position either in front of or behind the ball carrier to provide passing options. This helps maintain possession and create the most effective attacking opportunity. Mobility (Physical) Mobility is an important principle of play. It is the ability of a team to adapt/change their actions depending on the actions of the opposition. For example in the 3 man fast break the performer will be faced with different situations i.e. direction of defensive rebound, timing of runs and the positioning of defenders.

Q Explain how the principles of play are used within a tactic of your choice.

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VIDEO EXAMPLES OF TEAM DYNAMICS

AND SOCIAL FACTORS IN ACTION

1. BASKETBALL

2. FOOTBALL

3. HANDBALL

4. RUGBY UNION

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PROGRAMME OF WORK TO DEVELOP AND IMPROVE PERFORMANCE

To improve and develop a Team's performance of a chosen Tactic, a programme of work would be used. Such a programme of work would aim to improve the following;

Physical Factors (The Tactic itself, Individual Skill Level, Individual Fitness Levels)

Social Factors (Communication, Cooperation, Team Dynamics)

Mental Factors (Determination, Motivation) To begin with, so that everyone in your team knows exactly their role and responsibilities, you would perform the tactic at a 'walk through' speed. When confident enough in understanding each others roles and responsibilities within the tactic, you would then perform it faster. Finally, the tactic is performed it at a game pace but with no opposition. This 'process' of speeding up the drill would apply to all new drills completed. BASKETBALL – FAST BREAK Example The following programme of work ensured practice was game-like and relative to our ability as we progressed through each drill:

Fast Break Drill – 3V0 (Unopposed)

Wave Drill – 3V1, 3V2 (Passive)

3V2 Pressure Drill

3V3 Pressure Drill

Q. Choose one example from each Factor and explain why each is important for your chosen Tactic.

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PROGRAMME OF WORK TO DEVELOP AND IMPROVE PERFORMANCE - FAST BREAK 3v0

Defensive Phase - The centre collects the rebound and gives a shout to initiate the fast break. He/she then plays an outlet pass to the guard. Transition Phase - Guard dribbles down the middle of the court as if driving towards the basket. He/she then plays a bounce pass to oncoming forward. Attacking Phase - The forward collects the bounce pass and drives toward the basket to perform a lay up. Once the centre has played the outlet pass to the guard in the defensive phase, he/she then runs out wide, behind the guard toward the opponent’s basket to support the attack. The forward also makes a wide run on the other side of the court. These runs, together with the guard dribbling down the middle of the court, create width in attack. Once the guard has played the bounce pass to the oncoming forward in the transition phase, he/she moves to the top of the key. This creates depth in attack.

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PROGRAMME OF WORK TO DEVELOP AND IMPROVE PERFORMANCE - WAVE DRILL

Aim of Drill – To commit the first defender in a 3v1 or 3v2 Fast Break situation and encourage timing the pass correctly. Drill Description – Fast break down the court as normal. Guard must drive toward the free throw line to commit the first defender. The guard then makes the pass to the forward for an uncontested lay - up. The drill is repeated. Extension Drill – A second defender can be added decide who will move toward either the oncoming forward or centre in anticipation of a pass being made. This will encourage the guard to make a quick decision under active pressure based on the actions of the opposition.

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PROGRAMME OF WORK TO DEVELOP AND IMPROVE PERFORMANCE - 3V2 PRESSURE DRILL

Key Concept 3 – Problem solving and decision making when working to develop and improve performance. Aim of Drill – To make the fast break more game – like by adding active defenders. Drill Description – The 3 attackers run the Fast Break. As the centre initiates the fast break by shouting rebound, 2 of the defenders run on from opposite corners of the baseline and become active.

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PROGRAMME OF WORK TO DEVELOP AND IMPROVE PERFORMANCE - 3V3 PRESSURE DRILL

Key Concept 3 – Problem solving and decision making when working to develop and improve performance. Aim of Drill – A game –like practice to promote a quick attack at the basket. Drill Description – The 3 attackers run the Fast Break. As the centre initiates the fast break by shouting rebound, 2 of the defenders run on from opposite corners of the baseline and become active. As soon as the guard crosses the halfway line with the ball a third defender joins the drill, He/she must touch the centre circle before becoming active.

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Q. DESIGN YOUR OWN DEVELOPMENT PROGRAMME FOR A TACTIC OF YOUR CHOICE. Q. EXPLAIN HOW YOUR DEVELOPMENT PROGRAMME DEVELOPS EACH OF THE FACTORS LISTED ABOVE (PHYSICAL, SOCIAL AND MENTAL). BE SPECIFIC WITH EXAMPLES.

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Monitoring is checking the success during your programme of work. We can use the following methods:

Development Diary

Repeat methods of gathering information

Knowledge of Results Monitoring your programme of work is very important, as your programme may need modified? If it is too easy or too difficult the types of practices may need to be adapted or change. In order to monitor your progress throughout your programme or work, it is useful to keep a Development diary, like the one shown below. You should record what you did at each session, how difficult each practice was and how you felt after each session. You should consider all factors impacting performance (MESP)

Development DIARY

Session 1

What I did Targets met? Examples of Teamwork/Communication/Cooperation noticed (Team Dynamics)? Changes required?

Session 2

What I did Targets met? Examples of Teamwork/Communication/Cooperation noticed (Team Dynamics)? Changes required?

Session 3

What I did Targets met? Examples of Teamwork/Communication/Cooperation noticed (Team Dynamics)? Changes required?

Session 4

What I did Targets met? Examples of Teamwork/Communication/Cooperation noticed (Team Dynamics)? Changes required?

Session 5

What I did Targets met? Examples of Teamwork/Communication/Cooperation noticed (Team Dynamics)? Changes required?

Session 6

What I did Targets met? Examples of Teamwork/Communication/Cooperation noticed (Team Dynamics)? Changes required?

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Monitoring You can monitor your programme by repeating the methods you used to gather information at the start and comparing the results. . You can take note of Knowledge of Results within your teams’ performance. Being aware of the result against a particular opponent, your teams’ position in a league and the amounts of occasions a particular tactic was used can help you to monitor your progress. Q. Why is it important to monitor your programme?

To allow comparisons to previous information gathered

To see if programme is working (meeting targets)

To see if your programme has been appropriate (principles)

To see if you need to change your programme

To motivate you to keep working or to work harder

EEvvaalluuaattiinngg Evaluating is making judgements on your performance at the end of your programme of work. On completion of your programme or work you should evaluate how successful or unsuccessful it has been. You achieve this by using the same methods used when monitoring:

Development Diary

Repeat methods of gathering information

Knowledge of Results

Coach Feedback, Team meetings etc. Specific examples of improvements made Repeat Initial Data Sheets & Team Dynamic Questionnaire sheets:

How did improving your weakness improve your whole performance?

How did your programme of work improve other areas of performance?

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Future Development Needs As a result of your monitoring and evaluating you will be in a position to identify future areas for development.

Continue to improve Team Dynamics and linked Social Factors?

Focus on different weakness(es)? Perhaps related to the Tactic, including specific skills used or certain elements of the Tactic you were trying to improve.

Focus on a different Factor all together? It could be Fitness within the Physical Factor. By looking ahead to what further improvement can be made you begin the Cycle of Analysis again. Therefore you avoid the creation of a ‘learning plateaux’

Tasks: Answer the following questions

In relation to a skill you have improved; 1. Explain the importance of monitoring your development programme. 2. Why would using a development diary to gather valuable information that may not be

collected in an observation sheet or video? 3. After comparing 2 different monitoring methods explain which method was more

beneficial to you. 4. On completion of your development programme and as a result of your evaluations;

a. describe your future development needs, b. explain what impact they currently have on your performance c. predict what improvements would be evident if those needs were addressed