HIGHER PHYSICAL

EDUCATION

HIGHER PERFORMER PROFILE

NAME

ONE-OFF PERFORMANCE ACTIVITY CHOICEINTERNAL PERFORMANCE ACTIVITY CHOICESNATIONAL 5 RESULT

NATIONAL 5 ONE-OFF ACTIVITY & GRADEHIGHER PREDICTED GRADE

HIGHER DESIRED GRADE

ONE-OFF PERFORMANCE ACTIVITYEvaluate your performance against a model performer across the 4 factors impacting performance.

MENTAL FACTOR STRENGTHS

MENTAL FACTOR WEAKNESSES

EMOTIONAL FACTOR STRENGTHS

EMOTIONAL FACTOR WEAKNESSES

SOCIAL FACTOR STRENGTHS

SOCIAL FACTOR WEAKNESSES

PHYSICAL FACTOR STRENGTHS

PHYSICAL FACTOR WEAKNESSES

PERFORMANCE:ONE-OFF AND

INTERNAL UNIT

PERFORMER ASSESSMENT RECORD

AREA OR PERFORMANCE PASS/FAIL

COMPLETION

DATEINTERNAL UNIT PERFORMANCE 1

BASKETBALLINTERNAL UNIT PERFORMANCE 1

VOLLEYBALL/OTHER

AREA OR PERFORMANCE SCORE COMPLETION

DATEONE-OFF PERFORMANCE

/40BOOKENDS

/20PERFORMANCE TOTAL

/60

FACTORSIMPACTING ONPERFORMANCE

MENTAL FACTORS – COURSE FOCUS

concentration level of arousal (under and over) motivation decision making problem solving focus of attention mental toughness processing information anticipation cue recognition perception

MENTAL FACTORS – METHODS OF GATHERING DATA SCAT (Sport Competition Anxiety Test) questionnaires observation schedules self- reflection/self- profiling sheet personality inventory profile of mood status (POMS)

MENTAL FACTORS – APPROACHES TO DEVELOPING PERFORMANCE visualisation relaxation techniques (deep breathing) imagery mental rehearsal positive self-talk

cognitive and somatic techniques

Factors impacting on performance - Mental

Factors impacting on performance - Emotional

EMOTIONAL FACTORS – COURSE FOCUS

Main emotions

Happiness/sadness (affecting confidence, and belief in self/ own ability, resilience, optimism/pessimism, realising potential).

Anger (affecting decision making, self-control) — controlling or channelling aggression, hostility Lowered tolerance of frustration. Fear (affecting decision making, confidence, realising potential, panic, confusion, stress, anxiety, nervousness). Trust (affecting self- respect, mutual respect, personal responsibility, collective/team responsibility, adaptability) Surprise (affecting decision making, confidence, resilience, determination)

EMOTIONAL FACTORS – METHODS OF GATHERING DATA questionnaire self-reflection coach feedback profile of mood status (POMS)

EMOTIONAL FACTORS – APPROACHES TO DEVELOPING PERFORMANCE team talks rewards (intrinsic and extrinsic) self-talk (3Rs — ‘recognise, regroup, refocus’) imagery visualisation mental rehearsal trust games cognitive and somatic techniques (management of stress, emotions, and disappointment)

SOCIAL FACTORS – COURSE FOCUSFactors impacting on performance - Social

Group dynamics cooperating/ competing contributing to team/group role/ responsibility for the performance team dynamic social responsibility

SOCIAL FACTORS – METHODS OF GATHERING DATA questionnaire self-appraisal team/group feedback coach feedback

environmental checklist

SOCIAL FACTORS – APPROACHES TO DEVELOPING PERFORMANCE building team dynamics partner/group work defining roles active listening

Factors impacting on performance - Physical

PHYSICAL FACTORS – COURSE FOCUS

Fitness Skills Tactics/composition

Activity and role related specific fitness requirements

Aspects of physical fitness aerobic

endurance/stamina anaerobic endurance speed endurance flexibility/ suppleness strength local muscular endurance speed power

Aspects of skill related fitness agility balance control/core stability reaction

time/anticipation coordination

Skill Repertoire

Skill classification simple/complex open/closed

Technical qualities timing rhythm, consistency

Special qualities creativity

Quality of performance fluency effort accuracy control

Stages of learning associative automatic

Information processing input decision

making output feedback Kinaesthetic awareness

Strategies, formations and/or composition

Benefits and limitations of: tactics

Performance considerations personal strengths and weaknesses role related demands team/group strengths and weaknesses environmental conditions

Decision making Principles of play width depth mobility penetration support communication creativity tempo

PHYSICAL FACTORS – METHODS OF GATHERING DATA

Fitness Skills Tactics/composition

standardised fitness tests time-related observation schedules digital analysis heart rate monitor

static and dynamic testing

generalobservation schedule

digital analysis focused

observation schedule scatter diagram coach feedback skills testing

match analysis digital analysis coach feedback

knowledge of results

PHYSICAL FACTORS – APPROACHES TO DEVELOPING PERFORMANCE

Fitness Skills Tactics/composition

Training approaches conditioning drills fartlek interval continuous circuits plyometrics weight training

Principles of training specificity progressive overload frequency intensity duration reversibility adaptation

Training approaches shadowing repetition drills pressure drills conditioned games combination drills opposed and unopposed practices gradual build up isolation

drills/practices massed and distributed practice

Principles of effective practice progression of practices appreciation of work rest ratio, boredom fatigue consideration of strengths and weaknesses

comparison to model performer variety enjoyment

Goal settingSMART targets

Training approaches opposed and unopposed practices modification or adapting strategies

formations and or composition pace of practice walk/run throughs/ rehearsal technical sessions

PHYSICAL EDUCATION HIGHERHOMEWORK RESOURCEALL FACTORSMETHODS OF GATHERING DATA

1(a)Describe two different methods that could be used to collect information about the potential impact of MESP factors on performance. (4)

1(b)Select one of the methods described in part (a). Evaluate one benefit and one limitation of using this method to collect information about the potential impact of MESP factors on performance.

2(a)You will have collected data on one MESP factor. Analyse what the data tells you about your performance. (4)2(b)Explain how you know your data to be valid and reliable. (4)3(a)Explain why it is important to collect information about the impact of MESP factors on performance before starting a development plan. (4)

3(b)Evaluate the effectiveness of one method you have used to collect information on MESP factors. (4)

4(a)Analyse the appropriateness of two methods for collecting information on MESP factors impacting on performance. (4)4(b)Based on the data collected, evaluate the MESP factors which were strengths in your performance. (4)

APPROACHES TO DEVELOPING PERFORMANCE AND PERFORMANCE GOALS

5(a)Describe two approaches you used to develop MESP factors. (4)

5(b)Evaluate the impact of both approaches on your performance. (4)

6(a)Choose a MESP factor that impacts on performance. Explain one approach to develop this factor. (4)6(b)Evaluate one advantage and one disadvantage of applying this approach prior to a performance. (4)7(a)Describe one short term and one long term goal a performer may set when developing MESP factors which impact on performance. (4)

7(b)Explain what a performer might consider when setting goals to develop MESP factors. (4)

8(a)Choose an activity and a MESP factor which impacts on performance. Describe an approach you could use to develop this factor.(4)8(b)Choose a different MESP factor which impacts on performance. Evaluate a different approach to develop this physical factor.(4)9(a)Select one MESP factor that has a positive impact on your performance. Explain why this is a strength in your team's performance. (4)9(b)Select one MESP factor that has had a negative impact on your performance. Explain why this is a weakness in your team's performance. (4)

MONITORING PROGRESS WITHIN A DEVELOPMENT PROGRAMME AND EVALUATING IMPACT ON PERFORMANCE

10(a)Describe one method used to monitor the impact of MESP factors on performance development. (4)

10(b)Describe a different method used to evaluate the impact of MESP factors on performance development. (4)

11(a)Explain why it is important to monitor progress when developing MESP factors which impact on performance. (4)

11(b)Describe how improving this MESP factor can impact on performance.

COMPARISONS TO MODEL PERFORMER AND FUTURE DEVELOPMENT NEEDS

12(a)Evaluate your MESP strengths in comparison to a model performer. (4)

12(b)Explain possible future development needs within MESP factors which impact on performance. (4)

13(a)Explain the advantages of considering a model performance when developing MESP performance. (4)13(b)Choose an activity. Describe how you compared your whole performance to that of a model performance in this activity. (4)14(a)In relation to MESP factors; analyse your performance compared to a model performer. (4)14(b)Explain the advantages of considering a model performance when developing performance. (4)

PHYSICAL EDUCATION HIGHERHOMEWORK RESOURCEFOCUS: SCENARIO QUESTIONS

SECTION 2 — 16 marks

Read the scenario below and attempt the question which follows.This is an extract from a questionnaire completed by a student studying Higher Physical Education.

Questionnaire on the impact of MENTAL factors on performanceStatement Response by student

Before I perform, I am relaxed. NeverWhen I perform, I am highly motivated. SometimesWhen I perform, I concentrate fully. Sometimes When I perform, I make appropriate decisions. Sometimes

4. Your answers must make reference to Mental factors and one other selected from, Physical, Social and Emotional.

(a)Analyse how the responses in the table above could affect this student in an important performance. 8

(b)Explain how knowledge of a model performance could assist this student to develop the factors identified in 4(a). 8

SECTION 2 — 16 marks

Read the scenario below and attempt the questions which follow.

4.(a) Analyse reasons why a performer might receive this feedback. In your answer you must refer to the following factors impacting on performance:Physical and one other from mental, social or emotional. 8

(b) Explain how this feedback might be used to plan future performance development for the two factors chosen in 1(a). 8

More mistakes were made as the performance went on . . . Eventually lost focus and gave up . . .This was not the best performance . . .Signs of anger and frustration were observed . . .

SECTION 2 — 16 marks

Read the sports magazine excerpt below and answer the questions which follow.

“Participation in an activity is rarely carried out in complete isolation. This can be training, practicing or performing with, against or in front of others.

The presence of others can be positive or negative.”

4. (a) Explain why the presence of others can positively and negatively impact performance, practice or training.

In your answer you must refer to:

Social Factors and one other from Mental, Emotional and Physical. 8

4. (a) Analyse approaches which may be used to overcome the negative impact of the presence of others during performance, practice or training.

In your answer you must refer to:

Social Factors and one other from Mental, Emotional and Physical. 8

PHYSICAL EDUCATION HIGHERHOMEWORK RESOURCEFOCUS: ANALYSING AND EVALUATING DATA

Pre-October Homework (physical factors)

Q1. After the completion of a development plan, you will have collected new data on your Basketball Performance in relation to the physical factors.

Analyse this data and evaluate the impact your development plan has had on your performance. (Explain/Justify why your performance has improved/not improved) (4)

Pre-December Homework (social factors)

Q2. After the completion of a development plan, you will have collected new data on your team’s Basketball Performance in relation to the social factors.

Analyse this data and evaluate the impact your development plan has had on your team’s performance. (Explain/Justify why your team’s performance has improved/not improved) (4)

SKILLS DEVELOPMENT IN HIGHER PHYSICAL EDUCATION

Skill How will this be developed?1. Literacy

Reading Researching Tasks within the 4 factors. Analysing and interpreting data.

Writing Describing, Explaining and Justifying when answering exam questions. Performance Reflection diary. Gathering data.

Listening and talking Presenting information gathered to others and demonstrating understanding. Communicating with others in TEAM performance. Working on collaborative tasks.

Skill How will this be developed?2. Numeracy

Number Processes Calculating results from statistical evidence gathered.

Money, Time and Measurement

Using measurement and timing when fitness testing and training.

Information Handling Interpreting performance data gathered and drawing conclusions.

Skill How will this be developed?

3. Health and Well-BeingPersonal Learning Performance reflection.

Independent research. Personal Development Plan.

Emotional Well-Being Learning and Understanding of the impact of emotional factors on performance. Developing F.A.C.E and building confidence in performance. Taking responsibility for enhancing personal performance and understanding of FIP.

Physical Well-Being Learning and Understanding of the impact of physical factors on performance. Principles of effective practice/training. Approaches to developing performance. Competitive performance.

Planning for and making choices for

change.

Learning and Understanding of the impact of mental factors on performance. Planning appropriate approaches to develop performance. Making appropriate decisions to change and adapt during performance. Making appropriate decisions when evaluating performance.

Relationships Learning and Understanding of the impact of social factors on performance. Enhancing TEAM performance through effective teamwork and communication and building greater cohesion. Respecting self and others’ performance strengths and weaknesses.

Skill How will this be developed?

4. Employability, Enterprise and CitizenshipEmployability -Developing the skills, knowledge and understanding and positive attitude towards enhancing performance

ICT

Working with others

Enterprise

Leadership

Citizenship

Skill How will this be developed?

5. Thinking SkillsRemembering

Understanding

Applying

Analysing

Evaluating

Creating