2015 past paper Higher Physical Education Flashcards
Explain why it is important to collect information about the impact of
emotional factors on performance before starting a development plan. (4 marks)
1 mark can be awarded for each relevant point, or development of a point of explanation of the importance of data collection before starting a development plan.
0 marks for no explanation.
The response may include reference to some of the following:
• Identify strengths and development needs in relation to
emotional factors
• Goal/target setting
• Comparisons before and after training
• Select appropriate development approaches
• Or any other acceptable response
For example, I need to know which emotional factors impact my performance so that I can identify weaknesses and plan how to improve these (1 mark) so that I can apply relevant approaches to limit their effect in future(1 mark for development of the point).
Evaluate your emotional strengths and development needs in comparison to a
model performer. (4 marks)
1 mark can be awarded for each relevant point, or development of a point of evaluation of a strength or development need in comparison to a model performer.
Maximum that can be awarded for evaluating only strengths or development needs is 3 marks.
0 marks for no evaluation/comparison.
Candidates may compare performance or data collection results
The response may include reference to the following emotions:
• Happiness/Sadness
• Anger
• Fear
• Trust
• Surprise
• Or any other acceptable response
For example, unlike a model performer, who remains calm, I display anger towards the referee when I think he makes a poor decision. (1 mark) This in turn leads to me receiving a caution and puts me under pressure…(1 mark for development of the point) However like a model performer I am able to cope with the fear that performers usually feel when about to dive at the start of a race. (1 mark) This means that I am able to deal with my anxiety and make good decisions….(1 mark for development of the point)
Describe two approaches you used to develop physical factors.(4 marks)
1 mark can be awarded for each relevant point, or development of
a point of description of each approach to develop physical factors.
4 marks are available where there are two approaches described.
Marks can be allocated on a 2/2 or 3/1 split.
A maximum of 3 marks can be awarded if the candidate only
describes one approach.
0 marks for no description of an approach.
Examples of possible approaches to develop the chosen physical
factor include:
- Conditioning drills
- Fartlek, interval, continuous
- Shadowing, repetition drills, pressure drills
- Opposed and unopposed practices
For example, continuous training is when you do non-stop exercise
for a sustained period of time with no rest. (1 mark)
Evaluate the impact of both approaches on your performance
(Performance can be in training or in a live performance situation)
1 mark can be awarded for each relevant point of evaluation, or
development of a point of evaluation of the impact of approaches
on the performance.
Marks can be allocated on a 2/2 or 3/1 split.
A maximum of 3 marks can be awarded if the candidate only evaluates impact of one approach.
0 marks for no evaluation of the impact of the approaches on performance.
Examples of possible points of evaluation of the impact of both approaches on performance may include:
Fartlek training improved my aerobic endurance, meaning I can stay with my opponent for an entire game, tracking back to defend and deny my opponent opportunities at goal (1 mark).
Opposed/Unopposed practices improved the success rate of my centre pass tactic, meant my team were able to consistently keep possession and create more attacking options (1 mark).
Repetition drills increased the fluency/control of my linking movements within my main motif making my performance look more interesting and varied (1 mark).
Describe one method used to monitor the impact of social factors on performance development.
1 mark can be awarded for each relevant point, or the
development of a point of description of a method relevant for monitoring the impact of Social factors on performance development.
0 marks for no description of any methods.
Examples of possible methods of monitoring Social factors may include:
- Diary
- Self-appraisal
- Environmental checklist
- Coach/teacher feedback
- Questionnaire
The method described must be appropriate to allow on-going monitoring.
The questionnaire I used had 10 statements based on how well we worked as a group (1 mark).
Coach feedback was given during and after the game about whether we communicated effectively (1 mark)
Describe a different method used to evaluate the impact of social factors on performance development.
development of a point of description of a method relevant for evaluating the impact of Social factors on performance development.
0 marks for no description or same method as 3a(i).
Examples of possible methods of evaluating Social factors may include:
- Questionnaire
- Self-appraisal
- Environmental checklist
- Coach/teacher feedback
The method described must allow for final evaluative judgements to be made.
Explain why you would select these methods
1 mark can be awarded for each relevant point, or the
development of a point of explanation of the reasons why the methods were chosen to monitor and evaluate the development plan.
If only monitoring or evaluating method is explained a maximum of
3 marks can be awarded.
0 marks for no explanation of why the candidate chose the methods.
Examples of reasons why the methods were chosen to monitor and/or evaluate the development plan may include:
Ease of administration, this allowed me to gather information
which I could interpret to allow for future planning. (1 mark)
Detailed coach feedback identified strengths and development needs which let me set realistic targets (1 mark) This allowed me to maintain high levels of motivation throughout my development plan (1 mark for development).
Determine progress, this meant I was able to change and adapt my development plan as my group were getting better at carrying out their roles. (1 mark).
- (on phone scenario training diary) Your answers must make reference to mental factors and one other selected from physical, emotional or social.
(a) Analyse how the responses in the table above could affect this student in an important performance.(8 marks)
1 mark can be awarded for each point, or development of a point of analysis of how factors impact overall performance.
A maximum of 6 marks can be awarded to a response that refers to only the stated factor (Mental) impacting on performance.
A maximum of 4 marks can be awarded to a response that refers to only the selected factor impacting on performance.
0 marks available for no analysis of how factors impact overall performance.
Example of possible areas of analysis:
By never being relaxed before a performance the student may make mistakes right from the start. This would mean for example
in Volleyball…(1 mark)
In Gymnastics, when a performer is highly motivated this would result in them working through the challenges of a complex solo performance.(1 mark)
When levels of concentration vary skills would be inconsistent. Therefore the performer will not contribute effectively or fulfil the role to pressurise the opposition. (1 mark)
In a group activity if decisions are sometimes wrong this can lead to the decision maker feeling isolated within the group. This could result in a reduced involvement in the group performance leading to…. (1 mark)
- (on phone scenario training diary) (b) Explain how knowledge of a model performance could assist this student to
develop the factors identified in part 4(a).
(8 marks)
1 mark can be awarded for each point, or development of a point
of explanation of how knowledge of model performance could
assist this student develop the factors referred to in part 4a.
A maximum of 6 marks can be awarded to a response that refers to
only the stated factor (Mental) impacting on performance.
A maximum of 4 marks can be awarded to a response that refers to
only the selected factor impacting on performance.
0 marks available for no explanation of how awareness of model
performance could help the development of the factors referred to
in part 4a.
Knowledge of model performance used to develop factors – to;
Copy/mimic
Compare
Inspire/Motivate
Set performance targets
Feedback
Assist/help/teach
Show/Demonstrate
For example
By observing how relaxed a model performer is before a performance, this student could attempt to use or copy some of the relaxation techniques to deal with focus of attention.(1 mark) This would enable the student to shut out distractions and focus on the role they have to carry out right from the very beginning of the performance. (1 mark for the development of a point) During the performance a model performer would encourage other performers to carry out their role effectively as the game progressed. This would mean the student could try to motivate and encourage others to develop a positive team ethos. (1 mark)
