Updated

Question 1

Identify 2 ways of developing physical fitness

Answer 1

Fartlek
Hill sprints

Question 2

Describe fartlek training

Answer 2

Fartlek is an approach to develop CRE

Involves performer sprinting walking and jogging for a min of 20 mins, then gradually increasing the time limit to 35-40mins as they develop.
Performer determines period of time for walking jogging and sprinting, but period usually lasts for 30secs each. Pattern is then repeated for the duration of the 20mins.
Approach is very specific as relates to a team sport as a team sport involves a variation of running.

Who- assistant to call times, partner to run with to increase motivation(optional)
What - stop watch, heart rate monitor
Where- flat open surface
When - dry and when the performer feels motivated

Question 3

Describe hill sprints

Answer 3

Hill sprints

Performer measures out 30m on a hill with gradient of around 6-8%. Allows measures out additional 5 mins to allow themselves to build up speed
Performer places cone at end of 30m
Performer begins at bottom of hill and jogs for the 5m till they hit first cone and stop watch starts and they accelerates for full 30m up the hill and stop when they hit the second cone and stopwatch also stops.
Performer slowly walks back down hill allowing for a 60 second recovery time
Performer completes 8-10 reps with aim of achieving same time each rep
First rep should only be carried out at around 85% of max effort to prevent an injury occurring early in the session.

What- measuring tape, cones, stopwatch
Where - on a hill
When - dry and bright

Question 4

Evaluate fartlek

Answer 4

Fartlek training

Positives -
-can be set at a suitable level taking into account the performers fitness levels
-easy to carry out on your own
-running periods can be varied in order to motivate performer

Negatives-
-session can be very boring
- requires heart rate monitor

Question 5

Evaluate hill sprints

Answer 5

Advantages -
Hill forces performer to run with current form reinforcing better technique
Running up steep gradients builds power safer than running fast on flat surfaces

Disadvantages-
Performer could become injured easily if the approach is not carried out properly in early repitions
Can be difficult to find hill with correct gradient and space

Question 6

Identify 2 ways of developing social

Answer 6

Human knot
Blind folded scavenger hunt

Question 7

Describe blindfolded scavenger hunt

Answer 7

Blind folded scavenger hunt

Team decide who leader is
Team discuss commands and instructions to navigate and find the items( ie one Tap means left, 2 means right ect.)
Team line up one behind each other in a line with their hands on shoulders of person in front(like a conga)
Every member excepted designated navigator should be blindfolded
NO COMMUNICATION
Team leader at back of line
Team leader uses the predetermined commands to navigate his line around collecting the required items
There will be 2 lines racing against each ither to add competition
Most team members should get a shot at leader/ navigator

Where- flat open dry surface (like a hall)
Who - whole squad, assistant to place items around the space
What- blindfolds, scavenger hunt items

Question 8

Evaluate blindfolded scavenger hunt

Answer 8

Blindfolded scavenger hunt
Benefits-
- develops a variety of features through one approach

Limitations-
-Can be time consuming to set up
-Can cause conflict between teammates of who is designated as team leader
-requires speacilist equipment (eg blindfolds, cones ect.)

Question 9

Describe human knot

Answer 9

Team form a circle
Everyone puts right hand in air and grabs hand of someone across from them in circle
Repeat with left grabbing someone else hand
Everyone should be holding hands with 2 different people
Group try and untangle themselves without breaking chain of hands
Teacher gives time limit of 15 mins
Of chain of hands break must start again
Who- group of part of team
Where- flay open space
When during training
No equipment needed

Question 10

Evaluate human knot

Answer 10

No equipment
Easy to set up

Boring and frustrating
Some teammates may not take it seriously and purposely break chain

Question 11

Identify 2 methods of developing physical skills

Answer 11

Condition games
Shadow practice

Question 12

Describe shadow oractice

Answer 12

Body position and movement patterns to perform a skill are repeated over and over again
Usually practiced with out ball
Carried out when learning basic movements in cognitive stage
Often first approach uses in PDP
Examples -
No movement perform on spot
With movement return to centre court after shot
Using mirror

Question 13

Evaluate shadow practice

Answer 13

Allows performer to work in self paced closed environment and can fully focus on form
Minimal pressure
Develops muscle memory

Boring Repetitive
Performer doesn’t take it serious and doesn’t perform it for long enough to develop muscle memory

Question 14

Describe conditioned games skills

Answer 14

Method of playing a match but with conditions that encourage the focus on a weak stroke
Involves certain adaptations to rules of game
Designed to emphasises certain skill through the game
Examples -
-double points for scoring with stroke
-weak strokes only
-weak stroke returns

Question 15

Evaluate conditioned games skills

Answer 15

Reflects demanding context of performance
Conditions encourage focus on weak stroke
Different conditions can be app,ied dependant on skill level

Needs opponent of similar skill level
Competitiveness can loose focus of game

Question 16

Identify 2 methods to develop mental AND emotional

Answer 16

Visualisation
Deep breathing

Question 17

Describe visualisation

Answer 17

Performer visualises themselves performing specific aspect/skill during performance, all senses can be used to enhance method
They think about - how would I do it? How would it feel? How would it sound? How would it smell?
Performer imagines aspect going positively over and over again
If they imagine it going negatively they must stop themselves and restart
Performer can you the time of them visualisation as they complete more sessions
Who themskeves
Where anywhere they can focus
When can be performed anytime even during performance
What no equipment needed but game specific items can be used to enhance method

Question 18

Evaluate visualisation

Answer 18

No equipment
Reduces anxiety
Improves decision making

Boring loose focus
Not easy to find places with 0 distractions

Question 19

Describe positive self talk

Answer 19

Physcoloigal proves to develop levels of arousal to optimum levels
It’s mentally motivating yourself and encouraging yourself instead of letting your head think negative thoughts about your performance
Performer ignores negative thoughts and instead tells themselves how successful they can and should be
Performer literally talks to themselves to endorse their own ability
Provides conference for performer to perform to best of ability
Examples - I can do this, be calm
Who yourself
What no equipment at all
When anytime
Where anywhere

Question 20

Evaluate positive self talk

Answer 20

Raises confidence levels
Can help overcome setbacks in performance
Makes performer more relaxed and focused

Requires a confident personality to do it
Can be hard to be positive in a terrible performance

Question 21

Identify 2 methods of developing physical tactics

Answer 21

Conditioned games to develop principle of play
Pressure drills

Question 22

Describe conditioned games to develop principle of play

Answer 22

Conditioned games with principles in place that encourages team to focus and use specific principle of play
Usually involves specific adaptations to certain principles of play
Designed to emphasises, through the game, particular principle of play to develop
Example left channel netball, noncentre etc.
Who team of similar skill level
Where training
What equipment for game

Question 23

Evaluate conditioned games to develop principle of play

Answer 23

Encourages performer to play to a specific focus
Allows skills to be tested under game pressure
Encourages specific focus of game
Can be set on team tactical weaknesses

Focus of game can be lost due to poor skills
Competitiveness can loose focus

Question 24

Describe pressure drills tactics

Answer 24

Appropriate method as teams players can practice mainly in their role and face situations similar to what they would in a game
Defence is active which allows players to develop decision making skills according to their tactics in the situation
Done with 3 attackers and 2 defenders to develop a one man overload
Attacking team work together to take advantage of overload and play to tactics
If attack complete drill successfully increases confidence and develops team dynamics
Can be used to develop defence or attacking tactics

Question 25

Evaluate pressure drills

Answer 25

Level of pressure can be adjusted dependant on skill level Can simulate hame like intensity situation Too much pressure means too difficult to execute the tactics Can impact confidence if too many mistake

Question 26

Identify 2 methods of gathering data for social factor

Answer 26

Team dynamics questionnaire Discipline record

Question 27

Describe discipline record

Answer 27

Who opponents of similar skill level, assistant to record performance What disiplinerecord and pen Where recording taken of performance then performer uses recording quiet space When after a recent performance How - Play against Similar level skilled opponents while assistant records With discipline sheet at hand performer rewatches performance Performer notes on sheet when negative play has been displayed and at what stage and Tim of performance thus was displayed Performer places tick into correlating box of the negative incident Collected info transferred to stats for each time period of performance to identify specific issues Qualitive n quantitive method Example of tick box -“foul”

Question 28

Describe team dynamics questionnaire

Answer 28

Qualitive and quantitive Quiet space pen and questionaire All team members complete questionnaire alone Measures task and team cohesion Has 18 statements candidate replies using scale of 1-9 showing how much they agree Once all statements answered it gives score to show how good team dynamics is of excellent very good average below avergaeand poor Candidate should then make judgments on their questionnaire and bring them back to a team analysis to be discussed “I frequently worry about mistakes”

Question 29

Identify 2 methods of feathering information on mental factors

Answer 29

Scat test Mental toughness questionnaire

Question 30

Describe scat test

Answer 30

Measures anxiety Equipment needed is a quiet place pen and SCAT sheet Qualitive and quantituve Performer competes test as close as possible to before game 15 statements candidate replies by ticking sometomes often rarely Once all 15 statements answered they using scoring system to show what bracket of anxiety it places them in Less than 17 low 17-24 mid Over 24 high “Before i compete I am nervous”

Question 31

Describe mental toughness questionnaire

Answer 31

Quiet space pen questionnaire Qualitive and quantutive Performer answers true or false to 30 statements Split into 5 sections with 6 different questions, easy to identify weaknesses of mental toughness if scire low in one section Scoring system then determines how strong up your mental toughness is 26-30 High, 23-25 average below 22 low “I do my best when there’s pressure on me”

Question 32

Identify 2 methods of gathering data on emotional

Answer 32

POMS Emotions in sport questionnaire

Question 33

Describe the POMS test

Answer 33

Sub factor : tension, anger, vigour, fatigue, confusion Who yourself Where quite space What pen questionnaire How- Performer reads statements and decides how they feel in relation to them Responses - “not at all”, “a little”, “moderately”, “quite a lot”, “extremely” 65 statements to respond to There’s no time limit on the test Analysis completed afterwards indicates a score for each of the 6 aspects Scores can be compared to a norms table to identify strengths and weaknesses Qualitive and quantitive method

Question 34

Describe emotions in sport questionnaire

Answer 34

Sub factor : anger , anxiety , dejection, excitement, happiness Aim: measures level of emotion in a performance Where quite space Who no one else When as logistically close to start of performance as possible What questionnaire pen quite space How - - consists of 22 emotive words that require a response on the 4 point scale from 0-4 - 0 being not at all, to 4 being extremely - performer reads each statement and responds one to 4 correlating with how much they relate to said statement - after all statements answered an analysis is taken out to indicate a score for all 5 aspects measured - score can be compared to norms table to identify strengths and weaknesses - both q and q method

Question 35

Identify 2 methods of gathering data on physical fitness

Answer 35

Bleep test 20m sprint test

Question 36

Describe the bleep test

Answer 36

MSFT measures CRE Equipment needed is cones measuring tape stopwatch speaker video and assistant Partner can determine when ur eliminated and motivate you Flat dry open space of about 30 m to account for over running Measure out 20m and mark with cones Performer starts with feet behind line at one side Video started by assistant Performer runs to opposite end before bleep is sounded They wait at end till next bleep goes to run to opposite side again Repeated till the performer can’t go any more or they don’t make it to line 2 consecutive times before the bleep Bleeps gradually get quicker Norms table can be used to measure score Quantituve data given

Question 37

Describe the 20m sprint test

Answer 37

Measuring tape space of at least 30m Assistant to use timer Measure out space of 20m placing cones at each sude Warmup Start from stationary position no rocking movements aloud Tester should encourage them to run hard past final line 2 tests aloud best time recorded Timing starts after first movemnt and finishes after they cross line

Question 38

Identify 2 method of gathering data for physical skills

Answer 38

General observation schedule Scattergam

Question 39

Describe the general observation schedule

Answer 39

Performer of similar skill level, assistant to record, GOS sheet, pencil and iPad Quantituve method Play against opponent of similar skill level while assistant records Rewatch performance with GOS sheet at hand Performer makes judgment for every shot listed on sheet and ticks whether it’s very effectuve fairly effective or ineffective Collected ticks then transferred to a per range for each shot Strengths n weakness identified

Question 40

Describe scattergram

Answer 40

Sub factor ; shot accuracy Aim : ,ensures accuracy and placement of identified stroke Who : assistant to record performance, Opponent of similar skill level What iPad, scattergram test, pencil Where ; quite space How - play against similarly levelled skilled opponent while assistant records on iPad With scattergram infringe of them performer rewatches performance Performer makes judgment on every shot taken Shot landing location is marked on scattergram with an x Markings should be counted and converted to percentages for outcome

Question 41

Identify 1 method of gathering data for physical tactics

Answer 41

Match analysis

Question 42

Describe match analysis

Answer 42

Sub factor : specific tactical approach Aim: to identify where your teams tactical approach is effective or not Who- oppenents to play against, assistant to record performance What - pen analysis sheet iPad Where - quite space How - Play against similarly levelled skilled opponents while assistant records Performer rewatches performance with match analysis sheet Sheet should have each phrase of tactical approach clearly identified Performer notes on sheet every time the tactical approach was displayed/attempted Collected info transferred to percentages for each tactical approach to identify specific issues Q and q method

Question 43

Descrube the PPW

Answer 43

Aim : to self reflect and self score on selected sub factors Who- yourself, coach/teacher Where - quite space What - PPW, pen How - Performer lists specific sub factors that they have identified in a model performer Performer labels these sub factors around the wheel Performer should reflect on each sub factor in their performance They should then colour in each segment scoring themselves from 1(furthest in) to 10 furthest out Creates a clear visual image of performers strengths and weaknesses within the chosen factor Performers coach/teacher should score the performer on the same sub factirs in the same way. This provides accuracy in identifying strengths and areas of development

Question 44

Evaluate observation schedkpules

Answer 44

Easy to identify strengths and weaknesses Permanent record Motivational Snapshot rather than iverall evaluation Prone to human error Time consuming

Question 45

Evaluate video analysis

Answer 45

Can be rewatched Easy to compare to model performer Can be analysed by numerous people Perm record Time consuming Costs

Question 46

Evaluate Standardised fitness tests

Answer 46

Identifies strengths and weaknesses Perm record Tried and tested therefore reliable Easy set up Future comparisons available Boring Gathers data out with activity External conditions can limit completion

Question 47

Evaluate Questionnaires

Answer 47

Personalised Focused on specific aspects Perm record Easy to interpret results Questions misunderstood Emotions on day affect results Prior knowledge when retesting Time consuming to collect responses SCAT TEST MENTAL TOUGHNESS QUESTIONAIR TEAM DYNAMICS QUESTIONNAIRE SPORTS IN EMOTION QUESTIONNAIRE

Question 48

Evaluate physcometric testing 4 pro 2 con

Answer 48

Focuses on specific aspects Easy to complete Perm record Can compare to future tests Emotions on day may affect results Prior knowledge when retesting may affect results

Question 49

Evaluate feedback 3 pros and 3 cons

Answer 49

Second opinion Experience of a coach is valuable Positive feedback motivational Time consuming Subjective opinion Often verbal feedback which is often misunderstood or forgotten

Question 50

2 emotional affecting PDP examples

Answer 50

Anger could stimulate performer to work harder AND or less Resilience resilient when making mistakes and keeps going to acheive goals

Question 51

Social factors impacting PDP examples

Answer 51

Communication providing teammates with good feedback to achieve team goals Cooperation ability to help teammates to improve

Question 52

Physical factors

Answer 52

Accuracy impritant so quality of passes good therefire u and team can improve CRE anility to keep up with training and not limit your or teammates progression

Question 53

6 mental factors

Answer 53

Concentration Level of arousal (alertness) Motivation Decision making Focus Mental toughness Anxiety

Question 54

6 emotional factors

Answer 54

Happiness effect on confidence Sadness effect on confidence Anger Fear trust Surprise

Question 55

5 social factors

Answer 55

Co operation Working in isolation Roles and responsibilities Team dynamics Relationship

Question 56

6 physical fitness factors

Answer 56

CRE speed Flexibility Power Agility Strength

Question 57

7 physical skills factors

Answer 57

Timing Rhythm Consistency Accuracy Flair Creativity Control

Question 58

8 Physical tactics factors

Answer 58

Personal strength and weaknesses Type of surface Team strengths and weaknesses Width Tempo Depth Opposition Support

Question 59

What’s a model performer

Answer 59

Performer that consistently displays a high level of factors in their performance

Question 60

Why use a model performer 5

Answer 60

Easy to identify strengths and weaknesses Provides visual or high level performance Motivational to reach these levels Provide high levels of feedback Provide accurate feeds consistently

Question 61

2 pros and cons of model performer

Answer 61

Identify strengths and weaknesses Provides visual image Could set unrealistic goals Loose confidence when comparing to elite level model performer

Question 62

What is Intrustic feedback

Answer 62

Comes from within performer

Question 63

What is extrinsic feedback

Answer 63

Comes from external source

Question 64

Describe The 2 intristuc forms of feedback and give a pro for each

Answer 64

Kinastetic- how did skill feel Immediate feedback Thoughts and feelings - what emotions oerfimerfelt Only performer truely knows how they feel/felt

Question 65

Describe and give a positive of the 2 extrinsic types of feedback

Answer 65

Verbal Beneficial when received from a knowledgeable person Written Permanent record that can be looked back on to identify changes and improvements

Question 66

What is STOVI

Answer 66

Source - who provides feedback Timing - how soon after a performance feedback is provided Order - is performer given positives before negatives Volume how much feedback provided (sharp short peives better) Information does feedback include strategies on how to improve weaknesses

Question 67

Describe the cycle of analysis

Answer 67

Investigate - testing Analyse - interpret strengths and weaknesses Develop training to develop weakness and maintain strengths Evaluate retesting to ensure PDP was effective

Question 68

What are the 2 types of goal

Answer 68

Short term Long term

Question 69

Describe short term goals

Answer 69

Set for end of session Stepping stone to achieve long term goals

Question 70

Descrube long term goals

Answer 70

Set for end of PDP BASED ON BASELINE TESTING SCORE FROM START

Question 71

What is the method used for feedback

Answer 71

STOVI

Question 72

What is the method for goal setting

Answer 72

Smart

Question 73

Describe smart goal setting

Answer 73

Specific - goals relate to performance needs identified Measureable - goals contain stats / figures to monitor progress Adjustable - goals that can be adpated due to injury or illness Realistic - goals that aren’t too easy or too hard Time - goals with a deadline of when they should be achieved by

Question 74

What is the method that should be used for principles of training

Answer 74

Sport

Question 75

Describe sport

Answer 75

Specificity- PDP excersises should be specific to weakness and role in activity Progression- PDP should gradually become more difficult to avoid hitting a platau Overload - sessions should be made increasingly more difficult by increasing intensity or time Reversibility - adjusting PDP after a break due to injury or illness Tedium - boredom could ensue if training isn’t varied or fun

Question 76

Name 3 diffenrtnstages of learning

Answer 76

Cognitive Associative Autonomous

Question 77

Describe cognitive stage of learning

Answer 77

At start of learning new skill, very little experience, knowledge or technique. Lots of mistakes Learning sub routines of a skill External feedback important

Question 78

Describe assosiative stage of learning

Answer 78

Fewer mistakes, progress being made External feedback still same

Question 79

Describe the autonomous stage of learning

Answer 79

Skill now performed automatically and consistently to high standard

Question 80

Describe quantitive data

Answer 80

Facts and figures Very specific info Factual unbiased Little chance of inacuries

Question 81

Describe qualitive info

Answer 81

Thoughts and feelings Subjective info Based on opinions

Question 82

What is monitoring PDP

Answer 82

Reviewing progress in your PDP

Question 83

What is evaluating PDP

Answer 83

Looking back at PDP to judge how effectige it was in developing performance

Question 84

What are 4 reasons why you should monitor and evaluate PDP

Answer 84

Ensure meeting short and long term goals Monitor to make comparisons between baseline score and halfway retest, if improvement motivational Monitor each session to determine if approach used is acctually working therfeore can adapt for next session Evaluate at end of PDP to identify new areas of development Monitor to ensure training is at correct intensity

Question 85

Evaluate training diary 3 pros one con

Answer 85

Easy to complete, therefore unlikely to make mistakes Thoughts and feelings included therefore adpations easier to make Permanent record can make comparisons between sessions Validity can be questioned if not completed immediately after session

Question 86

Descrube training diary

Answer 86

Performer notes down thoughts and feelings of session just completed Completed immediately after session Competed after every session Should include- what they dine in session Wether short term goal achieved or not Weather conditions Wether session was too easy or hard Comparisons between sessions can be made to ensure principles of training included and PDP is working

Question 87

Evaluate formula

Answer 87

I.J.V IDENTIFY JUDGMMENT VALUE One benefit/limitation is ………… This is beneficial/ a limition as ………. This means that ……..

Question 88

Descrube formula

Answer 88

Who What where when How Qualitive or quantitive Question example

Question 89

Analyse formula

Answer 89

I.I.I IDENTIFY IMPLICATION IMPACT (Identify)…… The implication of this is that……. This means that …….

Question 90

Explain the impact formula

Answer 90

FCI FACTOR CONTEXT IMPACT poor ….. negative impact on my performance in rugby For example when ……. This meant ………

Question 91

Explain formula

Answer 91

P.E.E POINT EVIDNECE EXPAMPLE I HAVE STRONG …… THIS MEANS THAT ……. Which means I can ……..

Question 92

3 methods of evaluating and monitoring

Answer 92

Retesting Training diary Feedback

Question 93

Evaluate PPW

Answer 93

Easy to identify strengths and weaknesses Quick and easy Permanent record Doesn’t give reasons for poor scores

Question 94

How to evaluate

Answer 94

Re test method of gathering data for factor under exact same conditions Results from tests 1 and 2 compared Observations allows conclusion to be based on changes to overall performance, becomes the focus of future PDPS.

Question 95

Reasons to monitor

Answer 95

Motivates Checks intensity of training is at the right level Allows targets to be set Identifies new s/w or future development needs Provides comparison between current and initial data

Question 96

Results from gathering data impact on oefofmamce r

Answer 96

Result then fci

Question 97

Considerations when setting goals

Answer 97

Smart

Question 98

Analytical tool

Answer 98

PPW

Question 99

Evaluate in terms of performance

Answer 99

IJv x fci My anger was very poor as in rugby…. Thus was very poor as….. this was then very poor as this meant that…..

Question 100

Evaluate your strengths and development needs in comparison to a model performer

Answer 100

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)