Updated Flashcards
Identify 2 ways of developing physical fitness
Fartlek
Hill sprints
Describe fartlek training
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
Describe hill sprints
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
Evaluate fartlek
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
Evaluate hill sprints
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
Identify 2 ways of developing social
Human knot
Blind folded scavenger hunt
Describe blindfolded scavenger hunt
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
Evaluate blindfolded scavenger hunt
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.)
Describe human knot
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
Evaluate human knot
No equipment
Easy to set up
Boring and frustrating
Some teammates may not take it seriously and purposely break chain
Identify 2 methods of developing physical skills
Condition games
Shadow practice
Describe shadow oractice
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
Evaluate shadow practice
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
Describe conditioned games skills
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
Evaluate conditioned games skills
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
Identify 2 methods to develop mental AND emotional
Visualisation
Deep breathing
Describe visualisation
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
Evaluate visualisation
No equipment
Reduces anxiety
Improves decision making
Boring loose focus
Not easy to find places with 0 distractions
Describe positive self talk
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
Evaluate positive self talk
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
Identify 2 methods of developing physical tactics
Conditioned games to develop principle of play
Pressure drills
Describe conditioned games to develop principle of play
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
Evaluate conditioned games to develop principle of play
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
Describe pressure drills tactics
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
Evaluate pressure drills
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
Identify 2 methods of gathering data for social factor
Team dynamics questionnaire
Discipline record
Describe discipline record
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”
Describe team dynamics questionnaire
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”
Identify 2 methods of feathering information on mental factors
Scat test
Mental toughness questionnaire
Describe scat test
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”
Describe mental toughness questionnaire
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”
Identify 2 methods of gathering data on emotional
POMS
Emotions in sport questionnaire
Describe the POMS test
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
Describe emotions in sport questionnaire
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
Identify 2 methods of gathering data on physical fitness
Bleep test
20m sprint test
Describe the bleep test
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
Describe the 20m sprint test
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
Identify 2 method of gathering data for physical skills
General observation schedule
Scattergam
Describe the general observation schedule
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
Describe scattergram
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
