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
Identify 1 method of gathering data for physical tactics
Match analysis
Describe match analysis
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
Descrube the PPW
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
Evaluate observation schedkpules
Easy to identify strengths and weaknesses
Permanent record
Motivational
Snapshot rather than iverall evaluation
Prone to human error
Time consuming
Evaluate video analysis
Can be rewatched
Easy to compare to model performer
Can be analysed by numerous people
Perm record
Time consuming
Costs
Evaluate Standardised fitness tests
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
Evaluate Questionnaires
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
Evaluate physcometric testing 4 pro 2 con
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
Evaluate feedback 3 pros and 3 cons
Second opinion
Experience of a coach is valuable
Positive feedback motivational
Time consuming
Subjective opinion
Often verbal feedback which is often misunderstood or forgotten
2 emotional affecting PDP examples
Anger could stimulate performer to work harder AND or less
Resilience resilient when making mistakes and keeps going to acheive goals
Social factors impacting PDP examples
Communication providing teammates with good feedback to achieve team goals
Cooperation ability to help teammates to improve
Physical factors
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
6 mental factors
Concentration
Level of arousal (alertness)
Motivation
Decision making
Focus
Mental toughness
Anxiety
6 emotional factors
Happiness effect on confidence
Sadness effect on confidence
Anger
Fear trust
Surprise
5 social factors
Co operation
Working in isolation
Roles and responsibilities
Team dynamics
Relationship
6 physical fitness factors
CRE
speed
Flexibility
Power
Agility
Strength
7 physical skills factors
Timing
Rhythm
Consistency
Accuracy
Flair
Creativity
Control
8 Physical tactics factors
Personal strength and weaknesses
Type of surface
Team strengths and weaknesses
Width
Tempo
Depth
Opposition
Support
What’s a model performer
Performer that consistently displays a high level of factors in their performance
Why use a model performer 5
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
2 pros and cons of model performer
Identify strengths and weaknesses
Provides visual image
Could set unrealistic goals
Loose confidence when comparing to elite level model performer
What is Intrustic feedback
Comes from within performer
What is extrinsic feedback
Comes from external source
Describe The 2 intristuc forms of feedback and give a pro for each
Kinastetic- how did skill feel
Immediate feedback
Thoughts and feelings - what emotions oerfimerfelt
Only performer truely knows how they feel/felt
Describe and give a positive of the 2 extrinsic types of feedback
Verbal
Beneficial when received from a knowledgeable person
Written
Permanent record that can be looked back on to identify changes and improvements
What is STOVI
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
Describe the cycle of analysis
Investigate - testing
Analyse - interpret strengths and weaknesses
Develop training to develop weakness and maintain strengths
Evaluate retesting to ensure PDP was effective
What are the 2 types of goal
Short term
Long term
Describe short term goals
Set for end of session
Stepping stone to achieve long term goals
Descrube long term goals
Set for end of PDP
BASED ON BASELINE TESTING SCORE FROM START
What is the method used for feedback
STOVI
What is the method for goal setting
Smart
Describe smart goal setting
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
What is the method that should be used for principles of training
Sport
Describe sport
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
Name 3 diffenrtnstages of learning
Cognitive
Associative
Autonomous
Describe cognitive stage of learning
At start of learning new skill, very little experience, knowledge or technique.
Lots of mistakes
Learning sub routines of a skill
External feedback important
Describe assosiative stage of learning
Fewer mistakes, progress being made
External feedback still same
Describe the autonomous stage of learning
Skill now performed automatically and consistently to high standard
Describe quantitive data
Facts and figures
Very specific info
Factual unbiased
Little chance of inacuries
Describe qualitive info
Thoughts and feelings
Subjective info
Based on opinions
What is monitoring PDP
Reviewing progress in your PDP
What is evaluating PDP
Looking back at PDP to judge how effectige it was in developing performance
What are 4 reasons why you should monitor and evaluate PDP
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
Evaluate training diary 3 pros one con
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
Descrube training diary
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
Evaluate formula
I.J.V
IDENTIFY
JUDGMMENT
VALUE
One benefit/limitation is …………
This is beneficial/ a limition as ……….
This means that ……..
Descrube formula
Who What where when
How
Qualitive or quantitive
Question example
Analyse formula
I.I.I
IDENTIFY
IMPLICATION
IMPACT
(Identify)……
The implication of this is that…….
This means that …….
Explain the impact formula
FCI
FACTOR
CONTEXT
IMPACT
poor ….. negative impact on my performance in rugby
For example when …….
This meant ………
Explain formula
P.E.E
POINT
EVIDNECE
EXPAMPLE
I HAVE STRONG ……
THIS MEANS THAT …….
Which means I can ……..
3 methods of evaluating and monitoring
Retesting
Training diary
Feedback
Evaluate PPW
Easy to identify strengths and weaknesses
Quick and easy
Permanent record
Doesn’t give reasons for poor scores
How to evaluate
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.
Reasons to monitor
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
Results from gathering data impact on oefofmamce r
Result then fci
Considerations when setting goals
Smart
Analytical tool
PPW
Evaluate in terms of performance
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…..
Evaluate your strengths and development needs in comparison to a model performer
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)
