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Chapter 7: Planning for optimum performance
Note: Planning for optimum performance is closely aligned to the requirements of the Physical Activity Project (PAP). It is also a key component of the strand 1 compulsory examinable content. This chapter lays the theoretical basis for the PAP and provides the necessary content for the exam. The Coursework Planner focuses exclusively on completing the PAP. It provides detail on the requirements of each section, samples and a proforma for students to collect evidence and complete their first draft.
7.1 Personal performance analysis
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Introduction: Discuss the factors that affect performance. – Ask the students to identify the factors that they believe influence their performance most and why.
TASK 7.1 ANSWER
Identify four factors that affect performance in one activity. – Justify and explain your choices based their importance to success in the activity.
Activity: Orienteering
– Health-related fitness: Cardio-respiratory endurance is important in orienteering as competitors must cover large distances over difficult terrain. – Tactics and strategies: Competitors must be able to plan a fast route taking into account natural obstacles and risks. – Performance-related fitness: Competitors must move quickly across uneven terrain requiring high levels of dynamic balance and co-ordination. – Psychological: Competitors must be self-reliant and be able to handle stress and anxiety as they may go off course or get lost.
PRACTICE QUESTION ANSWERS
Q1. Identify and explain three factors that affect performance in: (a) a team games activity: Gaelic football – Fitness: Gaelic football requires high levels of health-related fitness such as cardio-respiratory endurance and strength, as well as performance-related fitness such as speed and agility. – Training: Performers must commit to regular training and apply the principles of training in order to progress their fitness, skills, tactics and strategies. – Skill: Gaelic football requires a broad range of skills with the feet and hands. Highly skilled performers will influence the outcome of matches by creating opportunities and accumulating scores. (b) an individual activity: Sprint swimming – Performance-related fitness: The swimmer will require fast reactions, arm and leg speed, agility to perform the tumble turn, co-ordination of the arm and leg action, arm power to pull the arms through the water quickly and leg power to push off the wall at the turn. – Health-related fitness: Body composition is important as a sprint swimmer requires high levels of muscle and low levels of body fat, as well as flexibility in the shoulders to ensure fluent and efficient arm action, strength to increase the force that can be applied to the water during the stroke and muscular endurance to repeat strong contractions during the race. – Psychological preparedness: The performer must control their anxiety prior to performance as a false start will result in disqualification. Their motivation and confidence levels must be high as events such as the 50m freestyle last just over 20 seconds, so they must be ready to deliver their maximal effort throughout. Q2. Outline how the environment you live and train in can impact upon performance. – In order to train for some activities you require the right environment and climate, for example for skiing you need mountains and snow. – Extreme climates (hot or cold) make training and competing more difficult and increase risk. – Pollution may impact your training as air pollution in big cities can lead to respiratory problems. Q3. Describe two psychological factors that can influence performance in a named activity.
Activity: 100m sprint
– A sprinter can be affected by cognitive or somatic anxiety. They may experience negative thoughts about their ability or experience physical shaking or sickness. – Confidence is critical to the performance of a sprinter. They must have complete belief in their ability to execute each phase of their race perfectly in order to stay relaxed and focused. Q4. How can the lifestyle of a sportsperson positively and negatively affect their performance? – Positively: If the performer incorporates good nutrition and recovery into their lifestyle they will benefit from improved energy levels and training performance. – Negatively: A performer who consumes alcohol regularly and stays out late will find recovery from training is slow, fatigue will increase and weight may be gained. Q5. Disability can have a significant impact upon participation and performance levels in physical activity. Identify two ways that having a physical or mental disability can affect performance. – Physical disability will affect health-related and performance-related fitness as one or more body parts may not be functioning properly. – Access to training facilities may be difficult and there may be a lack of specialist equipment and coaching.
7.2 Analysing the factors that affect performance
Link with the Coursework Planner (PAP): Following completion of this section each student could analyse their own/peer’s skill and technique in order to identify strengths and weaknesses. Observations, checklists, notational analysis and/or video analysis could be used. Sample proformas and sample analysis are provided in the Coursework Planner. Retain all evidence for possible inclusion in the final PAP.
Analysing skill and technique
Discuss the different methods of analysing skill and technique including: – video analysis – biomechanical analysis – coach or peer evaluation – checklist.
Link to practical performance: These methods could be incorporated into a practical lesson. For example, students could use video analysis to evaluate their skill against a checklist. They could then conduct a peer evaluation with the evidence they have accumulated.
Analysing structures and strategies
Discuss the different methods of analysing structures and strategies including: – video analysis – notational analysis – coach evaluation.
Link to practical performance: These methods could also be explained through a practical lesson by splitting the class into groups in order to evaluate a small-sided game using one of the three methods. For example: – Group A (video analysis): Video the performance and identify the structure of the team (formation and roles) and one strategy used. – Group B (notational analysis): Record three key performance indicators such as interceptions, passes completed and shots on target. – Group C (coach evaluation): Take on the role of the coach and provide an evaluation of performance to their team during a break in performance.
Analysing performance-related fitness
Explain how field-based fitness tests can be used to analyse performance-related fitness. – Provide a baseline for performance. – Enable performers to set goals. – Track progress.
Questioning: How have GPS devices taken over from fitness tests in the tracking and analysis of fitness? – Real-time performance data – Can be used to inform decision making during the event – Detailed analysis of training performance.
Analysing choreography
Link with the Coursework Planner (PAP): Following completion of this section each student could analyse their own/peer’s performance in relation to choreographic approaches.
Explain how choreography can be analysed effectively with: – video analysis – performance checklist – observation from an experienced choreographer.
Analysing psychological preparedness
Explain the three methods of analysing psychological preparedness including: – Observation of behaviour before and during performance: the coach or psychologist looks for signs of cognitive or somatic anxiety, poor motivation or lack of self-confidence. – Self-reporting questionnaire: the performer must fill in a questionnaire as honestly as possible prior to performance to assess levels of anxiety, motivation or confidence. – Biofeedback: identifying the physical effects of anxiety such as increased heart rate and breathing rate.
Link with the Coursework Planner (PAP): Following completion of this section each student could compare their own/peer’s performance to that of a model performer in order to identify similarities and differences. A sample is provided in the booklet.
Discuss why developing performers often look to more experienced performers as inspiration for improvement. This process usually involves: – observation – comparison – statistics.
PRACTICE QUESTION ANSWERS
Q1. Outline the most relevant performance-related fitness tests for one selected activity. (Tip: Use chapter 1 to aid your decisions.)
Activity: Rugby
– Strength: the one rep max test can be used to test upper and lower body strength. – Speed: the 30m sprint test can be used to test speed. – Power: the vertical jump test can be used to test leg power. – Co-ordination: the alternate ball throw test can be used to test hand-eye co-ordination. Q2. Describe how GPS motion tracking can aid a coach in making tactical or strategic decisions. – It can identify if work rate has declined due to fatigue. – It can identify a drop in peak speed. Q3. Identify three pieces of information provided by GPS tracking and power meters. – Distance – Peak speed – Cadence. Q4. Explain how video analysis can be used to analyse skill and technique. – The skill can be watched repeatedly and from different angles. – Slow motion can be used to provide a clearer picture of technique. – Lines and angles can be added in apps such as Hudl Technique. – Technique can be compared with previous performances or a model performance. Q5. Notational analysis is a widely used analysis technique in games. Describe three benefits of employing this analysis tool. – Provides objective data on players such as work rate. – Success rates of players can be compared e.g. shot success. – Performance indicators can be tracked e.g. distance covered, speed, tackling success. – Tactical success can be evaluated. Q6. Describe how biomechanical analysis could be beneficial to performance in one activity.
Activity: Golf
– Swing technique can be analysed in order to make changes targeting increased force and accuracy. This will enable a player to strike the ball further and more precisely. – Direction of travel of the club can be tracked, allowing the player to adjust body position in order to ensure that the club comes through in a straight line. – Swing speed and power can be calculated. This information can be used to devise a training programme and monitor its effectiveness. – Errors in technique can be identified and rectified reducing the risk of overuse injuries. Q7. Psychological preparation is a key part of performance in modern sport. Outline one method of analysis for measuring levels of: (a) anxiety – The competitive state anxiety inventory is a self-reporting questionnaire that measures cognitive anxiety, somatic anxiety and self-confidence. (b) motivation – The sport motivation scale is a questionnaire that evaluates a performer’s motivation towards their sport. (c) confidence. – Vealey’s Trait Sport-Confidence Inventory (TSCI) measures a performer’s confidence to compete in sport. Q8. Sportspeople often compare themselves to others in order to analyse their performance.
Describe the process of observing and comparing your performance against a more skilled performer. – Observing involves watching a more skilled performer live or on video. – Comparison is the process of identifying the elements of performance that are similar in standard to the more skilled performer and those elements that require improvement in order to reach that standard.
7.3 Aesthetic and artistic considerations
Introduction: Explain the difference between artistic and aesthetic performance. – Artistic performance displays meaning or an idea. – Aesthetic performance relates how a performance looks, for example style.
Video: Show the PowerPoint video of the perfect 10 performance by Katelyn Ohashi and discuss why it was scored so highly on its artistic and aesthetic elements.
TASK 7.2 ANSWER
Design a marking criteria for an activity of your choice based solely on the aesthetics and/or artistic interpretation of the performance. Dance, gymnastics, or trampolining all lend themselves to this, but you could also do it for a game or athletics.
Activity: Running
– Fluency: smooth relaxed technique – Stride length and frequency – Upper body action: relaxed face and shoulders and hands brushing past the hips – Lower body action: Feet and legs coming through in a straight line, knee lift and full extension, landing on the forefoot.
PRACTICE QUESTION ANSWERS
Q1. Identify three activities that are scored based on aesthetic and/or artistic performance. – Half-pipe snowboarding – Dance – Figure skating. Q2. Outline two criteria that are often used when evaluating aesthetic performance. – Smooth and fluent e.g. a gymnastic routine where one movement flows into the next seamlessly. – Body position and posture e.g. a gymnast fully extending their arms and legs and pointing the toes when performing a straddle jump. – Composure and relaxation e.g. a sprinter maintaining a relaxed expression when running at full effort. Q3. Subjective scoring is based on the opinions of judges. Identify the potential problems with this type of scoring. – Open to corruption/biased judges – Lack of consistency as opinions vary from person to person – Mistakes can be made, especially if the judge only gets to view the performance once in real time.
CASE STUDY QUESTION ANSWERS
Q1. Which elements of performance did Katelyn have to execute to perfection in order to be awarded a score of ten?
A perfect execution requires: – Perfect technique compare to a perfect technical model – Perfect artistic/aesthetic performance – No deductions for errors. Q2. Katelyn’s routine combined a choreographed dance routine with complex physical skills.
Outline the methods that Katelyn could use to analyse: (a) her choreography – Observation through the use of video – Coach observation and feedback – Performance checklist to highlight areas for improvement. (b) her skill and technique – Video analysis with slow motion – Biomechanical analysis through the use of apps such as Hudl Technique – Coach observation and feedback – Skills checklist. (c) performance-related fitness – Fitness testing of key components such as power, co-ordination, speed and agility – GPS motion tracking.
7.4 Planning for optimum performance
Outline the eight steps to improving performance: – Step 1: Identify the key components of performance. – Step 2: Analyse your performance in these key components. – Step 3: Identify your strengths and weaknesses. – Step 4: Set SMART goals to improve performance. – Step 5: Design a training plan. – Step 6: Implement the training plan. – Step 7: Analyse the effectiveness of the training plan. – Step 8: Reflect on your progress and identify areas for further development.
Setting performance goals
Emphasise that performance goals are focused on comparing your own performance levels. – Outline SMART goals and ask the students to create their own SMART goal.
Providing evidence on the effectiveness of the programme
Outline the differences between: – Objective assessment: based on facts such as measurable results such as fitness tests. – Subjective assessment: based on opinions such as coach observations. – Ipsative assessment: based on comparisons between two performances such as the performer’s match statistics in two games or a test of skill.
CASE STUDY QUESTION ANSWERS
Q1. Michael’s diet and nutrition goal was to eat smaller meals more frequently (six meals instead of three) to maintain energy levels. (a) Analyse this goal in terms of how well it aligns with the SMART principle. – Specific: Michael’s goal is specific to his needs as a sportsperson and he has set a specific target of six meals per day. – Measurable: Michael can measure the success of this goal by recording his dietary intake in a food diary or app. He could record the number of meals he has per day on a calendar or table to measure his success. – Achievable: Eating six smaller meals is achievable as Michael plans his weekly diet in advance. – Realistic: This goal is realistic for a motivated and organised person such as Michael. – Time-bound: This goal has no timeframe for completion but it should be for the duration of the training and competition season. (b) Identify which of Michael’s four goals is most aligned to the SMART principle. Justify your choice.
Area of development 3: Skill and technique (but any goal could be analysed) – Specific: To kick 10 successful free kicks is specific to Michael in the role he plays. – Measurable: Michael measured the success of this goal in a table. – Achievable: To score all 10 kicks is achievable for Michael as he has a high success rate in competition. – Realistic: This is a realistic goal provided the coach does not place the ball out of his range. – Time-bound: There is no timeframe for completion as it is set for every training session. He could set an eight week timeframe in order to review his success and set a new goal as the season progresses.
CASE STUDY QUESTION ANSWERS Michael Murphy
Q2. Michael believes the role of team captain is central to the cohesion and success of the team. How does the role of captain differ from the role of player in terms of its demands? – The players only need to focus on their own performance. – The captain must focus on decision-making and the performance of the team as a whole. – The captain is responsible for: – building relationships and team cohesion – providing help, support and advice – checking on the welfare of players. Q3. Identify and explain one more area for development a Gaelic player such as Michael should analyse.
Area for improvement: Performance-related fitness – speed
(a) How could the chosen area be effectively analysed? – The 30m sprint test could be used to analyse his speed. (b) Set a SMART goal for the chosen area of development.
‘To improve my 30m sprint speed from 4.5seconds to 4.3 seconds in 6 weeks’.
– Specific: Improving speed is specific to my requirements as a centre forward as I need to be quick to get away from defenders to make space for a shot at goal. – Measurable: Improving my time from 4.5 to 4.3 seconds can be assessed objectively. It provides ipsative data as I will be comparing my own performances. – Achievable: Completing the 30m sprint in 4.3 seconds is achievable. – Realistic: An improvement of 0.2 of a seconds is achievable with six weeks of specific training such as interval training. – Time-bound: Six weeks is the timeframe. (c) Outline three steps/strategies that could be used to meet the goal. – Design a training plan that is specific to speed and enhancing the ATP-PC energy system. – Implement the plan by performing appropriate methods of training such as interval training e.g. short, high-intensity sprints with a long recovery such as 10 x 40m with a 1:30 recovery ratio. – Apply the principles of training, especially progressive overload (FITT). Gradually increase training frequency, intensity, time and type.
END-OF-CHAPTER ASSIGNMENT – NOTES
(Can be used as summative assessment) – Can be used as a summative assessment e.g. monthly assessment or half-term. – Provides a useful introduction to completing the Physical Activity Project (PAP). – Ask the students to keep to a 1200-word limit as concise writing will be important for completing the final PAP which is limited to 1600 words. – Ask the students to make use of diagrams and tables as these do not contribute to the word count.
