VI: The Physical Activity Project (PAP

CHAPTER VI: PHYSICAL ACTIVITY PROJECT (PAP)

The Physical Activity Project is one of the three assessment components of LCPE. It is an assessment that requires the practical application of the theoretical knowledge acquired in the classroom in order to analyse performance, set clear goals, implement a training programme and reflect on its success. Each step of completing the PAP is explained with examples in the Coursework Planner. In this section of the Teacher’s Guide the focus will be on the criteria, timeframe, rules and pitfalls of completing the PAP for the first time.

Important criteria for the PAP

Levels and marks

• The PAP is worth 100 marks which is 20% of the total marks for LCPE. • The same PAP criteria and proforma must be followed by higher and ordinary level students. • The PAP will be marked at the same level as their final examination.

Selecting an activity

• Students may select any activity that complies with the Irish Sports Council Act (1999) definition of competitive sport. The activity must have a national governing body that is affiliated to Sport Ireland. • Student can complete the project as a performer, coach or choreographer. • Students can complete the project outside of the school setting but you will be required to supervise it for authentication purposes. This must be agreed in advance of starting the project as it may not be possible for you to supervise extra-curricular projects. • Students who choose to complete the project as a coach or choreographer must work with a student in the class, clubmate or group. This will require the written consent of the performer and their parent/guardian. • Students cannot complete the PAP in the same activity area as their practical Performance

Assessment (PA). The activity areas include: • Athletics e.g. running, jumping or throwing events • Games e.g. invasion games, net/wall games, striking and fielding games • Personal exercise and fitness e.g. weights, circuits, interval, aerobics, indoor rowing • Artistic and aesthetic activities e.g. dance or gymnastics • Aquatics e.g. lifesaving, swimming, water-polo • Outdoor and adventure activities e.g. orienteering, kayaking, rock climbing.

Completing the PAP booklet

• Students must complete the PAP in the SEC booklet and submit it digitally in a folder with their three videos (one for each section). The folder should be named

YearLCPEProjectExaminationNumber. For example, ‘2021LCPEProject123456’. • The PAP booklet is only compatible with the desktop version of Microsoft Word. • The project must not exceed 1600 words (excluding references, bibliography and appendices). • Penalties will be applied to projects that exceed the word count and/or video length. • References, bibliography and appendices are not included in the word count. • Each section of the booklet contains an appendix that facilitates the upload of relevant images such as charts, graphs, tables or pictures.

• Plagiarism: students must reference any material they use from outside sources such as online content, books or journals. • The school must store the completed PAPs securely on an encrypted storage system for submission along with the Performance Assessment at the end of March. The school must securely retain a copy of the work until after the examinations and appeals process is complete.

Videos and images

• The videos must be in MP4 format, must not have a combined duration of longer than four minutes and must be less than 1GB in total combined size. The videos should be named Section A, Section B and Section C. • Each video must contain the evidence for that section of the project. For example, the section A video must contain the evidence for section A of the project only. • Videos should be annotated with voiceovers and/or subtitles. This is especially important for identifying which of the four goals the video footage pertains to. • All images should be labelled properly, for example figure 1, table 1, graph 1. Students can refer to these images in their text in order to support their discussion. • Students are allowed a maximum of four images for section A and C, and up to eight images for section B.

Timeframe for completing the PAP

The NCCA assessment guidelines identify three steps to completing the PAP:

Step 1: Selecting the physical activity and the role

Step 2: Completing the Physical Activity Project

Step 3: Generating the report.

• The recommended timeframe is eight to ten weeks from early October until mid-

December. • This timeframe leaves very little room for the normal disruption to learning that affects schools, and especially for busy PE teachers with extra-curricular teams. • It may be advisable to start collecting the video and picture evidence in the last term of 5th year and in September of 6th year. By completing the analysis process in 5th year, students will be able to plan and implement the project in the first half-term of 6th year (steps 1 and 2). They can then focus on completing the booklet after the Halloween break (step 3). • Access to a computer room is essential as the SEC booklet is only compatible with the desktop version of Microsoft Word. This should be flagged with your Principal/Vice-

Principal before the end of 5th year.

Authentication

• The project and report must be carried out under your supervision as the teacher in order to authenticate the work. • The work must be the student’s own and it must be authenticated by them as well as you as the teacher. • Copying, plagiarism and/or improper assistance must be reported to the SEC.

Structure of the PAP

State Examination Commission guidance 2020

Section

A

Maximum 400 words approximately

B

Maximum 800 words approximately

C

Maximum 400 words approximately

Content

Performance analysis

• Provide a summary of the performance analysis undertaken and the data collected. • Analyse the performance – what the data tells you about your/peer’s performance based on sound theoretical principles.

Identification of four performance goals and evidence of ongoing training/practice and reflection

• Formulate four distinct performance goals. • Explain the rationale for the selection of each of these four performance goals based on sound theoretical principles. • Design and implement a training/practice programme which addresses the goals identified based on sound theoretical principles. • Include four pieces of ongoing reflection – one reflection for each of the four performance goals focusing on your experience of working to improve your/peer’s performance by addressing each goal.

Concluding analysis

• Provide a summary of the results following a repeat of the performance analysis process to evaluate your/peer’s progress at the end of the programme. • Complete a final reflection about the effectiveness of the programme. Each of the performance goals should be addressed in this context. • Include suggestions for next steps for further improvement.

Overall coherence

Relates to the overall preparation, planning, implementation and completion of the Physical Activity Project.

Marks

24

44

16

16

References and bibliography

• Include full references for all sources cited in your report. You should also include details of additional sources of information that you have consulted but have not cited in your report.

Source: Leaving Certificate 2020 Marking Scheme – Physical Education (State Examinations Commission, 2020)

Leaving Certificate Physical Education – Marking Scheme 2020

Section Content

7-8 Very Good 5-6 Good 3-4 Fair 1-2 Poor

A Performance analysis

Performance analysis undertaken Summary of data collected Analyse the performance

B

Identification of four distinct performance goals and evidence of ongoing training/practice and reflection

Performance goals Rationale Training/practice programmes Reflections

C Concluding analysis

Repeat analysis Final reflection Next steps

Overall coherence

Coherence – Section A Coherence – Section B Coherence – Section C Overall

Total marks

Source: Leaving Certificate 2020 Marking Scheme – Physical Education (State Examinations Commission, 2020) Important: This criteria and mark scheme are subject to change. You should refer to the most current SEC criteria.

Marks

24 8 8 8

44

8 8 20 8

16

4 8 4

16

4 4 4 4

100

Requirements for each section

Section 1: Introduction and performance analysis

Section 2: Identification of four performance goals

• Provide a brief personal introduction, including the SEC examination number and the reason for selecting the physical activity chosen for the Physical

Activity Project. • Collect a range of relevant data arising out of the analysis of their performance in the chosen physical activity. This may include: • identifying key demands associated with the chosen activity/role • comparing the performance to that of a model performer • identifying the stage of learning of the performer • review of choreographic approaches • analysis of skill and technique • biomechanical analysis • analysis of tactics and strategies • analysis of psychological preparedness before, during and after the performance • performance-related physical fitness testing • health-related physical fitness testing. • Video and/or photography of the performance should be used to support the analysis process. Other methods of analysis such as match analysis sheets and results, player profile sheets, observation lists, fitness testing results, movement analysis tools, peer and teacher feedback may also be included as text files. • The data collected should be used to analyse the performance drawing on the different theoretical perspectives and using relevant technical terms. • This data can be used to inform the four distinct performance goals which will be the focus of the project. • The most relevant data to include in this section should be data which supports the choice of the four performance goals identified in Section 2 below. • The performance analysis can be presented in written, video or audio format.

The learner should include a brief explanation on what performance analysis was undertaken and what the data tells them about their performance. • Formulate four distinct performance goals from the areas highlighted in the specification drawn across the following: • learning and improving skill and technique • psychological demands of performance • physiological demands • performance-related physical fitness • health-related physical fitness • biomechanical/movement analysis • structures, strategies and/or compositional elements • roles and relationships • diet and nutrition. The performance goals can be presented in written, video or audio format. The learner should include a brief explanation on why these four goals were selected and how they relate to the analysis of performance undertaken by the learner in Section 1.

Section 3: Evidence of ongoing training/ practice and reflection

Section 4: Concluding analysis

• Design a training/practice programme which addresses the areas identified based on sound theoretical principles. • The learner should include an outline of the programme in this section. • Provide evidence of implementing the programme, either as a performer or as a coach/choreographer. The evidence should include four short pieces of ongoing reflection – one reflection for each of the four performance goals focusing on their experience of working to improve their performance by addressing each goal. The evidence can be presented in written, video/ photographic or audio format. • Repeat the analysis process to evaluate their progress at the end of the programme. • Complete a final reflection about the effectiveness of the programme. Each of the performance goals should be addressed in this context. The learner should also include suggestions for next steps for further improvement. This section can be presented in written, video/photographic or audio format.

Source: Physical Education (LCPE) – Guidelines for the Physical Activity Project PAP (NCCA, 2019)

Requirements of the chosen role

Performer

Assessment as a performer Coach/choreographer

Assessment as a coach/choreographer

Learners will be assessed on their ability to develop a personal physical activity programme designed to enhance their performance in an activity of their choice.

Learners must complete a performance analysis in their chosen activity, identify four distinct performance goals they wish to improve upon and implement corrective measures to optimise performance in a competitive/equivalent scenario. Learners are further assessed on their ability to document, review and evaluate improvements in their performance.

The Physical Activity Project should reflect the range of skills and techniques outlined for the activity in the specification. For the purposes of assessment, the role of coach/choreographer is understood as being the person responsible for overseeing a peer’s preparation, execution and evaluation of a performance in their selected physical activity.

Learners are expected to show evidence of the ability to analyse another’s performance, identify four distinct performance goals for an improvement plan, co-ordinate and lead another learner in implementing corrective measures to optimise their performance in a competitive/equivalent scenario. Learners are further assessed in their ability to document, review and evaluate improvements in the performance.

The Physical Activity Project should reflect the range of skills and techniques outlined for the activity in the specification.

Differentiation: Ordinary and Higher Level

Differentiation

Ordinary level learners will be expected to:

• be able to draw on knowledge and understanding of four theoretical perspectives in planning performance analysis • include four performance analysis tools to analyse the performance • set four distinct, challenging and realistic goals based on the results of the performance analysis undertaken • design a programme which targets the improvement of performance in relation to four performance goals • show evidence of implementation of the programme • show some evidence of a capacity to reflect on the impact of the programme undertaken to improve performance

Higher level learners will be expected to:

• be able to draw on a deep knowledge and understanding of at least four theoretical perspectives in planning performance analysis • critically select four performance analysis tools to analyse the performance, reflecting a clear understanding of the complexity of different elements of performance • set four distinct, challenging and realistic goals based on the results of the performance analysis undertaken. The goals should be generated using the principle for SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) or a similar principle • design a challenging and creative programme which targets the improvement of performance in relation to four performance goals • show detailed and concise evidence of implementation of the programme • show a clear capacity to reflect critically on the impact of the programme undertaken to improve performance

Source (both tables): Physical Education (LCPE) – Guidelines for the Physical Activity Project PAP (NCCA, 2019)

Summary of the key features

• Ordinary level students must draw on four theoretical perspectives, whereas higher level students must draw on at least four theoretical perspectives when interpreting the data.

For example, a higher level student could apply knowledge of biomechanics and the components of fitness when analysing a skill. • Higher level students must critically select their four performance analysis tools.

For example, the student may justify why they chose video analysis of a skill over a performance test or notational analysis. • The four performance goals must be distinct, challenging, realistic and based on the

Performance Assessment. The SMART principle must be applied by higher level students. • At higher level, the training/practice programme must be challenging and creative. • Higher level students must be able to critically reflect on the impact of their training programme. They should be able to identify the weaknesses and areas for improvement, not just the successes.

Quality descriptors for Higher Level

Section 1: Performance analysis High level

Moderate level

The learner illustrates an excellent ability to interpret the analysis of the performance. A variety of comprehensive selfanalysis tools are constructed and employed to identify areas for development covering all aspects of the specification. The learner illustrates a reasonable ability to interpret the analysis of the performance. A number of self-analysis tools are used and the learner is able to discuss areas for development in their performance. Low level The learner illustrates a limited level of ability to interpret the analysis of the performance. Basic self-analysis tools are employed to investigate areas for development and are descriptive in nature rather than analytical.

Section 2: Identification of performance goals High level

Moderate level

The learner’s depth of analysis in identifying the four most pertinent performance goals reflects a significant level of knowledge and understanding of the role they undertook, i.e. performer or coach/choreographer. The learner, via an excellent level of self-analysis, can identify areas for development in their performance and specify detailed and appropriate corrective measures from the theory covered in the specification. The learner displays a high level of awareness of their areas for development in relation to the correct technical model. The learner’s depth of analysis in identifying four relevant performance goals reflects reasonable knowledge and understanding of the role they undertook, i.e. performer or coach/choreographer. The corrective measures selected are relevant and are presented at a satisfactory level with an acceptable application of the theory covered in the specification. The learner displays an adequate level of awareness of their areas for development in relation to the correct technical model. Low level The learner’s depth of analysis in identifying four performance goals reflects limited knowledge and understanding of the role they undertook, i.e. performer or coach/choreographer. The corrective measures selected are presented at a basic level with some application of the theory covered in the specification. The learner displays some level of awareness of their areas for development in relation to the correct technical model.

Section 3: Evidence of ongoing training/practice and reflection High level

Moderate level

Low level

Section 4: Concluding analysis High level

The learner provides detailed evidence of ongoing training/ practice in their chosen role of performer or coach/choreographer which targets the improvement of performance in relation to the four performance goals. The learner displays an excellent capacity to be responsive to challenges encountered and can reflect insightfully on the overall process. The learner provides evidence of ongoing training/practice in their chosen role of performer or coach/choreographer which targets the improvement of performance in relation to the four performance goals. The learner displays a good capacity to be responsive to challenges encountered and can reflect on the overall process. The learner documents some evidence of ongoing training/ practice appropriate to their chosen role of performer or coach/ choreographer which targets the improvement of performance in relation to the four performance goals. The learner displays some capacity to be responsive to challenges encountered and provides a limited reflection on overall process.

The concluding analysis is underpinned by in-depth understanding of the theoretical factors, which impact on performance in the selected activity. The learner provides an excellent analysis of their progress in relation to the four performance goals, of the strengths and weaknesses of the programme undertaken and documents constructive insights about possible next steps.

Section 4: Concluding analysis (continued)

Moderate level The concluding analysis is underpinned by a moderate level of understanding of the theoretical factors, which impact on performance in the selected activity. The learner provides a satisfactory analysis of their progress in relation to the four performance goals, of the strengths and weaknesses of the programme undertaken and documents good insights about possible next steps.

Low level

The concluding analysis is underpinned by a limited level of understanding of the theoretical factors which impact on performance in the selected activity. The learner provides some analysis of their progress in relation to the four performance goals, of the strengths and weaknesses of the programme undertaken and documents basic insights about possible next steps.

Source: Physical Education (LCPE) – Guidelines for the Physical Activity Project PAP (NCCA, 2019)

Summary of the key features

Section 1: Performance analysis

• Ability to interpret the analysis: identify strengths and weaknesses that impact performance. • Variety of analysis tools: fitness tests, video analysis, ipsative assessment, self-report questionnaire, diary, apps.

Section 2: Identification of performance goals

• Identify the four most relevant goals: the goals must be from areas that are of significant importance to performance in the activity and be specific to the needs of the performer. • Detailed and appropriate corrective measures: the corrective measures should relate to the theory covered and be specific to the goal. For example, selecting the most appropriate type and method of practice. • Awareness of the correct technical model: the corrective practices should be targeted at moving the performer closer to the correct model of performance such as the perfect execution of a skill.

Section 3: Evidence of ongoing training/practice and reflection

• Detailed evidence of ongoing training/practice for each performance goal: evidence could be in the form of video clips or pictures of progressive training practices, a training diary or a table. • Responsive to challenges: evidence of changes to the training programme in order to effectively apply the principles of training or respond to setbacks such as injury/illness. • Insightful reflection: honest and knowledgeable reflection on progress, incorporating theoretical knowledge in the reflection e.g. the effects of over-training.

Section 4: Concluding analysis

• In-depth understanding of the theoretical factors: the analysis should incorporate relevant theoretical knowledge such as the principles of training, practice and feedback, fitness components, biomechanics, energy systems, psychological demands and training methods. • Analysis of progress for the four performance goals: Discuss the success of the training programme in respect of whether the four performance goals were achieved. Identify the strengths and weaknesses of the training/practice programme. • Possible next steps: Identify steps to correct weaknesses in the programme and/or steps to further improvement. For example, apply the FITT principle to your training programme as a means to increased progression.

Student sample PAP

This project was completed in December 2019 by a 6th year LCPE student. This resource is provided as an aid for teachers who are overseeing the PAP for the first time and could be used as a teaching tool but should not be distributed to the students due to the risk of plagiarism.

Activity chosen: Games: Football

Reason for selecting the chosen activity: I have selected football because I play with my school, club and county. I really enjoy playing football and I want to improve my overall performance.

Word counts:

Section

Section A

Section B

Section C

Total duration of video Number of words

392

809

478

3.52

Section A: Performance analysis

Area 1: Skill and technique (see table A1)

I used video analysis to evaluate my shot blocking (1v1) skill and technique (Video A – Area 1). After watching and analysing the video I found that my strengths include: • Adjusting my position, low or high • Fast reaction skills • Reading the opposition’s body language. I also identified my visible weaknesses: • Not getting into the correct position quickly with the correct technique • I am slow to get to the ball • I don’t always check for other attacking players.

Area 2: Health-related fitness (see table A2)

• My cardio-respiratory endurance is a strength as my score is 9.4, above average. This allows me to play for 90 minutes and recover from sprints and repeated dives. • My sit-up test was above average for my age, meaning my muscular endurance will allow me to perform at a high level. • My sit and reach test was below average and therefore I want to improve this as I feel having good flexibility as a goalkeeper will improve my performance (Video A – Area 2). • My grip strength test was average – it’s at an acceptable level. It’s important I maintain this strength as it is key to my performance.

Area 3: Performance-related fitness (see table A3)

• My ruler drop test was average, which means I can still improve. • I achieved 24 seconds in the Illinois agility test which is below average, so I want to improve my agility (Video A – area 3). • For the stork stand balance test my results were average which is good as I need to be able to stay on my feet.

• The results for my vertical jump test were above average. I have power to allow me to jump for balls in the air.

Area 4: Nutrition and hydration (see table A4)

• My daily calorie intake is 1,650 instead of the recommended 1,850 for my age and gender. This is causing muscle loss, affecting my recovery. • I need to increase my carbohydrate intake to improve my energy levels and allow me to play for the 90 minutes. • My fat intake is too high resulting in increased body fat and potential health problems. • My protein intake is too low which affects my ability to recover from training and matches. This increases my chance of injury. • I need to keep my hydration levels high to allow me to perform. I aim to drink five pints of water a day.

Section A: Appendices

Table A1 Shots blocked % success

1v1

5 out of 10 50%

2v1

4 out of 10 40%

Target %

70%

60%

Table A2 Fitness component Pre-training result 16–19 yrs norm

Multistage test Cardio-respiratory endurance L9S4 6.8 Sit-up test (30s) Muscular endurance 18 15 Sit and reach Flexibility 8cm 7-12cm Grip strength Strength R 36kg; L 30kg R 25-30kg

Table A3 Fitness component

Ruler drop Reaction time Illinois agility Agility Stork stand Balance

Vertical jump Power

Pre-training result 16–19 yrs norm

18cm 16.9-20.4cm

24cm 18-21sec

28cm 16-22sec

45cm 36-46cm

Table A4 Carbohydrate Fat

Protein My food diary result

43%

45%

12%

Target

50%

30%

20%

Section B: Identification of four performance goals and evidence of ongoing training/practice and reflection

Performance goal 1 and rationale

From my video analysis I have decided to improve my shot blocking technique and consistency (Video A – Goal 1). To give me an objective analysis, my teacher recorded my blocking success at training and found my percentage of block saves (1v1) made in a game was 50%, and when there was more than one attacker 40% (Table A1). My goal is to improve my percentages to 70% and 60% after six weeks of training, which is achievable.

My 1v1 is relevant and a weakness because: • I am slow to reach the ball, giving an attacker time to compose herself and set up the shot. • If I reach the ball late I have less time to get my body into position to cut off all angles. • I only concentrate on the player with the ball forgetting to check for opposition that might be running into the box.

Training/practice programme

I created a drill and a six-week plan to help me improve my 1v1 technique (Video B – Goal 1). See appendix B1 and B1 (ii).

Ongoing reflection – Week 4: I completed 25 minutes of massed practice, challenging me physically and mentally. I struggled near the end as my concentration levels declined and I made more mistakes. My muscles also began to fatigue and I struggled to continue at a high intensity. I feel I can now get off my line quickly and my positioning has improved.

Performance goal 2 and rationale

My goal is to improve my flexibility (sit and reach test) from 8cm to 12cm in six weeks. This is achievable and relevant because it was below average (Video A – Goal 2) and it’s important for goalkeepers to have good flexibility to reach and dive for awkward shots.

Training/practice programme

I have designed a programme which will target key areas for goalkeepers including my shoulders, hips and hamstrings. I have incorporated several types of stretching including static, dynamic and ballistic which will help me achieve my goal (Table B2). I will progressively overload each of the exercises in my programme by increasing the reps and sets to help me complete my goal over the six weeks. I will allow adequate rest and recovery between each set to ensure I can apply the correct technique. I will also warm up before training to avoid injury (Video B – Goal 2).

Reflection (ongoing) – Week 4: I found this week tough as I increased the frequency to three sessions and added reps and sets. For week 4 I wanted to ensure I kept the correct technique so I only slightly increased sets from five to six. Keeping correct technique over the six weeks will help me progress towards meeting my goal and avoid injury.

Performance goal 3 and rationale

My goal is to improve my agility test from 24 to 19 seconds, which is achievable in a six-week programme. Agility is relevant as it is a key component of goalkeeping, allowing me to make fast movements in multiple directions.

Training/practice programme

I designed a training programme which is specific to my needs and that will help me achieve my goal within the six weeks (Image B3 and Table B3 (ii)) (Video B – Goal 3). I will progressively overload my session by increasing the time, reps and sets which will help me achieve my goal of 19 seconds. I will train twice a week and then progress to three times a week. I have planned adequate recovery time between sets to avoid fatigue and ensure I maintain the correct technique. I will also do a 10-minute warm-up beforehand, including static and dynamic stretches to help avoid injury.

Reflection (ongoing) – Week 4: I increased the frequency from two to three sessions without experiencing fatigue. I added progression by increasing the distance between cones making me work harder for longer. My recovery time also progressed from 1:3 to 1:2 which worked my aerobic and anaerobic energy systems more.

Performance goal 4 and rationale

I aim to increase my calorie intake from 1650 to 1850 mainly focusing on: • Increasing carbohydrates from 43% to 50% • Increasing protein from 12% to 20% • Reducing fat intake from 45% to 30%. I want to achieve my goal within six weeks and aim to improve areas relevant to performance including my body composition, increase energy levels and improve recovery.

Training/practice programme

I created a diet plan specific to my needs, see appendix (Table B4 and B4 (ii)) . This will ensure I meet my goals as I have included mostly complex carbohydrates, lean protein and unsaturated fats.

Reflection (ongoing) – Week 4: I feel my diet has good variety and balance. I have more energy and I am always well hydrated. I have gained some muscle and reduced my body fat, improving my body composition. I am recovering quickly from training due to my increased protein.

Section B: appendices

Short blocking drill (1v1) Drill instructions:

1. The GK starts at the white cone with the coach facing them at an equal distance from the centre cones. 2. The GK must wait until the coach makes their run towards any coloured cone. 3. The GK must quickly go towards the cone and react accordingly. 4. Green (block shape – stage 1) 5. Red (block save – stage 2) 6. Blue (dive at feet – stage 3)

Drill coaching points:

1. Work at full speed. 2. Quick movement to get to the ball. 3. React to coach’s position. 4. Close off the angles. 5. Deal with the shot. 6. React to the correct shot.

Table B1 (ii)

Week Time Frequency Practice type Feedback Pressure

1 and 2 10 mins 2 Fixed Positive and extrinsic Green cone (block shape)

3 and 4 15 mins 2 Massed Continuous and constructive Add red cone (block save)

5 and 6 20 mins 3 Massed Continuous and constructive Add blue cone (dive at feet)

Table B2

Week Type of training Time, reps, sets Recovery Frequency 1 Static stretching 10s x 3 reps 1:2 2 sessions

2

3

Static stretching 12s x 4 reps 1:2

Dynamic stretching 5 reps x 5 sets 1:1 2 sessions

2 sessions

4

5

6

Dynamic stretching 6 reps x 5 sets 1:1

PNF and ballistic 4 reps x 4 sets 1:3

PNF and ballistic 4 reps x 5 sets 1:3 3 sessions

3 sessions

3 sessions

Image B3

Compass agility drill

Start at cone 1 on the whistle. Quick shuffle right to cone 2 and return to cone 1. Run backwards to cone 3 and back into cone 1. Shuffle left to cone 4 and back to cone 1. Finally, a quick sprint straight to cone 5. Repeat.

Table B3 (ii)

Week Repetitions Progression Intensity Recovery Frequency

Week 1 3 reps Normal Medium 1:3 2 sessions

Week 2 3 reps Normal Medium 1:3 2 sessions

Week 3 4 reps

Week 4 4 reps

Week 5 5 reps

Week 6 5 reps Increase distance between cones

Increase distance between cones Medium 1:3

Maximum 1:2

Addition of ball, dive at cone 2 and cone 4 Addition of ball, dive at cone 2 and cone 4 Maximum 1:2

Maximum 1:2

Figure B4

Breakfast

400 calories 500ml of water, bowl of oats with almond milk and blueberries 500ml of water, two pieces of cooked salmon with salad containing lettuce, green leaves, tomatoes, cucumber, olives and spring onion

Sandwich for non-training days, two slices of wholemeal bread with turkey or chicken 500ml of water, cooked pork slices with sweet potato, swede and beetroot cubes and steamed kale Banana, low-fat yoghurt or a handful of nuts e.g. almonds or pecan

Lunch

650 calories

Dinner

650 calories 2 sessions

3 sessions

3 sessions

3 sessions

Snacks once/twice a day 150 calories

Image B4 (ii)

Breakfast Lunch Dinner Snacks

Section C: Concluding analysis

Goal 1

I’ve successfully improved my shot blocking for one player (70%) and more than one player (60%) (Table C1) (Video C – Goal 1). I feel that the progressions I added each week improved my performance. These were: • moving from fixed practice to massed practice • adding a second attacking player (2v1) • adding defenders. By making these progressions I made my practice more specific to a game situation and overloaded my training effort. I will continue to improve my shot blocking technique by adding more attacking players and progressing to small sided conditioned games. I will also increase the frequency and time of the practice sessions.

Goal 2

I have improved my flexibility beyond my goal (Table C2) (Video C – Goal 2). After focusing on my hips, shoulders and hamstring flexibility I noticed improvements in my performance: • striking the ball with more power for a kick out • being able to stretch for the ball • being able to reach low awkward shots on goal • reduced muscle soreness after matches I was successful with my goal after making my training specific to me and my needs. I applied the FITT principle by progressively overloading my training e.g. gradually increasing the reps/sets and the frequency (two to three times a week). I allowed enough recovery time to ensure correct technique and avoid injury. I will continue to apply the principles of training as part of my steps to further improvement – see Table C2.

Goal 3

I have achieved my goal of 19 seconds in the Illinois agility test (Table C3) (Video C– Goal 3). This training improved my performance including: • my ability to react and position myself for a rebounding shot • my speed around the box and ability to change direction quickly • my overall speed, agility and quickness for short, sharp movements. I achieved my goal because: • I applied the FITT principle as I progressively overloaded my training sessions e.g. gradually increasing the reps and the frequency of sessions (from 2 to 3 times a week) • Between reps, I allowed myself enough recovery time to ensure I maintained correct technique and avoided injury. • I warmed-up well before training. I will continue to apply the principles of training in order to further progress my flexibility – see Table C3.

Goal 4

I partially achieved my goals for nutrition over the six weeks (Table C4). I increased my: • calorie intake from 1650 to 1900 (target = 1850) • my carbohydrates from 43% to 49% (target = 50%) • my protein from 12% to 17% (target = 20%). I decreased my fat from 45% to 34% (target = 30%).

I didn’t reach my targets but I made massive improvements to my diet. I have lost weight and gained muscle. I have more energy and I am performing better in training and matches. I will reach my targets in another six weeks by: • adding more protein at breakfast e.g. boiled egg • further reducing my saturated fat and calories by switching from butter to olive oil.

Appendix Section C Table C1

Shots blocked pre-training Shots blocked post-training

One attacker (1v1) 5 out of 10 (50%) 7 out of 10 (70%)

> one attacker 4 out of 10 (40%) 6 out of 10 (60%)

Table C2

Fitness test Pre-training score Age-related norm Post-training score

Sit and reach test 8cm 7-11cm 13cm

Table C3

Steps for further improvement

Frequency I will increase my training sessions to four per week. Intensity

Time

Type I will add further progressions by moving the cones further apart and adding more cones with a ball at each to make it more complex. I will increase the number of reps and sets and reduce the recovery time. For example, two sets of five reps with 1:1 recovery. I will progress from interval training to fartlek training by jogging during my recovery.

Table C4

Food diary result 1 Target

Carbohydrate 43%

Fat

45% 50% 30%

Protein

12% 20%

Food diary 2

49% 34% 17%

References and bibliography: Compass Drill – https://www.topendsports.com/testing/tests/agility-cone-drill.htm