Kyle Academy Higher Physical Education

Notes for all 4 Factors

Physical Mental

Emotional Social

Contents Page

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Data Collection

Approaches

Training Approaches

Monitoring, Recording

and Evaluating

Performance

Mandatory Knowledge

Page 2 ContentsPage 3 Data collection GlossaryPage 4 Data collection (Reliability, Validity, Appropriateness)Page 5 Factors Impacting Data collectionPage 6 Mental ModelPage 7 Physical ModelPage 8 Emotional ModelPage 9 Social ModelPage 10 The importance of Model PerformersPage 11-18 Physical Data collection (Video, Observation Schedules

+ Recognised fitness test)Page 19-21 Mental Data collection (Mental toughness Questionnaire

+ Coach Feedback)Page 22 -25 Emotional Data collection (Disciplinary Record + SCAT test)Page 26 -29 Social Data collection (Focus Group questions with video aid

+ Team Dynamics questionnaire)Page 30 Approaches for all factors overviewPage 31 – 32 Stages of LearningPage 33 – 35 Goal SettingPage 36 – 37 Principles of Effective PracticePage 38 Information Processing SystemPage 39 Advantages of Training within the activityPages 40 – 43 Principles of TrainingPage 44 – 45 Periodisation of TrainingPage 46 – 51 Physical Factor - Training Approaches for Skill RepertoirePage 51 -53 Physical Factor - Training Approaches for AgilityPage 54 – 57 Physical Factor – Training Approaches for Speed endurancePage 57 – 58 Physical Factor – Training Approaches for PowerPage 59 – 65 Mental Factor – Training ApproachesPage 66 – 71 Emotional Factor – Training ApproachesPage 72 – 80 Social Factor – Training ApproachesPage 81 – 82 Importance of recording and monitoring performancePage 83 Why might a programme be ineffective?Page 83-85 Importance of feedbackPage 86 Evaluating cyclePage 87 How to record and monitor the physical factorPage 88 How we monitor the physical and Mental factorPage 89 How we monitor the Social and emotional FactorPage 90 – 93 Recording, monitoring and evaluating Examples

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Data Collection Glossary

Where possible a combination of quantitative, objective data, with some qualitative/subjective information provides a good starting point for planning performance development. This is because it gives a wide, detailed picture of the

whole performance/factor.

In order for data to be useful it must be Accurate (True Reflection) Relevant (to performer and activity) Valid (Measures what it should) Reliable (Consistent) Objective (Non bias) Comparative (Enables comparison)

Objective Data example

This type of information is based on facts. For example, Ronaldo has scored 89% of the penalties that he has taken this year. Another example might be that during a game of netball the centre player successfully passed the ball to a team mate 75% of the time. Overtime these facts can be used to identify performance improvements. For example, after a week of practising the netball player successfully completed 78% of passes.

The information collected objectively can be measured allowing more accurate judgements to be made in relation to performance development. It is designed to establish differences, relationships or casualties (does one thingcause another?) Throughout the course you will get the opportunity to work with different objective methods.

Subjective Data Example

This type of information is gathered through personal feelings , emotions or opinions. The data is collected from personal or observer’s interpretations – they offer their own point of view. For example, you might comment on a player’s performance in badminton by suggesting that they don’t move fluently around the court. Another example could be that when playing volleyball you felt that there was a player who was not as determined as you to win.

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Qualitative

Thoughts and feeling, observations. (Focus group

questions, video self reflection etc)

Quantitative

Precise management, rigid controls and statistical analysis.

(Schedules and recognised tests)

SubjectiveOpinions and

interpretations

ObjectiveTests that involve

unbiased assessments. Uses facts and figures,

backed up with data.

Are your approaches Reliable, Valid and Appropriate?

THINK!!

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It needs to be consistent with your "normal" situation so you can re-test and compare.Dependable and that it will give the same outcome every time.Many factors can impact reliability such as mental state, amount of sleep prior to test, time of day, energy levels, test environment , people present, athletes prior experience etc

Reliability

A test is valid if it measures what it claims to measure. For example an illinois agility test only tests agility.Validity is impacted by the Subjective, objective nature of data collection, lack of honesty, equipment,different people, different players, players not prepped beforehand etc.

Validity

Suitable or right for a particular situation or purpose.Individualised to look specifically at youWhy have you chosen this method?

Appropriateness

Factors Affecting Information Gathering

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Are you able to do the following:(a) Correlate court/cluster/tally charts. Can you identify patterns of success and failure in your performance and compare and contrast your performance with that of an appropriate role model.(b)Has the format of a schedule got too much information which is difficult to interpret? This will lead to confusion on the observer’s behalf, leading to results which are more likely to be unreliable.(c)) Seek advice from teachers and friends and accept weaknesses and don't be afraid of initial failures.

Ability to assimilate information (Analyse and evaluate)

(a) Are friends competent and accurate in their attempts to record court charts/tally charts etc. Do you value their opinion for feedback? If they have activity experience more reliable and valid informatio can be obtained because they know exactly what they are looking for as they observe the performance. They understand the criteria and are clear in their role of what they have been asked to do.(b) Is the playing environment conducive to good play? Do you have access to quality equipment and facilities for each assessment. Many sports are fast paced and the playing surface different and the area to cover large.(c)Do you have access to ipads as required to aid analysis?

Co-operation of friends and availability of Equipment

(a) If you work to full capacity your results will be realistic therefore you should be motivated, disciplained and enthusiastic to measure your success.(b) Can you rely upon your friends to work in a similar way as yourself? e.g in their attempts to help with practices and when they act as opposition during data collection and competitive matches etc.

Effort Levels

Results will vary depending on the type of game/practice that you are involved in and the level of ability of your opponent.(a) Repetition practice is an easy form of practice because there is more time and space, practice is predicatable and there is little pressure. This will give good results but are probably unrealistic.(b) Games with conditioned rallies will be more difficult. There is less time, more pressure, more space to cover and rallies are unpredicatble. Results will be variable but can be considered more accurate and more realisitc.(c) Playing a player of poorer standard can give misleading results, this will give the wrong perception of your ability. It is more realistic to measure your progress against a player of similar ability or slightly better to allow players to play to full potential.

Type of game/Practice

Model Performers- How do you compare?

MENTAL MODEL

Can maintain an optimum arousal level throughout a performance ensuring emotions and distractions do not impact training or competitive matches. A positive mind set is always maintained.

They can shake off any issues in their performance and maintain composure and regroup.

A model can maintain focus and concentration which enables them to make the correct decisions throughout a match on shot selection and movement.

Can switch focus on and off to prevent mental fatigue and brain overload.

As a model maintains focus they develop consistency in their play and will respond faster to cues in the game resulting in faster decisions and motor responses.

Few careless mistakes are made as they are mentally switched on.

Make fast decisions under pressure playing the correct shot at the correct time.

Having a more developed information processing system in their brain a model through experience of the sport has more options available to them. This allows then to read a situation early and predict what will happen next, thinking one step ahead of their opposition.

A model’s fast decisions results in a higher success rate, good timing, variety and fluidity in movements.

A model is highly motivated and thrives in a pressurised environment. They are driven to succeed and push themselves in training and competition to be the best they can be.

They are mentally tough and rebound from any injury, mistakes or lose quickly.

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PHYSICAL MODEL

A model’s skills and techniques are performed with rhythm, timing, consistency and accuracy.

They perform the correct shots at the correct times and have variety in their skill repertoire which enables them to change the pace, angle and direction of play to target or defend space.

A model is creative with their shots selection and is very adaptable under pressure to solve performance problems and challenges and react quickly.

Movements are graceful and economic which allows them to prepare early to execute a skill with control.

They are tactically very aware of their own strengths and weaknesses as well as their opposition which enables them to exploit and defend space and maximise their strengths on a court or pitch.

They adapt their tactics to keep their opposition guessing and build a strong attack as well as to defend effectively.

A model will use width and depth in attack and defense to support teammates to co-ordinate attacks and defensive plays.

A model possesses the fitness requirements for the sport i.e speed endurance, cardio respiratory endurance, muscular endurance, speed, power, flexibility and strength to sustain the quality of play both mentally and physically for training, a competitive match and season.

A model equally has the skill related fitness requirements to compete at the top level, i.e balance, agility, co-ordination, reaction time and core stability.

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EMOTIONAL MODEL

Emotionally the model has resilience, emotional strength and the ability to respond to challenging situations with a cool head. They manage setbacks, have fighting spirit and are fully engaged in the performance.

They have positive thoughts which provide a more balanced approach to competition. They have self-belief and confidence in their ability.

Fear and anxiety do not impact performance and movements are fluent as muscles move freely without tension.

They have emotional intelligence to identify emotions early, understand them and then react to these feelings to maintain control. This maintains optimum arousal level and enables them to use their full repertoire of skills effectively without freezing or choking under pressure.

Emotional control positively impacts their decision making, confidence, and self – control.

Models have self-control which enables them to deal with the demands of performance without showing signs of anger and frustration. This controlled aggression which has been channelled ensures they fully commit to training and competition. Positive feelings create positive behaviours.

With high levels of self-control they are assertive in carrying out their roles with confidence and without hesitation and have clean discipline record.

They trust their teammates and have mutual respect for each other and take their team responsibility very seriously.

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SOCIAL MODEL

Players have excellent listening skills and lines of communication are open. They are willing to accept feedback and work together to problem solve and resolve any issues in performance.

Players trust in each other and work towards common goals and respect each other.

Models have a clear understanding of their roles and responsibilities within the unit to carry this out effectively. This increases the clarity and awareness of players and enables them to execute strategies and decisions quickly.

Players are highly motivated and on the same page and anticipate each other’s moves instinctively. By taking timing from each other early and responding to cues movements are more automatic.

They play to the rules and show good etiquette and fair play throughout a performance.

They have good leadership skills which motivates and inspires teammates and are calm and supportive at all times.

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The Importance of Model Performers – MANDATORY KNOWLEDGE

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Watching models of performance can

increase your motivation levels e.g

watching able performers can

make performance look exciting and

keep you interested in trying to improve.

It can make you motivated to work

towards performing at their level. (strive

for success)

Allows us to make comparison to

identify strengths and weaknesses in our sub routines.

(Detect flaws)

Paints a visual picture of how a skill

should be performed. (Visual feedback; When ,

Where, Why?) Flight path and mechanics

of skills

Based on our comparison to a

model we can set realistic training

goals and priorities specific to our

needs and stage of learning.

Range and quality of movement patterns

of a model player are

highlighted.Shows different qualities

and consistencies in the shots they play.

Can be used following a period of practice to monitor

progress.

To realise how much work is required to

achieve a model performance.

Benchmark , starting point to develop

performance.

Analyse

Compare Contrast

Examine

Explain

Identify

Categorise

Investigate

Methods of Data Collection

Physical Factor

Descriptions

Validity and reliability

Restrictions and Limitations

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Physical Video Analysis Observation Schedules Recognised Fitness Tests

Initial data Skills (Stroke Repertoire Observation Schedule)

Focussed data Skills(Technique Analysis Observation Schedule)

Sub Factor: Skill Repertoire (Data Collection)

Method 1: Video Analysis

Video analysis, a commonly used tool in modern sports, can provide a training boost for individual and team competitions. Coaches and trainers analyse video from live competitive action and training exercises, and the results of their careful analysis provide helpful feedback for the athletes. Thanks to video analysis, athletes can gain a competitive edge, correct faults and maximize their strengths.

Why appropriate? Advantages

Footage can be slowed down or paused to observe sub routines in more detail to highlight strengths and faults in performance.

When recorded in an open, competitive environment you can find trends and patterns you can change. A basketball team may be vulnerable defensively on the outside, a golfer may hook his iron shots or a badminton player may lack power in their clears. Once the weak link is discovered, it can be modified and improved upon.

If footage is taken during training, you can help prevent injury and new injuries. The technique you use to play shots and move round the court is a contributing factor in sustaining an injury. With

video analysis, you can study your technique and pinpoint areas that must be changed to avoid injuring yourself in the future.

It is a permanent record which allows you to compare at a later date to monitor progress.

Vital source of visual feedback which paints a picture of stage of learning and provides motivation.

Using video footage of a model. One way that using video analysis can help improve your performance is to watch the best in your sport play the game. Studying hours of video of the best player at your position or in your sport will showcase habits the player uses on a regular basis that help him succeed. When you have pinpointed some of the techniques of the best players, you can work them into your own game.

One of the most common ways video analysis is used is to prepare for upcoming opponents. Watching footage of next week’s opponent teaches you their strengths and weaknesses, and enables you to formulate a game plan to deal with them. Mental preparation is an important factor in badminton, so knowing what you’re up against beforehand can give you an extra advantage.

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PHYSICAL FACTOR

Badminton is such a fast paced sport and almost impossible for an observer to record all shots on a tally sheet (Observation schedule). Through utilizing video analysis at the same time it can increase the validity of results and ensure information is not omitted to provide a clear picture on performance.

Limitations of Video Analysis

Method 2: Observation Schedules

Observation schedules can be used to identify faults and following a period of practice to monitor progress. Observation schedules can be completed during open play and in a practice setting in a more controlled environment.

In badminton a stroke repertoire observation schedule is completed to collect initial data on the strengths and weaknesses when executing performance skills. This involves playing 3 sets against an opponent of equal ability whilst an observer records the effectiveness of each shot during the match. This can be adapted to observe movement patterns and tactics to provide a holistic view of the physical factor.

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Can you always guarantee that the i

pad will be available.

Lighting might be poor which impacts the

quality of your results. The space and angle of the Camera can be an

issue to get all the action in.

It can take time to collate results.

Collating the results and

analysing what is in front of a

performer can be difficult. Can they

recognise and accept issues in

their performance? This might be impacted by

activity experience and knowledge.

Often more focussed observation schedules are completed to focus specifically on sub routines of a particular skill. In badminton, Techniques analysis observation schedules are completed to focus on key technical components of a skill to identify any faults which are impacting skill execution. This is generally completed in a repetition style practice (feeder drill) environment which is closed to allow for effective assessment to be made. A model performer is firstly observed to gain set criteria and a visual picture. As many feeds as necessary are then played to the appropriate location on the court to compare the performer to the success criteria of a model.

Why appropriate?

1. The written format provides a permanent record that allows for comparison at a later date.2. Having an observer it provides objective feedback which is non-bias providing more accurate

results.3. By playing in a competitive match against someone of equal ability you are forced to play your full

range of shots adding to the validity of the findings as the pressurised situation can highlight consistency.

4. By completing the schedule over a sustained period of time patterns of play can be observed. It is also possible to see dips in form. The more information the more vivid the picture on performance. Occasionally, a player takes longer to get into the match. This duration provides them the opportunity to do this.

5. All tally marks can be converted into statistics which are hard to argue with.6. Strengths and weaknesses can be identified from the schedule which future performance

development programmes and goal setting can be based upon.7. Focussed observation schedules allow you to compare the mechanics to that of a model which

motivates and inspires progress. 8. Objective feedback by a person with activity knowledge ensures validity and reliability of the results

to create a detailed analysis of performance.9. Focussed observation schedules enable performers to identify faults and set training priorities to

support development of these flaws.

Limitations with Observation Schedules

1. When you have someone else recording information on performance the validity of the results are dependent on the observers focus and attention during the match and the importance they place on the process. Also, if they are lacking activity knowledge their perception of what equals an effective shot might be different from the reality.

2. Badminton is a very fast paced sport and there is likely to be a number of shots in every rally. This can make it impossible for one observer to record all shots played. When they take their eye of the match to complete the schedule shots are missed questioning the reliability of the findings.

3. If the opposition is not of a similar ability this will provide false results and a performer might not be forced to play their full range of shots if insufficient pressure is applied.

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4. The content of the observation schedule has to be correct in the first place to focus on key elements of performance and allow for detailed observations.

5. The mental and emotional state of the performer is crucial if accurate results are to be collected. Lack of motivation, resilience, and anxiety etc will impact the quality of shots, decisions, concentration and technique. If a performer is over tired, hungry etc this will impact their play and ultimately the results.

6. Focussed observations completed in a closed environment although they provide lots of clear information it might not be realistic. For example in badminton often a player is coming from a different point on the court every time to play a clear in a game and with less time to prepare. In a feeder drill you have extra time and

less pressure and it is therefore not replicating game situations.

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Sub Factors: Agility, Speed endurance and Power

Recognised fitness Tests

In constructing tests it is important to make sure that they really measure the factors required to be tested, and are thus objective rather than subjective. In doing so all tests should therefore be specific (designed to assess an athlete's fitness for the activity in question), valid (the degree to which the test actually measures what it claims to measure), reliable (capable of consistent repetition) and objective (produce a consistent result irrespective of the tester).

In conducting tests the following points should be considered:

Each test should measure ONE factor only The test should not require any technical competence on the part of the athlete (unless it is being

used to assess technique) Care should be taken to make sure that the athlete understands exactly what is required of

him/her, what is being measured and why

The test procedure should be strictly standardised in terms of administration, organisation and environmental conditions

Test 1: Illinois Agility test

Normative data for the Illinois Agility Run Test

The following are national norms for 16 to 19 year olds (Davis et al. 2000)[1]:

Gender Excellent Above Average Average Below Average PoorMale <15.2 secs 15.2 - 16.1 secs 16.2 - 18.1 secs 18.2 - 19.3 secs >19.3 secs

Female <17.0 secs 17.0 - 17.9 secs 18.0 - 21.7 secs 21.8 - 23.0 secs >23.0 secs

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PHYSICAL FACTOR

The athlete warms up for 10 minutes The assistance sets up the course as detailed in the

diagram. (10 by 5m grid) The athlete lies face down on the floor at the

“Start” cone The assistant gives the command “GO” and starts

the stopwatch. The athlete jumps to his/her feet and negotiates

the course around the cones following the route shown in the diagram to the finish

The assistant stops the stopwatch and records the time when the athlete passes the “Finish” cone

3 attempts are made and the best recorded

Test 2: Speed endurance Recognised fitness Test

The speed endurance test involves sprinting increasing distances along a 20m track, alternating with rest periods. Cones are set up at 5m intervals and the test is in the form of a shuttle run. The performer must run to the first cone and back again, then the second and so on. You have 30 seconds to cover as much distance as possible. Someone who completes the whole shuttle and back again would cover 100m. It is possible to get further than this distance. This exercise is completed 6 times with a 1 minute recovery between each attempt. The difference between your longest and shortest distance is called your fatigue factor and this indicates anaerobic endurance.

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Test 3: Vertical Jump Test

Standing sideways on to a wall with the arms raised above you, mark the highest point you can reach. Still standing sideways, jump as high as you can, marking the point you can reach. Your score is the difference between your standing and jumping score. This test measures the power in your leg muscles.

How to conduct the test

The athlete warms up for 10 minutes The athlete chalks the end of his/her finger tips The athlete stands side onto the wall, keeping both feet remaining on the ground, reaches up as high as

possible with one hand and marks the wall with the tips of the fingers (M1) The athlete from a static position jumps as high as possible and marks the wall with the chalk on his fingers

(M2) The assistant measures and records the distance between M1 and M2 The athlete repeats the test 3 times The assistant calculates the average of the recorded distances and uses this value to assess the athlete’s

performance

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Sprint from the start to the nearest cones and back

Repeat to each successive cone

Measure the distance covered in 30 seconds

Complete the run 6 times with 60 second rest intervals

A partner will record all 6 distances

The difference between your shortest and longest distance gives your FATIGUE FACTOR.

The following are national norms for 16 to 19 year olds (Davis 2000)[5]

Gender Excellent Above average Average Below average Poor

Male >65cm 50 - 65cm 40 - 49cm 30 - 39cm <30cm

Female >58cm 47 - 58cm 36 - 46cm 26 - 35cm <26cm

Appropriateness of recognised fitness tests

The use of Standardised Fitness Tests can give you clear information about the relevant components of fitness that you are trying to measure and therefore acts as a fitness indicator (identifies strengths and weaknesses in fitness).

Also, the use of norms allows you to compare your score with those of the same age and gender around the world (valid and reliable results due to test conditions being standardised).

Recognised fitness testing can also be used for monitoring progress during a fitness training programme, gauging when adaptations to training are necessary and to evaluate any improvements at the end of the plan of action acting as a motivator.

They only measure one factor i.e agility so are objective rather than subjective. Capable of consistent repetitions due to test conditions resulting in more valid. Very simple to administer and very little equipment required. Can be used to measure a performer’s ability to turn in different directions, and different angles.

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Limitations with Fitness testing

What factors may influence test results?

The following factors may have an impact on the results of a test (test reliability):

Although you gain vital statistical information it does only give you a score and does not highlight the impact of agility, speed endurance + power in a competitive sport under pressure. (Specific movement patterns)

A performer may be unable to distinguish between left and right turning gates in the agility test which reduces time and validity of the results.

Results can be subject to timing inconsistencies. The main problem with agility tests is they identify how quick a player moves around obstacles or between

two or three different cones. They don’t identify how a player reacts to a stimulus that actually occurs in the game. A good football player therefore may do well in a badminton agility test, but that doesn’t mean he can play badminton! This is the same with every fitness test.

The main problem with the Speed endurance tests is that it is a tough test and unfortunately players might not have the personality and mental toughness and motivation to complete the test which does not then highlight a true fitness assessment.

This Speed endurance test although intense does not reflect the duration of a basketball match to assess speed endurance over a sustained period of time.

The ambient temperature, noise level and humidity The amount of sleep the athlete had prior to testing The athlete's emotional state Medication the athlete may be taking The time of day The athlete's caffeine intake The time since the athlete's last meal The test environment - surface (track, grass, road, gym) The athlete's prior test knowledge/experience Accuracy of measurements (times, distances etc.) Is the athlete actually applying maximum effort in maximal tests Inappropriate warm up People present The personality, knowledge and skill of the tester Athlete's clothing/shoes Surface on which the test is conducted Environmental conditions - wind, rain, etc

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Analyse

Compare Contrast

Examine

Explain

Identify

Categorise

Investigate

Methods of Data Collection

Mental Factor

Descriptions

Validity and reliability

Restrictions and Limitations

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Mental

Mental toughness Questionnaire

Coach Feedback

Section ScoreReboundability

Handling Pressure

Concentration

Confidence

Motivation

Level of Arousal

Decision Making

Method 1: Mental Toughness Questionnaire

Questionnaires are the main source of monitoring the mental toughness of an athlete. However, results are very subjective and researchers have different theories on what elements impact mental toughness and should be included in a questionnaire. Many feel that mental toughness is very dependent on the personality traits of an individual whereas other researches think it comes down to the environment etc.

To collect information on mental toughness in badminton a questionnaire was completed. The questionnaire was completed on a paper format and set into sections to assess mental sub factors. These headings included reboundability, Handling pressure, Concentration, Level of confidence, Motivation, Level of Arousal and decision making. Performers complete each question by answering true or false based on their own personal experiences. Each section included 6 questions and depending on the performers answer they were awarded 1 point or 0 points. A score of 36-42 indicates strength in overall mental toughness. Scores of 32 to 35 indicates average to moderate skill in mental toughness. Scores of 31 or below means you need to start putting more time into the mental training area of performance. The questionnaire can be completed at the start of training, pre-season or post match etc.

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Benefits of a Questionnaires

* Easy to set up

* You can measure improvements through completion of a questionnaire due to the written format.

* Large quantities of valid information regarding mental sub factors for coach/teacher and performer.

* Opportunity to voice thoughts and feelings (Subjective)which could impact performance.

Encourages reflection.Develops a performers independance, problem solving abilities. Develops self directed learning skills. (Critical thinking and reflection.

* Everyone in the class answers the same Q's reducing bias and increases validity and reliability of results as the performers are not influenced by an interviewer.

* Focusses a performers attention on the mental factors impacting performance which otherwise might have been forgotten.

Limitations with Questionnaires* Very much based on performers own perception which could be different from reality. (bias results)

* Depends on the importance a performer places on the process and could impact the validity of the results.

* Misinterpretation of the questions can occur resulting in inconsistencies.

* Application and focus is very dependant on the circumstances of the performer (Injury, sub) etc and environment data is collected in. Their knowledge will also imapct the validity of the responses.

* In the heat of the moment information on mental factors

can be forgotten.

* Time consuming to collate results on a large group.

* Closed questions . Lack of explanation.

MENTAL FACTOR

Method 2: Coaching Feedback (Both Mental and Physical Factor)

Appropriate/ advantages LimitationsInformation offered at various points in a performance or in practice.

This allows a performer to adapt their performance immediately to bring about performance improvements and can prevent bad habits surfacing.

Focusses the performer and can be a source of positivity and motivation.

If feedback is provided consistently during practice it will allow for brisk progress and result in a performer going into a competitive environment with confidence and better listening skills. Coaches can give clearer information away from the pressurised environment giving the performer a better understanding of how to develop performance.

Often noise can impact the coaches ability to provide quality verbal feedback making the information less accurate as performers struggle to hear what is being said.

Sometimes the coach is restricted by when they can get information to the performer which can be too late and have impacted performance dramatically before this information can be relayed. Also the time has passed and it is not as relevant to a performer as it would have been at the time.

If a player is physically tired they will find it hard to focus on feedback as they have oxygen dept.

Emotions can cloud judgments and feelings and create a barrier to attention and listening. Frustrations can be taken out on the coach or team mate trying to help. Perception of feedback negatively viewed

Several point of information only This directs a performer’s attention to key points of technique or performance and lets them make corrections quickly.

Unfortunately, when a team is under pressure this feedback is less effective and their brain can be overloaded and they are unable to take this information in and listen to make appropriate changes to behaviour.If the mood of the performer changes and they lose self control they are unwilling to listen to feedback.When breaks are brief it can be difficult for coaches to focus on only several points when there is a lot that they can talk about and they want to make this time count.

Positive and negative balance A balance of positive and negative feedback keeps the performer motivated and encourages them to practice.

It is difficult to balance the feedback when a team or performer is having a dip in performance and form. They themselves will be aware of their failings and if you focus only on the issues you risk losing the performer and motivation to train and compete will be impossible to achieve. Always being positive could make a performer arrogant and they need targets etc to keep on track.

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Analyse

Compare Contrast

Examine

Explain

Identify

Categorise

Investigate

Methods of Data Collection

Emotional Factor

Descriptions

Validity and reliability

Restrictions and Limitations

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EMOTIONAL FACTOR

Emotional SCAT Test Disciplinary

RecordBehaviour/Action Set 1 Set 2 Set 3Negative body language to personal mistakeNegative body language to team mistakeNegative verbal reaction to personal mistakeArguing with teamArguing with the other teamContesting referee’s decisionDecrease in effortFoulAct of sportsmanshipUse of positive praise

Sub Factors: Anxiety and Self control

Measuring Stress and Anxiety

Measuring an athlete’s levels of stress can be achieved in three ways:

Self-report questionnaires: Easy to complete although can be open to inaccurate responses. SCAT Test

Physiological Measurements: Measuring physiological responses to a situation can indicate a stress response. Measurements such as heart rate, sweating, muscle tension and oxygen uptake can be used

Observation: Viewing an athlete’s behaviour before, during and after an event can provide much information about their stress response. Clues to watch out for include shaking, talking fast, regular toilet visits, biting the nails and an inability to stay still.

Method 1: SCAT Test (Sport Competition Anxiety Test)

A Sport Competition Anxiety Test (SCAT )is one of the main sources of monitoring and recording thoughts and feelings on Emotional factors impacting on a performance. In the questionnaire the performer must read 15 statements related to Emotional control. They then have to decide if they “Rarely”, “sometimes” or “often” feel this way when competing in sport. They should tick the appropriate column to indicate their response. A score is awarded of 0, 1 or 2 for each question. All responses are then totalled to provide a SCAT score.

Why appropriate? Advantages

Players are encouraged to be self-reflect on their emotional state before, during and after performance and this allows them to develop approaches to deal with these emotions.The athlete can use their test results to gauge their level of tension, fatigue, anxiety.Simple and easy to set up and carry out to record progress in emotional control (Repeatability)Encourages consideration of Emotional sub factors which are often forgotten. A coach/teacher/performer can get large quantities of information about Emotional factors in a relatively short period of time. Subsequently, strengths and more importantly weaknesses can be identified quickly and addressed through an appropriate development programme and monitoring process.

Limitations of SCAT Test

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Low Anxiety

Less than 17

Average Anxiety

17 to 24

High anxiety Level

More than 24

Very much based on performer’s perception, this could be different from reality. (bias results)Often Harsh Critics

Often in a match the pressure can make things fussy and unclear. Thoughts are not being written down till the very end of the match where your emotions and opinions may have changed by this time. Very reliant on

Method 2: Disciplinary Record

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One of the may difficulties of the SCAT test is that Emotions

change day to day, hour by hour. Thoughts are never the same twice.

Test can be impacted by

Fatigue Medication Time of Day Energy level

Test environment

Athletes don’t always buy into the approach. Therefore an honest reflection

is not always possible. They find it difficult to express

their feelings.

Dependant on a performer’s Emotional

Intelligence (Ability to perceive, control and evaluate emotions)

Often in a match the pressure can make things fussy and unclear. Thoughts are not being written down till the very end of the match where your emotions and opinions may have changed by this time. Very reliant on

To collect information on a players emotional state

(specifically anger/self control) during a volleyball match a

discipline record can be used. This record lists various

emotional actions and/or behaviours that an athlete might

exhibit during a match. They included:

Negative Body language Negative verbal exchanges with team mates,

opposition, officials Effort levels The number of fouls committed Acts of sportsmanship

Whilst playing a match against opponents of equal ability an

observer marks down each time a player exhibits one of

these actions/behaviours by placing a tally mark in the

appropriate box. They recorded this information for all 3 sets

of the match and calculated my total score for each

action/behaviour at the end of the game. The discipline

record was completed at the beginning and the end of the

volleyball block.

Behaviour/Action 1st set 2nd set 3rd set TotalNegative body language to personal mistakeNegative body language to team mistakeNegative verbal reaction to personal mistakeArguing with teamArguing with the other teamContesting referee’s decisionDecrease in effortFoulAct of sportsmanshipUse of positive praise

Benefits of a disciplinary Record

1. The written format provides a permanent record that allows for comparison at a later date.2. Having an observer it provides objective feedback which is non-bias providing more accurate results.3. All tally marks can be converted into statistics which are hard to argue with.4. Strengths and weaknesses relating to emotions can be identified from the record which future performance

development programmes and goal setting can be based upon.5. Objective feedback by a person with activity knowledge ensures validity and reliability of the results to

create a detailed analysis of emotional state.6. By playing a full competitive match against opponents of equal ability allows the observer plenty of time to

collect valid, reliable and accurate information. The duration of the game gives the observer time to observe patterns of behaviour and can assess how a performer responds to the emotions of others.

26

When you have someone else recording information

on performance the validity of the results are dependent on the observers focus and attention during the match and the importance they

place on the process.

Volleyball is a very fast paced sport and there is likely to be a

number of incidents and patterns of play. If an observer takes their eye of the match to complete the record they may miss something which brings into question the reliability of

the findings.

The content of the disciplinary record has to

be correct in the first place to focus on key

elements of emotional performance.

The information which is being collected is based

on an observer’s perception of what

represents a negative behaviour or action.

Subsequently, this could impact on the validity of the results as it could be

a bias assessment.

The pressure is showing so let’s turn up the heat.

Limitations of

disciplinary Records

Analyse

Compare Contrast

Examine

Explain

Identify

Categorise

Investigate

Methods of Data Collection

Social Factor

Descriptions

Validity and reliability

Restrictions and Limitations

27

Q/A

SOCIAL FACTOR

Social Team Dynamics

Questionnaire Focus Group

Questions with video aid.

“Everyone makes a positive contribution

to the team”.

Method 1: Team Dynamics Questionnaire Questionnaires are the main source of monitoring and recording thoughts and feelings on social factors impacting on a performance. This involves team members indicating how much they like playing for the team and indicates how well they feel the team performs as a unit. The Team Dynamics Questionnaire has been the tool of choice for years. In the questionnaire the performer must read 10 statements related to the different features of team dynamics. They then have to circle a number between 1 and 9 to show how strongly they agree with each statement. In order to identify strengths and weaknesses the performer must reflect on their results and summarise the most significant statements. The questionnaire can be completed at the start of training, pre-season or post match etc.

Method 2: Focus Group Questions with the use of video recording

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Benefits of a Questionnaires

* Easy to set up

* You can measure improvements through completion of a questionnaire

due to the written format.

* Large quantities of valid information regarding scoial sub factors for coach/teacher and performer.

* Opportunity to voice thoughts and feelings (Subjective)which could impact performance. Encourages reflection.

* Everyone in the class answers the same Q's reducing bias and increases validity and reliability of results as the performers are not influenced by an

interviewer.

* Focusses a performers attention on the social factor impacting

performance.

Limitations with Questionnaires* Very much based on performers perception which could be different from reality. (bias results)

* Depends on the importance a performer places on the process and could impact the validity of the results.

* Misinterpretation of the questions can occur resulting in inconsistencies.

* Application and focus is very dependant on the circumstances of the performer (Injury, sub) etc and environment data is collected in.

* Questionnaires do NOT show how particular individuals relate to each other, whether cliques are forming, or whether some members are

feeling isolated.

* Time consuming to collate results on a large group.

* Closed questions . Lack of explanation.

Example Statement

Focus group refers to a group of usually 10 or fewer individuals. The group consisted of all players in the volleyball team gathered to discuss information on the social factor. They are asked a series of questions or are given statements to which they freely share their opinions, ideas and reactions. The coach acts as the interviewer in this situation. Players are asked to answer honestly and all members are given the opportunity to voice their opinion. This information is then used to identify areas of strength and weakness. The group sessions are video recorded.

Advantages of Focus Group Questions

The face-to-face involvement of a qualified moderator (teacher) can ensure that the conversation is always

on track, and encourage participants’ engagement without one individual dominating the meeting. This

results in a range of views, rather than the teachers.

When participants are stimulated to discuss, the group dynamics can generate new thinking about social

factors which will result in a much more in-depth discussion and increased understanding of its importance.

Useful to obtain detailed information about personal and group feelings, perceptions and opinions.

Also, the fact that groups are small gives each performer more time to speak. In addition, because

participants know they are being video recorded and contribution evaluated they are more likely to engage.

The video recording alongside the questions is a great way to record interactions, and communication.

Non verbal responses can give a lot of clues to thoughts through observations in body language

during peer responses.

Following a period of training could highlight changes in behavior towards each other.

Through open discussion players may come up with solutions to problems.

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Disadvantages of Focus Group Questions

30

31

That means that responses are soley based on opinion. This means results are not always accurate. Self reflection is very unlikely to assist a performer of a poorer performance standard as they do not possess the judgement skills and activity knolwedge to make appropriate reflections.

This can make the discussion very biasIn team sports, when completing team reflection it can cause disharmony in a team and impact moral of individuals who have been pin pointed. Voicing thoughts can open a "can of worms.

This person may also direct the discussion and comprimise the results if their questions to extend the discussion are leading and bias impacting the views of the participants.

This does not suit all players personalities. They may feel intimidated and say what others want to hear rather than their true thoughts, especailly if they are the opposite from more dominant individuals.

Relies very much on players being open,

honest and confident enough to give their opinion in

a group setting If the person managing the group is not experienced the dicussion could go off on a tangent

and players lose focus.

Is is a subjective method of data

collection

Focus groups can become influenced

by one or two dominant people

who hijack the discussion.

APPROACHES

Approaches

Mental Rehearsal

Pre Performance Routines

Positive Self Talk

Relaxation Techniques

Co-operation drills

Simulation drills

Team building exercises

ShadowRepetitionTargetCombinationPressureSequenceConditioned games

Interval training

Plyometrics

Agility training

Key Planning

Role/Responsibility

Strengths and Weaknesses

Performance consideration

Goal Setting

Approaches?

Monitoring approaches

Stage of learning/Development

Principles of training

Principles of effective practice

Phases of training

Repetition of data collection

Activity experience

Factors

Mental

Emotional

Social

Physical

Sub Factors

Level of ArousalDecision MakingConcentration

Self control (Anger)

Fear (Anxiety)

Roles and ResponsibilitiesTeam DynamicsCommunication

Cooperation

Skill RepertoireAgilityPower

Speed endurance

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Stages of Learning Mandatory Knowledge

Cognitive Stage

The performer is gathering information on what to do and how to do it. During this stage the performer will have

many faults and the action will appear crude and lack control and refinement. A great deal of thought goes into

carrying out every movement pattern or skill which they are unfamiliar with. A badminton player at this stage will

have a limited stroke repertoire and will lack accuracy and control in each action. Movement round the court

looks uncoordinated and energy consuming with many errors taking place due to lack of control and timing,

(missing the shuttle or being off balance). A novice badminton player at this stage of learning would be expected to

have slower reactions. They have a great deal of information to process, which is new to them. Therefore,

decisions they make during practice or game situations take longer to judge and evaluate.

Cognitive stage performers will use the following approaches:

Shadow Practices

Repetition Drills (Simple)

External and Internal Feedback are critical at this stage to correct faults before they become learned. Feedback has to be

very accurate and precise to improve its effectiveness. Providing feedback immediately will enable an individual to act on

it instantly. Positive feedback also provides encouragement. External feedback is vital as they don’t have the acquired

knowledge to make corrections on their own and are unaware of their shortfalls. Practice sessions will be short in

duration to avoid boredom but long enough for meaningful progress.

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Associative/Practice Stage• At this stage performers are putting the movements together. This practice will allow them to become familiar

with the sequence and timing of the various parts (sub-routines) involved and increased timing and consistency

evident. This is the stage where a players spends al lot of their time detecting and correcting small faults, then

repeat the corrected movement over and over again (repetition). They still have to think about the execution

of the skill but some parts will be automatic (the skill is starting to become grooved in your muscle memory).

They can execute the skill in more demanding performance situations and practices, but the skill can still break

down under moderate pressure.

Associative stage performers will use the following approaches:

Pressure Drills

Repetition Drills (More Complex)

Feedback is still vital at this stage to reinforce various subroutines when perfecting the movement.

The amount of practice and length of practice will depend on:

How complex the skill is (backhand overhead clear).

The level of your desire to do well (motivation).

Past experience.

Automatic Stage• Automatic performer skills are so well learnt that they require no thought and are automatic. An

efficient badminton player when returning a shot from the back of the court knows that he/she can execute a range of skills from this point. This gives them more time to consider other points of performance such as their opponents likely response or the pace and direction of the shot . An automatic badminton player requires no feedback in the execution of a skill as they can feel when shots are efficient themselves. This player moves effortlessly round the court and can perform all skills quickly and efficiently. They are very perceptive and can respond to a problem an opponent delivers instantaneously. More attention given to other aspects of the game, such as tactics, placement, angle and tempo. Advanced techniques such as drives, overhead backhand clears and blocks will be important features of their play. Their information processing system is highly tuned and they have a vast amount of stored information which they can draw upon under pressure. This allows for swifter decision making.

Automatic stage performers will use the following approaches:

Pressure Drills

Combination Drills

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Goal Setting

It is important to set goals within your practices as they can greatly enhance a programme and give you targets to aim for and help to motivate you. Training goals can give you little steps on your way to your ultimate goal. Goals can be broken down into long term, medium term and short term. For example a badminton player may want to win the School Championships and set this out as their long term goal. In order to achieve this they may have several medium term goals such as to improve their smash. To help achieve the medium term goals they would have several short term goals such as to complete 10 x 2 minute smash and movement drills, improve smash target test score every week.As the performer successfully achieves each goal their motivation stays high and the smash improves.

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Setting goals will help optimise the player’s potential and maximise gains from Goal setting will help identify development needs, priorities training requirements and provide a benchmark to monitor progress.

Prior to embarking on any individual programme it is essential to establish a realistic starting point. Many factors will influence this such as:

Time available to reach target Previous experience Ability to monitor progress

The benefits of goal setting:

Increase in motivation and determination providing goals which are realistic and attainable. Reinforces desire to keep working. Provides a performance focus. Provides valuable feedback.

SPECIFIC Your goals need to be specific. A goal that is not clearly defined will leave you unsure of exactly what you need to achieve. Making your goals specific are important to enable to you get absolute clarity on what it is that you want to achieve.

How will you know if you are successful in attaining your goal if it is not specific? Training goals which are specific will prevent aimless training and unnecessary frustration. They must be specific to the flaws in your personal performance.

MEASURABLE Following on from the above, your goals need to be measurable. It goes hand-in-hand with having a specific goal. How will you know if you reach your goal if it can’t be measured? How will you know whether you are on track to reaching your goal? The only way to measuring your performance is to actually have a measurement in place! By re-visiting data collection approaches and applying your skills into a game you can measure your progress and adapt a development programme according to ensure quicker progress.

ATTAINABLE Your goals need to be attainable. This means that your goal needs to be realistic and within reach. Setting a goal that is attainable will enable you to believe it is possible. When you believe something is possible you are much more likely to be motivated in achieving it. The ideal level for a goal to be pitched at is “challenging but achievable… with real, hard work”.

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RELEVANT Your goal needs to be relevant to what you want to achieve in the bigger scheme of your life.

This is where your goals and your values align. What is it that is most important to you? When you are working towards a goal that is aligned and congruent with your core values, then your motivation and drive will be absolutely unstoppable as long as you have all other aspects of the SMARTER goal-setting framework included. Goals must be relevant to your stage of learning and activity experience.

TIME-BOUND All goals need to have an end-date. A goal without an end-date will give you reason to procrastinate and put off what it is that you want to achieve. Also, in a sporting environment you need to be at your peak performance for the start of the season or a major championships etc. The preparation and performance improvements must be completed for this time; otherwise you will not hit your long term targets. Commitment and dedication are at the heart of reaching these timeframes.

EvaluateEvaluating your goals is the first addition to the SMART goal-setting framework.

Goals change over time. As you move towards your goals you become clearer as to what it is that you really want to achieve. Your goals will most likely need to change in shape or form to remain aligned to where you want to go in your SPORT.

Continual evaluation of your goals is essential to ensure you remain on path.

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Principles of Effective Practice - Reflect

Development Programmes should Why JustifyConsider work to Rest Ratio This ensures that the focus continues to work

on skill and not fitness. Maintains concentration and motivation

through sharp distributed practice preventing skill deterioration due to fatigue.

If not considered errors would creep into practices and a performer would begin to repeat bad habits without corrections.

Controlling recovery allows time to receive feedback and enables a player time to develop decision making etc.

Based on Data collection Through analysing data you identify your strengths and weaknesses. This allows you to create a programme of work specific to your needs.

If a performer does not reflect on the results from data collection any form of training will be pointless and counterproductive. Guess work is not going to develop a player’s ability. Additionally it will take longer to gain any results and not having specific goals will reduce motivation and result in frustrations very early on.

Based on stage of Learning Every player must consider their stage of learning when creating a programme to ensure the relevance of training. Players move through the stages at different rates and may be at a different level for each shot.

The priority is for training to be specific to a performers needs to allow for quicker progress and provide suitable challenge to maintain motivation and focus.

A practice that is too simplistic will result in a player switching off and becoming lazy which could result in injury. A practice too complex will again prevent skill consolidation and encourage bad habits and ultimately be unsuccessful.

Practices should be challenging but achievable and varied.

We know that for less experienced performers short, sharp distributed practice is the key to improved performance. This ensures a performer maintains a sharp mind during practice to refine and consolidate skills whilst ironing out any issues.

By pitching the drills so that they are challenging but achievable with hard work they are forced out their comfort zone but not out of reach.

The constant variation prevents boredom and a lack of application.

Allows a performer to move through the stages much faster.

Practices should be goal directed. Every programme should have long, medium Goal setting is a vital source of monitoring progress and

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and short term goals imbedded into the sessions to ensure purpose and motivation throughout. These goals will be specific to the individual.

directs a performer if they are on track and when to adapt the programme as progress is made keeping the training fresh, interesting and specific. Goals are an invaluable form of feedback and will reinforce the athletes desire to keep working hard. Goal setting also makes the athlete accountable if deadlines are not met.

Practices should be feedback orientated. Feedback is an integral part of the information processing system. All sensory or external feedback informs our IPS and over time develops a bank of knowledge to allow for quicker decision making and effective motor responses in a variety of situations. Without feedback faults could not be identified and corrected.

The sources of feedback which a performer will use will depend on their stage of learning. A cognitive performer is totally dependent on external feedback as they are not self-aware and cannot make judgments on their own performance. This must be considered in the planning stage to aid progress.

Through comparison to a model performer, a source of visual feedback a visual picture of how shots are performed can be obtained.

Through comparison to the model strengths and weaknesses are identified which determines the path a programme will follow.

Constructive, frequent feedback is very motivational and will increase a performers determination and drive to succeed.

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Page 40

Approaches to Training

Mandatory knowledge

The Advantages of Training Within the activity

All training takes place in the environment of the activity and so players become more familiar with game surroundings, court lines, improving spatial awareness and comfort.Fitness needs are specific to the activity and so will be more relevant to the activity i.e movement patterns etc.You can work on both skills and fitness at the same time through drills- The effects on the muscles replicate those of a real game situation. Through using the ball hand eye-co-ordination etc improvedTraining with team mates is more motivating resulting in more intense training. Training on your own does not have the same competition and incentive. Whilst working on your fitness you can develop tactics and strategies at the same time. i.e fast break drill not only works on fitness and skills but the tactics and movement patterns of the counter attack.You can combine several aspects of fitness within the same session.Feedback is instant and can be linked to real game situations- from the results of tactics etc.Training within the activity can be more competitive and so mirrors a real game where sharpness and staying power must be maintained helping to build confidence.There are no delays between training and implementation as improvements will be apparent immediately in a realistic mode.You can vary the training to prevent boredom and sustain focus and interest.

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Principles of Training – Mandatory Knowledge

For a training programme to be effective you need to apply certain principles of training to your performance.

SPECIFICITY

This is the key principle in training and is crucial to performance improvement. Your training has to be specific to your performance needs for your chosen activity and must be relevant to your own levels of fitness and ability.

In order to ensure that you are selecting the correct type of training for your activity, you would need to look closely at the activity and assess the areas of fitness which are crucial to performance in the activity and your role within it. All basketball training will be carried out in a basketball context to reflect the movement patterns, skills and physical demands of the game.

To develop aerobic endurance, the drills will be performed continuously at a moderate intensity for a long period of time (20 minutes) whereas for speed endurance the drills will be performed at a higher intensity for a shorter period of time with a rest for recovery in between.

PROGRESSIVE OVERLOAD

Progressive overload occurs when you exercise at increasingly greater levels. You progressively add to the demands of your fitness programme as your body adjusts to the benefits of your current fitness programme.

The underlying fundamental principle of training is that whatever demands you make of your body, the body will adjust to cope with the demand. If you ask your body to work for a longer time without rest, it will become more endurable etc.

Regardless of the initial level of work rate, the group of muscles will slowly adapt to the increased intensity of work.

To overload we adapt one of the following principles:

FREQUENCY

The number of training sessions per week is generally known as frequency of training. This should be at least 3 times per week (Monday, Wednesday and Friday) although elite performers train much more than this.

Frequency depends on:

Your initial level of fitnessTime and facilities that are available to youType of improvement desired

INTENSITY

You must train at an appropriate level so that you will OVERLOAD your body (put more pressure on your body than normal). In aerobic endurance training, your heart rate must be at 70% of maximum in the training zone. For speed endurance work your heart rate must be at 85% of maximum heart rate(180bpm or more). In speed endurance work, the intensity of work is always high but can be varied by adjusting the amount of recovery time you allow between bursts of activity.

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DURATION

This refers to the length of time that a performer trains for, for example:

The length of each session should be at least 20 to 30 minutes to reflect the activityThe length of the training programme e.g. 8 week programme

Aerobic endurance training requires a longer training programme of about 10 weeks.

Speed endurance training requires a much shorter 8 week programme.

REVERSIBILITY

All the alterations that the body, group of muscles or energy systems make, can slowly reduce or not be maintained if the training programme is not carried out regularly. The adaptations that the body makes during training can be lost if training is interrupted for any length of time. This of course may be an unforeseen problem such as injury or illness. However, the longer the performer had been training before the set back, the slower the loss of training and the quicker he/she will regain their fitness level after resuming training. If you exercise less than usual, your fitness decreases; and if you exercise the same as usual, your fitness stays the same.

“Use it or lose it!”

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Command Word: Discussion

Key Content: Principles of Training applied to Speed Endurance

Principle Why? Justify?

Duration8 weeks – adequate time scale to bring about training effects20 minutes recommended time to ensure specific energy system is developed

Fewer weeks training would result in less progress and longer to reach speed endurance training goal. We would get fitter naturally by simply playing but working to a specific training programme using the principles of training would waste less time and speed endurance would develop quicker.

Frequency3 times per week at the start of the programme (Monday, Wednesday and Friday)Rest days allows the body to recover Muscles adapt to the workload

Overtraining results in injury, fatigue and lack of motivation which is counter productive

Training fewer times would take longer to bring about any training effect as the body would not be under any stress.

Intensity85% max heart rate ensured I worked the appropriate energy system.30 seconds work with 1 minute rest, 3 setsIntervals reflect basketball game conditions with constant sharp bursts of speedEasy to add progressions to interval training to overload

Forces skills and fitness to be performed at max intensity forcing quick decisions.

To work without training zones for age and aspect of fitness would result in training being pointless.

Training types must reflect the demands of the activity.

Specificity

Training must be specific to:Aspect of fitness Playing roleOwn level of fitness and activityMuscle groups, movement patterns, skills, tactics, spatial awareness, teamwork motivation developed through the activity

Working on an aspect of fitness not essential to my role or not as important to the activity would be counterproductive.

Training specifically within the activity means there is no delay between training and implementing improvements – results are immediate.

Although training outwith the activity will bring significant advances, a more competitive game like environment adds variety and sustains focus.

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Overload (when & Why?)

The body adapts to stress the to become more efficientRequired to continue improvementTo increase thresholdsTo work on a different energy systemTo sustain motivation

Week 3 – reduce recovery time from 1 minute to 45 secondsWeek 5 – Introduce another session from 3 to 4Week 7 – work at 90% of max heart rate

If stress is not applied to the body as it adapts to the work load then the fitness improvements will plateau.

Boredom and lack of focus can result in reversibility or injury.

ReversibilityWhen the body’s fitness levels start to dropUse it or lose it theory

Injury from pushing the body too much.

Sub maximum effort due to inefficiencies in training programme.

Working on the wrong aspect of fitness.

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Peaking for performance – Periodisation of Training

All training for sport should be designed around the different cycles of the competitive year, which is divided into different periods depending on the number and importance of scheduled competitions. Like other sports, basketball is organised on this annual basis. All the inherent fitness components are included throughout the year but the emphasis and balance changes from month to month. This annual programming is known as periodisation and refers to the division of the year into specific training. The type of training is dependant upon both the nature of the activity and the player’s role within the activity. In individual activities such as table tennis, a player may be expected to peak at different times according to the timing of specific tournaments. A common system with top level players is to identify a target tournament and work their way backwards from that point in order to plan their build up programme. In activities such as basketball, the competitive season generally runs from September to April and there are three accepted training phases:

1. The preparation period (pre-season) – This begins with the general training and is followed by specific training when the intensity of the aerobic training is increased and the aerobic conditioning begins to take a higher profile. This period of training involves both skill-related and physical aspects of fitness and should therefore facilitate the transition to total match fitness.

2. The competition period (in-season) – During this period, much of the physical conditioning takes place in the context of skills training e.g. ball orientated work such as shuttle dribble or pressure shooting drills. As the competitive period progresses, tactics are gradually introduced and then begin to take high priority along with skills practice. Physical conditioning, however, continues, albeit to a lesser degree. Within the competition period, there will be events of special importance such as league, national and international competitions. It is important therefore, that the training is planned in such a way that the players reach peak performance levels on these occasions. In “peaking” for a special performance, part of the preparation will involve “tapering down” the training prior to competition in order to avoid any training fatigue. Following the competition, the player will require a very brief recovery time before continuing with training.

PRE-SEASON TRAINING

Physical Skills Tactics & team playsTraining training

IN-SEASON TRAINING

Physical Skills Tactics & team playsTraining trainingPage 46

3. The transition period (Out of season): Following the competitive season players require a period of “active rest” before pre-season commences. During this period it is important that there is a definite break from competitive activity. However, this is also a period when players recognise the need to maintain a general level of physical conditioning. This may be achieved through aerobic type training such as running. Playing a different sport is also a good way of keeping up base fitness so that tuning up for the season at a later date does not become too difficult. Some players, however, may simply continue to play the game of basketball on a recreational basis.

To summarise:

PERIODISATION – is the planning of an athlete’s training to allow him to reach Peak Performance at certain times.

PEAK PERFORMANCE – Is a phase in training when performance is brought to maximum levels.

PERIODISATION reduces the risk of poor performance, burn out, fatigue and injury.

This periodised training graph reflects a years training for a basketball player

OUT OF SEASON TRAINING

Physical Skills Tactics & team playsTraining training

High / Specific

Basketball

Low / General

Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Preparation

Period

TransitionCompetition

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Training Approaches “Proper Prior Preparation and Planning Prevents Poor Performance”

Physical Factors

Repetition

Pressure Conditioned Game

Shadow

Interval Training within the activity

Sequence Drill

Agility Training

Plyometrics

High Serve/lift

Clear

Drop

Net

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Approaches to Training

Physical Factor Sub Factor: Skill Repertoire

To develop performance a variety of approaches can be utilised to aid performance improvements. However, it is crucial that approaches suit the needs of the individual and their activity experience and stage of learning to ensure maximum results. The principles of effective practice are deeply embedded in any programme of work to allow for quicker progress.

MASS DISTRIBUTED Practice continuously without break or variation (45mins

on one practice/skill). Most suitable for automatic highly skilled performers

where motivation and concentration can be maintained.

Short, sharp practice periods. Rest periods included for variety (rally play to break from

intense focus). Most suitable for beginners or practice stage performers. Motivation levels sustained. Focus maintained.

Shadow Practice

Shadow practice is a method of learning a skill. It usually occurs at the cognitive stage of learning but can be used at any time. It involves the performer working under no pressure to perform the required skill. It involves a performer going through the motions of a skill/shot without actually hitting the object.

Examples of using it:

Shadow practice is commonly used when learning a new skill where the performer has limited or no experience of the movement. A common use of shadowing to improve technique is when performing the Overhead Clear in Badminton (OHC). A performer would mimic the movement patterns of the preparation, action and recovery without contacting a shuttle. Think of the number of times a golfer will shadow a putt before taking the shot.

During this stage it is vital:

To visualise the skill through demonstrations by a model performance or viewing video footage to build up a mental picture of the skill.

Break the skill down into a series of subroutines; using practices, which involve only part of the skill or technique, which make the skill, or technique easier to learn.

Practice sessions will be short in duration to avoid boredom but long enough for meaningful progress.

Benefits of Shadow practice

To focus on one particular aspect of the skill breaking it down and practicing parts making the skill easier. Movement patterns can be isolated without the distraction of the equipment to gain fluency and timing. To gain a feeling for the action as the candidate is new to the performance. Used mainly at cognitive stage of learning to increase confidence and understanding. Immediate feedback on the action is possible in a closed environment with no external pressures.

Limitations of shadow Practice

Performers at the cognitive and practice stage can find this particular type of practice boring which can result in lack of focus and attention therefore targets and feedback must be given.

If quality external feedback is not provided at this early stage of practice it can result in bad habits which are more difficult to remove at a later stage.

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Repetition drills

Repetition drills, as the name suggests, involves performing a skill repeatedly. The following are examples of a repetition drill that can be used to develop performance:

High serve – OHC return x20 (Someone is practicing the High serve, someone else the OHC. A football player dribbling the ball between cones before taking a shot at goal x 20 A gymnast performing a cartwheel along a line on the floor x 20 A netball player cutting into the circle from the right to take a close range shot x 20

Benefits of Repetition Drills

The full skill can be repeated over and over again to develop muscle memory making the skill more natural and automatic.

Repetition drills can also be used to focus on and practice certain parts (subroutines) of a skill that require development.

Focussing on the skill or part of the skill through repetition drills also eliminates the distraction of the game and other skills, and helps to ‘groove’ the correct technique through concentration.

Varying the practice conditions and including appropriate rest periods when completing repetition drills avoids boredom and fatigue and ensure quality practice.

Various sources of feedback can be used in controlled conditions to eliminate faults. Few external pressures to allow focus to surround sub routines. As a performer develops consistency other skills can be gradually introduced. Motivation can be sustained through targets set, i.e straight and cross court clears played to 2 hoops at

alternate corners as a target to aim for.

Limitations of Repetition Drills

If a feeder is inconsistent and therefore ineffective all repetitive practice is counterproductive as a performer will not get to refine movement patterns.

If the equipment, i.e shuttles are of a poor quality it will impact the success and motivation of the performer. Repetitive practice is only effective if constructive feedback is given regularly to prevent bad habits and poor

technique. Skills must be consolidated in this closed environment.

Pressure Drills

Pressure Training .

Pressure drills are an approach used which consists of deliberately creating intensive conditions for skill practice, much more difficult than those required in the actual game. Pressure training allows a performer to experience greater pressure during training to give them the chance to learn how to use and cope with pressure effectively during competitions. You must practise pressure situations in training, so they become normal and easy to handle. This will not only develop the physical factor but your emotional and mental strength to cope and perform under pressure. Decision making can only be developed in this context.

An example in badminton would be to play 5 clear shots but after every shot the performer must flick a shuttle away from the service line. However, feeds are fast giving the performer less time to recover and prepare for the next shot.

In basketball, a pressure drill would be to drive to the basket with a player tightly marking you and denying your space and time on the ball to force an error.

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Benefits of pressure drills:

Allows you to make the practice more game-like when your anticipation and decision making needs to be faster.

Allows you to perform under similar pressures to that you would experience in a game which can be unpredictable and open increasing performer motivation and challenge.

Pressure training may improve the speed of executing skilled movements, and help performers retain the skills under the duress of competition.

A number of complex movement patterns and skills can be combined. Develops consistency, timing and accuracy with the added bonus of preparing you mentally for similar

situations during competition to enable you to remain calm and focussed. Fitness and tactics can be introduced to a pressure drill to work on the whole game.

Limitations of pressure drills:

If pressure-training continues after the skill breaks down, learners may have their confidence destroyed and the training may be counter productive.

Performers under mental or physical stress could get muscle tension that leads to poor technique or movement during the activity.

When movements happen faster quality decision making can become impaired.

How can additional pressure

be applied to training

?

More attackers

than defenders More

defenders than

attackers

Time bound Activity

Introduce target areas to improve

concentration/

focus

Increase short term

goals

Increase speed of feeds to

force movement

Worker has to return to

a more advanced position

after each shot.

Increase duration

to bring in fitness.

Forfeits if goals are

not achieved.

Restrict shots to

develop a particular shot in the

game.

Increase pitch/cour

t size.

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Combination/ Sequence Drills

Drills can work well when both repetition and different degrees of pressure are involved. Badminton players often practice a simple drill which will make them play certain shots or move into certain

positions. E.g. High Serve, Overhead Clear, Drop Shot, Net Shot, Underarm Lift.

This method is used during the upper practice stage of learning leading towards the automatic stage. During practice it can be productive to set-up training drills that repeat particular techniques with the intention of grooving the technique. Drills can be increased in difficulty by making them continuous.

Benefits of combination/Sequence Drills

These practices are useful for developing the skill in more game like situations and allow the development of court movement to play the shots.

They also allow variety to be brought into the practice to avoid boredom and increase the quality and relevance of the practice.

Excellent for automatic performers to groove complex skills. More complex varied movement patterns across all 4 planes can be developed which will also improve agility

and anticipation. Helps to develop the information processing system when more decisions and problem solving involved to

ensure the correct shot at the right time.

Limitations of Combination and sequence drills

If a partner or team mate is not of equal ability you will not be forced to ensure depth and speed of movements and shots. The game pace is vital and this practice relies on both players being able to execute a range of skills.

If pressure-training continues after the skill breaks down, learners may have their confidence destroyed and the training may be counterproductive.

Performers under mental or physical stress could get muscle tension that leads to poor technique or movement during the activity.

Conditioned Games

Again this reinforces a realistic game setting. However it encourages a performer to utilise a weaker shot/technique and practice moving to and from the shot. In this situation tactics, decision making and opposition have to be considered. All movements and decisions must be made at game pace.

Examples of Conditioned games;

High serve, clear, drop ,net

In badminton you must play a high serve , 2 clears and then play out the point.

In football you must play 2 touches. This will encourage

players to make better decisions and develop better quality of touch and control

to increase passing accuracy.

In basketball you score 3 points for a lay up instead of

2. This will encourage the players to drive and develop

confidence on the ball moving in for a high % shot.

In netball, you must pass the ball back out the circle when it goes

in for the first time. This is to encourage

shooters to work as a unit and develop their

cuts and speed of passes to gain the best

shooting position.

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Benefits of Conditioned games Encourages accuracy in attack when applying skills. Encourages you to repeat the skill being developed in a realistic mode where there is pressure and constant

decision making. Increases a performer’s confidence when applied in an open context. By setting conditions and playing in an actual game it motivates a player but designed to bring about

improvements in a technical action at the same time.

Limitations of Conditioned games

Depending on the condition applied often play can take a performance dip until players or performer s become familiar with the condition.

Can restrict play slightly and can be frustrating especially in team sports where it can limit creativity and fluidity and responding in the moment. However, the focus must remain firmly on the fault.

Sometimes when play is restricted it can highlight other limitations in a player or team’s game and performers can become frustrated.

Physical Factor Sub Factor: Agility

Agility Circuit – Within the activity

Agility training is an effective addition to your workout routine, especially if you participate in sports activities such as badminton or basketball. It can complement your exercise routine.

With this type of training, you are improving the way your body reacts to sudden changes by increasing your efficiency and reaction time. Your training follows a set pattern of intense cardio exercises, with a specific goal or number of repetitions. The circuit is then repeated one or several times, depending upon the exercises and your level of fitness.

Agility training focuses on ways to increase your agility, which is a necessary quality for an athlete. In effect, you are teaching your body to make the right moves, at the right time.

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Benefits of Agility Training

Through agility training, performers can increase the efficiency of

certain movements and techniques required in their sport to make

them better players.

Through agility training, one can also improve and develop

endurance. When you train your body to tolerate dynamic exercises such as hurdle jumps for a longer

period of time, it develops the ability to perform efficiently for a

longer duration.

With agility training also comes an increase in flexibility. By being able to move in an increased range of

motion, injuries are much less likely to occur.

Too often, sport training concentrates on speed. Speed of course, is essential in many competitive sports. The agile athlete uses energy more efficiently.

Because you have trained your body to respond, you are less likely to get

injured from missteps or falls.

Agility training will also develop balance and body control. This

better prepares you for maintaining your centre of gravity and staying

on your feet.

There are no delays between training and implementation as improvements will be apparent immediately in a realistic mode.

Ideally, your agility circuit training will replicate the types of movements required of the sport in which you

participate to receive the maximum benefits. While you will focus on speed,

agility exercises also concentrate on balance, footwork and coordination

improve your coordination and footwork.

Agility training within the activity can be highly motivational as you are

working at maximum effort and can be using the equipment for your sport, therefore develop skills at the same

time. The effects on the muscles replicate those of a real game situation.

You can vary the training to prevent boredom and sustain focus and

interest.

All training takes place in the environment of the activity and so players become more familiar with

game surroundings, court lines, improving spatial awareness and

comfort.

The process also increases your mental alertness. You play better because you are more alert to the changes going on around you. If the ball suddenly heads down court, you can quickly react and stay in the game or if the pace of the shuttle suddenly slows down you can

react to cover the shot.

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Limitations of agility training

There is no reaction to a stimulus in many of the drills, and therefore training in this manner will simply developchange of direction speed etc, rather than agility required for performance situations which is unpredictable.

If agility training is not completed at the start of a training session when the athlete is fresh intense, sharp movements will not be achieved and training will be counter productive.

Drills where a performer is working with a team mate, unless the peer is of a similar fitness standard the quality and intensity of training could be reduced.

If a performer struggles with their lefts and rights, movements will not be completed at as high intensity reducing the repetitions possible.

If combining skills and agility together if the drill requires complex skills and thought processes the quality of movements may suffer as the performer’s attention is misdirected.

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Physical Factor Sub Factor: Speed Endurance

Interval Training – Within the activity

Interval training has been used by athletes for years to build fitness. Interval training combines short, high intensity bursts of speed, with slow, recovery phases, repeated during one exercise session. The interval workouts can be highly sophisticated and structured training that is designed for an athlete based upon his or her sport, event and current level of conditioning.

Interval Training Session for Speed Endurance – Initial Intensity

All training drills for speed endurance are performed at an intensity which will bring the players heart rate into their training zone (85%). Drills are thus of a higher intensity with periods of rest between repetitions.

Drill 1:

Layup and Sprint Drill

A player drives to the basket, performs a lay up shot and then dribbles round the cones back to the starting point to go again. Work for 30 seconds, rest for 60 seconds. Repeat 4 times. Aim for a target of 3 in 30 seconds.

Drill 2:

Speed Pass Drill

Two players face each other with a ball between two. They pass back and forward to each other very quickly as they move up the court (one pass between each cone). When they reach the top of the court, both players sprint back to

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the other end of the court. Work for 30 seconds, recover for 60 seconds. Repeat 4 times, aim for a target of 2 in 30 seconds.

Drill 3:

Zig Zag Lateral Sprints

Drill 4:

Speed dribble

Players start at the end line and, on whistle, dribble as fast as possible to the free-throw line, return to the end line, turn and dribble to the half way line and return to the end line, dribble to opposite free throw line and back and full court and back. Work for 30 seconds, recover for 60 seconds. Repeat 4 times. Aim for a target of 1 in 30 seconds.

In basketball, players must be able to move side ways in addition to forwards and backwards, especially in defence. A player side steps between cones laid out over a set distance (Base line to half way line) in a zig zag motion. And then sprint back to the start to go again. Work for 30 seconds, recover for 60 seconds. Repeat 4 times. Aim for a target of 3 in 30 seconds.

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Benefits of Interval Training within the activity

High intense periods of work and active rest reflect the conditions of a game of basketball.

It's thought that by performing high intensity intervals that produce lactic acid during practice, the body adapts and burns lactic acid more efficiently during exercise. This means athletes can exercise at a higher intensity for a longer period of time before fatigue or pain slows them down.

Changing how much time you spend resting versus the time you spend working out at maximum capacity will effectively train the various energy systems necessary to dominate your favourite sport.

Interval training makes the heart stronger, making it possible for more blood to be expelled with each pump. This means that your heart will not have to pump as often, thus reducing your resting heart rate. Interval training leads to many physiological changes including an increase in cardiovascular efficiency (the ability to deliver oxygen to the working muscles) as well as increased tolerance to the build-up of lactic acid. These changes result in improved performance, greater speed, and endurance.

Interval training also helps avoid injuries associated with repetitive overuse, common in endurance athletes. Intervals also allow an athlete to increase training intensity without overtraining or burn-out.

All training takes place in the environment of the activity and so players become more familiar with game surroundings, court lines, improving spatial awareness and comfort.

Fitness needs are specific to the activity and so will be more relevant to the activity i.e. movement patterns etc.

You can work on both skills and fitness at the same time through drills- The effects on the muscles replicate those of a real game situation. Through using the ball hand eye coordination can be improved.

Training with team mates is more motivating resulting in more intense training. Training on your own does not have the same competition and incentive.

You can combine several aspects of fitness within the same session. By combining SE and Agility it develops your ability to perform efficiently for a longer duration.

Training within the activity can be more competitive and so mirrors a real game where sharpness and staying power must be maintained helping to build confidence.

You can vary the training to prevent boredom and sustain focus and interest.

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Physical Factor Sub Factor: Power

Limitations of Interval Training

* If performed too often they increase the risk of overtraining. Interval training is tough on the body; at some stages you will be pushing your body like a freight train. If it’s not ready for this it may choose to derail itself occasionally. Strained muscles are much more common in interval training than in low intensity exercise.

* If combining skills and fitness if one drill is more difficult it might lead to a reduced working heart rate as it cannot be completed at the intensity. This might lead to the incorrect energy system being trained and counterproductive training.

* The performer must be willing to push themselves to the maximum. If lazy and lacking commitment, speed endurance will not be improved. Mental commitment and stepping out of comfort zone is required. Interval training can be unpleasant, painful and difficult, especially your first few weeks. Some people give up give it up and as a result don’t gain any benefit from it.

* If you are completing drills with a partner and they are not on the same fitness standard you will not increase your heart rate to the appropriate training zone to improve speed endurance.

Plyometric Training

Plyometrics ---Known as jump Training ---involves power jumping, repetitive bounding and quick force production. When your muscles eccentrically contract, or shorten, then immediately stretch and lengthen, they produce maximal power ideal for athletic situations. It is a fast movement that happens over a short period. Plyometrics are ideal for athletes or people looking to improve muscular power, speed and strength. The short intensity means you do not have the energy to go for longer than about half an hour.

Advantages of Plyometric Training

Your muscles gain the ability to contract and stretch quickly for greater power. With power and speed come muscular strength gains. Plyometrics can improve strength in both your upper and

lower body. Because plyometric exercises mimic the motions used in sports such as skiing, tennis, football, basketball, volleyball, and boxing, plyometric training often is used to condition athletes.

Hopping and jumping exercises, for example, subject the quadriceps to a stretch-shortening cycle that can strengthen these muscles, increase vertical jump, and reduce the force of impact on the joints.

Easily Calibrated to Suit Anyone's Needs.

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Disadvantages

The real disadvantage to plyometric training is the high

risk of injury due to the intense shock going through

the joints.

If no muscle mass before beginning this type of

training it will be impossible to execute exercises safely as

your body struggles to handle the stress.

The recovery time afterward is

significantly longer.

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Training Approaches “Proper Prior Preparation and Planning Prevents Poor Performance”

Mental Factors

Visualisation Pre Performance Routines

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Mental Factor Sub Factors: Decision Making Concentration Level of Arousal

“ What the mind of man can conceive and believe, it can achieve” – Napoleon Hill

“Colonel George Hall was captured by the Vietnamese in the war and incarcerated in a prisoner of war camp for seven years – 5 and a half of which were spent in solitary confinement. Prior to the war, Colonel Hall was a golfer, playing off a handicap of four, and to keep himself from going crazy in prison, every day he would visualise playing a round of golf. He would play each

shot, and each hole in his mind, and every day he’d play a different golf course.When he was finally released and returned to the USA, shortly afterwards he was invited to play in a celebrity pro-am

tournament, and despite being underweight and suffering from malnutrition from his ordeal, he hit a round of 76…. right on his handicap, despite not having held a golf club for over seven years.”

Mental Imagery/Visualisation

Mental imagery, or visualisation sometimes called mental rehearsal, involves the athlete imagining themselves in an environment performing a specific activity using all of their senses (sight, hear, feel and smell). The images should have the athlete performing successfully and feeling satisfied with their performance.

Visualisation is proving to be an understandably popular mechanism with elite athletes eager for marginal gains. The use of imagery primes their muscles to perform correct technique and to execute appropriate actions in competition, but it also conditions their mind to think clearly about how they will react to certain pressures, situations and problems. Consider it a ‘mental warm-up or walk through” of what you want to see happen. A vivid picture and strong feelings are like a magnetic attraction so be careful of what you picture with feeling, because you will be pulled in that direction. For the novice, Mental imagery may well improve confidence, relieve anxiety and help to control arousal levels.

“Throughout my career, any time I wasn’t doing something that required my full attention, my mind defaulted back to visualising races. Several times a day, I would automatically imagine the gun going off and myself contending with a different scenario each day. Running through my options in my mind before I ever hit the track was critical” (Michael Johnson, Olympic champion, athletics)

Over the years he [Usain Bolt] has developed mental skills. I taught him to visualize and always see himself winning regardless of who he competes against. If success is in your subconscious, it is a part of you. So when you see people, you see people you are going to beat. If you are nervous, you visualize failure. If you visualize winning, you have fun…” – Glen Mills, Usain Bolt’s Coach.

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How it works?

It is safe to assume that we all know our brain is a complex machine. It relies on Electrical transmissions through the neural pathways which fuel our senses. When we learn new skills our brain cells form new connections improving memory- therefore skills. Knowledge is stored in our brain and as we learn it changes and becomes upgraded- with thousands of hours of practice. Imagery/visualisation is a short cut (APP) which primes our mind for what it ultimately instructs our bodies to do. It is also like downloading new software and our brains upgrade quicker.

You rehearse entire sequences in your brain without moving a muscle. Every part of a skill or performance is repeated over and over again. The brain is activated when we imagine a movement. Rehearsal in your mind creates pathways in the brain cells as if executing the skill/performance, grooving the actions. Pathways are therefore already in place when a performer carries out the performance leading to confidence, self-belief and success.

When should it be carried out?

This approach is carried out daily before, during and after training and focuses on different elements of the performance. Targets are set for all mental training to replicate goals during practice. Every eventuality should be visualized so that the performer is fully prepared for unpredictable situations. It is equally if not more important than the physical training.

Michael Phelps swimming coach admittedly broke his goggles during training to enable the Olympic medallist to practice swimming without them should it every happen during competition. He was able to visualise this eventuality to mentally prepare. Ironically, it did during the 100m butterfly in the 2008 Olympics and Phelps went on to the win the race.

How to apply mental imagery?

This method is used regularly by many of the world’s best tennis players. Novak Djokovic and Andy Murray both use imagery to prepare for games. Djokovic was taught to visualise his shots to the accompaniment of classical music by his first coach.

Murray has even been known to make several visits to a deserted Centre Court in advance of Wimbledon in order to mentally acclimatise to the environment. “I have sat on Centre Court with no one there and thought a bit about the court, the matches I have played there,” Murray said. “I want to make sure I feel as good as possible so I have a good tournament.”

A basketball player will use imagery in a free through situation and close their eyes visualizing successful execution. (mechanics, flight of the ball, sound of the swoosh etc)

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A cyclist will rehearse their race knowing where all the uphill sections of the course are, where he or she plans to overtake, where the tight more technical section are etc.

A gymnast will rehearse set skills in their routine and gradually develop this visual picture so that the full routine is linked together and performed fluently in the performers mind with an audience.

During Visualisation and imagery training you should consider the 3 F’s

This focusses on MISTAKE CORRECTION

Fix It – Try to remember when you went wrong in previous matches or training or when mistakes affected execution. Rehearse the correct way to do things

Forget it- Don’t dwell on past mistakes, just learn from them and move on.

Focus- Get back on track, re focus your mind on the task in hand.

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Gives you the extra time to practice a skill in your head before performing.

Since you are learning the skill without moving you won’t get injured. If you

are injured it allows you to continue to train and sharpen the mind and

skills maintaining confidence.

A mental repetition before performing the

skill means you will execute it better.

(Technical proficiency)

Helps to maintain focus and keep to the task in

hand. You can recall information better when visualisation resembles

game conditions.

Visualising past performance

accomplishments “best bits” will help to maintain

composure, confidence and concentration.

Having rehearsed any eventuality you will be able to cope with

pressure allowing you to remain calm and

control arousal levels and anxiety.(mentally

alert)

Boosts your knowledge and technique as the

pathways have already been developed in your

mind.

Visualisation/ Imagery

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Limitations of Visualisation

Issues

Beginners do not have the knowledge and skill base to visualise a vivid picture with feeling of a skill/performance and may not have experienced the pressures of competition enough therefore are unlikley to reep the benefits of visualisation and are unlikely to have the desire and see the importance of this mental training.

Mental state has a huge impact on how successful mental rehearsal and visualisation is therefore if an athlete is not completing this training when they can dedicate their full time and attention it can encourage bad habits and lack of mental focus in performance.

In open, competitive play you might have less time to apply this approach and lose focus and concentration as things get fussy and arousal levels to high.

In the moment, this approach can be forgotten as distractions and external factors result in the performer missing the cue which identifies that fear, excitment could impact arousal level to refocus.

Circumstances in the game or performance change and might not have been rehearsed (unexpected)

If visulisation does not encompass pressure situations you will not visulise yourself successfully overcoming these issues and will be unprepared to cope with performance demands.

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Mental Factor Sub Factors: Decision Making Concentration Level of Arousal

Approach - Pre –Performance routines

The use of routines plays a huge part within the realm of improving concentration, settling nerves and encouraging a performer to focus on performance rather than outcome goals. It gives the athlete confidence and a sense of control over the match.

How do we create our own performance bubble?

Pre performance routines are the most effective means for you to control arousal levels, achieve flow and reduce the likelihood of choking. If you find it difficult to cope with situational variables at competitions, a pre performance routine will enable you to keep aspects of your performance consistent regardless of the situation. Trying out different techniques during training and integrating them into your performance bubble will help you stay focused and confident regardless of the situation and help you relax by providing a sense of familiarity. Providing a consistent approach to their sport will in turn, help maximise the potential for a consistent performance.

Rituals and Superstitions

We’ve all seen or heard of elite sports people performing ritual movements before competitions from a 100m runner blessing themselves, to a footballer with their lucky pants, to a an ice skater having his skating guards facing the ice, to an athlete sitting at the same point in the call room every time. These rituals can be defined as ‘certain behaviour or action that a sports performer carries out with the belief that these behaviours have a specific purpose, or power, to influence their performance’. For example tiger woods always wears a red polo shirt on the Sunday at golf tournaments. The food an athlete eats or the music they listen to religiously forms part of their unique preparations.

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In your pre match performance routine you should;

Prepare yourself mentally for anything which could happen during performance.

Do a little mental rehearsal every day;

see yourself performing in an ideal

mental state.

Don't become anxious about your nerves,

you will need an adrenalin flow for the game, so look forward

to the "buzz".

Consider listening to music which best

prepares you mentally.

Have your own rituials/superstitions if

they aid confidence.

Have a routine on the day of the event.

Consider* Wake time*Breaksfast* Transport*Warm up

* Relaxation techniques

* Visualisation

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Training Approaches “Proper Prior Preparation and Planning Prevents Poor Performance”

Emotional Factors

Positive Self Talk Relaxation Techniques

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Emotional Factor Sub Factors Self Control (Anger) Anxiety (Fear)

Both the negative emotions of Fear and Anger we have been looking at can be improved using similar types of training. This training can improve decision making, confidence, and self – control qualities. By identifying what it is that triggers a loss of control of the emotions, you can organise and prepare for what you should do in a “trigger” situation. In this way anger and fear can be controlled to some extent.

Approaches to dealing with triggers

First of all you need to identify as many triggers as possible that make you lose focus, control of a performance. Then identify any common triggers and think of whether these happen because of someone else or if they are down to you. Developing skills to identify when things start to go wrong, and then deliberately making sure the response to these situations is appropriate, is a worthwhile intention to help manage anger and fear. This establishes the link between “Triggers and Responses”.

Approach 1: Self Talk

Self -talk if used correctly is one of the most effective methods of instilling self-confidence and belief in your ability.

Everyone has an inner voice which can be either helpful or unhelpful – the angel on one shoulder (Helpful )and the devil on the other (Unhelpful). It is vital to remember that the devil is only your brain playing tricks on you and to pay more attention to the angel!

Negative self-talk involves thinking or saying anything that reflects a lack of confidence or a defeatist attitude. Circumstances where negative self-talk is common amongst athletes, are situations where they have previously failed, or where they perceive their ability to be below par when compared to their peers or against the perfect model.

Thoughts affect

Emotions which

Affect actions

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When to use Positive Self-Talk?

Positive self-talk can be done during training and competition to increase confidence in your ability. It is especially used in Situations of doubt “ Hot button scenario’s” which trigger fear or anger which can reduce ability; instances that evoke feelings of Fatigue, Anger, Pain, Boredom, Frustration, and Despair.

How to use Positive Self-Talk?

To do this you must develop alternative positive responses to negative triggers. This could be saying cue words to yourself or repeating phrases designed to help you to stay in control when involved in a bad foul or in a stressful situation.

By having a pre-rehearsed phrase to say as you step to shoot, the effects of fear can be significantly reduced.

Example: “Look, aim Score” can increase confidence and distractions can be shut out.

Other Examples

Words like “calm”, “Relax” and “Easy” are often used to help a performer relax during performance. Performers may use a phrase such as “watch the ball” to remind themselves of what to focus on during

performance, or they may simply use a word such as “focus” if they feel themselves losing concentration. Phrases such as “I am a very good shooter” might be used to try and increase confidence in certain situations. Cue phrases such as “go for it” “ drive hard” and “ you can do this” are commonly used by performers in order to

get up for a performance. “ Be patient, you’re better than that”

Advantages of Positive Self Talk

Scottish Athlete Lynsey Sharp repeated the phrase “Get out strong, commit” before competing in the 800m final in front of a home crowd at the Glasgow 2014 Commonwealth games. Lynsey did just that putting in a brave performance to win a silver medal for Scotland with an on-going injury. There was no room for self-doubt in her emotions.

Easy to use in practice

and Competition

It is specific to your

needs and performance

If performed correctly has

a positive impact on emotions

and overall performance

Enables you to recognise

issues, triggers but then

regroup and refocus on

performance

Speaking aloud will commit a

performer to the task.

Increases motivation and willingness to exert yourself,

combat anything

thrown at you, and persuades your body to keep going

Helps to centre a

person and ground them.

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Issues with Self Talk

Takes a lot of practice for it to have a positive impact. Every day, especially with complex sports like Basketball.

If you are physically unable to perform core skills and movement patterns in the game, positive self talk will be ineffective.

In the moment, this approach can be forgotten as distractions and external factors result in the performer missing the triggers which identify fear or anger.

Requires a level of self belief in what is being said. Athletes will often feel awkward and lack focus.

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Emotional Factor Sub Factors: Self Control (Anger) Fear (Anxiety)

Relaxation Techniques

Relaxation techniques can be used prior to competition or, if practiced enough, during competition. There are many techniques for keeping cool prior to and during competition. The ability to relax, bring the mind back under control and focus is not something that can be implemented instantaneously, but developed over time and practice. Approaches such as the quick set routine are frequently used by athletes.

QUICK SET ROUTINE

Close your eyes, clear your mind and maintain deep rhythmical breathing, in through nose and out through the mouth (Physical cue)

Imagine a previous match win, see yourself winning all the big points and long rallies and recreate those emotional feelings of success (Emotional cue)

Return your focus to the opponent in front of you considering their strengths and weaknesses and setting yourself up to play your first serve. Focussing on the placement on the first serve and the appropriate limb action (Focus cue)

Get a clear image of this skill and now you are ready to go.

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Breathing techniques are arguably most relevant in sports involving “closed skill” where there are fewer “outside distractions” during a match and there is the time available to take a moment to relax. For example, sports such as diving, gymnastics and shooting would appear to be tailored for relaxation techniques as a player/performer may find themselves becoming over aroused. Even in team sports there will be times during the performance when deep breathing techniques can give a performer a vital few seconds to ensure they are in the right state of mind to execute a skill effectively, much like Ronaldo before a penalty, Wilkinson as he takes a conversion kick, Murray before he serves in a tie break and Woods before an important putt.

Benefits of relaxation techniques

The promotion of rest, recovery and recuperation. The removal of stress related reactions e.g. muscular tension. Establishing a physical and mental state which has an increased receptivity to positive mental imagery. Establishing an appropriate level of physical and mental arousal prior to competition. Removes self-doubt,

anxiety etc and increases concentration and performance. Reduce arousal level when self-control could be lost. Clears the mind of mistakes and allows appropriate decisions to be made.

Limitation of Relaxation Techniques

If we asked an under-excited athlete to use relaxation procedures it would only make it harder for him/her to "get-up" for the competition. The coach therefore has to know his/her athletes and how they react in competitive situations.

If relaxation techniques are not rehearsed in an appropriate, quiet environment where the performer can zone out tension will continue to be experienced.

It can be difficult to employ relaxation techniques within team sports. The nature of the skills are mostly open and therefore limited moments to counter nerves and frustration.

If an athlete is not relaxed enough or committed to the process it will be ineffective. Some performers may not take it seriously and emotions escalate.

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Training Approaches “Proper Prior Preparation and Planning Prevents Poor Performance”

Social Factors

Simulation Drills

Team Building Exercises Co-operation Drills

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Approaches to Training

Social Factor Sub Factor: Roles and ResponsibilitiesCommunicationCo-operation Team Dynamics

Team Building Exercises

Team Building Exercises are frequently used at the Forming stage of social development when players are getting to know each other as an “ice breaker”. They are also utilised when there has been a breakdown in performance and this encourages team mates to cooperate and work to develop more positive relationships and work towards a common goal to get players back on track.

Exercise 1: “Under you go”

Equipment 4 cane supports, 2 canes.Organisation Players work in small groups (volleyball teams). Obstacles are set up one after the other

with canes set up at different heights. Players must go underneath the canes and the only part of their body which can make contact with the floor is their feet. Once you have passed under the first obstacle you cannot go back until all team mates have made it through. Every time you pass under the first obstacle you get 1 point and every time you pass under the 2nd obstacle you get a further 2 points. Players who make it under both cannot return to the start until all team mates collectively pass under the 2nd obstacle. This is a race against other teams and the target is to get the most points you can in 3 mins. If you hit a cane down you must go back to the start.

Visual

Practice time Time allocated to decide strategy before timed task and work out team strengths and weaknesses.

Task: Discuss in your group the following: How successful was your team? Did everyone make a contribution? Was there a natural Leader? Did everyone have a chance to speak? Was everyone heard? Was there a clear plan and common goal to achieve the task? Was there any negative behaviour? Would you change anything if you did the task again?

Exercise 2: “Pole Position”

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Equipment 4 corner poles from football and 1 golf ballOrganisation Players work in small groups (volleyball teams) Target is to cover as many lengths of the

games hall in three minutes. You cannot move the poles when the ball is on a pole. Not permitted to touch the ball with your hands at anytime. This is a race against other teams.

Visual

Practice time Time allocated to decide strategy before timed task.Task: Discuss in your group the following:

How successful was your team? Did everyone make a contribution? Was there a natural Leader? Did everyone have a chance to speak? Was everyone heard? Was there a clear plan and common goal to achieve the task? Was there any negative behaviour? Would you change anything if you did the task again?

Exercise 3: “Mastermind”

Equipment Lots of coloured cones and a code card.Organisation Players work in small groups (volleyball teams)

Coloured cones are laid out in an area of the hall. Each group has a team member who is allocated the code card. The challenge is to race and collect cones so that they appear in the same order as the code card. Each time you return to the code bearer they will provide you with information on how close to the sequence you are. They can only give limited information. Example “You have one colour in the correct place and 2 of the correct colours in total”

VisualExample of a Code card

Task: Discuss in your group the following: How successful was your team? Did everyone make a contribution? Was there a natural Leader? Did everyone have a chance to speak? Was everyone heard? Was there a clear plan and common goal to achieve the task? Was there any negative behaviour? Would you change anything if you did the task again?

Benefits of Team building Exercises

Team-building exercises provide experiences that empower individuals to contribute to a common goal.

Helps to Identifying the strengths and weaknesses of your team. Develops leadership skills in individuals and players feel more empowered to contribute building team

morale. Team members are more motivated when they gain trust in their team mates and feel confident that their

work as a team will be recognized and appreciated. If your team's lines of communication are open, your teammates may be more likely to approach you.

Encourages players to be more creative and to use their imagination to accomplish the tasks set before them. These creative problem-solving skills transfer back to the sport once the activities are complete.

Through the activities, team members gain the skills that let them identify barriers to accomplishing goals and come up with ways to overcome these barriers improving adaptability.

These exercises are designed to motivate people to pool their talents and perform at their best individually and as team players. Team members discover that diversity is their greatest asset and trust, cooperation and effective communication are the key to a team's success.

The purpose of team building activities is to assist teams in becoming cohesive units of individuals that can effectively work together to complete tasks and work to develop roles and responsibilities.

G G W R

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Social Factor Sub Factor: Roles and ResponsibilitiesCommunicationCo-operation Team Dynamics

Physical Factor (Tactics) Sub Factors: Team Strengths and Weaknesses

Limitations of Team building Exercises

"Free-riding" within the team may occur where they sit back and let others do the work which causes conflict.

Conflict may develop between team members or other teams impacting negatively on team cohesion. There has to be a real purpose to these exercises such as develop cooperation, communication or strengths,

and address weaknesses, otherwise they will have no impact on performance and social development. Some individuals feel intimidated in these exercises and shy away from any responsibility. If there are too many leaders it can result in players challenging to be heard and unwilling to listen unless

exercises are done their way.

Co-operation (Unopposed) Drills

Co-operation drills are frequently used to develop skills, positional requirements and roles before increasing pressure when applying strategies which can impact productivity and success level.

1-2-1 Structure in volleyball (Co-operative drill for specialised setter)

Used to develop the specialised setter rotations

Rotation 1 Rotation 2 Rotation 3 Rotation 4

Option 1 = Play with off setterOption 2 = Penetrate set from back co

1- Walk through structural adaptations - Teacher instructs pupils to where they should be to get a feel for roles and responsibilities.- Visual aids ( the specialised setter plays with a bib on).- Diagrams on the board to help illustrate rotations.

S Set

x4 x2

X1

S Set

x1 x4

x2

Off Setter

x2 x4

S set

S set

X2 X1

X4

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- Ball fed over the net to initiate one attack for each rotation until performed with consistency within unopposed environment.

Three touch Attack strategy in volleyball – (Co-operative Drill)

Used to develop increased understanding of the roles, improve skills and communication and to create a coordinated attack.

Butterfly Drill

Benefits of Co-operative Drills

1 server

2 receivers/hitters

1 setter

The ball can be thrown over or served underarm to allow players on the other side of the net to initiate a three touch attack. Players move round a place if an attack is successful.

Server

setter

R/H

R/H

As a co-op drill is repeated over and over with the speed

gradually increased then a team can perform the strategy

unopposed with consistent success.

This method allows players to become more familiar and

understand their own roles.

The teacher talks through the strategy from all players

perspective and explains what is expected in each role. This

increases players understanding of each others roles and how they interlink.

Players develop their co-operation and communication skills and trust in each other is

developed which allows for smoother application and

support play of strategies when applied in a game environment.

As the pace gradually increases, players movements become grooved and automatic. This

develops a " conditioned response" from the individual

players and team allowing them to carry out movements quickly

and confidently.

This method develops players' confidence as there is no

opposition, success should be high and they can increase the

pace when required.

Co-operative drills also give players time to make

appropriate decisions to increase success rate.

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Limitations of Co-operative drills

This method can be boring for players if done for too long as it lacks any competition. There are no external factors so it does not reflect a game situation. Although players may understand a specialised setter or 3 touch attack strategy this method does

not test whether they can carry out the strategies in an open context with pressure and opposition. This type of drill does not prepare players for the instinctive responses to cues required when under

pressure as the practice is manufactured.

Simulation Drills

Simulation drills are an approach used which consists of deliberately creating intensive conditions for skill practice, tactical development and team work. Simulation training allows a team to experience greater pressure during training to give them the chance to work collaboratively to cope with pressure effectively during competitions. You must practise pressure situations in training, so they become normal and easy to handle. This will not only develop the physical factor but your social cohesion and unity. Decision making and tactics can only be developed in this context.

Simulation drill examples for attacking and defensive units in volleyball.

Defensive Unit Attacking Unit

Defense

Attack

Setter

ShortFast A

Reverse A

BackCourt A

Attacking players stand on a bench. As soon as the ball is tossed for a hit the defensive team must position themselves to cover the hit from one side of the net.The setter has the option of moving across to double block or cover In behind blocker.

When a serve is played over the attacking team will select from a variety of attacking options whether to play a fast attack, directional change with a reverse volley or use depth in attack with a back Court hitter.Page 80

Benefits of Simulation drills:

Allows you to make the practice reflect game-like conditions when your anticipation and decision making needs to be faster which is crucial for tactical play.

Allows you to perform under similar pressures to that you would experience in a game which can be unpredictable and open increasing performer motivation and challenge.

Tests fully the cohesion and communication skills of a team. Can pressurise the individuals to fulfil roles to allow for smooth application. Can be manipulated to suit needs. For example players can stop the practice to work on tactics and discuss

calmly solutions developing team dynamics and communication. Simulation training may improve the speed of executing skilled movements, and help performers retain the

skills under the duress of competition. A number of complex movement patterns and skills can be combined. Ie width, and depth in attack. Enables a team to iron out any issues in a competitive environment improving team dynamics and

confidence. As the defence is active in the attacking drill the players must problem solve and the setter must work on

selecting the correct option based on the opposition defensive unit.

Limitations of Simulation drills:

Poorer players find it difficult to cope with the opposed

nature of this approach and

breakdowns in play can cause

frustrations within a team.

Situations are often "stage managed" and play does not always follow the

same pattern.

The mental and emotional state of

all team players can impact the quality

of play.

If there are issues with the social

dynamics of a team they will not

respond instantly as a unit and the

practices will break down.

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Three Touch Attack Progressive Practices

Practice Type Sub Factors Additional info on whyVolley into the setter– Volley

along the net to spike. Players should take on specialised roles as hitters and receivers or setter

Co-operative Practice Roles and Responsibilities Communication Co-operation Team strengths and weaknesses

Develops basic passing skillsAllows setter to work on individual role.Communication of reception unit.Hitter timing and techniquePlacing players in positions of strength

Throw over to volley-volley to spike

Co-operative Practice As Above As above +Forces receivers to adjust to the flight of the ball.

Throw over to dig to volley to spike

Co-operative Practice As above Introduces more complex reception skill most likely in a game from a power serve.Develops the anticipation and linkage of the receivers and setter.

Throw over to dig to volley to spike past a block

Simulation Drill As above Introduces more decision making of the setter and hitters.Works on the timing and shot selection of the hitter.

Throw over to fast attack to spike past a block

Simulation drill plus Tempo change

Introduces changes in the tempo of the game.Forces setter to consider the touch of their pass.More physically demanding for hitters to move in early.Providing different tactical options.Cooperation crucial for co-ordinated attack.

Throw over to dig to choice of hitters past block

Simulation Drill Plus Tempo change Width in attack

Introduces more complex setting skills (Reverse volley) to change the direction of attack.Works on communication and linage of attacking unit.Places more demands on setter and hitter decision making.More game like environment.

Throw over to b- ball with a penetration set from back court

past block

Simulation Drill Plus Width in attack Tempo change Penetration in attack

More physically demanding for setter. Complex movement patternsCommunication is keyIntuitive decision making by the setter plus players must work as one cohesive finely tuned unit

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Sample Answer for Social and Physical Factors

Selected Factor: Social

Identified Approach: Co-operative Practices

Explain the relevance of using the approach.

To develop our communciation skills and maximise players understanding and application of their role in the three touch attack strategy in volleyball we used co-operations drills.

Previously when applying this strategy we had players simply rotating round the court but this meant that players were not playing in positions of strength and strong hitters were forced to set and vice versa. During our attacks there was a lack of communciation within the attacking unit to cover the first touch, initiate the attack from the setter and lack of timing of both hitters moving into the net. Therefore our attacks were unco-ordinated and rushed limiting our potential to set up varied, strong three touch attacks.

To maxmise players strengths we decided to play with a specilised setter to dictate the plays. To ensure all players understood their roles and responsibilities and that of other players in the team we carried out a co-operation drill where we did a walk through of each specialised setter rotation with players learning to switch quickly to their new position. This then progressed to a feed being played over the net for each roatation to allow the attacking team to mount a co-ordianted, faster attack.

Through the teacher talking through the strategy from all players perspective and explaining what is expected in each role this increased players understanding of each role and how they interlink. Players had more confidence and trust in each other leading to improved communication and co-operation which allows for smoother application and support play of this strategy when applied in a game environment. Working under less pressure gave players the opportunity to address any issues and discuss calmly solutions as they learnt this new strategy. This had a positive impact on the dynamics of the team as their lines of communication were open and they were willing to listen and reflect. As the pace gradually increases, players movements become grooved and automatic. This develops a “conditioned response" from the individual players and team allowing them to carry out movements quickly and confidently, reacting to each others cues in the game.

First of all the answer decribes the issues in performance which led to this approach being used. This is not a requirement of this question, however, it sets the scene and shows understanding. Then it goes on to explain why this method was effective in aiding performance improvements. This is where the marks are allocated.

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Recording, Monitoring and Evaluating performance

4 Factors

MONITORING is about systematically collecting information that will help you answer questions about your performance. You can then use this information

to help you evaluate.

Checkpoint

EVALUATION is about using monitoring and other information you collected to make informed judgements about your performance. It is also about using the

information to make changes and improvements.

RECORDING,MONITORING AND EVALUATING PERFORMANCE

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When you undertake a practice programme it is important to monitor and evaluate the effectiveness of your programme. This fulfils a number of important tasks. Firstly it provides a record of the progress you are making or not. This then means that your programme can be adjusted appropriately to ensure progression. Actually seeing that your skill level is improving has a motivational effect. You feel a sense of achievement and a realisation that all your hard work is paying off. This would indicate if you were achieving your short-term training goals on the way to achieving your longer-term goals. This ensures a freshness and excitement when training and prevents your interest from waning and your performance plateauing. You are less likely to start to question the value of your training as you see results.

The benefits of monitoring and evaluating are outlined below:

To make sure that the content/training methods within your programme is suitable and having the desired affect.

To make sure that the programme is demanding enough. This will help gauge when it is appropriate to progressively overload or intensify the programme.

To continue to identify strengths and weakness of your whole performance.

To allow you to make adaptations/modifications to your performance, so that you can refine your practices to your precise needs and keep practices challenging.

To allow you to make comparisons in your most recent and final performances against your initial one, to see whether you programme was successful or not.

It can be motivational, especially when you are succeeding, as you want to continue to improve.

Allows you to see whether you have achieved your training targets/goals.

Lets you know where further remediation is needed.

Can set the way forward/next steps in your new training targets/goals.

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Why might a development Programme be ineffective??????

Feedback Checklist

For Feedback to be effective;

-To the performer (s) and the area of weakness.

-Frequent and immediate to allow the performers to reflect and make corrections quickly whilst the information is fresh in their minds.

-Players must be open to listening to the feedback and willing to accept constructive criticism

- Increases validity and reliability and creates a clearer picture of performance and the progress being made.

12

34

56

Relevant

Timing

Acceptance

Objective and Subjective

Too easy/too hard

Boredum

DeMotivated

Not challenged

Un disciplined

Not Specific to Development Needs

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Importance of sources of feedback in the monitoring process

Internal Feedback (Subjective) Own thoughts and Feelings. - Internal sensory feedback informs this process.- Self Awareness- Questionnaires

Knowledge of Results (Objective)External feedback from a variety of sources such as video, Observation Schedules, competitive results, and practices scores.

Coach’s Feedback Verbal communication from the coach constantly during practice and performance.

Usually, this method is in the form of either a training diary or by revisiting a questionnaire. Thoughts are recorded quickly after performance or training before feelings have changed or forgotten.

This method produces statistics. The statistics produced

should relate to the weak area which is being developed.

For example, if a team has identified tempo changes as a

limitation in a training session or game, who adapted

tempo, nature of tempo change and success could be

observed. Next session could then be tailored to increase

difficulty of practices or adapt strategy slightly to make the

most of team strengths.

Verbal or written feedback should be given in each training session and game by a coach or teacher which is specific to the area you are trying to develop.

Internal feedback Encourages self-reflection of their training. Encourages confidence, motivation and focus as

they are become more successful. Very specific to self so a true reflection. Regular and immediately after

performance/training leading to more accuracy.

Objective is more reliable and accurate as it comes from an external source. Impacts positively on confidence and motivational levels through the hard facts highlighting improvements.

The teacher and coach has a detailed knowledge of the sport and the development area, therefore his opinion and advice is invaluable to improve social and Physical (Tactical) factors. Because feedback is regular, and immediate players can make alterations quickly. The coach can prevent bad habits forming and their feedback focusses the performer/team and can be a source of positivity and motivation. This verbalisation directs the teams attention to flaws and increases their understanding of strategic play and roles etc.

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Subjective feedback can always be impacted by how the performer feels (Mood) at that specific moment. Their personal opinions and thoughts on performance could be very different from the coach

Knowledge of results highlights exactly what it says but it

does not detail or delve into why these results are being

achieved. Also poor results can de-motivate a player.

However, poor results do not always suggest no progress is

being made. For example, an observation schedule may

highlight few points are still being made in 1st attack

however results may not reflect early technical progress or

increased understanding of roles etc.

There is always the potential of a clash between player(s)

and coach, especially if underachieving. This approach may

make the players less receptive to listening to the coach. If

feedback is not given frequently and immediately after

errors then by the time the coach/teacher addressed the

problem it has been forgotten by the players.

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Overview of Feedback

Positive effect on Learning

Impact on the Information processing system

Gain knowledge from various sources (model performer) to identify and correct faults. As a performer progresses through the stages of learning they are able to draw on past experiences to

improve and strengthen performance. More self-aware and knowledgeable to assess own performance. Results in a quicker motor response due to muscle memory and improved decision making.

Monitoring progress

Through feedback received during practice and competition swift adaptation to a programme can be made.

Assess if on track to hit long term targets.

Data Collection

Through comparison to a model performer a visual picture of performance enables detection and correction of issues in performance.

Set training priorities specific to needs. Highlights stage of learning, social development stage or tactical limitations.

Motivation/Concentration

Positive feedback - gives purpose, drive and determination to training and competition. Sustains focus and directs a team/performers attention inwards.

Mandatory Knowledge

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Evaluating Approaches and Monitoring tools

What actually improved at

the end? How?

How did you know you had

improved?

Were their aspects of the game which

did not improve?

Why?

Did any of the changes you made prove worthwhile?

Did your development

plan allow you to reach your target?

Did you remain challenged,

interested and motivated? If yes why? If no what could you have

done differently?

Have improvements in one factor

had a knock on affect to other

factors?

What about the monitoring tools you

used? Were they good? Did they help

you track your progress? If no why?

What would you change about the way

you monitored?

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How can you record your Physical progress?

Training DiaryCan be as simple or detailed as you wish

The training diary offers an opportunity to clearly identify the aim of each session. This is

important as it focuses planning on practices/approaches that are specific to

targeted areas, leading to a greater purpose to training as there is something to aim for.

The training diary can be used to monitor progress from the start of the development

plan or from season to season as it is a personal record and contract with themselves. For

example; an athlete during pre season training will have a training diary to direct them to the

amount of weight achieved in a bench press the previous year. If this weight is exceeded the athlete will know that they are on track and stronger than the previous year increasing

motivation and mental strength for the competitve season. An excellent indicator for

which parts of training are working or not.

Be aware that you need to be disciplined to record daily your findings and goals for the

next session.

Coaching Eye AppThe coaching eye App gives players the

opportunity to observe their own performance regularly during training and slow their actions down to identify and constantly correct faults.

The use of this APP therefore facilitiates quicker progress and eradicates bad habits and

prevents these from occuring in the first place for beginners . This also occurs because players

have in increased understanding of the skill they are trying to develop.

The coaching eye allows a performer to compare themselves to a model on the same

screen to evaluate similarities and differences. A strong visual picture from the model and an

ability to observe improvements as you progress is a huge motivational tool. Not only can the performer compare themselves to the

model but place their initial footage against their current performance at various stages in

the programme which continues to record progress and direct training.

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How should we monitor progress for the Mental and Physical Factor?

MONITORING

Teacher FeedbackRecording methods

Training Diary/ Coaching eye

Re-TestingObservation Schedules (Stroke Repertoire+

Technique Analysis)Video Analysis

Recognised fitness testsMental Toughness Questionnaires

HOW?Through regular feedback from

various sources.

You should collect data before you begin your programme then you can compare

subsequent data to see if your skill level or mental capabilities have increased.

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How should we monitor progress for the social and emotional factor?

MONITORING

Recording methodGroupTraining Diary

Re-TestingTeam Dynamics questionnaire

Focus Group questions with the aid of Video Analysis.

Disciplinary RecordSCAT Test

Coach Feedback

HOW?Through regular feedback from

various sources.

You should collect data before you begin your programme then you can compare

subsequent data to see if your social cohesion or tactical capabilities have

increased.

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Examples of why Monitoring approaches were utilised.

Remember that when you collected data for the first time there were a number of reasons each method was appropriate. This will help you to reflect on why they are appropriate at the monitoring stage. You must be able to give 2 reasons why the methods were appropriate.

PROVIDED IS AN EXAMPLE FOR EACH BRANCH FROM THE TABLE ON THE PREVIOUS PAGE

Teacher Feedback Example

Using Teacher feedback is a vital method to track progress and keep on track. Regular feedback after each practice and at the end of the session kept the performer focussed on targets and goals. Feedback at appropriate breaks during practices informs the athlete of any errors in execution and directs attention to these elements of performance to allow for quicker progression. The teacher could observe improvements and this allows both performer and teacher to sit down and collaboratively plan ahead and adapt practices accordingly to maintain motivation. The teacher can observe first hand the performers body language and reaction to training and competition and see if they are coping better with the mental pressures of competing and making better decisions and remaining alert etc .

Training Diary Example

This method collects qualitative information on how you feel training is progressing. After each session you note down your thoughts, feelings and any scores in training. Your thoughts and feelings should be based on how difficult you found the session.

“Training felt really easy today; I easily completed the whole session and noted that I exceeded my sequence drill target of 3 by 2 repetitions . Might be that the sequence is now too simple and I need to add to the number of skills, feel I need the challenge. No stiffness or soreness and felt alert and more fluent in my connection with the shuttle. Good session overall.”

This reflection should help you to recognise if training is too easy or too difficult and prevent aimless training or demotivation. A training programme should be demanding enough to impact on the quality of play but not so tough that you risk injury or mental fatigue. The training diary is this vital source of regular feedback which reduces this risk.

Re-Testing Method – Stroke Repertoire Observation schedule

By re-visiting the Stroke repertoire it gives accurate results regarding the performer’s progress in a competitive situation. By completing the test under the same conditions against the same opponent and for the same duration the player is forced to play their full range of shots and make quick decisions. With the same knowledgeable observer giving objective feedback the player is able to get reliable data which tracks progress. The current schedule highlighted that my smash success rate was 78%. When compared to the initial Stroke repertoire this had gone up from 56%. It is a huge motivation from the stats that training is going in the right direction and that train goals are now transferring into a competitive situation. This method was also appropriate in directing the player to a new flaw in performance (Backhand net shot) which will now receive equal time and effort to improve overall play. New training priorities and goals are formed through the information gathered and evaluated.

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Evaluate how your performance.

(Team, individual or group) has been

affected.

Give at least 2 evaluative

comments on the approaches used

(Success/Failure and why)

Flag Post sentenceIdentify the Factor and sub factor and the approach (es)

used.

THROUGH EVALUATING

Evaluating the Development Plan and monitoring method in BasketballAPPLY YOUR KNOWELDGE OF TRAINING APPROACHES AND YOUR EXPERIENCES

REFLECT

Evaluate the effectiveness of your development plan

Building Performance Capabilities

We are accountable and reposition ourselves through self

reflection.

Learn from Experience

Make more informed decisions

EXAMPLE

Physical Factor

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Monitoring Approach – Mental toughness Questionnaire

Evaluate the effectiveness of the selected monitoring method.

By doing the mental toughness questionnaire again under the same conditions and answering the same questions I was able to compare both sets of written feedback to assess my progress. Results were therefore more reliable. One set of the questions focussed specifically on level of arousal where results were more positive. However, from the results of the questionnaire improvements in this area of my game impacted my concentration and decision making capabilities. By re-testing at regular intervals during training and after competitions ensured I continued to address the mental side of my game and encouraged me to be more reflective on and off the court.

Basketball Example

In Basketball, I planned and carried out a development programme to improve my speed endurance (Physical sub factor).

2 Reason or more

* Interval training was the approach utilised to develop this aspect of my fitness. I completed 4 basketball drills focusing on a different skill in each. These were performed at a high intensity with a short period of rest. There is no doubt this was an effective approach as I was highly motivated performing skill and fitness work at the same time. The sessions felt shorter and I maintained my concentration throughout as I was challenged. In drills where I worked with a team mate we had targets to reach and we pushed each other. * The high intensity of each drill followed by short periods of rest reflected a game of basketball preparing me for future matches. Because I was performing lay up shots, passing quickly and working on my defensive slide and ball control the movement patterns and muscle replicated game conditions. The only issue I had was with the last drill. This drill was slightly more complex and because of this we had to think more about what we were doing and the intensity dipped slightly reducing our working heart rate. Something I need to improve in future weeks.

Performance Impact

This appraoch had a huge impact on my performance as a forward as I maintained sharp cuts into the basket in the later stages of the game enabling me to be more creative and mix up my shooting technique making it difficult for my opposition to mark me tightly giving me more space and time on the ball. I was more effective at filling the lanes ahead of the ball in a fast break gving the guard more attacking options. Finally, my defensive play improved dramatically as I was able to track back and mirror my opposition movements whenever they had a burst of pace. I held my position keeping them out of the key denying them a chance at the basket.

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Evaluate how your

performance. (Team,

individual or group) has

been affected.

Give at least 2 evaluative

comments on the approaches

used (Success/Failure

and why)

Flag Post sentence

Identify the Factor and sub factor and the approach (es)

used.

Evaluating the Development Plan and monitoring method in VolleyballAPPLY YOUR KNOWLEDGE OF TRAINING APPROACHES AND YOUR EXPERIENCES

REFLECT

Evaluate the effectiveness of your development plan

EXAMPLE

Social Factor

Volleyball Example

In Volleyball, our team planned and carried out a development programme to improve the dynamics of the team and get players working cohesively to developing their understanding of their roles and communciate more effectively during play.

2 Reason or more

* Co-operation drills and Simulation drills were several of the approaches utilised to develop this aspect of our performance. There is no doubt co-operation drills were an effective approach because all players had plenty of opportunity to practice through constant repetition to increase our understanding of our own role and that of our team-mates. This gave us a greater appreciation of each other and as we rehearsed our play we developed trust and confidence in the attacking unit. Also, because there was no pressure we were able to communciate more effectively with each other to link up and make appropriate decisions to create a quality 3 touch attack. If things were not working we stopped and reflected on why to iron out issues.* In a simulation drill there is more pressure and less time to communciate decisions. Our only problem occured If players were not all switched on during the sessions. This drill was compromised and this occassionally made other players frustrated. This led to players disregarding the agreed passage of play and they started to be selfish and play as indivduals rather than as a team. However, at this point the team captain and teacher called a time out to allow players to voice their frustrations and develop team cohesion further.

Performance Impact

These approaches had a huge impact on our performance. We were forced to communciate decisions quicker and because we could respond to each others cues more effectively we had more creativity in our attacking play. If a player made several mistakes in a row we were more encouraging and positive to help get them back in the game whereas before this player would have felt the pressure and have switched off. Our team no longer argue when play does not go our way and we communciate more effectively to adapt play quickly under the duress of competition. Finally, our defensive play improved dramatically as we were able to cover the court more effectively and because our unit blocks were tight and timed perfectly we could cast a bigger shadow over the court reducing the opportunity for the opposition to create power attacks. We trusted that if the hit went past the block our team mates were there to be on help and support us.

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