btec national sport and exercise cience unit 3:...
TRANSCRIPT
BTEC NATIONAL SPORT AND EXERCISE SCIENCE UNIT 3: APPLIED SPORT AND EXERCISE PSYCHOLOGY
© Pearson 2016 1
Lesson Topic Lesson
type Suggested activities Classroom resources
Topic A: Motivation for sports and exercise
1 Introduction to unit
A1: Types of motivation
Tutor presentation: introduce the subject area of
sport psychology and outline the topics to be covered
(A–F); explain how the unit will be assessed by an
externally assessed assignment.
Group activity: learners select three to four sports
performers and decide which psychological
characteristics the performers possess that contribute
to their success. Groups should feed back to each
Specification
Unit title Applied Sport and Exercise Psychology Key to lesson types
Guided learning
hours 120
AW Assignment
writing
RS Revision
session
Number of
lessons 40
GS Guest speaker V Visit
Duration of
lessons 3 hours or can be split into 3 x 1 hours
IS Independent
study
WE Work
experience
Links to other units
Unit 5: Applied Research Methods in Sport and Exercise Science
Unit 6: Coaching for Performance and Fitness
Unit 8: Specialised Fitness Training
Unit 9: Research Project in Sport and Exercise Science
Unit 10: Physical Activity for Individual and Group-based Exercise
Unit 11: Sports Massage
Unit 12: Sociocultural Issues in Sport and Exercise
Unit 15: Sports Injury and Assessment
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GS
other and learners can take notes about the
characteristics that successful sports performers have
in common.
Tutor presentation: outline the three different types
of motivation.
Paired activity: learners prepare their own
definitions for each type of motivation and look at
statements made by athletes to determine whether
they show intrinsic, extrinsic or amotivation. Learners
can also decide whether they themselves are mainly
intrinsically or extrinsically motivated and why this is
the case. Learners to feed back to the rest of the
group.
Guest speaker: a speaker from the sports industry,
or a sports coach, could be invited to explain their
experiences of:
a) how different sports performers are motivated
b) how they use extrinsic rewards and how this
can lead to a loss of intrinsic motivation or
amotivation
c) how different types of motivation may cause an
athlete to act.
2 A2: Theories of motivation
Need Achievement Theory
Achievement Goal Theory
Group activity (experiment): five learners are
chosen for an experiment. They are told that they will
play five points of table tennis, badminton or tennis
against an opponent of their choice. They are asked to
choose one of the following as an opponent who is:
a) much better than them
b) the same level as them
c) much worse than them.
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They then play the game and record the outcome of
the game. They are asked questions after their match:
a) how did they feel about winning or losing?
b) why did they choose that opponent?
c) did their choice of opponent affect their
motivation level?
Tutor presentation: outline the main points of Need
Achievement Theory and Achievement Goal Theory.
The five components that make up Need Achievement
Theory and the difference between task- and
outcome-oriented individuals need to be highlighted.
You can then refer back to the experiment and make
observations about why learners chose the opponents
they did and why they felt how they did after their
success or failure. Learners can make similar
observations as well.
Small group activity: learners consider each of the
five components of Need Achievement Theory and
produce examples of how they influence the need to
achieve success and the need to avoid failure.
3 A2: Theories of motivation
(cont.)
Self-determination theory
Weiner’s attribution theory
Tutor presentation: present Weiner’s attribution
theory and the four types of attribution to the group.
Small group activity: ask learners to search
newspapers or websites to find examples of
attributions made by coaches and athletes to explain
their success or failure. Learners can assess whether
these reflect reality and why these attributions have
been made.
Tutor-led discussion: learners discuss why coaches,
managers and athletes may choose to use different
Newspapers
Access to computers
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attributions to assess their success and failure and the
impact of specific attributions on future chances of
success.
Tutor presentation: self-determination theory –
introduce learners to the concept of autonomy in
actions and choices and its relationship with intrinsic
and extrinsic motivation.
Paired activity: prepare statements that show
different levels of amotivation, extrinsic and intrinsic
motivation to give to learners. Learners can decide
which athletes show the greater levels of self-
determination and how this may impact on their
behaviour in sport.
4 A3: Motivational
environment and its
influence on sports
performers
Tutor presentation: present an outline of each of
the four factors that influence the motivational
environment.
Small group activity: in groups of four to five,
learners choose a sports team as a case study and
assess its current motivational environment. Taking
each of the four factors that influence the motivational
environment, groups can make recommendations
about how it could be developed to make it more
motivational for the athletes. This could be presented
in the form of a poster that will be viewed by other
learners.
Flip charts, marker pens.
5 A4: Signs and effects of
overmotivation
IS Independent learning activity: learners research
signs of overtraining and training addiction, and why
overmotivation occurs. Ask learners to produce a
bullet-point list of signs.
Tutor-led discussion: feedback session on
Textbooks
Access to computers
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overtraining and training addiction.
Tutor presentation: introduce the effects of
overmotivation and the impact on performance.
Independent learning activity: learners research
the signs and symptoms of burnout and over-
confidence in sports performers. Learners produce a
bullet-point list of signs that coaches could use to
identify overmotivation in their athletes.
6 F3: Goal setting Tutor presentation: introduce the concept of goal
setting and the different types of goals that can be
set.
Small group activity: learners prepare posters
showing a definition and an example of each of the
principles of goal setting.
Individual activity: learners set short- and medium-
term goals for an individual who has just started
exercising and wants to achieve a specific goal in the
next three months, e.g., run a 5k race or lose 4 kg.
Flip chart paper
Markers
7 F3: Goal setting (cont.) Lead-in: recap on types of goals, timescales for goals
and the process of goal setting.
Paired activity: working with a partner, learners
prepare a short questionnaire to assess the goals that
their partner wishes to achieve. Learners then ask
their partner to fill in the questionnaire and on the
basis of their partner’s answers, will produce a list of
short-term, medium-term and long-term goals for
their partner to achieve.
Tutor-led discussion: lead a discussion about the
challenges and difficulties involved in the process of
goal setting, and how these can be overcome.
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Learners should take notes to use for when they have
to set goals again.
8 Introduction to case studies
Case study: motivation
Tutor presentation: prepare a case study and
explain to learners how they should assess it by
identifying:
a) any issues the subject is experiencing
b) possible links to theory
c) any psychological interventions that may be
appropriate
d) intended outcomes of the intervention.
Individual activity: learners analyse the case study
and present a spider diagram that shows:
a) issues athlete is experiencing
b) how theory/s can explain these issues
c) suggested psychological intervention and how it
could be implemented
d) intended outcomes of the intervention.
Tutor-led discussion: lead a discussion about the
case studies, present a spider diagram showing the
issues and what interventions would be used to
support the athlete.
Flip chart
Topic B: Competitive pressure in sport
9 B1: Theories of arousal–
performance relationship Tutor presentation: introduce the concept of arousal
and changes in performance level.
Flip chart
Marker pens
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Small group activity (experiment): divide learners
into four groups. Each group is assigned an arousal–
performance theory to test. Skills can be chosen, such
as taking penalties, catching and throwing a ball and
completing a standing jump. These three tests can be
done in three conditions:
a) in a room with just the assessor
b) in a room with an audience of four to five
people
c) in a room of 20 people (or full class) with a
prize to play for.
Five learners from each group will complete the
experiment and mean scores should be worked out.
Performers will discuss the condition they found to be
the most stressful and the impact it had on their
results. These research findings can then be used to
illustrate posters on different theories of arousal–
performance relationship.
Class discussion: whole class group appoints one
learner to lead a discussion about the effect that
changes in arousal level have on performance. This
can relate to the experiment that has just been
conducted. Learners share their own experiences of
being in a flow state and in a choking state. Learners
will need to record what it feels like to be in the two
states.
10 B2: Stress and anxiety on
sports performance
Stress
Tutor presentation: introduce the concept of stress,
and how it has positive and negative components. You
should also illustrate the four-stage process to
facilitate understanding of stress.
Small group activity: learners consider how the
White board
Marker pens
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Sources of stress four-stage process relates to their experiences in
sport, and the symptoms of eustress and distress
when they have played sport.
Paired activity: working with a partner, learners
identify three internal sources of stress and three
external sources of stress. Once the sources have
been identified, each learner writes their sources of
stress on a white board. Once all learners have added
their sources of stress to the list, the most common
sources of stress can be identified.
11 B2: Stress and anxiety on
sports performance (cont.)
Anxiety
Symptoms of stress and
anxiety
IS Tutor presentation: introduce anxiety and use
questionnaires such as CSAI-2 or SAS-2, to assess
learners’ levels of anxiety.
Independent learning activity: learners use
textbooks and websites to research different types of
anxiety and each of the theories of anxiety. To
provide differentiation, different levels of textbooks
can be provided, targeted at different learners.
Tutor-led discussion: question learners about how
they feel and behave when they are anxious and then
categorise their answers into cognitive, somatic or
behavioural symptoms. Learners should create a table
where cognitive, somatic and behavioural symptoms
are recorded.
Textbooks
Access to computer
Pens and paper
Questionnaires – CSAI-2
and SAS-2
12 B3: Consequences of stress
and anxiety Lead-in: quiz learners on types of anxiety and
theories of anxiety. Explain the relationship between
stress and anxiety.
Practical activity: present footage of sportspersons
before and during sports events. Learners analyse the
footage to assess which symptoms of stress and
anxiety they are observing and assess the potential
Video clips
TV or access to computer
Completed CSAI–2/SAS–
2 questionnaires from
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consequences of the stress and anxiety observed.
Links can be made to theories of anxiety.
Paired activity: working in pairs, learners analyse
both their own scores and each other’s scores from
the completed CSAI-2 and SAS-2 questionnaires, in
light of their learning about the theories and
consequences of anxiety.
13 B4: Aggression as a
response to competitive
pressure
Types
Lead-in: question learners about what they think
causes aggressive behaviour, whether it has an
impact on a team’s performance and why some
people behave aggressively while others don’t.
Tutor presentation: present definitions of assertive
behaviour, instrumental aggression, hostile aggression
and relational aggression and discuss some examples.
Small group activity: provide learners with
examples of assertive/aggressive behaviour in written
or visual form. Help them to decide which of the four
categories the behaviour fits into. Learners then
develop three to four criteria for each type of
behaviour and use these criteria to justify why they
have placed that behaviour in a particular category.
Plenary: give learners the opportunity to consolidate
their knowledge of each type of behaviour but also
make them realise that there are grey areas and it is
sometimes very difficult to assess which category a
particular behaviour fits into.
Video clips
14 B4: Aggression as a
response to competitive
pressure (cont.)
IS Independent learning activity: learners research
each of the theories of aggressive behaviour from
textbooks or internet sources. To provide
differentiation, different levels of textbooks can be
Textbooks
Access to computers
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Theories provided, targeted at different learners.
Tutor-led discussion: lead a discussion to draw out
the strengths and weaknesses of each theory of
aggression and to decide on the most convincing
theory to explain aggressive behaviour. Learners
should conclude by taking notes about the theory that
they consider most convincingly represents aggressive
behaviour.
Class discussion: discuss the following questions.
a) Is it acceptable to be aggressive in sport?
b) Is playing sport an acceptable way to let out
aggressive feelings?
c) What external factors make sportspersons
more likely to be aggressive (consider
behaviour of spectators, derby matches,
closeness of scores, behaviour of the coach)?
d) What could a sport psychologist do to make
athletes less aggressive?
15 F6: Arousal control
techniques in sport and
exercise
Relaxation techniques
Lead-in: ask group about whether they have any
experience of controlling stress and arousal. Introduce
methods of controlling stress and arousal and explain
what they aim to achieve.
Practical activity: learners to experience a range of
relaxation techniques, such as progressive muscle
relaxation, mind-to-muscle techniques and breathing
control. This could be done with you reading from a
prepared script or by accessing resources from
internet sites. Once the technique has been
completed, learners need to write about the
experiment in terms of what they did, how the
technique works and how it made them feel. Learners
Prepared scripts or pre-
recorded audio resources
of arousal control
techniques
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need to then analyse each technique and decide
whether they think it is an effective technique that
they could use.
Plenary: provide opportunity for learners to feed
back about their experiences of using arousal control
techniques and then to discuss how they could be
used in the sporting environment.
16 F6: Arousal control
techniques in sport and
exercise (cont.)
Energising techniques
Lead-in: ask group whether they have any
experience of methods of energising techniques.
Introduce energising techniques and explain what
they aim to achieve.
Practical activity: learners to experience a range of
energising techniques, such as increasing breathing,
pep talks, use of music and energising imagery. This
could be done with you reading from a prepared script
or by accessing resources from internet sites. Once
the technique has been completed, learners need to
write the experiment up in terms of what they did,
how the technique works and how it made them feel.
Learners need to analyse each technique and decide
whether they think it is an effective technique that
they could use.
Plenary: provide opportunity for learners to feed
back about their experiences of using energising
techniques and then discuss how they could be used
in the sporting environment.
Prepared scripts or pre-
recorded audio resources
of arousal control
techniques
17 Case study work: stress,
anxiety and arousal Tutor presentation: prepare a case study and
explain to learners how they should assess a case
study by identifying:
a) any issues the subject is experiencing
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b) possible links to theory
c) any psychological interventions that may be
appropriate
d) intended outcomes of the intervention.
Individual activity: learners analyse the case study
and write up their response to the case study,
identifying:
a) issues athlete is experiencing
b) theory/s to explain the issues and use the
theory/s to explain these issues
c) suggested psychological intervention to address
the issue/s and explain how it could be
implemented
d) intended outcomes of the intervention.
Tutor-led discussion: lead discussion about the case
studies, encourage learners to compare ideas about
how they addressed the case study.
Topic C: Effects of self-confidence, self-efficacy and self-esteem on sport and exercise performance
18 C1: Self-confidence and
sport and exercise
performance
C3: Self-esteem and its
impact on sport and exercise
performance
IS Lead-in: introduce the concepts of self-confidence
and self-esteem and discuss why they may have an
impact on performance.
Small group activity: in small groups, learners
prepare a poster showing four athletes who they
consider to be self-confident. In each case, learners
create a bullet-point list to illustrate what makes
these people self-confident. Learners will present their
poster to the rest of the groups, with justifications for
each of their choices.
Independent learning activity: learners research
Vealey’s sport-confidence model and the constructs,
Flip charts
Marker pens
Textbooks
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sources and consequences of self-confidence.
Textbooks can be provided or recommended to
learners, with differentiation being offered in the
choice of level of textbook.
Tutor-led discussion: lead a discussion about how
self-confidence can influence performance and the
expectations that an athlete has of success. Learners
then create a spider diagram of how self-confidence
impacts on performance and expectations of success.
19 C2: Self-efficacy in sport and
exercise performance
Lead-in: explain the difference between self-
confidence and self-efficacy and the factors that can
influence self-efficacy.
Small group activity: learners produce a spider
diagram showing the four factors that influence self-
efficacy, and how they impact on efficacy expectations
and athletic performance. The spider diagram will
have brief explanations of each factor, a practical
example, and show any links to other psychological
theories.
Individual activity: learners produce a document
aimed at coaches, showing how they could use the
theory to help improve the self-efficacy of the athletes
they coach.
Plenary: learners feed back on how they applied the
Bandura’s self-efficacy model so that coaches can use
it to impact on their athletes’ performances.
Flip charts
Marker pens
20 F4: Imagery in sport and
exercise
Definition of imagery
IS Tutor presentation: introduce imagery and explain
how it is used in sport and exercise.
Practical activity: learners to experience different
types of imagery – visual, auditory and kinaesthetic
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Types of imagery and write up their experiences. They can focus on how
easily images came and which type they found was
easiest to develop.
Independent learning activity: choose a journal
article that has researched the effectiveness of
imagery for sports performance. Ask learners to read
selected parts of the article and make notes on the
main points of the research. For differentiation,
articles of differing complexities could be used by the
learners.
21 F4: Imagery in sport and
exercise (cont.)
Uses of imagery
F5: Self-talk in sport and
exercise
Practical activity: learners to experience how
imagery is used to influence self-confidence. This
could be done with you reading from a prepared script
or accessing resources from internet sites. Once the
technique has been completed, learners need to write
about the experiment in terms of what they did, how
the technique works and how it made them feel. They
need to analyse each technique and decide whether
they think it is an effective technique that they could
use.
Practical activity: Learners should experience self-
talk and how it is used to influence self-confidence,
arousal levels and as a pre-performance routine.
Learners should analyse how they could incorporate
self-talk into their sports performance and training
sessions.
Plenary: learners should discuss the different
psychological interventions they have encountered so
far, and the ones they have personally found most
effective. They can try to draw some conclusions as to
why they have found certain interventions more
Prepared scripts or pre-
recorded audio resources
of imagery techniques
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effective than others.
22 Case study work IS Independent learning activity: present a case
study that shows the behaviour of a sportsperson
experiencing low self-confidence and the impact this is
having on their performance and psychological state.
Learners should identify the factors that show that the
individual has low self-confidence and how it is
affecting them. Then they can use Vealey’s self-
confidence model and Bandura’s self-efficacy theory
to explain why the individual may be experiencing low
self-confidence/self-efficacy. The learner can suggest
interventions that may be appropriate to raise their
self-confidence.
Topic D: Mindset in sport and exercise performance
23 D1: Growth mindset versus
fixed mindset
IS Group activity (experiment): divide the whole
group into two groups. Either locate each group in
separate rooms or on separate sides of the classroom.
Present learners with a mental puzzle, such as
Sudoku. Tell the first group that the task is too
difficult for them and that they are unlikely to
complete it. Tell the second group that the harder
they work at it, the better they will become at the
task and that they will be successful. Record the
amount of time that each learner spends on the task
and how successful they have been at solving the
puzzle. Work out the results for each group as a mean
to make a comparison.
Learners should discuss why the results came out this
way and how they felt completing the task.
Tutor presentation: introduce the concepts of fixed
mindset and growth mindset, and talent versus effort.
Textbooks
Computers for internet
access
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Explain why these are important for learning.
Small group activity: prepare statements about
learning that show either a fixed mindset or a growth
mindset. Ask learners to decide which category each
statement fits into. Learners then assess the
advantages of a growth mindset over a fixed mindset.
Independent learning activity: learners conduct
research into Dweck’s theory of fixed mindset and
growth mindset and how it can be used to influence
the behaviour of coaches and athletes.
24 D2: Resilience in sport Tutor presentation: introduce the concept of
resilience and why it is an important topic in sport
psychology.
Small group activity: working in small groups,
learners should find case studies of sportspersons who
have shown resilience and have overcome adversity to
be successful in their sport. Learners should identify
the individual’s qualities and how this has affected
their behaviour. Each group can present their case
study to the other groups.
Paired practical activity: working in pairs, learners
should develop a questionnaire that can measure the
resilience of an individual. Once you have approved
the pair’s questionnaire, they can use it to assess the
resilience of a few fellow learners.
25 D3: Perfectionism Tutor-led presentation: introduce the concept of
perfectionism and why it is of interest to sport
psychologists.
Small group activity: working in small groups,
learners produce a spider diagram to show the traits
Flip charts
Marker pens
Questionnaire on
perfectionism
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of functional and dysfunctional perfectionists and link
these traits to associated behaviours.
Individual practical activity: source a perfectionism
questionnaire. Ask learners to complete it and then
analyse the results. Learners should consider whether
the results are realistic and the extent to which they
show perfectionist behaviours.
Plenary: learners should discuss how dysfunctional
perfectionism traits can be addressed and functional
perfectionism traits developed.
26 Case study work IS Independent learning activity: present a case
study of a sportsperson who exhibits a fixed mindset
and low resilience and the impact this is having on
their performance. Ask learners to identify the factors
that show the fixed mindset and low resilience, how
this is impacting on the sportsperson’s performance
and suggest how they would promote a growth
mindset and develop resilience in the sportsperson.
Topic E: Group dynamics in sport
27 E1: Group processes Small group activity (experiment): ask learners to
complete a group activity, such as ‘Starting a new
civilisation’, to assess how they function as a group
and the benefits and drawbacks of working as a
group. They then reflect on the activity, including
assessing the stages of group development and the
role each learner played within the group.
Lead-in: ask learners to consider the teams they
were part of and whether they were successful or
unsuccessful. They should also state the reasons for
the outcomes they achieved. Introduce Tuckman’s
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stages of group development.
Tutor presentation: explain what is meant by
interactive groups and teams and why this impacts on
performance. Introduce Steiner’s model of group
effectiveness to set up the paired activity.
Paired activity: working in pairs, learners consider
the factors that may lead to groups not achieving the
outcomes that reflect the skills of the individual team
members. Learners could choose a well-known team
as a case study and explain why they think this team
is particularly effective or ineffective. Each pair can
present their main findings to the other pairs.
Plenary: gain feedback from learners about ‘process
losses’ in sports teams. Explain the concept of ‘social
loafing’ – Ringelmann effect in sports teams.
28 E2: Cohesion IS Lead-in: introduce the concept of cohesion and ask
learners if they think that the teams they are part of
are cohesive and, if so, why they think that.
Individual activity: ask each learner to complete the
Group Environment Questionnaire (GEQ) and to
assess their results. Learners should comment on
whether they think the outcomes are reflective of the
group they are part of.
Independent learning activity: ask learners to
research what is meant by ‘task’ and ‘social cohesion’,
and the factors that affect cohesion.
Group discussion: learners should discuss, ‘Task
versus social cohesion – which is more important?’
Divide learners into two groups – one group will argue
that task cohesion is most important and the other
group will argue that social cohesion is most
GEQs
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important. The discussion can be mediated by a
selected learner. Learners should make notes that
summarise which type of cohesion they consider to be
most important.
29 E3: Leadership Small group activity: ask learners to produce a
poster, ‘What makes a great leader?’ They should
select two to three leaders who they think are great
leaders and present a list of attributes that make
these people great leaders. These leaders should
come from the field of sports, but learners could
include one leader from another area of life. You may
also choose a leader for learners to study. Once the
posters are completed, learners can share them with
other groups, using information from all the posters to
prepare a list of qualities that make a great leader.
Tutor-led activity: introduce Chelladurai’s
multidimensional model (MDM) of leadership by
explaining each of the stages. Learners can then offer
examples that fit each of the stages. Learners should
review their choices of great leaders in light of the
learning they have gained from the MDM of
leadership.
Individual activity: give learners access to
resources presenting research conducted using
Chelladurai’s MDM of leadership. You should provide
access to textbooks and journal articles.
Differentiation can be provided by offering resources
of differing levels of complexity.
Flip charts
Marker pens
MDM resources
Textbooks and journal
articles
30 Case study work IS Independent learning activity: present a case
study of a sports team who are not performing as well
as they should be, or the group outcome is less than
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the sum of the group’s parts. The learner can suggest
how they would develop the right type of cohesion to
ensure that the team was being led appropriately.
Topic F: Psychological interventions for sports performance and exercise
31 F1: Aims of psychological
interventions
GS Guest speaker: this is an ideal opportunity to invite
a sports psychologist to talk to the learners about how
they work and the aims of psychological interventions.
Learners should prepare questions in advance to ask
the guest about their role.
32 F2: Performance profiling Tutor presentation: introduce the concept of
performance profiling, how to develop the constructs
for the profile and how to assess each construct.
Paired practical activity: working in pairs, learners
produce a performance profile of their partner.
Learners should produce 10 constructs, assess each
construct and then plot the performance profile. They
should then assess the results and draw up a list of
their partner’s strengths and weaknesses.
Plenary: lead a discussion about the process of
performance profiling and what the learners identified
as the strengths and weaknesses of the process.
33 Linking psychological
interventions to skills that
athletes/exercisers need to
develop
IS Tutor presentation: outline the role of psychological
interventions and how they will specifically address
the psychological issues that a sportsperson is
experiencing.
Small group activity: working in small groups,
learners produce a poster to show all the
psychological interventions, with links to the
psychological issues that they can be used to address.
Flip charts
Marker pens
BTEC NATIONAL SPORT AND EXERCISE SCIENCE UNIT 3: APPLIED SPORT AND EXERCISE PSYCHOLOGY
© Pearson 2016 21
Lesson Topic Lesson
type Suggested activities Classroom resources
Independent learning activity: learners should
produce their own notes about which psychological
interventions can be used to address which
psychological issues.
34 How to address a case study IS, RS Tutor presentation: outline how to address a case
study by:
a) reading through carefully
b) identifying the key issues
c) identifying how these issues affect the
sportsperson
d) showing how theories help to explain the issues
affecting the sportsperson
e) describing the psychological interventions that
can be used to address the psychological issues
and improve performance
f) stating the expected outcomes.
Independent learning activity: provide learners
with copies of the Sample Assessment Material (SAM)
and ask learners to produce sample answers.
Plenary: ask learners to discuss how they addressed
the case study in the SAM.
Sample Assessment Material
35–40 Preparation for assessment IS, RS Independent study: provide learners with case
studies that they can use for practice. Learners should
revise the work they have completed for the unit.