performance analysis (pa) and performance development … · 2019-10-25 · components of fitness...
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Performance Analysis (PA) and Performance Development Programme
(PDP): Tennis
AS and A Level Physical Education
Pearson Edexcel Level 3 Advanced GCE in Physical Education (9PE0)
Pearson Edexcel Level 3 Advanced Subsidiary GCE in Physical Education (9PE0)
1 © Pearson Education Ltd 2016
AS and A Level Physical Education 2016
Performance Analysis – Tennis
Components of fitness
Components of fitness can be split into two groupings: health-related –
cardiovascular endurance, muscular endurance, strength, speed, flexibility and
body composition; and skill-related, including agility, balance, coordination, power,
reaction time and speed. In tennis, all components are required to meet the
demands of the sport. The three main components of fitness I have selected are
Agility, Power and Acceleration to maximal speed.
Component 1 – Agility:
This is the ability to change the direction and orientation of the body quickly. This is
vital in tennis as you are constantly changing direction; you need to be really agile
and light on your feet to maximise the time you have to hit the ball and to recover
to a central position. If you aren’t very agile you won’t get to each ball quickly
enough or you will constantly play defensively. Agility plays a crucial role, as fast
footwork is a major part of tennis. Wrong footing an opponent is one of the major
tactics involved in tennis, aided by deception. You have to build a rally to win a
point so moving a player around the court and forcing them out of the centre
position is fundamental to winning a rally.
Speed Gate T-test
The test requires ‘maximum’ exertion.
2 © Pearson Education Ltd 2016
Pre training
Right Left Average
10.55 s 10.66 s 10.60 s
Male Female
Excellent < 9.5 < 10.5
Good 9.5 to 10.5 10.5 to 11.5
Average 10.5 to 11.5 11.5 to 12.5
Poor > 11.5 > 12.5
[Source: http://www.topendsports.com/testing/tests/t-test.htm]
Validity:
Questions have been raised as to the validity of this test for agility. There is some
application to tennis in that the test involves speed, changes of direction and
distances which are found on the tennis court. It is an industry-established
standard test. One advantage of multi users taking this test is that it does allow
comparisons between sports and sport performers. Running the test while holding a
tennis racket would have more validity to tennis.
My score of 10.60 seconds ranked me as average but close to good, which suggests
this is a key part of future training needs as it would dramatically improve my
physical ability to play. Being able to move around the court while responding to
changes in direction and movement to and from the net is essential. My trained
testers used speed timing gates to produce accurate scores unlike using stop
watches. Having exact measurements for the layout of the test, being fully briefed
before the test and having a practice run through all made the result valid.
Reliability:
The test was considered reliable with some issues. I undertook the test indoors on
a flat and non-affected surface (by factors such as moisture). I was well prepared
with a warm up, took the test at the same time on three separate occasions and
with an appropriate interval after eating. I was familiar with the test and, given we
used timing gates, the results were reliable. I wore appropriate footwear and was
not affected by the presence of others. The staff supervision was supportive and I
am sure the test environment over the three separate occasions at intervals of 1
week each time was conducive to factors of reliability. My only observation would
be that you become better at the test the more you do it, with improved turning
technique dramatically lowering times.
3 © Pearson Education Ltd 2016
Component 2 – Power:
This is being able to generate strength at speed. This is necessary for tennis shots
– especially serving. You are trying to hit the ball with ballistic strength quickly in
order to impart pace and depth. You need good power in your legs to push into
every shot. In addition, to get good height your arms generate pace on the ball as
you accelerate your racquet head through the ball.
Tests:
Serve Speed Test – this is a weakness in my game and an aim for my PDP.
Radar Tracked Serve
82 mph
I undertook the Sargent Jump Test as it tests leg power in an explosive movement.
Three tests were completed, with a rest to overcome fatigue and tennis serve
speed recorded using a radar speed measurer.
However, this does not test a player’s upper
body power. Rallies can last from a few
seconds to over a minute – constant power in
a rally is needed, then you can rest in
between points. You can’t use maximal power
on every shot, some require ‘touch’. I scored
36 cm, which is below average on the national
tables. This indicates that my power needs to
be significantly improved.
Gender Excellent Above average Average Below average Poor Male >65 cm 50–65 cm 40–49 cm 30–39 cm <30 cm
Female >58 cm 47–58 cm 36–46 cm 26–35 cm <26 cm
National norms for 16 to 19 year olds (Davis 2000)
[Source: http://www.brianmac.co.uk/sgtjump.htm#ref]
Validity:
My tests had validity. Involving a simple maximal action, I warmed up to allow
several attempts with suitable rest periods x three tests. I took a best score or the
average of the two best scores. The ‘protocols’ are simple. The test was not
affected by external factors e.g. weather, unclean surface. One potential limiting
factor is the accuracy of the observer spotting the touch point at maximum height,
however video recording and freeze-framing the exact point of the maximum height
overcame this. The Radar Speed Test uses a simple ball tracker and has 100 per
cent validity and reliability.
4 © Pearson Education Ltd 2016
Reliability:
Using fixed equipment on a wall and the universal slider to set the start point
helped with reliability. I was fully prepared for the test environment and the
pressures of performing in front of a group helped to produce my best score.
Knowing the test protocols and the tester’s skills in teaching technique aided
reliability. I took the tests at the best time of day for me – late morning/not after
eating.
Component 3 – Acceleration to maximal speed:
Acceleration and thus leg speed is vital in tennis because you need to get to each
ball as quickly as possible. Speed ties in with agility because the quicker you are,
the more time you have to prepare for your shot. The ability to make short
repeated bursts of speed with each foot with changes over different distances is
paramount.
Test:
We did the distance three times – acceleration to maximal speed 0–30 m. My score
was not particularly high and is an area I need to improve on. My training will
therefore include interval training/plyometrics. 30 m time - 4.40 s places me as
average in this component.
Gender Excellent Above average Average Below average Poor Male <4.0 secs 4.0–4.2 secs 4.3–4.4 secs 4.5–4.6 secs >4.6 secs
Female <4.5 secs 4.5–4.6 secs 4.7–4.8 secs 4.9–5.0 secs >5.0 secs
Table adapted from Davis et al. (2000)
[Source: http://www.brianmac.co.uk/30accel.htm#ref]
Validity:
Validity was seen in that we used speed timing gates. The
surface was clean; administration, organisation and
environment produced accurate results. The testers were
competent.
Reliability:
Reliability was achieved using electronic timing gates with
no human/stop watch error. The test was undertaken
indoors on the same surface and in the same conditions. A
warm up and knowledge of protocols were effective. I performed before eating;
with experience the test was simple to complete. I wore appropriate footwear and
in a maximal test there were no tactical considerations other than that we did the
30 m with a 1 minute rest between tests, however no data indicators were available
for this factor. I warmed up, had the best preparation in terms of focus and an
average score from the best of two out of three trials.
5 © Pearson Education Ltd 2016
Technical – serve
Preparation
Analysis:
Head – in a good position looking up at the ball.
Left arm – following the ball path and straight up in the air. It should be further
behind the baseline than the hips but that can be altered when I change the
angle of my hips so they are more forward.
Right arm – should be more bent. This will allow the racquet to face upwards as
it is slightly tilted to one side and needs to be flatter in order to hit a flat serve.
If the right arm was lower it would open the body more and allow more rotation
through the core and hips.
Hips – not in a good position in this serve. In the elite image, they are really
pushed forward and slightly turned so they are facing towards the back of the
Left arm should be
directly up and pointing
at the ball. Sharapova’s
arm is pointing slightly
more up than mine –
this is most likely down
to the position of the
ball. Eyes focus on ball.
Throw up should be out
in front and should go
high enough to make
contact at peak height.
Knee flexion:
to load up
power, this
comes from
the leg drive
through the
whole body
rather than
just the upper
body. Posture should be
upright with the upper
body. Both of us have
good posture. Flexion –
back leg:
both
Sharapova
and I have
‘loaded’ the
back leg. This
will allow us to
get more
power when
we jump for
the ball
therefore
getting more
power on the
ball.
Tick shape at the elbow
joint. My position is
better than Sharapova’s
because she hasn’t got
her elbow low enough so
her limited racket
pathway will limit power.
6 © Pearson Education Ltd 2016
court more. This allows you to really explode through the motion and rotate
round when you serve.
Knees – need to be sunk lower. I am upright in the preparation phase of the
serve. If my knees were lower then I would be able to push up more when I
jump and hit the ball with more power. By having my knees lower my hips will
be more forward and turned and I will be more balanced.
Stance – I play my serve similar to Sharapova with a pin-point serve but my
feet do need to get closer together in the preparation phase.
Execution
Racket angle/head
speed: racket angle
should be pointing down
and wrist should snap
when hitting the ball.
Racket head speed
should be maximal at
the point of contact.
Contact point should
be at the highest point
possible and slightly out
in front so that you can
jump into the ball. We
are both jumping off the
ground and are at full
stretch – we both have
good contact points.
Jump to get a
higher contact
point and
more power.
Both of us are
doing this well
and we both
land inside the
court in the
recovery stage
showing that
our
momentum is
going
forwards.
Left arm comes into the
body to allow shoulder
rotation. Sharapova’s left
arm is closer to her body
than mine so she will get a
better shoulder rotation.
Knee
extension to
get power
coming up
through the
lower body so
the upper
body can be
used for
control. Both
of us have
extended our
knees.
Straight arm to get a
high contact point.
Posture is upright; I am slightly more upright
than Sharapova. Being upright means that you
will get a higher contact point, which means that
you can hit the ball down more with a snapping
wrist. This will increase power on the serve.
7 © Pearson Education Ltd 2016
Analysis:
Head – looking up to the ball. This indicates the throw should be more out in
front because if you look at the like they are looking more forward to the ball.
Left arm – coming down from the serve as I am hitting the ball. It looks slightly
cramped and a bit close to the body but it is at the right level in comparison to
the body.
Right arm – fully extended but could be out in front of the body more to make
contact with the ball. It is too far behind me to hit a powerful serve. As shown
in the elite image, it should be in front of my head.
Hips – in a similar position to the elite as they have rotated and so are more
front-on with the court.
Knees – too flexed and I should have extended them more. This would have
meant that I got a higher jump, resulting in a more powerful serve.
Result/recovery
Looking down the
court to see where the
ball is being returned in
order to get an
advantage on the next
shot.
Racket follow through
will get power on the
ball and continuing the
pathway will guide the
ball in the direction you
want it to go.
Straight line
between left
knee and
shoulder:
Sharapova’s
posture is very
good in this
way after the
shot, whereas
I have not
held a strong
position after
the serve. This
would suggest
that I am
slightly off
balance.
Left knee slight
flexion when landing to
absorb the impact, then
prepared to get into the
ready position for the
next shot. This will allow
us to spring back into a
strong attacking stance.
Land on left
leg: this
means that
you have got
good
momentum
and also that
you are in a
good position
to push off
back into a
strong ready
position.
Land inside the court:
momentum will make
you land inside the court
and this will get power
on the ball as part of the
follow through.
Sharapova and I have
both performed this
well.
8 © Pearson Education Ltd 2016
Analysis:
Head – in a good position looking down the court to where the ball lands and
leading the rest of the body upwards.
Right arm – extended down to the opposite side of the body. My racquet is a lot
higher than the elite and my arm is slightly more extended.
Back – I am leaning further forward and have a smaller body range than
Sharapova. She has more forward momentum.
Left leg – my landing leg is in a good strong position to keep me balanced and
my body is in a good state ready to change direction quickly to get to the next
shot. I should have pushed off through this leg more, meaning I would have
had a better jump and landed further into the court.
Right leg – could be extended more. This will have meant I have jumped further
forward, which would suggest I have hit a more powerful serve. It should be
slightly more extended and higher up in.
Word count: 1745 excluding references, bibliography and tables of data.
References
1. DAVIS, B. et al. (2000) Physical Education and the Study of Sport. 4th ed.
Spain: Harcourt. p.129
2. DAVIS, B. et al. (2000) Physical Education and the Study of Sport. 4th ed.
Spain: Harcourt. p. 123
3. DAVIS, B. et al. (2000) Physical Education and the Study of Sport. UK: Harcourt
Publishers Ltd. p. 125, Table 4.6
Bibliography/webliography
BEASHEL, P. and TAYLOR, J. (1997) The World of Sport Examined. Croatia: Thomas
Nelson and Sons
BEASHEL, P. and TAYLOR, J. (1999) Advanced Studies in Physical Education and
Sport. UK: Thomas Nelson and Sons Ltd
DAVIS, B. et al. (2000) Physical Education and the Study of Sport. 4th ed. Spain:
Harcourt
BROWN, J. and SOULIER, J. (2014) Tennis: Steps to Success. 4th Edition. eBook
Human Kinetics
HILL, M. and MASKERY, C. et al. (2007) Edexcel AS/A2 Physical Education. UK:
Pearson
www.brianmac.co.uk
www.topendsports.com/testing
9 © Pearson Education Ltd 2016
Performance Development Programme – Tennis
‘For my PDP I am going to focus on Power’
Power is the combination of strength and speed. Strength is required to add force
to a shot and speed is key for movement and racket head dynamics.
Goal setting – SMARTER
The main purpose of setting goals is to increase motivation, to create aims and to
aid in planning.
Specific – directly related to the sporting situation. For tennis, this would be
increasing my core strength so that I can rotate my torso better and with more
control in order to allow for better controlled shots.
Measurable – progress can be assessed. For tennis, this would be measuring the
speed of serve to see if training has had a negative or positive effect. This will allow
for a more effective training programme to be developed.
Accepted – by both performer and coach. This would involve agreeing on a specific
shot with your coach in order to work on improving it.
Realistic – challenging but within the capability of performer. An example of this
would be setting a goal that is not impossible to achieve. An impossible goal would
involve asking someone who can bench 50 kg one week to be able to bench 200 kg
the following week.
Time – a date is set for each periodised phase and for the completion. Having a
time frame for a goal is key. This is because it pushes the performer to start to
train and gives them a specific amount of time to achieve their goal.
Exciting/evaluated – inspiring and rewarding to the performer. Having goals that
feel good to achieve is key. If the goal is something that you want to achieve, you
will be willing to work hard to complete that goal.
Recorded – writing down your goals makes them real. They become something
that you must do and avoids confusion. Recording your progress helps you to
analyse if the goal is achievable or not.
Source: A2 revise PE for Edexcel, Jan Roscoe publications/ISBN 978-1-901424-55-
3 Edexcel A2 PE textbook/ISBN 978-0-435500-60-3
10 © Pearson Education Ltd 2016
Principles of training
Specificity is defined as ‘the
relevance of the choice of exercise to
the activity to be improved’.
I shall be working on both upper and
lower muscle groups with high
intensity training to meet the aim of
power.
Overload is described as ‘training activities that
are harder, more intense and/or lengthier than
the normal physical activity undertaken by an
individual’. To use overload in my development
plan I would have to increase the frequency at
which I train, the intensity I train at and the
duration of training.
Progression is
defined as ‘a state
of moving onwards, which implies an increase in
training load as time goes on’. Progression is the
process of improving performance over a period of
time through training.
Over-training
is defined as ‘when the intensity of training
and/or volume of training are increased to an
extreme level, which results in a lack of
recovery within or between training sessions
leading to an associated decline in
physiological function’. I shall have full rest
days and x one 36 hour rest period per
week.
Reversibility or regression is defined as ‘when
training loads are reduced or removed completely, the
state of fitness or performance returns to a normal
untrained state’.
Variance refers to the need to vary or change training
exercises each mesoscycle, and even session by
session while not detracting from the aim(s), in order
to avoid tedium and a potential 'plateau' in my
programme.This will result in a decrease in the
improvement of performance and will become
mentally challenging because you are likely to
become bored with the training session.
Recovery refers to how your body deals with the
stress of training after training has finished and how
it repairs itself. I will need to undertake a cool down, eat for recovery, use foam
rollers and possibly use compression clothing/socks.
11 © Pearson Education Ltd 2016
F.I.T.T – applied
Frequency refers to how often I will train – x 3 per week.
Intensity refers to how hard I will train – my session will involve high
intensity/anaerobic at 90 per cent IRM.
Type refers to the type of training in my PDP – dynamic weights/plyometrics.
Time refers to how long I will train for – my sessions x 1 hour.
http://www.brianmac.co.uk/trnprin.htm
http://www.topendsports.com/fitness/basic-principles.htm
AS revise PE for Edexcel, Jan Roscoe publications/ISBN 978-1-901424-54-6
Training undertaken
I will be using dynamic resistance training and plyometric training. This is because
these methods are the most applicable to me being able to achieve my goal of
increasing my whole body power.
Power training
Muscular power is determined by how long it takes for strength to be converted into
speed. The ability to convert strength into speed in a very short time allows the
athlete to exert a greater force than their strength level alone would allow. My lift
speed will be fast out, hold and slow recovery.
Dynamic resistance: fixed and free weights
Weight training involves exercising by varying the intensity and duration of the
exercise. It can be used to improve muscular endurance, dynamic and maximal
strength, and power and body composition.
The exercises
Session one based on 90% IRM
Exercise Weight Working at
90%
Sets Reps Lift speed
Back squat 70 kg 60 kg 4 5 1.1.2
Bench-press 75 kg 67.5 kg 4 5 1.1.2
Shoulder
press
45 kg 40 kg 4 5 1.1.2
To progress this session I will increase the amount of reps that I do each week until
I can do 6 to 7 reps for four sets.
12 © Pearson Education Ltd 2016
Session two based on 90% IRM
Exercise IRM Working at
90%
Sets Reps Lift speed
Deadlifts 110 kg 100 kg 4 5 1.1.2
Dumbbell flys 18 kg 16 kg 4 5 1.1.2
Bent over
rows
70 kg 60 kg 4 5 1.1.2
Barbell
upright rows
45 kg 40 kg 4 5 1.1.2
To progress this session I will increase the weight I am lifting once I am able to do
four sets of the designated amount of reps for each weight. I will do this every
week.
Plyometric sessions
Front box jumps
Lateral box jumps
Scissor jumps
13 © Pearson Education Ltd 2016
Overhead throws
Vertical scoop toss
Explosive push-ups
Sessions:
Plyometric sessions
Exercise Sets Potential
increase
Reps Potential
increase
Front box jumps 3 4 10 12
Lateral box jumps 3 4 10 12
Explosive push-
ups
3 4 10 12
Vertical scoop
toss
3 4 10 12
Scissor jumps 3 4 10 12
Overhead throws 3 4 10 12
14 © Pearson Education Ltd 2016
To increase the intensity of this training session I will increase the amount of sets
and repetitions that I do. I am planning to increase at four weeks on the completion
of testing.
http://www.bodybuilding.com/fun/beginner_weight_training.htm
http://www.bodybuilding.com/exercises/finder/lookup/filter/exercisetype/id/6/exer
cisetype/olympic-weightliftingEA2 revise PE for edexcel, Jan Roscoe
publications/ISBN 978-1-901424-55-3
Edexcel A2 PE textbook/ISBN 978-0-435500-60-3
AS revise PE for Edexcel, Jan Roscoe publications/ISBN 978-1-901424-54-6
Fitness testing – normative results
One rep bench press
Rating Score (per body
weight)
My results
Excellent > 1.60 pre mid post
Good 1.30–1.60
Average 1.15–1.29 115 123
Below average 1.00–1.14
Poor 0.91–0.99
Very poor < 0.90
Sargent Jump Test
% Rank Females Males My results
91–100 76.20–81.30 cm 86.35–91.45 cm pre mid post
81–90 71.11–76.19 cm 81.30–86.34 cm
71–80 66.05–71.10 cm 76.20–81.29 cm
61–70 60.95–66.04 cm 71.10–76.19 cm
51–60 55.90–60.94 cm 66.05–71.09 cm
41– 50 50.80–55.89 cm 60.95–66.04 cm
31–40 45.71–50.79 cm 55.90–60.94 cm 57 59
21–30 40.65–45.70 cm 50.80–55.89 cm
11–20 35.55–40.64 cm 45.70–50.79 cm
1–10 30.50–35.54 cm 40.65–45.69 cm
Press Up Test
Age Excellent Good Average Fair Poor My score
20 – 29 >54 45–54 35–44 20–34 <20 48 51
30 – 39 >44 35–44 25–34 15–24 <15
40 – 49 >39 30–39 20–29 12–19 <12
50 – 59 >34 25–34 15–24 8–14 <8
60+ >29 20–29 10–19 5–9 <5
15 © Pearson Education Ltd 2016
Body Fat Analysis
My results
Pre Post
9% 8.3%
Speed Gate T-test
My score
Pre training Post training
Right Left Average Right Left Average
10.55 10.66 10.60 9.49 9.45 9.47
Normative table:
Male Female
Excellent < 9.5 < 10.5
Good 9.5 to 10.5 10.5 to 11.5
Average 10.5 to 11.5 11.5 to 12.5
Poor > 11.5 > 12.5
[Source: http://www.topendsports.com/testing/tests/t-test.htm]
Serve Speed Test
My results
Pre Post
82 mph 88 mph
Acceleration to maximal speed 0–30 m
Pre Post Gain
4.40 s 4.19 s 0.21 s
Gender Excellent Above average Average Below average Poor
Male <4.0 secs 4.0–4.2 secs 4.3–4.4 secs 4.5–4.6 secs >4.6 secs
Female <4.5 secs 4.5–4.6 secs 4.7–4.8 secs 4.9–5.0 secs >5.0 secs
Table adapted from David et al. (2000) [3]
16 © Pearson Education Ltd 2016
Review and evaluation
The achieved aim of my PDP was to increase body power and all my specific goals.
This is shown by improved test results - my Sargent Jump score went from 57 to
63 and my serve speed increased by 6 mph from 82 to 88 mph thus reflecting
increased power into my shots and my ability to move around the tennis court
more quickly and with more control. I could accelerate faster, being able to push off
more quickly when changing direction, and I was able to ‘jump’ (push in the up
phase) with more force meaning that I am higher when I hit the ball so I can get
more power and a better angle.
I also increased all my one rep max scores for every exercise except upright rows –
my training has improved my dynamic strength and power. The decreased time for
the Speed Gate T-test has shown an improvement in speed and my Sergeant Jump
score also shows success as the 6 cm with the subsequent improvement in leg
power. The combination of speed and strength produces power – improving both
has improved my body power.
Positives and negatives
Negatives come from deadlifts and squats – these exercises were the two that I
was most unfamiliar with and did the least of in previous training.
I was the most uncomfortable doing these exercises at the start but in the first
few sessions became more used to doing them and so saw some quick
improvements. This was a positive as it provided motivation in the training
sessions. Because of this, these two exercises were the ones which improved
the most.
I think that the main aspect that I would keep the same is that I would keep the
same routine of when I do my training and how I record my training sessions.
This seemed to work well for me. Having the same routine every two weeks and
doing the same exercises on the same day did become boring but I feel that
doing this allowed me to get into a good mind-set so I would be in a good
mental state and would find it easy to get my training done and wouldn’t forget
to do a session.
Borg Scale – used to assess my training intensity
17 © Pearson Education Ltd 2016
My Borg rating for every session increased and decreased from one session to the
next during the course of my training programme. I completed 23 out of the 24
sessions.
For the first half of the training programme my rating would decrease as the
session became easier, due to initial adaptations and familiarity with the exercises,
and then increase as I applied overload to my exercises. After half-term I found
that the sessions were increasingly more difficult – the first three sessions were all
rated 18 out of 20. This reflects the higher workloads and demands, with an
increased need to cool down effectively. Towards the end of the training
programme my rating dropped as I became demotivated to increase the difficulty of
the session. This was inevitable as I experienced increased tiredness, micro trauma
and some ‘DOMS’ from improper cool downs.
What I would change and what I would keep the same
I would change the length of each session and the number of exercises in each
session. I would give myself more time to do these sessions thus helping
prevent injury.
My sessions were an hour – I would increase this to 75 mins. I could obtain
more focus and pacing. This will help my motivation.
I could undertake a better warm up/cool down without feeling rushed and
pressed for time.
Do more exercises to work on specific muscle groups more intensely and obtain
better adaptations – incorporate and focus on the core exercises.
What I have learned
I have gained a greater understanding of the science behind how training works
and why it leads to adaptations, e.g. a reduced chance of injury comes from an
increase in the strength of supporting tendons and ligaments due to
resistance/weight training and some increase in bone density.
I now have a better understanding of the key components of fitness for tennis
and what I should be training the most to get the best advantages when
playing.
I feel that I was able to effectively apply my knowledge of the principles of
training to my training programme to get the most out of my sessions.
Even though my body fat has decreased my body weight has increased. This
means that I have gained lean muscle mass. This is good because this is one of
my expected adaptations.
Effect on my performance
I have found that during and since doing my programme I am able to hit shots with
more power. This has meant that I have more control over points and have a better
presence on court as I am more confident in my ability to hit winners and force
opponents into making errors. Given increased power, I can be more consistent.
Increased power means that I am able to change direction more quickly with better
control – I have better movement around the court so reach more shots such as
drop shots. Doing my PDP has resulted in better core strength and better balance.
It has also resulted in more controlled movement around my hips giving me more
control when I hit through shots.
18 © Pearson Education Ltd 2016
Final test scores
Test Final weight Level compared with
national average
Bench press 80 kg Intermediate
Deadlift 120 kg Intermediate
Bent over row 80 kg Intermediate
Shoulder press 50 kg Intermediate
Squat 77.5 Below average
Body fat 8.3 Fits many brackets such as
professional cyclist
Sargent jump 63 Above average
Press up 55 Excellent
Server Speed Test 88 mph N/A
Speed T-gate Test 9.47 s Above average/Excellent
Body weight 63 kg N/A
Acceleration Max. Speed
Test
4.19 s Above average
Exercise Starting weight Overload 1 Overload 2
Box squat 60 kg 26/1/2016 65 kg 9/2/2016 70kg
Bench press 67.5 kg 9/2/2016 70 kg
Shoulder press 40 kg 2/2/2016 45 kg
Deadlift 80 kg 29/1/2016 100 kg
Bent over row 60 kg 29/1/2016 65 kg 5/2/2016 70kg
Barbell upright row 40 kg 11/3/2016 45 kg
Dumbbell flys 16 kg 12/2/2016 18 kg
Final test scores
Test Final weight Level compared with
national average
Bench press 80 kg Intermediate
Deadlift 120 kg Intermediate
Bent over row 80 kg Intermediate
Shoulder press 50 kg Intermediate
Squat 77.5 Below average
Body fat 8.3 Fits many brackets such as
professional cyclist
Sargent jump 63 Above average
Press up 55 Excellent
Server Speed Test 88 mph N/A
Speed Gate Test 6.47 sec Excellent
Body weight 63 kg N/A
19 © Pearson Education Ltd 2016
Graphs of test results:
20 © Pearson Education Ltd 2016
21 © Pearson Education Ltd 2016
Bibliography
Components of fitness
http://www.crossfitlaketahoe.com/about-crossfit/crossfit-journal/
http://www.brianmac.co.uk/conditon.htm
AS revise PE for edexcel, Jan Roscoe publications/ISBN 978-1-901424-54-6
A2 revise PE for edexcel, Jan Roscoe publications/ISBN 978-1-901424-55-3
Edexcel A2 PE textbook/ISBN 978-0-435500-60-3
Goal setting
A2 revise PE for edexcel, Jan Roscoe publications/ISBN 978-1-901424-55-3
Edexcel A2 PE textbook/ISBN 978-0-435500-60-3
Overload
AS revise PE for edexcel, Jan Roscoe publications/ISBN 978-1-901424-54-6
Periodisation
A2 revise PE for edexcel, Jan Roscoe publications/ISBN 978-1-901424-55-3
Edexcel A2 PE textbook/ISBN 978-0-435500-60-3
Principles of training
http://www.brianmac.co.uk/trnprin.htm
http://www.topendsports.com/fitness/basic-principles.htm
AS revise PE for edexcel, Jan Roscoe publications/ISBN 978-1-901424-54-6
Recovery
http://www.bodybuilding.com/fun/3-energy-systems-help-trainer.htm
http://breakingmuscle.com/health-medicine/understanding-energy-systems-atp-
pc-glycolytic-and-oxidative-oh-my
A2 revise PE for edexcel, Jan Roscoe publications/ISBN 978-1-901424-55-3
Edexcel A2 PE textbook/ISBN 978-0-435500-60-3
Training programme
http://www.bodybuilding.com/fun/beginner_weight_training.htm
http://www.bodybuilding.com/exercises/finder/lookup/filter/exercisetype/id/6/exer
cisetype/olympic-weightlifting
A2 revise PE for edexcel, Jan Roscoe publications/ISBN 978-1-901424-55-3
Edexcel A2 PE textbook/ISBN 978-0-435500-60-3
AS revise PE for edexcel, Jan Roscoe publications/ISBN 978-1-901424-54-6
22 © Pearson Education Ltd 2016
Performance Analysis and Performance Development Programme –
Commentary for Tennis
Performance Analysis: activity requirements
‘In the Performance Analysis (PA), in either the role of player/performer or coach,
students will investigate two components of a physical activity (one physiological
component and either a technical or a tactical component) in order to analyse and
evaluate the effectiveness of their own performance. Students will demonstrate
knowledge and understanding of performance analysis in order to produce an
evaluation to demonstrate strengths and weaknesses and areas for development of
a performance’.
Context
The candidate is a very good school’s performer who has identified three
components and appropriate tests and reviewed the validity and reliability of each.
A full analysis of the serve is undertaken with elite comparisons, which links nicely
to their speed tests in the Performance Development Programme (PDP).
Assessment commentary: physiological component
This is a very good attempt to fulfil the requirements of a Level 4 mark submission.
The candidate has identified three relevant components that are at their discretion
and are appropriate to a tennis player while considered ‘most important’ to the
candidate themselves. The components have explanations but these could have
been referenced when used as or taken as a quote, e.g. as in explaining agility. The
inclusion of diagrams are a welcomed addition.
The use of normative data is a very good inclusion and the references add validity
but these apply to the general population and in order to access the Level 5 band
specific tennis-related data would be suggested as more appropriate. The candidate
has made comments on the relevance of the data but would have benefitted from
showing their three test results as a highlight in the work. This would then allow for
a ‘within tennis’ analysis and reflect the comment to the effect that performers
inevitably get improved test results as they become more familiar with testing
protocols.
The candidate selected three appropriate tests for each component with a detailed
review of their validity and reliability but at times some confusion exists between
the two, as in the Sargent Jump Tests. The level of interpretation of the data is
simplistic but the candidate has attempted to contextualise their results and
identify why this will affect their future training needs. This section would have
benefitted from being related to how other tennis performers contextualised their
physiological standing/performance.
23 © Pearson Education Ltd 2016
Mark: 8/10
Level 4 Mark Description: 7–8
Selection of the three most important components of fitness are substantially
justified and fully relevant to the demands of the activity.
An appropriate fitness test is selected and performed for each component of
fitness and each is substantially justified based on the validity and reliability of
the test.
Correct interpretation of quantitative data for each component of fitness
demonstrates a very good level of understanding.
Correct identification of priorities for training and future development based on
very good analysis of test results.
Assessment commentary: technical component
This component was completed to a very good standard with a suitable skill
identified. The images were appropriate and comparisons to an elite performer
made with some of the images matching almost perfectly, thereby allowing for
detailed technical analysis. However, in order to access a Level 5 mark it would be
expected for the candidate to make use of greater technical language related
specifically to tennis and tennis coaching and thereby to be using better quality
textual comment. The candidate could have also considered the use of technical
developments in coaching skills in order to access a Level 5 mark and how the aid
of ‘apps’ enable performers to superimpose/blend their image over a perfect model.
This would have allowed for greater technical data on, for instance, joint angles and
lever lengths to be included for a higher and more accurate level of technical
analysis.
The candidate has made a very good effort overall to fulfil the task with annotated
images covering the three phases of preparation, execution and recovery/result.
The comparisons are informative demonstrating very good knowledge and
understanding with qualitative data/comment suggesting the candidate has a very
good understanding of the strengths and weaknesses in their serve. However, there
is little on how to improve the skill being analysed. If possible within the word
count, the candidate could offer brief suggestions for remedial actions to any
identified faults. Some referencing is made but this is limited in the task and the
use of technical journals would have helped in this respect to achieve a Level 5. A
bibliography is included.
Mark: 8/10
Level 4 Mark Description: 7
An appropriate core skill is correctly identified.
Appropriately-annotated images of the performer are used to make an accurate
analysis of the technical detail for each of the three phases and result.
Appropriately-annotated images are used to make a comparison between the
student and a higher level performer for the three phases and result,
demonstrating a very good level of understanding of the core skill.
24 © Pearson Education Ltd 2016
Qualitative data supports a very good analysis of the strengths and weaknesses
of the core skill in order to identify and fully justify key areas for development.
Performance Development Programme: activity
requirements
‘As a player/performer, students will identify one of the components of a physical
activity they worked on in their Performance Analysis (physiological, technical or
tactical). They will then plan, perform and record their performance in this
component of the physical activity over 8–10 weeks. They will apply appropriate
principles and methods of training and SMART(ER) targets to a plan designed to
optimise performance. They will then critically evaluate the outcomes of their
programme against its original aims.’
Context
The candidate is a very good schools performer who has identified power as an
area of development in order to improve their playing performance.
Assessment commentary: planning
The candidate has taken relevant information derived from their PA and, based on
both the quantitative and qualitative data achieved, has been able to construct a
PDP at Level 4 on enhancing the component of power.
The candidate uses applied smarter targets to demonstrate an understanding of
how to construct a realistic PDP and applies the principles of training to the PDP.
However, they could have included more specific comment on this, e.g. the
application of variance, and how the selection of appropriate methods of training for
the development of power were made with valid justifications. Data on pre-testing
performances of the proposed training exercises and the outline working
percentages, reps/sets and, more crucially, the lift speeds to be used adds
creditability to the intentions. Planned loading increases at a mid-way point are
made but should have been dependent on any early progressions made and the
testing schedule. The lift speeds to be undertaken was also a valid inclusion and
added value to the programme, however, references for these would have been
welcome. The training programme has validity in terms of the work to be
undertaken.
A range of suitable tests to validate the training are included, however questions
could be asked as to the relevance of all of these to the testing identified, e.g.
bench press (although the inclusion of data from tennis performers and specific
referencing would have added ‘academic‘ credibility to the task). The inclusion of a
speed test on serving was a welcomed addition but this could have been extended
to other shots, such as the baseline ground strokes and the smash. Some of the
tests selected have further validity and reliability with the use of sports testing
technology. Normative tables do help contextualise the candidate’s abilities but
refer to a ‘general population’ and are not tennis specific: this would have helped
achieve a level 5 mark. The component identified would when enhanced clearly
25 © Pearson Education Ltd 2016
improve the candidate’s performance as detailed in the PA. With more information
on how the candidate would be applying the principle of overload, justification for a
% increase in lifting loads or increased reps/sets, and the inclusion of a testing
schedule then a Level 5 mark would have been possible. Lift speeds are included in
the review and evaluation but should also have been included in the planning
section.
Mark GCE: 8/10
Level 4 Mark Description: 7–8
An appropriate component of performance is correctly identified based on the
outcomes of the PA.
Accurate analysis and justification of SMART(ER) targets as appropriate to the
student.
Correct application and accurate use of the principles and methods of training.
Accurate selection of appropriate test(s) to monitor progress demonstrates a
very good level of understanding.
Assessment commentary: review and evaluation
The review and evaluation has been completed successfully and to a very good
standard. The comments contained reflect a very good level of understanding of the
candidate’s performance needs and the effect of their training. Although not part of
the assessment, the candidate has included the recorded training sessions and such
detail for analysis.
The candidate has included a significant amount of data by way of performance
tables, test results and subsequent analysis. While specific tests are used to
highlight the success of the training undertaken, the section would have benefitted
from a more comprehensive analysis of all the test results in order to achieve a
Level 5 mark. The summary of the candidate’s Borg rating of each training session
was pleasing. Although subjective, it did allow the candidate to draw conclusions as
to the intensities and motivational issues of the sessions. Completing 23 out of 24
sessions was commendable and supports the completion of the programme. The
inclusion of the final lift weight achieved in some of the exercises undertaken was
only additional information and, as such, formed no part of the conclusions. The
final test tables would have benefitted from both initial pre-tests, mid testing and
then the final testing in order to present a more readable review of the
progressions made. These can be deduced by reading the final graphs of test
results. The candidate could also have drawn on the lift speeds undertaken and
their impact on training adaptations.
The level of analysis is very good, with comment on both the changes that would
be made to the programme if repeated and also to the learning achieved by the
candidate. Further analysis of the effects of the PDP on actual playing performance
is inevitably subjective unless supported by test data and, to this effect, an
increase in serve speed was recorded. The candidate could, for instance, have
recorded the increase in first serve points won or ‘aces’ achieved. Notational
exercises, while subject to issues of validity and reliability, can be useful in
providing outcome match data. A coach validation on the improvement in
26 © Pearson Education Ltd 2016
performance could have helped this section. Both of these last two points would
once again help lift the section into a Level 5 mark.
Mark GCE: 7/10
Level 4 Mark Description: 7–8
Appropriate qualitative and quantitative data supports a well-developed critical
evaluation as to the effectiveness of the programme in achieving its aim.
Accurate analysis and clear evaluation of the reasons for changes in test scores,
linking to the aim.
Well-chosen recommendations for future development are based on the correct
interpretation of the outcomes and demonstrate a very good level of
understanding of the context of the student.