These Documents are not Designed to be ready to teach but will require the teacher to personalise and modify the content to suit their department, activity, course and pupils.

NATIONAL 4/5 PHYSICAL EDUCATION

PUPIL WORKBOOK

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CONTENTS

Cycle of Analysis 3

Factors Impacting on Performance 4

Subjective Activities 5

Model Performance 6-7

Factors Impacting on Performance (2) 8-12

Motif Design and Composition 13-15

Collecting Information on a Performance 16-19

Identifying Strengths and Development Needs 20-21

Target Setting 22-23

Approaches to Developing Performance 24-26

Feedback 27

Monitoring and Evaluating a Personal Development Plan 28-29

Future Development Needs 30

National 4/5 Knowledge Checklist 31

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Observe performance and collect data

Carry out training programme

and monitor it

Collate the results and identify strengths &

weaknesses

Plan a training programme to improve weaknesses

CYCLE OF ANALYSIS

In order to develop your performance in any activity in your Physical Education course, you must carry out a Cycle of Analysis. This is demonstrated in the diagram below:

1. Observe performance and collect data:

This is where you gain information about your performance; this could include completing an observation schedule, a self (subjective) analysis or carrying out a recognised fitness test.

2. Collate the results and identify strengths and weaknesses

This is where you will analyse and interpret the data that you have collected to identify your performance strengths and weaknesses. In this block, you will be looking at your strengths and weaknesses in your level of fitness.

3. Plan a training programme to improve weaknesses

At this stage of the cycle you will use the information you have collected to develop a training programme to develop your identified weakness. This must be suitable for your own personal development needs.

4. Carry out training programme & monitor it.

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Finally, you will carry out your training programme to develop your weakness and very importantly you will monitor this programme to evaluate the effectiveness of it. You may need to adapt your programme if it is not having a positive effect of your performance.

PHYSICAL, SOCIAL, MENTAL AND EMOTIONAL FACTORS

In the table below are examples of different Physical, Social, Mental and Emotional Factors which impact on performance.

PHYSICAL

Endurance

Speed

Strength

Flexibility

Power

Agility

Coordination

Timing

Balance

Reaction Time

SOCIAL

Responsibility

Etiquette

Respect

Leadership

Cooperation

Contributing to a team/group

Compositional Requirements

Tactical Requirements

MENTAL

Level of Arousal

Managing Anxiety

Concentration/Focus

Motivation

Mental Rehearsal

Imagination

Flair

EMOTIONAL

Confidence

Self-Esteem

Independence

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SUBJECTIVE ACTIVITIES

Subjective Activities require you to provide a structured performance in order to achieve a mark or score in competition are known as Subjective and use Subjective Scoring systems.

In this method a Judge or Judges score a performance. The performance is compared toa perfect (model) performance, any mistake is penalised by the deduction of marks.Subjective Scoring is based on opinion.

Task

There are a wide range of activities which use Subjective Scoring to rank contestants or teams.

Name as many as you can in the spaces below, some images are below to start your list.

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MODEL PERFORMANCE IN SUBJECTIVE ACTIVITIES

Having created a list of activities in which Judges award a mark based on the quality of the performance we now need to think about what it is that makes a perfect performance.

Task 1

Evaluating Performance

Watch a model performance of the activity you have selected and write a short paragraph on what you think it is that makes the performance good. Your teacher may highlight things they would like you to look for but you may want to consider the following;

Physical aspects of the performance

Use of Space and Timing of Movements

Style of Movements (strong, light, jerky, flowing)

Interpretation of stimulus – Music, performance situation

Firstly say what performance you watched

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Now write about the performance and its qualities in as much detail as possible.

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FACTORS AFFECTING PERFORMANCE

Thinking about the activity you are currently performing in, in the table below make a list of qualities/factors which you feel are essential for a model performance in that activity. These qualities/factors should be placed under the headings Physical, Social, Mental or Emotional.

If you are not sure what heading a quality/factor should come under discuss it with your teacher.

Physical Social

Mental Emotional

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PHYSICAL FACTORS

EXAMPLE OF A TASK SET FOR FACTORS YOU MAY WISH TO INCLUDE IN YOUR COURSE

Some of the Physical Factors that impact on a performance will be more relevant to your activity than other. Before we can decide which ones are needed most we have to understand what each one is.

In the table below are a list of definitions for a number of different aspects of PHYSICAL AND SKILL RELATED FITNESS which are both PHYSICAL FACTORS that can impact performance.

Find out what Aspect of fitness each one defines and write the correct aspect in the empty boxes.

ASPECT OF FITNESS DEFINITION

A combination of Speed and Strength

A muscle or group of muscles, working continuously, with a sufficient supply of oxygen over a long period of time.

Quick and nimble in your movements

The maximum force a muscle can exert in a single effort.

The ability to link a series of movements together by moving body parts in the correct order

The ability to provide the working muscles with a sufficient supply of oxygen over a long period of time.

The ability of the whole body or part of the body to move very quickly point A to point B in the shortest time possible.

Static balance is where you hold your body in stillness (e.g. headstand, handstand, v-sit)

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Dynamic balance is where you must maintain balance whilst your body is in movement and the conditions are constantly changing (e.g. layup in basketball, spike in volleyball, headspring)

The range of movement around a joint and the elasticity of the muscles

MENTAL FACTORS

MOTIVATION

Motivational Behaviour

Place the statements in the correct columns below to show what kind of behaviour you would expect from performers with different motivation.

Highly Motivated Performers Less Motivated Performers

Reward Motivates Behaviour

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Look for Challenges Want to do well Give up easily

Try for Longer in Training Think they’ll fail before trying Avoid challenging tasks

Don’t make use of feedback from others Are not afraid of failure

Enjoy performing and being evaluated Make use of feedback from others

Perform worse when being watched Focus on external factors e.g. luck, poor audience

Focus on internal factors e.g. effort and concentration Don’t like others evaluating them

The behaviour of a performer is likely to be replicated over and over if it is rewarded therefore only highly motivated behaviour should be rewarded.

Rewards can come from outside such as praise from your coach, prizes awarded and applause from an audience. This is called extrinsic motivation.

Rewards that come from inside the person themselves such as the satisfactiongained from improving a difficult skill. This is called intrinsic motivation.

MODEL PARFORMANCE

Select one factor from each of the areas Physical, Social, Mental and Emotional.

For each factor;

Give a definition of what it is.

Describe how it could help a performer produce a model performance.

Example

One Physical factor which is important in performance in Trampoline is Flexibility. Flexibility is the range of movement across a joint and allows a performer to stretch and reach further. This is important in trampoline as it allows a performer to get into difficult positions, for example a pike position, with legs completely straight and toes pointed and the upper body tucked in close to the legs. This not only makes the movement look good but allows for faster rotation if performing a piked somersault.

Physical Factor - _____________________

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Social Factor - _________________________

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Mental Factor - __________________________

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Emotional Factor - _______________________

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FACTORS IMPACTING ON PERFORMANCE

These Factors can have a positive or negative impact on performance. For the activity of your choice identify a factor which would have a positive impact on your performance and one which you feel might have a negative impact on your performance at this stage.

Which of the four Factors has a positive impact on performance?

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What is it about this factor that makes it impact positively on performance?

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Which of the four Factors might impact negatively on your performance?

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What is it about this factor which would have a negative impact on your performance?

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IN THIS SECTION SCHOOLS SHOULD PLACE ACTIVITY SPECIFIC DEVELOPMENT SHEETS WHICH WILL FOCUS ON THE DEVELOPMENT OF INITIAL PERFORMANCE AND SPECIFIC KNOWLEDGE IN AN

OBJECTIVE ACTIVITY, E.G. DANCE MOTIF DESIGN, GYMNASTICS ROUTINE PLANNER PRINCIPLES OF PLAY ETC

MOTIF DESIGN (DANCE)

A motif is a series of movements liked together to produce and easy identifiable movement or phrase or sequence.

The motif is the ‘building block’ of a dance. Once an initial motif has been developed, a whole dance can be made by performing the motif with any number of variations, such as changing the pathway or the direction, the level or by extending the movement patterns within the phrase. Importantly, any combination of these variations can be applied to make the dance more unique.

Motif Development

Having completed Motif A, you should now work individually to produce your own variation of this motif. This will be your own individual motif known as A2. In order to assist you with the task, select 3/4 from the list below.

1. Repeat on the other side.2. Mix up the order of the other movements.3. Adapt a movement to change level.4. Change the pathway.5. Repeat the phrase in a different direction.6. Add Jumps.7. Vary the rhythm8. Repeat at different speed – faster/slower.9. Add a travel to part of the phrase.10. Add a turning action.11. Make the movements larger/smaller.12. Repeat the movement with a different body part.13. Extend the phrase.14. Reverse the phrase.

Describe in order, the ways you developed motif A to produce A2.

1.

2.

3.

4.

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COMPOSITION

Composition is the art of creating and arranging something, such as a series of planned situations, likened to dance arrangements or gymnastics or trampoline skills. In dance this is also referred to as choreography.

Composition refers to;

design form and style as compositional considerations developing motifs in performance using repetition, variation and contrast in performance interpreting stimulus in developing performance using space effectively in performance using creativity in performance

For example,

In dance I started with a simple step motif. This took me forwards then back to starting position and then sideways and back to starting position. I established this as a simple core motif. I then developed a second core motif. This time I incorporated a jumping pattern. I then mixed both core motifs. To add interest to my dance I gave my dance variety and quality of movement contrasts.

Compositional form dictates the shape of the overall dance structure. The form selected affects how your dance performance is organised. It is the framework into which your movement motifs can be organised.

Binary

This compositional form involves two motifs: ‘A’,‘B’. It is a dance of two parts. Often the second part is developed from some fragment of the movements contained in the first.

Ternary

This compositional form involves two often-contrasting motifs. However the first motif is repeated to form the structure: ‘A’, ‘B’, ‘A’. Making it a three-part dance.

Theme and variation

This compositional form involves developing variations of an individual motif. The framework for this dance therefore becomes A, A2, A3, etc.

Rondo

This compositional form is based on the chorus and verse theme. The initial motif becomes the chorus and the other motifs, the verses:

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A, B, A, C, A, D, etc.

Variation can be introduced to your dance by selecting how the individual or small group within the larger group relates to one another. This can be in terms of the time in which they perform:

Unison this involves all dancers performing the same movement at the same time.

Canon this involves individual dancers or small groups within a larger group performing the same movements at different times, like a ‘Round’ in music.

Simultaneous this involves the individual dancers forming their own movement sequences whilst others around them are performing theirs.

Variation in relationship of dancers to one another. Relationship between pairs or within larger groups can be:

1. Side by side facing the same direction.

2. Side by side facing the opposite direction.

3. Face to face.

4. Back to back.

5. Face to back.

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What types of data collection exist?

COLLECTING INFORMATION (DATA) ON A PERFORMANCE

Why collect data on your performance?

Collecting data on your performance is vital to establish your strengths and weaknesses in an activity.

By collecting accurate data, you can focus firmly on improving your weaknesses and you will not practice the wrong aspect of your performance.

Data collection also acts as a good method of monitoring your progress in an activity as you can complete it at the start of a programme of work / training programme and again at the end to measure improvement.

How can I ensure my data is useful?

In order for data collection to be useful it must be:

Accurate (to provide a true reflection) Relevant (to the performer and the activity) Reliable (consistent conditions) Objective (non-bias) Measurable (to enable comparison at a later date)

There are 2 main types of data collection: subjective data collection & objective data collection

SUBJECTIVE DATA – is data which has an element of personal opinion included. In Physical Education, this is usually data which is collected by yourself, e.g. a self analysis of your strengths and weaknesses in an activity.

OBJECTIVE DATA – is more reliable data which is usually collected by an observer in a more controlled way, e.g. a match analysis or a recognised fitness test. If using a match analysis you could ensure the data was more reliable by playing against equal opponents (why??), playing a full match and playing several games just incase you have a bad day! When using a recognised fitness test, it is important to ensure the conditions are always the same to ensure test results are reliable.

16Why do you think it is more reliable to have someone else collect data for you?

Can you think why analysing your

performance by yourself may be a

problem?

IDENTIFYING FACTORS IMPACTING ON YOUR OWN PERFORMANCE

In order to develop and improve your own performance you must collect information on your initial performance which will then help you identify strengths and development needs in your performance.

VIDEO THOUGHTS AND FEELINGS TEACHERS OPINION

DIGITAL ANALYSIS FITNESS TESTING OBSERVATION SCHEDULES

SCATTERGRAMS SKILLS CHECK LISTS MATCH ANALYSIS

MODEL PERFORMERS RUBRICS RESULTS ANALYSIS

List some of the methods you might use to collect information on your own performance.

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Soon you will use at least two of these methods to evaluate your own performance. It is important therefore to know why you are using those particular methods to identify factors that impact upon your performance.

SCHOOLS SHOULD CREATE A FILL IN THE BLANKS OR SHORT Q&A EXERCISE TO ALLOW PUPILS TO DISCOVER WHY EACH OF THE CHOSEN METHODS ARE TO BE USED. THIS IS TO PREVENT REPLICATION OF CONTENT WHICH WILL BE REQUIRED IN THE FINAL PIECE OF WORK.

E.g. (a basic National 4 example)

I plan to use an observation schedule to collect information on how effectively I perform the planned motif’s in my dance.

Task

Delete the wrong answers to find out why you are using an observation schedule.

An observation Schedule allows me to collect initial/focussed information on my whole

performance so that I can identify specific/general motif’s which may require improvement

and which motif’s can be considered as strengths/weaknesses. This will be done during a

practice/performance so that the information is reliable and valid and is collected under

realistic performance conditions.

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ENTER INFORMATION COLLECTION MATERIALS HERE – THESE ARE LIKELY TO BE DEFINED BY

RECOURCES AND INDIDUVAL SCHOOL PREFERENCE, AN EXAMPLE OF A PREVIOUS INTERMEDIATE 2

OBSERVATION SCHEDULE AND A HIGHER SKILLS REPERTIORE ANALYSIS ARE INCLUDED BELOW.

FACTORS INMPACTING ON MY PERFORMANCE – OBSERVATION SCHEDULE

Us the following observation schedule to evaluate how effectively you performed each of the designed motifs.

KEY 1. Consistently High degree of control/fluency

2. Consistent control and fluency

3. Some control and fluency

4. Limited degree of control and fluency

MOTIF

CORRECT SEQUENCING

OF MOVEMENTS

CORRECT DIRECTION OF MOVEMENTS

CORRECT TIMING OF

MOVEMENTS

SMOOTH TRANSITION TO

NEXT MOTIF

A

B

A

C

A

D

A

Personal evaluation

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GYMNASTICS SKILLS REPERTOIRE ANALYSIS

Complete this checklist by ticking the appropriate box according to your level of ability.Check your progress on a regular basis throughout the course. Ask a partner to observeyour performance when you are ready to complete or add a new skill.

Skill Limited degree of control and fluency

Some control and fluency

Consistent control and fluency

Consistently high degree of control and fluency

Flightstraight jumpstar jumptuck jumpStraddlePikeOtherRotationforward rollback rollcircle rollstraddle rolldive rollSomersaultOtherInversionHandstandCartwheelround offone-hand cartwheelhandstand F rollb/ roll handstandtwo cartwheelsBaraniHandspringback flipOtherBalanceHeadstandshoulder standfore arm balanceArabesquehandstand full turn

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STRENGTHS AND DEVELOPMENT NEEDS IN PERFORMANCE

Having collected and analysed the information you have collected on your performance you will now be able to identify your individual strengths and development needs.

These will then be used to plan a Personal Development Programme where you will aim to improve upon your development needs using a variety of approaches.

Performance Strengths

A performance strength is something you do which makes your performance like that of the model performers you investigated earlier in the course.

Example

A performance strength in Dance may include being able to perform a complex turn motif which other dances were unable to perform

A performance strength in Gymnastics may include having excellent focus so that when performing I was unaware of any spectators or judges and instead concentrated on the perfect execution of my skills and making sure they were in the correct order.

My performance strength is ___________________________________________________________

Now briefly describe what impact this strength has on your performance.

Your teacher may give you an example to help you structure your answer.

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DEVELOPMENT NEEDS

A development need is something in your performance which is lacking in your performance and as a result having a negative impact on any score you may receive or on your ability to convey any message in a performance.

Example

A development need in trampoline may be that I need to point my toes and keep my legs straight in my seat drop.

A development need in Dance may be that I need to use the space more effectively in my dance motif’s as I only use the centre of the performance area.

You should have been able to identify at least two development needs.

My first development need is _________________________________________________________

Now briefly describe what impact this development need has on your performance.

Your teacher may give you an example to help you structure your answer.

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My second development need is _______________________________________________________

Now briefly describe what impact this development need has on your performance.

Your teacher may give you an example to help you structure your answer.

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TARGET SETTING

Before you begin a personal development plan you must have an idea of what it is that you want to achieve while practicing. This is why targets must be set.

Setting targets that are achievable will inspire you to do better and see if your personal development programme is helping you improve.

Targets should be S.M.A.R.T.

Specific to your own performance

Measurable so improvement can be monitored

Attainable to keep you motivated

Realistic so that you know you are able to achieve some improvement

Timed – you should aim to achieve something in a set time period or for a certain performance

You should set both Short and Long Term goals to help you develop your performance.

Long Term Targets

This target will focus on an end goal for example leading up to a competition or performance.

Jessica Ennis’ Long Term target before the Olympics would have been to win the Gold Medal

A Gymnastics target may be;

To perform a complete gymnastics routine including a handstand to your class by the end of the block.

In order to achieve this Long Term Target you may need to have some smaller goals.

Short Term Targets

Short Term targets might be to achieve something in a particular practice or session to build up to your final performance.

Jessica Ennis’ might have targeted improving upon her javelin performance as a specific short term goal before the competition as one of her weaker events.

She may also have had Short Term Targets for each event, e.g. a set number of points to achieve, which would help her build a total number of points that would win her the competition.

Short Term targets for a Gymnastics performance may be;

To hold a Handstand with a supported for 5 seconds with your body straight.

To perform my sequence to a small group of my friends to build up my confidence.

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MY PERSONAL DEVELOPMENT PLAN TARGETS

You should now try to come up with a Long Term Target for yourself and at least two initial short term targets which will aim to address your performance development needs.

Long Term Target

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Short Term Targets

1. ________________________________________________________________________________

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2. ________________________________________________________________________________

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APPROACHES TO DEVELOPING PERFORMANCE

There are a wide variety of approaches (methods of practice) that people may use to develop their performance, either to improve upon a development need or maintain and further refine a performance strength.

SCHOOLS SHOULD TAILOR THIS LIST TO THE METHODS THEY FEEL ARE MOST RELELVANT TO THEIR OWN COURSE

Approach to develop performance

How method is used Why method is used

Repetition practice Skills or actions are repeated over and over .

Movements are committed to muscle memory so that they can be learned and performed automatically

Gradual Build Up Skills are broken down into parts with an easy practice first and getting harder until the skill is mastered

Dangerous skills can be learned easilyBuilds confidence in performersComplex skills are broken into stages

Whole – Part – Whole Performing - identifying a weakness and working on it in isolation – putting this practiced skill back into a performance

Identifies weaknesses to be improved uponWorks on specific parts of a skill/performanceLets you see if the whole performance has been improved after practice

Stretching Holding positions for around 30 seconds in order to increase the range of movement across a joint

Stretches muscle fibres to allow a bigger range of movement.

Circuit Training Completing a range of exercises over a set amount of time with a set amount of rest for a set number of rounds

Short burst of high intensity exerciseIdentifies and works on specific muscle groupsEasy to measure and monitor performance.

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Approaches to Developing Performance

There are a number of approaches that are used to improve or maintain performance levels.

Rearrange the words below to give you an approach to developing performance. These are only some examples and you may use others in your course.

TEACHERS MAY WANT TO ADD ANY OF THEIR OWN APPROACHES THAT THEY PLAN TO USE IN THE COURSE

Dual Rag Buildup _ _ _ _ _ _ _ _ _ _ _ _ _ _

Petite Iron _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Relearn Hamlets _ _ _ _ _ _ _ _ _ _ _ _ _ _

Preheat Howl Owl _ _ _ _ _ - _ _ _ _ - _ _ _ _ _

A Coded Moistening _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Talk Ref _ _ _ _ _ _ _

Scent Right _ _ _ _ _ _ _ _ _ _

Different approaches are used depending on what aspect of performance is to be worked on and what the ability level and targets of the performer are.

Name at least 2 methods that you plan to use to develop your performance during your personal development plan.

The two approaches I am going to use to develop my performance are;

1._____________________________________

2._____________________________________

For each practice give two reasons why you planned on using this approach

Approach to developing performance 1 ._________________________________

The first reason I plan to use __________________________ is ______________________________

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The second reason I plan to use _____________________________ is _________________________

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Approach to developing performance 2 ._________________________________

The first reason I plan to use __________________________ is ______________________________

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The second reason I plan to use _____________________________ is _________________________

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SCHOOLS SHOULD INSERT APPROPRIATE TRAINING DIARY/PERSONAL DEVELOPMENT PLAN HERE OR USE SEPARATE PERSONAL DEVELOPMENT PLAN TO ENSURE THAT PUPILS CAN GIVE EVIDENCE OF HOW THEY CARRIED OUT EACH PRACTICE AND DEMONSTRATE SOME FORM OF PROGRESSION IN TRAINING DIARY/LOG

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FEEDBACK

As well as getting information on your performance at the start of the block you can collect more information called feedback to find out how effective your training programme has been.

Feedback is information you receive about your performance.

Key points about feedback include:

There are two broad types of feedback internal or external. Internal is what you ‘feel’ about your own performance. External feedback is information that you receive about your performance from various

sources, for example, visual, verbal or written.

Internal

Internal feedback is continuous you know how efficiently you are linking your series of cartwheel and round-offs. You can feel how you long you show balance in your headstand. For example, you can feel how tense your muscles are. By using, ‘Knowledge of Performance’ and ‘Knowledge of Results’ you will effectively make judgements about your performance.

External

External feedback comes from a range of sources and helps you to identify and strengths and weaknesses in your performance or any improvements you have made as a result of completing a programme of work.

Verbal – information given to you be a coach or teacher after a skill is performed.

e.g. When I was dribbling in basketball my teacher told me that I was bouncing the ball too high and to try to keep it closer to my waist.

Written – feedback that is written down by an observer for you to look at after a performance.

e.g. In Swimming an observer watched me while I performed my front crawl. They had a sheet with technique points for the Preparation, Action and Recovery stages of the skill and they would tick whether I did that part of the skill correctly or whether it needed improvement.

Video (Visual) – when you video your own performance and watch it back to see where your strengths and weaknesses are.

e.g. In badminton I was videoed performing my overhead clear. When I watched the video I could see that I did not have my arm straight when I contacted the shuttle so in the next practices I focussed on getting my arm straight at the point of contact.

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Monitoring/Evaluating the impact of a Development Programme

In your course you will be required to seek feedback from your peers or your teacher about how effective your performance development plan has been in improving upon your weaknesses.

This could be done through;

Completing another observation schedule, the same one as you used at the start of your performance

SCHOOLS SHOULD INSERT POST TRAINING PROGRAMME ANALYSIS SHEETS HERE

Or

Conducting a verbal interview or giving out a short written questionnaire.

Task

Having now completed your personal development plan you should now think about what questions you could ask in order to find out how effective your development plan has been.

Use the space below to note some ideas of questions you might ask your teacher or your classmates about what you have done in your development plan.

1_________________________________________________________________________________

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2.________________________________________________________________________________

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3.________________________________________________________________________________

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4.________________________________________________________________________________

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5. ________________________________________________________________________________

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Monitoring/Evaluating the effectiveness of your Personal Development Plan

You are now in a position to assess what improvements, if any, you have made to your performance and to try and identify any further development needs.

In order to do this you will use all the information and feedback you have gathered and try to compare the results and interpret the responses of any interviews or questionnaires you have given out.

In doing this you should be able to see, or will have been told about, changes you have made to your performance or where others think strengths and weaknesses lie.

After looking at your information you will now be able to tell if you have been able to improve the areas of your performance that you identified as development needs.

Task

What improvements can be seen in your performance as a result of carrying out your Personal Development Programme?

A development need that I have improved upon is _________________________________

_________________________________________________________________________________.

For the next part use evidence from the information you have received to support your last statement.)

I know this from my feedback because ___________________________________________

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Now say what impact this has on your overall performance.

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FUTURE DEVELOPMENT NEEDS

A Personal Development Plan usually focuses on one or two development needs. As a result it is unlikely that you will have improved in all areas of performance you identified as development needs.

Are there any areas of your performance that were development needs before your training programme and are still now?

YES / NO

If yes what are they?

___________________________________________________________________________

___________________________________________________________________________

Now look at the information you collected on your whole performance at the end of your development plan.

You should also be able to identify another area of your whole performance that requires development.

My new development need is _________________________________________________________

Now briefly describe what impact this development need has on your performance.

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NATIONAL 4/5 KNOWLEDGE CHECKER

Use the checklist below to note that you understand all of the steps you have taken and information you have covered to help you improve your performance throughout the activity course.

SUCCESS CRITERIA UNDERSTANDHave Collected information on my performance using 2 different methodsCan explain why you have used these methods to collect informationUnderstand how the 4 factors impact both positively and negatively on performanceCan describe and explain the components of a model performance in my chosen activityHave identified strengths and development needs in my performancePrepared a Personal Development Plan including setting SMART targets Have used at least 2 different approaches to help develop my performanceCan explain why I have used these approaches and understand the benefits/weaknesses of these approachesCan describe how I have used these approaches in a development sessionHave kept a record of my development sessions in a training log/diaryHave sought feedback from at least 2 different sourcesCan evaluate my Personal Development Plan using collected information and identify future development needs

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