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© Boardworks Ltd 20061 of 31

Performance Analysis


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KS4 Physical Education


Learning objectives

What we will learn in this presentation:

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The importance of rules, regulations and correct terminology

How to observe and analyse a performance

Assessing the strengths and weaknesses of a performance

Evaluating a performance against the perfect model

Evaluating planning, strategies and tactics

Evaluating mental approach, teamwork and leadership

The importance of feedback

How to use analysis models.


What you need to be able to do

Performance analysis brings together many areas of PE. You need to be able to:

accurately observe and evaluate your own performance and that of others in a chosen practical activity

comment on sporting performance in a structured way, demonstrating your knowledge and understanding of a chosen practical assessment activity

apply knowledge gained in other areas of the course – for example, the components of skill related fitness.


Performance analysis

rules, regulations and terminology

observation and analysis

performance evaluation against the perfect model

planning strategies and training methods

leadership in sport.

Performance analysis involves knowledge and application of:


Rules, regulations and terminology

Rules are also sometimes known as laws or regulations.There are a number of reasons why sports have rules.

1. To define the game – for example, the rules for tennis state that serves must land in the service box.

2. To ensure fair play – for example, sprinters can be disqualified for false starts.

3. To ensure the safety of performers and spectators – for example, rugby tackles must be made below the neck to prevent head and neck injuries.

Identify three common rules applied in a sport of your choice.





Sports terminology is the ‘language' of a sport – the particular words and phrases that are used to describe skills and performance in specific sports.

Terminology is used in match analyses, publications from governing bodies and award schemes.

When evaluating a performance, it is important that you make use of the correct terminology in order to accurately describe what you observed.

Make a list of words and phrases used in a sport of your

choice.



Task

Get into pairs. Each choose a sport.

Write down:

Now use your answers to write 10 questions about the rules, regulations and terminology of your chosen sport.

Test your partner to see how much they know.

ten rules that must be followed

the punishment for breaking each rule

any signals that may be used by officials

any terminology relating to this sport.


Observation and analysis

In your practical work, you will be expected to observe your performances and those of others, and examine them in detail.

You should be able to analyse what you observe in order to identify strengths and weaknesses in the performance. Relate your answers to techniques, skills, movements, tactics and strategies.

You must be able to give feedback about the performance you have just observed, using correct terminology.


Observation

You need to think about how you observe performances.

Here are some points to consider:

Observe from the best possible position. Think about whether the performer is right- or left-handed.

You may need to change your position to observe different aspects of the performance.

Observe for some time so that you see several actions/shots/movements.

Break down complex skills into their component parts.



When observing a performance, bear in mind the components of skill related fitness:

agility

balance

coordination

power

reaction time

and speed.

The importance of each component will vary greatly between different sports – someone doing archery will require very little speed or agility.



Technique – the procedure used to perform a particular task.

Skill – how well tasks are carried out. Skill is usually gained through experience and training.

Tactics – an approach designed to deal with particular opposition (individual or team). Tactics are usually worked out in advance of competition.

You should also consider:

Routines/sequences – some sports such as gymnastics and figure skating require performers to put together routines. Consider the diversity of skill involved and how well the skills are linked together.




Notation

When analysing performance, it can be useful to make notes and record statistics. Here is an example of notational analysis from the 2005 Ashes series:

What conclusions could be drawn from these statistics?

Are there any potential problems with basing your analysis on a table like this?

player runs ducks 50s 100s caught bowled LBW

Vaughan 326 1 1 1 70% 30% 0%

Flintoff 402 1 3 1 50% 40% 10%

Bell 171 2 2 0 70% 10% 20%

Strauss 393 0 0 2 70% 30% 0%


Strengths and weaknesses

A useful step towards improving the quality of performance is identifying strengths and weaknesses.

After observing a performance:

1. Make a list of the good points.

2. Make a list of areas needing improvement. Place the most important at the top.

3. Suggest ways that weak areas could be improved, or the performer’s style of play altered to hide deficiencies.

4. Suggest ways in which the performer could make the most of their strengths – this may involve altering their tactics.

Strengths: Volleying

Weaknesses: Lack of power Concentration



Problem

A tennis player who is struggling with their serve may identify the ball toss as their biggest weakness. They often do not throw the ball into the air accurately before hitting it with their racket.

Solution

They could practice their ball placement by putting the racket on the ground in front of them and tossing the ball up in the air repeatedly so that it falls onto the racket.

The tennis player is also having trouble with their volley shots at the net.

Can you suggest a way they could improve this aspect of their game?




The perfect model

The perfect model is when a performance is at its very best and can be described as skilled and technically correct.

Judging an individual’s performance against the perfect model can help you to describe strengths and weaknesses in their performance.

First of all, however, you must know how to describe the perfect model.

Understanding the perfect model can come from:

playing experience

watching others

reading about a sport in depth

listening to and watching top performers.


Evaluation against the perfect model

An example:

The perfect model for the shot-put.

1. the gripThink about

5. the release.

4. the movement

3. the stance

2. the arm position


Evaluation against the perfect model

Task

Choose a skill that you know you are good at in a sport of your choice.

Write a description of how you would perform that skill to perfection.

When finished, read this to a partner. Does it make sense to them?

Write down three ways in which your performance of the skill differs from the perfect model.


Planning

Coaches devise strategies to beat opponents well in advance of competition. A performer’s strategies should play to their own strengths and also take account of their opponents – they should attempt to neutralize the strengths of the opposition and capitalize on any weaknesses they have.

Tactics are less long-term – they dictate how a strategy is to be implemented. At the highest levels in sport, tactics are given much time and thought. They may need to be altered during a competition to counter the tactics of the opposition.

When analysing a performance, you need to consider the planning behind it.

Strategies and tactics should be practised in training.


Planning


Mental approach

When analysing a performance, you should also consider the performer’s mental approach to competing.

In individual activities like squash, a good performance requires concentration – a player may have great skills and tactics, but make a lot of unforced errors.

In team games, you should also think about how the players work together.

Is the teamwork good? Are there selfish players who seek personal glory at the expense of the team? Is success due to the whole team or dictated by a few key players?


Leadership

Leadership principles and roles can have a significant effect on performance in sport.

Obvious leaders have titles – coach, captain, etc.

Sometimes, individuals act as leaders even though they are not the captain – for example, the fly-half in a rugby team is usually responsible for many of the tactical decisions, whether they are captain or not.

As well as making good decisions, a leader should be able to inspire and motivate their team.

David Beckham was the England football captain for several years.

What were his best qualities as a leader?


Leadership

What qualities do leaders have?

Make a list of the qualities you think the best leaders have. The list has been started for you:


Feedback

After analysing a performance, you will need to give feedback to the performer.

Feedback is vital to the learning process. It helps the performer to assess their progress and identify areas that still need improvement. These may not be obvious to the performer themselves.

You can give feedback in a number of ways:

verbally

physical demonstration

video playback

diagrams.


Feedback

Giving feedback is a skill which can be done well or badly.

You need to take into account the performer’s personality – some people respond well to being shouted at and told off; other people don’t.

You should also consider the situation.

Feedback during a training session can be thorough and highly technical. However, if you are giving feedback at half-time in a match, you will need to prioritize what to say. It might be best to concentrate on areas like tactics and mental approach rather than specific skills.


Analysis tips

During your practical activities, you will be asked questions by your teacher and possibly an examiner.

Don’t panic, just remember the following advice…

If you don’t hear or understand a question, ask for it to be repeated.

Don’t answer questions straight away – observe the activity for a couple of minutes.

Use an analysis model to give the process some structure.


Analysis models

Here is an example of an analysis model:

1. Observee.g. watch a cricket team play and make

detailed observations.

2. Analysee.g. note that player 3 is often dismissed leg

before wicket.

3. Evaluatee.g. compared to the

perfect model, player 3 does not move their

feet enough.

4. Plane.g. devise a training

plan to improve player 3’s footwork.

5. Feedbacke.g. communicate your observations and training plan.

Restart the process


Analysis models


Exam-style questions

1. List two things that a coach should consider when deciding how best to observe a performer.

2. The following statistics were recorded during a netball match.

a) Pick two players. What feedback would you give them?

b) What are the limitations of the table as a tool for performance analysis?

Player Goals Interceptions made

Dropped passes

Sally 8 1 6

Cho 4 2 2

Carla 0 5 0

Deepa 0 0 1

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© Boardworks Ltd 20061 of 31 Performance Analysis © Boardworks Ltd 2006 1 of 31 These icons indicate that teacher’s notes or useful web addresses are available