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NATIONAL 5 / HIGHER SWIMMING RESOURCE
LOUDOUN ACADEMY PHYSICAL EDUCATION DEPARTMENT
@loudounpe
www.loudounpe.wordpress.com
1
CONTENTS
Introduction
2 Mental, Emotional, Social and Physical Factors Impacting on Performance Table
3 Loudoun Academy Course Overview
Section A –Features, Definitions and Impact on Performance
4-5 Physical Factor - Physical Aspects of Fitness (Cardio-Respiratory Endurance, Muscular Endurance, Speed, Strength, Flexibility)
6-7 Physical Factor - Skill Related Aspects of Fitness (Co-ordination, Agility, Reaction Time and Balance)
8-9 Mental Factor (Concentration, Mental Toughness and Level of Arousal)
Section B – Gathering and Analysing Data
10-15 Physical Factor (General Observation Schedule, Co-ordination Observation Schedule and Standard Fitness Tests)
16-21 Mental Factor (Performance Profiling and Questionnaires)
Section C – Approaches to Performance Development
22-24 Physical Factor (Fitness) - Approaches to Performance Development (Continuous, Interval, Fartlek and Whole Part Whole)
25-28 Mental Factor - Approaches to Performance Development (Mental Imagery, Simulation Training and Positive Self-Talk)
Section D – Personal Development Planning
29 Personal Goals
30 Principles of Training
31 Phases of Training
32 Physical Factor – My Development Programme
33-34 Mental Factor - My Development Programme
Section E – Monitoring and Evaluating
35 Monitoring Performance Development
36 My Training Diary
37 Evaluating Performance Development and Future Development Needs
Unit and Course Assessment Help
38 Command Words
39 Swimming Scenario Question
MENTAL, EMOTIONAL, SOCIAL AND PHYSICAL FACTORS IMPACTING ON PERFORMANCE TABLE
Mental Emotional Social
Physical
Fitness Skills Tactics
Concentration Level of arousal Mental toughness Decision Making
Happiness / Sadness (affecting confidence and resilience) Anger (affecting decision making and self-control) Fear (affecting confidence and decision making)
Team Dynamics: Co-operating with others Contributing to a team Relationships Self-Conduct Working in isolation Etiquette Respect for self and others Environmental Issues: Barriers to participation
Physical aspects fitness: Cardio-Respiratory Endurance, Muscular Endurance, Speed, Strength, Flexibility Skill-related aspects fitness: Co-ordination, Agility, Reaction Time, Balance
Skill repertoire Technical qualities: Rhythm, Timing, Consistency Special qualities: Imagination, Flair, Creativity Quality of performance: Fluency, Effort, Accuracy, Control
Personal strengths and weaknesses Role related demands Team Strengths and Weaknesses Principles of play: Width, Depth, Mobility, Penetration, Support, Communication
There are four factors which can affect how well you perform in an activity. In this swimming block we will focus on various features within the physical (fitness) and mental factors.
3
LOUDOUN ACADEMY COURSE OVERVIEW
4
PHYSICAL FACTOR (FITNESS) – FEATURES, DEFINITIONS & IMPACT ON PERFORMANCE
Physical Aspects of Fitness
Feature: Cardio-Respiratory Endurance (CRE)
Definition
Cardio Respiratory Endurance is the ability of the heart and lungs to provide the working
muscles with oxygenated blood for a prolonged period of time.
Impact on Performance
This is more important in longer distance swims. During these swims your body is working
at a steady pace over a long period of time. The energy required to do this is supplied
aerobically which requires your heart, lungs and blood system to supply oxygen to the
working muscles throughout the swim. Good CRE therefore helps you to maintain even
split times (pace) throughout the swim. Good CRE will also help delay the onset of
fatigue. Poor levels of CRE results in the performer becoming breathless more quickly and
unable to keep up with play or maintain a high skill level. In swimming, poor CRE results
in you having to breathe more often or take longer deeper breaths to get the required
oxygen to the working muscles. This in turn has an effect on your technique. Decision
making may also be affected and longer rest periods will be needed to aid recovery. Good
CRE means the heart is able to recover to its resting rate more quickly after exercise.
Feature: Muscular Endurance
Definition
Muscular Endurance is the ability of a muscle or group of muscles to perform repeated
contractions for extended periods of time without tiring.
Impact on Performance
Swimming requires repeated contractions of our arm muscles (biceps and triceps),
shoulder muscles (deltoids), back muscles (trapezium and lats) and our leg muscles
(quadriceps, hamstrings, gluteus and calves). Therefore muscular endurance is vital to
delay the onset of fatigue, which prevents our muscles from working to full capacity thus
affecting our ability to swim and execute the stroke effectively. A lack of muscular
endurance will result in gradually less powerful arm and leg action as the race progresses
and a less powerful push off the wall in later turns.
5
Feature: Speed
Definition
Speed is the body’s ability to perform an action in a short time. Speed can be split into
two categories – Whole body speed – where your whole body performs an action quickly
and Limb speed – when a particular part of your body performs an action quickly.
Impact on Performance
Speed is important in shorter distance races where you are working at your maximum pace
to cover the distance as quickly as you can. It is also important at the start of a race to get
you quickly off of the blocks and into your swim as this allows you to swim in clear water as
opposed to the waves caused by other swimmers. Speed is also important if you are
involved in a tight race and need to finish with a sprint.
Feature: Strength
Definition
Strength is the maximum force a muscle or group of muscles can exert at any one time.
Strength can be further divided into Static Strength (muscles contract and hold one
position), Dynamic Strength (muscles repeatedly apply force over a short period of time)
and Explosive Strength or Power (muscles exert force in a short, fast burst).
Impact on Performance
Performing a scrum in rugby would be an example of where static strength is required.
Rugby players are required to use static strength to stop the opposition from pushing the
scrum and gaining an advantage. Dynamic strength is required in swimming particularly
when covering short distances. Swimmers would require strong chest, arm and shoulder
muscles when performing strokes like the freestyle, backstroke and breast stroke in order
gain propulsion. Explosive strength is used in single actions when maximum energy is
needed. This is required for starts to give the swimmer the maximal force to propel them
forward at speed to gain an advantage at the beginning of a race.
Feature: Flexibility
Definition
Flexibility (also known as suppleness) is the range of movement across a joint. There are
two types of flexibility: static and dynamic flexibility. Static flexibility is necessary when
you are holding a part of the body still. Dynamic flexibility uses the full range of
movement across a joint for a short time within your overall performance.
Impact on Performance
Static flexibility is required in activities like gymnastics where you have to hold your body
still during various balances. For example, a good range of movement is needed across
the hips to be able to perform the splits well. Dynamic flexibility is more important in
swimming particularly in the shoulder and ankle joints. This allows a wider range of
movement and also allows you to place your limb in the most mechanically advantageous
position. This will allow optimum pull through the water and aid streamlining all of which
can decrease the time taken to complete the swim. Poor flexibility may also result in
injuries if muscles are overstretched.
6
PHYSICAL FACTOR (FITNESS) – FEATURES, DEFINITIONS & IMPACT ON PERFORMANCE
Skill-related Aspects of Fitness
Feature: Co-ordination
Definition
Co-ordination is the ability to control your body movements smoothly and fluently. It is
the ability to link a series of movements or subroutines together by moving your body
parts in the correct order. It often involves moving 2 or more body parts together at the
same time to perform a particular action/skill/movement effectively.
Impact on Performance
Co-ordination is particularly important when performing a complex skill or when
performing a skill or action at speed. Swimmers are required to co-ordinate their arms
and legs in a specific order whilst also moving their head to facilitate breathing. Co-
ordinating your arms, legs and breathing allows you to move efficiently through the water
creating less drag or resistance.
Feature: Agility
Definition
Agility is the ability to change the position of the body quickly, precisely and with
control. This uses a combination of speed and flexibility.
Impact on Performance
Agility helps when competing in activities that require you to change direction quickly
whilst keeping balanced and in control. It is helpful when participating in racket sports
such as squash, tennis and badminton, and also in team games like rugby, basketball,
volleyball, hockey and football. Agility is also important when swimming as you need to
change your body position and direction of travel very quickly when turning.
7
Feature: Reaction Time
Definition
Reaction time is the interval of time it takes for a performer to choose a response to a
stimulus and then perform the selected movements. The stimulus is received through the
performers sight, hearing or kinaesthetic sense. Reaction time can be quicker if a
performer pays attention to relevant cues and also through controlling anxiety. A
performer’s reaction time is also shorter if there is only one possible response but longer
if there is more than one possible response.
Impact on Performance
A skilled performer has a quick reaction time by reacting to a stimulus, selecting
response and moving sharply. This quick reaction time can be decisive between winning
or losing in an activity. An example of simple reaction time is at the start of a race when
the starting pistol goes off. Having good reaction time will allow you to start the race
quickly as possible without false starting. This will give you an instant advantage over
other performers.
Feature: Balance
Definition
Balance is the ability to retain the centre of gravity above the base of support when
stationary (static balance) or moving (dynamic balance).
Impact on Performance
Static balance is the ability to maintain control of position whilst remaining stationary –
for example, balancing on one leg or holding a headstand in gymnastics. Dynamic balance
is the ability to maintain balance and control of the body whist moving. For example, in
swimming the body shape and position in the water needs to be in balance to maintain
streamlining. If the head is raised it will make the legs drop.
8
MENTAL FACTOR – FEATURES, DEFINITIONS & IMPACT ON PERFORMANCE
Feature: Concentration
Definition
Concentration is the ability to stay on task. It is the ability to completely focus your
attention on something for a period of time. When athletes concentrate well they can
take in all the information they need to make good decisions like responding to their
opponent or adapting to their environment. It is the ability to pay particular attention to
the task in hand.
Impact on Performance
Good concentration is required to shut out distractions that are unimportant and to stay
focused on what it is you have to do. Concentration is important in swimming in order to
maintain a steady pace. A swimmer must concentrate on their stroke technique
throughout the swim. They may also have to concentrate on external factors towards the
end of the swim to identify where they are in the race in relation to the other swimmer.
A performer who is concentrating is often said to be ‘in the zone’, making fewer
mistakes, staying calm when under pressure, able to solve problems easily and generally
in control of their performance.
Feature: Mental Toughness
Definition
Mental Toughness is the ability to consistently perform at the top of your skill level
regardless of the competitive circumstances. Reboundability, ability to handle pressure,
confidence, motivation and concentration are key attributes to being mentally tough.
Impact on Performance
As you are playing any sport it is important that you are able to block out all external
factors. If you are mentally tough you are able to cope with pressure from opponents,
the crowd and the importance of the situation. You are also able to deal with the
pressure of both your own expectations and the expectations of others (parents, coach,
team-mates etc.).
Poor mental toughness may result in Good mental toughness will result in
• Panic and unclear thinking that could
lead to poor decision making.
• Thinking clearly and making good
decisions
• Your muscles tightening which will cause
poor execution of skills / technique
• Remaining calm and relaxed in order to
execute skills / technique
• Performance levels dropping below what
you are capable of
• Performing at your best in demanding
situations
Mental toughness is required in swimming both during a race and to work hard in training
(early morning swim). Examples of mental toughness during a race could be recovering
from a poor start or pushing your body to its limits to finish the race strong.
http://www.bbc.co.uk/sport/0/olympics/17665951 - Michael Johnson - Coping with Pressure
9
Feature: Level of arousal
Definition
The level of mental arousal is the level of excitement, anticipation, stress, aggression,
apprehension and nervousness. It refers to the state of mental preparedness for
participation in an activity. Basically, level of arousal relates to your attitude about
performing – if you are ‘up for it’ or not.
Impact on Performance
When your level of arousal is at the right level you are prepared to give your best, to shut
out any distractions and to carry out whatever decisions you need to make right from the
beginning of the performance. This means you are likely to do well. Getting the level of
arousal right means you have the chance to concentrate on the important parts of your
performance quickly and settle into giving a successful display of the skills you have. If
your level of arousal is too low then you may not perform at your highest level, as you
may appear to be tired, disinterested or distracted. Then again if it is too high, you may
become stressed due to expectations, the importance of the occasion or the number of
people watching. In swimming, if you are not “up for the race” then you will not perform
to the best of your ability. However, if you are too psyched up or anxious you will also
not perform to your best, for example false starting or increased muscle tension leading
to poor stroke production.
PYHSICAL FACTOR - GATHERING AND ANALYSING DATA
We are going to analyse our Physical Fitness by using the following methods:
10
Internal Feedback
This is how you feel when performing. Internal feedback is immediate and continuous
which is important as it might be the only information available to you during
performance.
External Feedback (subjective)
Your teacher can look at your performance and use their expertise to help to improve
your performance. This gives an independent view of your performance making feedback
more reliable.
External Feedback (objective)
This involves the use of statistics to provide information on your level of performance.
We will complete a general observation schedule followed by a series of standard
fitness tests to gather data on your Physical Fitness.
- General Observation Schedule
An observer will complete this schedule to provide information on various features of
Physical Fitness. The schedule will gather data on overall time, split times, breaths,
stroke count, heart rate and technique throughout the swim… Overall time – shows standard of overall performance
Split times – Should be consistent. Inconsistent time suggests a lack of physical fitness,
poor race preparation and/or a lack of concentration. Increasing split times suggest poor
levels of CRE or Muscular Endurance.
Stroke Count – High stroke count suggests poor co-ordination or a lack of strength.
Increasing stroke count suggests a lack of muscular endurance. Regular stroke count
shows good co-ordination and endurance.
Breaths – Irregular breathing pattern shows a lack of race preparation or poor levels of
CRE
Heart Rate – this indicates how hard you have been working during the race. For
example, if you are still below your training zone towards the end of the race then this
would suggest that you have not been working hard enough.
Technique – this will show the point in the race where your body position (balance), arm
action and leg action (co-ordination) starts to deteriorate (muscular endurance).
The observer will also be able to include comments on how well the performer starts the
race (reaction time) and their ability to turn effectively in between lengths (agility).
The Advantages of using a General Observation Schedule
Completed in the most demanding context i.e. 400m race
Provides data on various features of Physical Fitness
Can be used to identify strengths and weakness
Information can be used to plan a suitable training programme
Can be used in conjunction with video to make the gathering of data even more
reliable
It is a permanent record which allows you to look back and compare your results
to check for improvements.
- Standard Fitness Tests
11
This is a more specific method which we will use to gather more information on the
weakness identified from the general observation schedule.
We will complete the following tests to measure our levels of CRE:
T10 Swim Test
20m Progressive Shuttle Run Test
Cooper Walk/Run Test
Completing a standard fitness test out with the activity (Leger Test, Cooper Walk/Run
Test) can help provide more objective evidence to support results from tests more
specific to the activity (T10 Swim Test).
T10 Swim Test
Involves swimming as many lengths of the pool as possible in 10 minutes.
Observer records split times every 40m
Split times are plotted on a line graph to show differences in split times more clearly
Observer also notes observed comments during the test.
Observer also keeps a record of the total distance swam which is then compared with
class-mates and national average ratings to show level of CRE.
Heart rate from before and after the test is taken and compared to give an indication
of work-rate.
20m Progressive Shuttle Run Test
Involves measuring out and marking a 20m section on a flat surface with two cones
Audio equipment is required to playback shuttle run audio
Participant starts running between the sets of cones, turning when signalled by the
beeps
This process continues as the beeps become closer together, ultimately increasing the
speed of the runner
If the line is reached before the beep sounds, the participant must wait until the
beep.
The test is stopped if the participant fails to reach the line for two consecutive runs
and their score is recorded.
Score then compared with class-mates and national average rating to show level of
CRE.
Cooper Walk/Run Test
12
Involves measuring out a 200m track with cones placed every 20m for easy calculation
of distance covered
The participant aims to complete as many laps as possible within the 12 minute time
limit whilst running
On the completion of 12 minutes an observer counts up the completed laps and the
number of completed metres on the final lap
Score then compared with class-mates and national average rating to show level of
CRE.
The Advantages of using Standard Fitness Tests
The above tests are all recognised methods for gathering information on Cardio-
Respiratory Endurance (CRE)
Each test provides objective, accurate and reliable information about the performer.
Data can be used to plan a training programme which is specific to your level of
fitness.
It provides you with a permanent record of your performance and can be used a base
point for comparing subsequent test results to measure progress.
Tests can be used to set targets and motivate the performer to improve.
Tests are widely recognised, and often provide established norms and/or ratings to
compare your performance against.
Comparing results with national average ratings provides an indication of your level of
performance in relation to the rest of the country which can be used to aid
motivation
The T10 swim test and Cooper Tests are also very easy to set up with little equipment
needed.
13
*DO NOT WRITE ON THIS SHEET GENERAL OBSERVATION SCHEDULE
Swimmer’s Name ________________________________________ Observer’s Name ____________________________________
Distance
(metres)
Lengths Cumulative Time Split Time Stroke Count Breaths Observed Comments (on start, turns,
technique...)
40 2
80 4
120 6
160 8
200 10
240 12
280 14
320 16
360 18
400 20
Overall Time
Heart Rate
Prior to Start CRE
At Finish CRE
Please mark on the line below the point in the race where the swimmers body position, arm action and leg action started to deteriorate.
Body
Position
Body is streamlined and there is a smooth turn of the
head to breath
0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m
Arm
Action
From high elbow, hand enters water in front of head
then pushes down and pulls through the water.
0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m
Leg
Action
There is a steady, propulsive kicking action just
below the surface
0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m
14
*DO NOT WRITE ON THIS SHEET
CO-ORDINATION OBSERVATION SCHEDULE
Video your performance in a 100m swimming race and fill out the observation schedule
below marking a 1-3 to indicate the quality of each specific action.
Front Crawl
Insert grades 1-3 next to Arm Action, Leg Action and Breathing for each length during
the race using the criteria below with number 1 being based on a model performer.
This will provide an indication of your co-ordination throughout the 100m event.
Leg Action
1 = Extended leg kick…Continuous kicking action to assist streamlining.
2 = Generally extended leg kick…Some splash as legs roll and kick out of water.
3 = Uncomfortable leg action…Rolling and bending at knee.
Arm Action
1 = High elbow, strong effective catch and pull from mid line of body.
2 = Clear arm recovery, catch and pull from mid line of body.
3 = Wide arm recovery, hand entering away from mid line of body, quick pull.
Breathing
1 = Fluent breaths in relation to arm pulls, head/mouth tilt maximises streamline pos.
2 = Inconsistent breaths in relation to arm pulls.
3 = Inconsistent breaths with poor head positioning causing resistance.
Distance Performance Area Criteria Grade
Comment
20M
ARM ACTION LEG ACTION BREATHING
40M
ARM ACTION LEG ACTION BREATHING
-60M
ARM ACTION LEG ACTION BREATHING
80M
ARM ACTION LEG ACTION BREATHING
100M
ARM ACTION LEG ACTION BREATHING
15
*DO NOT WRITE ON THIS SHEET T10 SWIM TEST
Swimmer’s Name _____________________________________ Observer’s Name __________________________________
Distance Lengths Cumulative Time Split Time Observed Comments
40 2
80 4
120 6
160 8
200 10
240 12
280 14
320 16
360 18
400 20
440 22
480 24
520 26
560 28
600 30
T10 Swim
Test Result
_________ m
Pulse Check
Prior to Start
At Finish
Class
Average
________m
National Average
Gender Excellent Above Ave. Average Below Ave. Poor
Male >500m 450-500m 400-450m 350-400m <350m
Female >450m 400-450m 350-400m 300-350m <300m
16
*DO NOT WRITE ON THIS SHEET
STANDARD FITNESS TESTS – OUTWITH THE ACTIVITY
National Average Ratings for 20m Progressive Shuttle Run test (Leger Test)
FITNESS CATEGORY MALE AGE 16-18 FEMALE AGE 16-18
Poor <30 <25
Below Average 31-40 26-35
Average 41-70 36-50
Above Average 71-100 51-75
Excellent >101 >76
My score: ________________
National Average Rating for Multistage Fitness Test
FITNESS CATEGORY MALE AGE 16-18 FEMALE AGE 16-18
Poor <L6 S6 <L4 S7
Below Average L7 S1 L5 S1
Average L8 S9 L6 S7
Above Average L11 S2 L9 S1
Excellent L12 S7 L10 S9
My score: ___________________
National Average Ratings for Cooper Walk/Run test
FITNESS CATEGORY MALE AGE 16-18 FEMALE AGE 16-18
Very Poor <2500 <1900
Poor 2500 1900
Fair 2700 2100
Good 2900 2200
Excellent 3200+ 2400+
My score: ________________metres
17
MENTAL FACTOR - GATHERING AND ANALYSING DATA
Performance Profiling
Performance profiling is a method of identifying and rating yourself against the factors
that you feel are important for success in you sport. A performer will list the mental
qualities they need around the outside of the profile. They would then grade themselves
on each quality between 1 and 10 (with 10 being the best) by shading in each section.
The performer is then able to evaluate particular strengths and areas which require
development.
Advantages of the Performance Profile Wheel
As the performer selects the factors and features to be rated it is likely that they
have a good understanding of what each of them are.
The profiling wheel is easy to complete and takes relatively little time.
The use of colour makes it very easy to identify areas of strength and areas that
need improvement.
Comparing your performance to that of a model performer allows you to identify
areas of strength and areas you need to improve.
The profiling wheel provides a permanent record of your performance which allows
you to look back and compare your results to check for improvements.
To increase reliability you could have a team mate or coach complete a profile for
you in order to compare.
Disadvantages
As performance profiling uses your own thoughts and feeling to gather data the
information can only be reliable if you are honest in your responses. You may have a
clouded view of yourself depending on your own view of yourself (we all know
someone who thinks they are just great when in reality they have flaws like everyone
else).
18
Questionnaires
A standard way of gathering data on mental factors is through completing
questionnaires. Questionnaires are used to record the performers’ thoughts and feelings.
Mental Toughness Questionnaire
This is a questionnaire that is used to measure mental toughness. In this questionnaire
the performer is asked to read 30 statements and use a tick to identify if the statement
is True of False for them. The questionnaire is split into 5 sections that look at areas
that contribute to mental toughness. Each section contains 6 questions that look at the
following areas:
Reboundability – your ability to “bounce back” from mistakes or
setbacks
Ability to Handle Pressure
Concentration
Confidence
Motivation
In order to identify strengths and weaknesses each response is given a numerical value 0
or 1 depending on the response given. These values are then added to give a final
score. High scores in each section indicate areas of strength whereas low scores
highlight problem areas. Overall a score of 26-30 indicates strength in overall mental
toughness. Scores of 23-25 indicates average to moderate skill in mental toughness.
Scores of 22 or below mean that mental toughness is an area that requires improvement.
Advantages
Recognised sports psychology questionnaires such as the Mental Toughness
Questionnaire have been tested to ensure that they collect valid and reliable
information.
The statements in the questionnaire are easy to understand and the scoring system
used is simple. This means that the questionnaire is not too time consuming to
complete.
As the scoring systems are reasonably easy to understand it is easy to identify areas
of strength and weaknesses.
Questionnaires give you a permanent record of your performance which allows you to
look back and compare your results to check for improvement during and after your
training programme.
Disadvantages
As questionnaires rely on a performer’s thoughts and feelings the information can
only be reliable if the responses are honest. You may have a clouded view of yourself
depending on your own view of yourself (we all know someone who thinks they are
just great when in reality they have flaws like everyone else).
19
*DO NOT WRITE ON THIS SHEET
PERFORMANCE PROFILE WHEEL
The performance profile wheel can be used in many ways. It can be a self-analysis of
features from one particular factor or it could be based on different factors that impact
on performance. The wheel can also be split up into pre/post training or into separate
sections so that a partner or coach can complete the analysis too.
The wheel below is based on Mental Factors that may impact on your performance in
swimming. It is split into two. You must complete the first half and then ask a partner to
complete the other half so that you can compare results.
You Partner
*DO NOT WRITE ON THIS SHEET
Mental
Toughness
Level of
Arousal
Concentration Concentration
Motivation
Decision
Making
Level of Arousal
Motivation
Decision
making
Mental
Toughness
Confidence Confidence
20
MENTAL TOUGHNESS QUESTIONNAIRRE
Fill out the questionnaire (using the web link below). When you are finished, check your
answers in the evaluation section that follows to determine the attributes within mental
toughness that are strengths and weaknesses:
https://www.competitivedge.com/athletes-%E2%80%9Chow-tough-are-you%E2%80%9D-0
TRUE FALSE
1) I frequently worry about mistakes.
2) I get really down on myself during performance when I mess up.
3) It's easy for me to let go of my mistakes.
4) If I start out badly, it's hard for me to turn my performance around.
5) I get distracted by what the coach thinks whenever I screw up.
6) I bounce back quickly from setbacks, bad breaks and mistakes.
7) I do my best when there's more pressure on me.
8) I get too nervous to really perform to my potential.
9) I do better in practice than I do when it really counts the most.
10) I tend to get easily psyched out or intimidated.
11) I can keep myself calm and composed under pressure.
12) I don't want the ball/dread competing at "crunch time." (big game/race).
13) The coach's yelling knocks me off my game.
14) I tend to get easily distracted.
15) Certain opponents can get into my head and throw me off my game.
16) Lousy playing conditions (weather, field conditions etc.) negatively affect me.
17) I have no trouble focusing on what's important and blocking everything else out.
18) I think too much about what could go wrong right before and during
performance, (the "what if's").
19) One or two failures do not shake my confidence.
20) I tend to compare myself too much with teammates and opponents.
21) I'd rather compete against a better opponent and lose than go up against a
weaker opponent and win.
22) I am a confident and self-assured athlete.
23) I tend to be too negative.
24) I have trouble dealing with negative self-talk (thoughts).
25) I get more motivated after failures and setbacks.
26) It's easy for me to consistently train at a high level of intensity.
27) I think about how today's practice will help me get to my goals.
28) I find myself just going through the motions a lot in practice.
29) I have clear goals that are important for me to achieve.
30) I am a highly motivated athlete.
21
MENTAL TOUGHNESS QUESTIONNAIRRE (CONTINUED)
Section 1: Questions 1-6 deal with "Reboundability" - your ability to mentally bounce
back from setbacks and mistakes. Mental toughness depends on your ability to quickly
leave your mistakes and failures behind you. Hanging onto your mistakes will get you
into big trouble, performance-wise. Athletes who dwell on their mistakes while the
competition continues, end up making more.
Section 2: Questions 7-12 deal with the ability to handle pressure. Without the ability
to stay calm an athlete will always underachieve. Peak performance demands that you
are relaxed once the performance begins. While a little nervousness is critical for
getting "up" for a game/match/race and performing at your best, too many nerves will
tighten your muscles and send your performance down the tubes.
Section 3: Questions 13-18 deal with your ability to concentrate. In every sport, your
ability to focus on what's important and block out everything else is one of the primary
keys to performance excellence. Poor concentration is the major reason why athletes
choke and get stuck in performance slumps. Getting psyched out or intimidated is a
direct result of concentrating on the wrong things.
Section 4: Questions 19-24 deal with your level of confidence and the factors that
affect confidence. One characteristic of the mentally tough athlete is he/she possesses
a confidence level that seems to be unshaken by setbacks and failures. Under the
pressure of competition, low confidence will neutralize natural ability, hard work and
talent. Similarly, high confidence will enhance an athlete's training and talent lifting
their performance to the next level.
Section 5: Questions 25-30 deal with motivation. Motivation is the fuel that will drive
your training to a successful completion and the accomplishment of your goals. Without
motivation you won't put in the work necessary to become a winner. Your motivation
allows you to pick yourself up after a setback and keep going.
Interpretation:
A score of 6 in any one of the five sections indicates a special strength in that area. A 5
indicates solid skill and 4 or less highlights that particular area as a mental weakness
that needs to be addressed.
For example a "6" in "reboundability" indicates consistent ability to bounce back quickly
from mistakes, failures and losses. A score of "2" or "3" in section 2, handling competitive
pressure, indicates the need for arousal control/relaxation training. Low scores in each
section highlight problem areas.
These "mental weaknesses" should then form mental training goals for you to help raise
your overall performance to the next level.
For example, a low score in the concentration section means that some of your
performance is a direct result of your inability to control your focus of attention before
and/or during competition. By putting some time and energy into practicing
concentration exercises you will become a better overall athlete.
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PHYSICAL FACTOR (FITNESS) - APPROACHES TO PERFORMANCE DEVELOPMENT
Continuous Training
Continuous training is a very useful approach to improve CRE. This includes is any form
of exercise (e.g. running, swimming and cycling) that ensures that the heart rate is
operating in your training zone for approximately 20 to 30 minutes. The activity must be
non-stop and there are no rest periods until the training session is completed.
Advantages of Continuous training
It can be specific to swimming
Develops cardio-respiratory endurance
Easy to plan
Progressive overload can be achieved by exercising more often (increasing
frequency), by exercising faster (increasing intensity), or by training for longer
(duration).
Disadvantages of Continuous training
It can become boring
It does very little to improve your ability to exert short bursts of speed which is
needed in many sports.
Interval Training
Another method of training useful for developing CRE is Interval training. Interval
training is any form of exercise that allows a work/rest interval to be easily calculated.
It is organised to give ‘intervals of rest’ after periods of running, swimming cycling. This
rest period gives the heart and lungs time to recover but should make sure the heart
rate does not drop out of the training zone.
Advantages of Interval training
Work/rest intervals enables high intensity work to be undertaken with limited
fatigue occurring. This means I am able to work harder and also stay in my training
zone for longer. The rest periods ensure that I do not over train by working above my
training zone.
It can be set at a suitable level taking into account my level of fitness. Progressive
overload can be achieved by carrying out the programme more often (frequency), by
working faster or by decreasing rest intervals (intensity) or by exercising for longer
(duration).
Interval training in the pool is more interesting than land based training which can
help motivate me to work harder.
Interval training is also easy to carry out as it does not require any specialist
equipment.
Example
STROKE INTENSITY REST
General warm up using different strokes 40m continuous swim (easy pace)
n/a
Front crawl 10 X 40m @ 70% HR Max 30 seconds
On back sculling with hands 40m continuous swim (easy pace)
n/a
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Fartlek Training
The term fartlek is Swedish for ‘speed play’. Fartlek training is continuous
running/swimming/cycling with short sprint bursts followed by a slower recovery and
then more continuous paced running/swimming/cycling.
Advantages of Fartlek training
Develops aerobic fitness (e.g. by continuous exercise) linked to training zone
requirements; develops anaerobic fitness (e.g. by short, speed endurance sprints)
It can be set at a suitable level taking into account my level of fitness. Progressive
overload can be achieved by carrying out the programme more often (frequency), by
working faster (intensity) or by exercising for longer (duration).
Fartlek training in the pool is more interesting than land based training which can
help motivate me to work harder.
Fartlek training is also easy to carry out as it does not require any specialist
equipment.
Example
STROKE INTENSITY DURATION
General warm up using different strokes Continuous swim (easy pace)
2:30
Front crawl 40m hard, 40m easy 10:00
Front crawl 20m hard, 20m easy 10:00
On back sculling with hands Continuous swim (easy pace)
2:30
Total = 25mins
Training Zone
To develop your levels of cardio-respiratory
endurance you need to train within your
training zone. Your training zone is between
70% and 85% of your maximum heart rate.
Calculating your training zone:
Maximum heart rate is 220 – Your age
Training Zone Example:
Aged 16
220 – 16 = Max of 204
70% of Max = 143
85% of Max = 173
Training Zone = 143-173
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Skill-related fitness training methods
Whole Part Whole
Whole Part Whole is a method of training that is often used in swimming. To use this
method effectively, you need to be able to demonstrate the whole activity, then break
the skill down into its component parts and practice them in isolation. Once you have
practised a specific part or parts, you then put the skill back together again and perform
it as a whole.
Specific equipment such as floats and flippers can be used to help break the whole skill
down into parts.
Name of
equipment
Description of how to use How this developed your
performance
1. Flat Float Held by hands either side of float
straight out with extended arm in
front of head to isolate leg action
This helped me to develop my co-
ordination of my kicking technique
in front crawl as I was able to
concentrate on kicking from my
hips
Example of a Whole Part Whole Training Session to improve Front Crawl Leg Action
Drill Aim
2 Lengths General Warm up using
different strokes
Raise heart rate
4 Lengths Full Stroke
4 Lengths Kicking with float
Kick from hip with slight knee bend
4 Lengths Full Stroke
4 Lengths with Flippers
Increase leg strength and ankle flexibility
4 Lengths Full Stroke
2 Lengths Cool Down on back sculling
with hands
Gently reduce heart rate
Advantages of Whole Part Whole
Technical weaknesses can be identified, isolated and practised in parts and it is
easier/quicker to learn.
Using equipment and drills provide variety and are used to avoid boredom of
swimming full stroke length after length during a long training session
Floats provide buoyancy keeping the body part holding the float near the surface.
Floats can also provide increased resistance. Using two or three floats in an upright
position adds resistance to swim against and so increases the intensity because the
legs have to work harder.
Flippers can also be used to overload the legs, encourage ankle movement and
helping to get a good ‘feel’ of the water.
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MENTAL FACTOR - APPROACHES TO PERFORMANCE DEVELOPMENT
Mental Imagery
Mental Imagery is when you go through an event or activity in your mind without making
any physical movements. Mental Imagery is creating a picture within your mind of your
performance. The more detailed the picture that can be created of the performance
the more effective your imagery is likely to be. Performers who have practiced using
imagery over a long time include detail such as what they hear, see, feel and smell
during the performance. The images should involve performing successfully and feeling
satisfied with your performance.
Advantages of Mental Imagery
Improve concentration - by creating a detailed image of your perfromance you will
get better at paying attention to the relevant details for success in your performance
Improve decision making by visualising situations that may occur during a
performance and what you intend to do in those situations
Develop skills – the performer might use mental imagery to create a picture of them
performing each part of a particular skill or technique correctly
Develop confidence by visualising a successful outcome
Motivate the performer by recalling images of their goals for that session or of
success in a past competition
Reduce negative thoughts and stress related reactions (e.g. muscular tension) by
focusing on positive outcomes
Establish an appropriate level of arousal prior to competition
Familiarise the performer with the competition environment or a complex play,
pattern or routine
Disadvantages of Mental Imagery
Normally perfromers need an area that is free of distractions in order to use
imagery. This can be difficult to find in a training or competition environment.
For mental imagery to be effective it must be practised. As it is not seen as being as
important as physical practice an performer may not give sufficient time to this
mental practice to get the benefits.
When starting performers can find it difficult to create images of their performance
and ensure that they are positive. This can lead to frustration and could be
detrimental to performance.
Simulation Training
"Regularly visualize yourself winning matches by running powerful, vivid and emotional images of success through your mind, seeing yourself playing brilliantly in every department of the game"
Roger Federer
https://www.youtube.com/watch?v=XWhl6J5LANc – Mental Imagery Basics
26
Simulation training is a form of mental training where the challenges that are faced in
competition are recreated (as closely as possible) in the training environment. This form
of training allows the performer to experience circumstances in training that prepare
them for what they face in competition. By replicating the competition environment as
closely as possible performers are able to practice how they will deal with these
situations when competing. This will help them perform to the best of their ability and
increase their chances of success.
Uses of Simulation Training
Simulation training can be used to help prepare a performer for many of the mental and
emotional challenges they may face when performing. These include dealing with
pressure, improving concetration and decision making.
Dealing with Pressure
Training situations that put pressure on your performance could be created.
Examples
In Basketball you could give the attacking team a time limit of 10 seconds to find a
way of breaking down the defence to score.
In Table Tennis you could play “end games” where you start the game at a score that
is near the end of the set. E.g the game might start at 13-13 in a game up to 15
points.
In Swimming you might give an opponent a head start to see how you cope with the
pressure of behing behind in a race.
You might create pressure within a practice session by setting goals and giving
yourself a forfeit if you don’t meet the goal. E.g. completing a certain distance in a
set time.
You might add pressure by having a crowd watch you perform.
Improving Concentration
Within your training programme you could create situations where distractions similar to
those found during the performance are used to test your ability to remain focused.
Examples
During a game of Basketball you could have a partner referee and have him make a
bad call during the game in order to test your ability to remain focused in this
situation.
When practicing your free throws in Basketball you could have a partner shout at you
whilst taking the shot.
You could create a situation where you are playing a game of table tennis whilst
there are other games happening around you to practice dealing with a variety of
distractions such as noise, balls coming on to your court and pehaps other player
occasionally getting in you way.
Improving Decision Making
27
Practices could be created where the movements of a partner/opponent force you into
making specifc decisions.
Examples
When practicing the fast break in basketball two defenders could decide which
players to mark during the break so that the point guard has to make the correct
decision as to how to finish the break.
In a game of table tennis an opponent could delibertely move to one side of the
table so that the player has to see this move and decide to play the ball to the other
side of the table.
Advantages of Simulation Training
Many different scenarios can be created to simulate different competition
conditions. This means that simulation training can be used to improve performance
in a number of different ways.
It allows performers to get use to dealing with siuations similar to those that will
arise during competition.
Performers can try different methods to deal with the challenge in practice and
select the most succesful method to use in competition.
It builds a performers confidence so that they can overcome the challenges when
they arise in competition.
Disadvantages of Simulation Training
Organisation of simulation training sessions to be as close to real life as possible can
be difficult as you may need a referee, scorekeeper, a certain type of opponents, or
a crowd depending on what you are trying to simulate.
It is impossible to recreate exactly a real life situation in the practice environment
as many different variables combine to create the real life situation.
It is difficult to recreate the same pressure in the training environment as
performers know that there is not as much at stake.
Positive Self-talk
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Whether you realise it or not, you are in a constant conversation with yourself
throughout the day. This conversation you are having is called self-talk. Self-talk
normally takes place only in your head but at times you might speak out loud to
yourself. Positive Self-talk has been shown to have powerful impact on performance and
a performer’s ability to control mental and emotional factors that impact on
performance.
When participating in an activity it is easy to think negatively about your ability to
perform well. These negative thoughts reduce your chance of performing to your
potential and reduce your confidence in your ability. These negative thoughts are
common even in top performers. The difference is that top performers learn how to
deal with these thoughts through using positive self-talk. This technique is simple.
Whenever you have a negative thought about your performance, a situation or yourself
turn it around and replace that thought with a positive one.
Cue Words
Cue words are words or phrases that an athlete can use to make them feel a certain way
or to remind them of how to act.
Examples
Words like “calm”, “relax” and “easy” are often used to help a performer relax
during performance
Performers may use a phrase such as “watch the ball” to remind themselves of what
to focus on during performance, or they may simply use a word such as “focus” if
they feel themselves losing concentration
Phrases such as “I am a very good shooter” might be used to try and increase
confidence in certain situations
Cue words/phrases such as “go for it” and “you can do this” are commonly used by
performers in order to get up for a performance.
GOAL SETTING - PERFORMANCE DEVELOPMENT PLANNING
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Goal Setting
When you are planning and implementing a personal development plan, it is important
to set yourself goals as they provide direction and can be used to measure progress.
Setting goals will help you to:
Create a focus for your training
Increase motivation and determination
Prioritise and get more out of your time
Get better results
Monitor progress
Short and Long Term Goals
When goal setting, it is important that you have a
clear idea of what you want to achieve. Teams and
individual athletes usually set long-term goals by
the end of the season or year. Likewise, at the
start of your personal development plan you should
have a clear idea of what you want to achieve by
the end of your plan. To achieve these long-term
goals, you need a series of short term goals to help
you to.
Examples
An example of a realistic short term target could be to develop your front crawl leg
action by kicking from the hips with knees bent.
An example of a realistic long-term target could be to develop your cardio-respiratory
endurance to a level that will improve your overall performance to win a certain event
in the school swimming gala.
PRINCIPLES OF TRAINING - PERFORMANCE DEVELOPMENT PLANNING
THINK S.M.A.R.T.E.R
To set effective goals they should be S.M.A.R.T.E.R goals. This means they should be:
Specific – Your goals should be clear and precise. They should reflect your ability and
experience within your chosen activity.
Measurable - Goals must be easily measurable so that you can assess whether or not they
are improving or have been successful.
Agreed - Your goals need to be approved by a teacher or coach. This means you are fully
supported by someone with experience and knowledge in your chosen activity.
Realistic – Realistic goals are more likely to be achieved and you are, therefore, more
likely to stay motivated throughout your personal development plan. Setting
unrealistic goals will result in lack of success and, ultimately, in a drop in morale.
Time-Phased – Your goals should be progressive. Planning short-term goals will ensure
progress and help you achieve your long-term goals.
Exciting – Make sure your goals are rewarding and enjoyable. This approach will maintain
motivation and prevent you becoming bored.
Recorded – It is essential to write down your goals not only does this increase
commitment, it also serves as a form of contract. It also helps to monitor progress.
30
Principles of Training
Specificity
Training has to be specific to your needs; it has to be specific to the activity and to your
levels of fitness and ability.
Progressive Overload
To overload you need to make the exercise more difficult and place greater demands on
your body. In order to improve your level of fitness, you have to progressively overload.
If not, you will only be able to maintain your current level of fitness. Overload must be
done progressively in small stages to ensure that you do not injure yourself. Progressive
overload can be applied to any training programme by varying the frequency, the
intensity or the duration of your training (only make an increase in one area at a time).
Frequency
Frequency refers to the regularity of your training sessions. For the average performer
to improve cardio-respiratory endurance, he/she would need to exercise with his/her
heart rate within their training zone for 20 to 30 minutes for three to four sessions per
week over 6 to 8 weeks.
Intensity
Intensity refers to the demands of your training sessions. Intensity can be determined by
monitoring heart rate and you need to work within your training zone to develop cardio-
respiratory endurance. Intensity can also be adapted by adjusting the work/rest
interval. For example, in a cardio-respiratory endurance programme, progressively
reducing the rest intervals throughout the programme adds to the intensity of the
workload.
Duration
Duration refers to the length of individual training sessions within a training programme
(e.g. 15 minutes at the beginning rising to 30 minutes by the end of your training
programme).
Reversibility
Much of the adaptations achieved from exercise are reversible if training is not
maintained. If you stop training, perhaps due to injury, you will lose your level of
fitness. The time this takes to occur will be dependent on the how long you trained for.
Therefore, in order to maintain and improve fitness, your training programme has to be
both progressive and continuous.
Rest and Recovery
With any training programme it is important that you do not over train. This can be
avoided by taking adequate rest and recovery during training sessions. Over training can
be avoided by adapting the levels of frequency, intensity and duration within your
training. Regularly reviewing and monitoring your performance and completing a
training diary, which records thoughts about the effectiveness of your training, should
be helpful in identifying which (if any) of these three factors could be adapted to reduce
the effects of over training.
PHASES OF TRAINING - PERFORMANCE DEVELOPMENT PLANNING
31
Phases of Training
The type, frequency, intensity and duration of training will vary, depending on which
phase you are at in your activity. For example, you would avoid doing a lot of exercise if
you have a big competition the next day, It therefore makes sense to break your
activity’s season or calendar into three phases.
These are
Preparation phase (pre-season)
Competition phase (during the season)
Transition phase (off-season)
Preparation phase
Training starts with general fitness work – there will usually be an initial focus on
developing physical fitness. Specific skill drills and practices will be incorporated over
time.
Competition phase
Training is tapered towards competition and matches. This means training might become
less intense, or the duration might decrease close to competitions to avoid injury and
fatigue. There will be a brief recovery period following competition so the body is able
to rest and recover.
Transition period
This is the phase of training that takes place after the competition phase and before the
next preparation phase. During this phase it is important that there is a definite break
from competitive activity. Training is usually in the form of ‘active rest’ – for example,
light jogging, cycling or swimming. This helps maintain a good level of general fitness.
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*DO NOT WRITE ON THIS SHEET PHYSICAL FACTOR - MY PERSONAL DEVELOPMENT PROGRAMME
NAME: ______________________________________________ AGE: _________________________________________________
STROKE: ____________________________________________ TRAINING ZONE: ______________________________________
Aim To develop my performance in the later stages of the 400m Freestyle event
Target
(This should be specific to developing CRE)
SESSION TYPE OF
TRAINING
RESTING HR HR AFTER
SESSION
DISTANCE
(METRES)
REST INTERVAL
(EVERY 40M)
TIME
1
2
3
4
5
6
Staff Signature:
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*DO NOT WRITE ON THIS SHEET MENTAL FACTOR - MY PERSONAL DEVELOPMENT PROGRAMME
NAME: ______________________________________________
Aim To develop my performance in the later stages of the 400m Freestyle event
Target
(This should be specific to
developing concentration)
Create a Mental Imagery Script
Describe the basic content of your scenario. What event are you competing in? What are the conditions that you are competing under? Add as much detail as you can into your scenario. Include:
Your start
How you execute the stroke
How you finish the race
Anything you might see
Your feelings and emotions in the situation
How different parts of your body feel
Anything you can hear
Any smells or tastes you might experience
Staff Signature:
34
*DO NOT WRITE ON THIS SHEET MENTAL FACTOR - MY PERSONAL DEVELOPMENT PROGRAMME
NAME: ______________________________________________
Aim To develop my performance in the later stages of the 400m Freestyle event
Target
(This should be specific to
developing mental toughness)
Simulation Training
Describe, in detail, how you used
simulation training to your improve
mental toughness in the 400m
Freestyle event.
Staff Signature:
35
MONITORING PERFORMANCE DEVELOPMENT
Recording and monitoring your personal development programme is essential in order to
check progress and make adaptations to your programme correctly as you go along.
This can be done through:
Keeping a training diary throughout your programme including how you felt the
programme was progressing, where you adapted the programme and/or any
problems you may have had. This should be completed following each training
session.
Re-testing performance by using the methods of gathering information from before
e.g. repeating the General Observation Schedule or the same standard fitness tests
both at the mid-way point and at the end of the training programme will help
monitor performance development.
Why use a Training Diary?
A training diary is a very effective way of monitoring the plan because it allows the
performer to consider aspects such as the time of day, how they were feeling before,
during and after the session on a scale of 1-10. The performer can also refer back to the
diary at a later date to compare or to make changes to the programme throughout the
season.
Why re-test?
By repeating fitness tests you should be able to see improvement in your times and
scores. This will indicate whether your particular aspect of fitness has improved or not.
Tests will therefore need to be carried out under the same conditions.
Why else is monitoring important?
To allow comparisons with previous information you have gathered
To check what progress you have made
To check if you have achieved your short and long term goals
To assess whether your personal development programme is appropriate
To assess whether you need to make changes/adaptations to your programme
To identify any new strengths/weaknesses
To motivate you to keep working or to work harder.
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*DO NOT WRITE ON THIS SHEET MY TRAINING DIARY
Date Brief description of training completed Feelings before, during and after training Next steps/plan for next session
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EVALUATING PERFORMANCE DEVELOPMENT
When evaluating your personal development programme it is essential to identify your
current level of performance and compare this against your initial performance. For
example, you could get the same partner to repeat the General Observation Schedule of
you performing the 400m Freestyle. You could also complete the performance profile
wheel again and compare your results to your initial attempt. Comparing these results
will allow you to evaluate the effectiveness of your approaches by checking the progress
you have made. Below are some of the possible effects your personal development
programme may have had:
Improvement in overall time
Consistent split times – improved concentration and CRE
Regular stroke count and breaths – improved co-ordination
Lower resting heart rate and shorter recovery times - shorter recovery time
between sets and repetitions will allow you to do more work in each session
Improvement in other aspects of fitness - e.g. strength - specific muscles will be
stronger, able to exert more force and also be able to continue working efficiently
for longer
Mental Factors – Improved attitude towards training and competing (level of arousal)
Overall – Intensity levels which were difficult at the start will seem easier, your body
will be able to cope with work of a higher intensity than before.
My Future Development Needs
Following your process of monitoring and evaluating the success of your approaches to
development, you may be able to identify next steps or future needs.
By retesting and evaluating the process you have completed you will be able to identify
any features within the factors that still require focus.
You may decide to continue to work on the same factor
Change to another factor or particular feature of that factor (See Section A)
38
UNIT AND COURSE ASSESSMENT HELP
Command Words
Throughout the Factors Impacting Performance Unit you will be asked to demonstrate
your understanding of the course through responding to the following command words:
Analyse – This requires critical thinking by exploring various concepts related to the
course. For example, you will be asked to analyse different methods of gathering
information on different factors. To answer this you should provide the advantages and
any disadvantages of these methods and draw conclusions based on your analysis.
Evaluate – This involves making informed judgements supported by findings from your
own experience, personal feelings and any other types of evidence. For example, you
will be asked to evaluate the effectiveness of your development plan. To answer this
you will need to comment on the effectiveness of your programme by highlighting any
positive or negative effects it has had on your performance.
Explain – This requires you to demonstrate your understanding through reasoning. For
example, you will be asked to explain the relevance of using certain approaches to
develop performance. This involves making clear the main points and reasons why
selected approaches are chosen to develop performance (advantages of method).
Justify – This is similar to explain although more evidence may be required to support
reasons. For example, you will be asked to justify why a particular factor requires
development. You could justify this by referring to data you have collected on your
performance.
These command words will also feature in the final course assessment as part of both
the single performance and the question paper.
Single Performance
Here you are required to explain the relevance of two challenges you will face in the
single performance and explain how you will prepare to meet these challenges.
Following your performance you will be required to analyse the effectiveness of your
preparation for the two challenges and evaluate your strengths and areas for
development from your performance.
Question Paper
The question paper will have two sections. The first section will contain 3 questions
which are worth a total of 24 marks. These questions will be similar to the types of
questions you have answered in the FIP unit workbook. The second section will involve a
scenario question worth 16 marks. You will need to apply your knowledge and
understanding of the coursework across the Swimming, Basketball and Table Tennis to
other sports and performance situations in order to access high end marks.
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*DO NOT WRITE ON THIS SHEET
SWIMMING SCENARIO QUESTION
Scenario – Glasgow Commonwealth Games 200m Breast Stroke Final
Preview
Michael Jamieson is a 25 year old Scottish Swimmer who won the silver medal in
the 200m breaststroke at the London 2012 Olympics Games. Since then he went
on to become the ‘poster boy’ for the Glasgow 2014 Commonwealth Games and
is favourite to win gold in the above event. Ross Murdoch is a 20 year old
Scottish Swimmer and is relatively inexperienced at competing at senior level.
Both swimmers are from Glasgow and will therefore be eager to perform at their
best in front of the home crowd.
Results
1st - Ross Murdoch
Distance (metres) Stroke Count Split Time Overall Time
0-50 15 31 secs 31 secs
50-100 16 33 secs 1 min 4 secs
100-150 16 33 secs 1 min 37 secs
150-200 15 30 secs 2 min 7 secs
2nd – Michael Jamieson
Distance (metres) Stroke Count Split Time Overall Time
0-50 15 32 secs 32 secs
50-100 16 33 secs 1 min 5 secs
100-150 16 32 secs 1 min 38 secs
150-200 16 32 secs 2 min 9 secs
Question 1
(a) Using all of the information above analyse reasons why Michael Jamieson lost the
race. In your answer you must refer to the following factors impacting on
performance: physical and one other – from mental, emotional or social. 8
(b) Describe one approach to that Michael could use to develop his performance of any
of the factors you selected in part (a) and explain the benefits of using this
approach. 8
Michael Jamieson
Pre-Race Thoughts
Wow! What an
atmosphere. I need
to win this race. I
can’t lose and let
all of my supporters
down.
Ross Murdoch
Pre-Race Thoughts
Let’s do this.
Start well.
Maintain focus.
Finish strong.
Believe.
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