Selkirk High School
National 4/5 Physical Education
Factors Impacting on
Performance
Information Booklet
Fitness
Name :
Teacher :
1
Contents
Aims, Outcomes and and Summary of Factors Impacting on Performance
Physical Factors Impacting on Performance
Mental Factors Impacting on Performance
Emotional Factors Impacting on Performance
Social Factors Impacting on Performance
Cycle of Analysis
Aspects of Physical Fitness
Data Collection
Cardio Respiratory Endurance
Speed
Muscular Endurance
Strength
Power
Flexibility
Fitness Testing and Standardised Tests
Fitness Training
Methods of Training
Principles of Training
Feedback
Target Setting – SMARTER Targets
Training Zone for CRE and Work to Rest Ratio
Training Example Cardio Respiratory Endurance
Training Example Speed
Monitoring and Evaluating
Future Development Needs
Page
3
4
5
6 and 7
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
2
Aims
For this part of the course you will need to know about the following
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The impact Physical Factors have on your performance, related to skills and techniques, fitness
levels and tactics
The impact Mental Factors have on your performance, related to anxiety, aggressions and
concentration
The impact Emotional Factors have on your performance, related to motivation, determination and
confidence
The impact Social Factors have on your performance, related to relationships with team mates,
relationships with opposition and relationships out-with sport
A detailed understanding between fitness and performance and how fitness can affect
performance development
Outcomes
1.1 Explaining in detail two methods used to identify factors impacting on performance (FIP)
1.2 Explaining in detail the impact of one positive and one negative FIP
1.3 Explain two approaches to develop performance
2.1 Describing strengths and areas for development in a performance
2.2 Preparing and implementing a personal development plan containing clearly identified targets
2.3 Selecting and applying two approaches to impact positively on performance
2.4 Monitoring and recording performance development sessions (On Going)
3.1 Seeking Feedback from others
3.2 Evaluating Effectiveness of the personal development plan, supporting performance development
3.3 Evaluating progress based on all information gathered
3.3 Evaluating progress based on all information gathered
3.4 Identifying and explaining future development needs
Summary of Factors Impacting on Performance
Physical Factors
Fitness
Skills and Techniques
Tactical Awareness
Emotional
Motivation
Determination
Confidence
Mental Factors
Control of Anxiety
Concentration
Control of Aggression
PERFORMANCE
Social
Relationships
Relationships with Team mates
Relationships with Opponents
3
Physical Factors that Impact on Performance
Skills and Techniques
This refers to all the skills and techniques that are used within the activity. Examples of skill areas may be
shooting, passing, moving with the ball, tackling, rotation, balancing, flight, overhead shots, underarms
shots, serves. Techniques are how we perform skills e.g. set shot, lay-up and jump shot
High Skill Level – techniques performed fluently and consistently within activities
Low Skill Level – understanding of techniques but breakdown within game situations
Impact on performance – Within an activity it is important that you are able to perform a range of different
skills and techniques. It would be very difficult to play at a competitive level in any activity if you were only
able to perform one or two skills/techniques.
Example – In rugby you need to be able to catch the ball, pass the ball, tackle opposition, ruck, kick etc. If
you could only perform a pass and not catch or tackle you will have a negative experience within that
activity and would struggle to play as part of a successful team
Fitness Levels
This area refers to the fitness requirements in the activity and how your different levels of fitness affect
your performance.
Physical Aspects of Fitness
Cardio Respiratory Endurance, Muscular Endurance, Speed, Strength, Power and Flexibility
Skill Related Aspects
Coordination, Reaction Time, Balance and Agility
Impact on Performance – Fitness levels can have a major impact on your performance within all activities.
Different activities require different aspects of fitness. A high level within all aspects of fitness will allow
performers to perform to the best of their ability throughout the activity.
Example - Gymnastics would require more Flexibility than Cardio Respiratory Endurance whereas Football
may require a higher level of CRE than Flexibility. A well rounded performer will have a reasonable level of
fitness across all aspects
Tactical Awareness
This refers to the game plan and strategies that can be used within the game. It may be the case that these
are set at the start of the activity and changed during the activity. Also students’ decision making within
activities will play a major part in this.
Impact on Performance – Using tactics effectively within activities will allow the individual or team ways of
using their own strengths to overcome opponent/s weaknesses. It will allow activities to have more
structure and allow performers to perform to the best of their ability.
Example – In football, most teams send their taller players into opponents’ box for corners or free kicks.
This allows them to cross the ball in high and gives their team the best opportunity for getting a header in
on goal.
4
Mental Factors
Control of Anxiety
This refers to students’ arousal levels and performance. Are students
nervous before competition? Are students struggling to cope with the
pressure in the activity?
Anxiety comes in two forms
Physical (butterflies, sweating, and nausea, needing the toilet) and Mental
(worry, negative thoughts, confusion, lack of concentration)
Impact on Performance – Controlling your anxiety within activities is extremely important. Being constantly
worried and nervous about your performance will affect how well you can perform as you may struggle to
focus and have a negative outlook on the activity.
Example – In gymnastics it is important that you remain composed and control your anxiety levels. Failure
to do this may result in you making mistakes in difficult techniques within your performance e.g. In a
Handspring and forgetting to push with your hands as your focus is on your nerves and not performance
Concentration
This refers to students’ focus during the activity e.g. do they follow the play and are they in position to
successfully defend or attack. This may be broken down into attack and defence as we sometimes find that
students are more focused in attack and switch of in defence and do not perform their role successfully
The demand for concentration varies with the sport:
 Sustained concentration - distance running, cycling, tennis, squash, football
 Short bursts of concentration - cricket, golf, shooting, athletic field events
 Intense concentration - sprinting events, bobsleigh, skiing
Impact on Performance – High levels of concentration will help you to perform to your potential within
activities. You will be able to follow play and make the correct decisions.
Example – In hockey the sweeper must remain focused on the play in front of her as the opposition could
break away at any time and then it would be up to her to clear the ball or tackle the oncoming player
Control of Aggression
This refers to students’ ability to control their emotions. Students need to make sure that when decisions
go against them or when they make a mistake that they do not get frustrated and as a result lose focus
within the activity. There is also an aspect of this in team activities where you do not blame anyone for
their mistakes but as a team learn from them and move forward.
Impact on Performance – Controlling your aggression within activities is crucial as this can play an
important part in your performance. If you become too aggressive and start complaining and disagreeing
with the referee your focus moves from the game towards the referee.
Example – In tennis if a player loses a crucial point and then takes it out on the umpire they are failing to
control their aggression levels by shouting and getting into an argument with them. No officials will change
their decision unless evidence is used from technology.
5
Emotional
Motivation
Are students able to intrinsically motivate themselves or do they need someone else in the group to do it
for them? Do they remain motivated throughout the activity and perform to their best throughout even
when scores go against them?
Intrinsic Motivation
A desire to perform well and succeed. The following will be true:
 Desire to overcome the problem or task
 Development of skills and habits to overcome that problem
 Rehearsal of successful habits until they are perfect
 A feeling of pride and enjoyment in performing the skill
 Repeated goal setting in order to progress and maintain motivation
Extrinsic motivation
Extrinsic motivation comes from a source outside of the performer. These are things which can encourage
the athlete to perform and fall into two groups:
Physical rewards such as medals and money. These should be used sparingly with young athletes to avoid a
situation where winning a prize is more important than competing well
Praise, recognition and achievements. These should be used on a regular basis to encourage the athlete to
repeat the behaviour which earned the praise.
Impact on Performance – When participating in competitive activities it is important that you are able to
motivate yourself and make sure you are best prepared for your performance. Many top performers are
motivated by medals, trophies and money.
Example – In Volleyball it is important that you can motivate yourself but help motivate others to do their
best. There can also be the added motivation of winning tournaments and receiving medals as a result of
your performances
Determination
Self Determination is key to succeeding and improving. Determination is an intrinsic attribute, something
that comes alive inside of you and helps you to reach your goal. Linked to motivation
Impact on Performance – Wanting to win and do your best is something you must be responsible for. If you
have a high level of determination you are more likely to succeed and attempt something again if you fail
the first time
Example – To be a professional athlete takes a lot of determination. You must be willing to put the hard
work in and continue to improve and make progress in your event
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Confidence
Confidence results from the comparison a student makes between the goal and their ability. The student
will have self-confidence if they believe they can achieve their goal. "You only achieve what you believe".
When a student has self-confidence they will tend to: persevere even when things are not going to plan,
show enthusiasm, be positive in their approach and take their share of the responsibility in success and
failure.
High self confidence
 Thoughts - positive thoughts of success
 Feelings - excited, anticipation, calm, elation, prepared
 Focus - on self, on the task
 Behaviour - give maximum effort and commitment, willing to take chances, positive reaction to
setbacks, open to learning, take responsibility for outcomes
Low self confidence
 Thoughts - negative, defeat or failure, doubt
 Feelings - tense, dread, fear. not wanting to take part
 Focus - on others, on less relevant factors (coach, umpire, conditions)
 Behaviour - lack of effort, likely to give up, unwilling to take risks (rather play safe), blame others or
conditions for outcome
Impact on Performance – Confidence is crucial to success. You must believe you can do something to allow
you to be able to do it. If you have low confidence in your ability your performances will be low as a result.
If you have a high level of confidence you will be able to succeed and achieve what you want to.
Example – Teams that are doing well and scoring goals regularly will have confidence in their ability to
achieve. However it is very difficult if you are losing and not playing well as a team to believe that you can
succeed
Social
Relationships
Relationship with team mates / others – Are they positive towards each other? Do they encourage each
other? Do they pass the ball and help weaker players?
Relationship to opposition – Do they show sportsmanship throughout activity? Do they acknowledge good
play?
Relationships with friends / parents / teachers / coaches
Impact on Performance – Social factors can have positive and negative effects on your performances.
Having strong relationships with your family/coaches/team mates will give you the support you need to be
able to succeed.
Example – Most professional athletes have extremely positive relationships with their coaches and support
staff. This helps them to succeed and progress. Poor relationships within teams can lead to players being
left out or leaving that club.
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Cycle of Analysis
When developing and improving performances within activities it is important that you use the Cycle of Analysis.
This allows you to collect information about your performance, plan and carry out training to improve any
highlighted areas of development and re-evaluate your performance.
Observe/ Re
observe your
performance
Complete plan of
action
Collate Results of
your performance
Prepare a plan of
action (Training
Programme)
Identify areas of
strength and
improvement in
your performance
Compare with
Model Performer
using agreed
criteria
Observe your performance
Watch performance (on video) or have Performance observed by an experienced performer, filling out Data Analysis
Sheets
Collate Results of your performance
Look at all your data and begin to interpret it and what it shows
Identify areas of strength and improvement in your performance
Highlighting strengths and areas of improvement within performance
Compare with Model Performer using agreed criteria
Using National Norms, Class Averages, Videos of performance so you can compare yourself against criteria
Prepare a plan of action (Training Programme)
Plan a 4 week Training Programme using different Methods of Training to help improve your chosen aspect of fitness
Complete plan of action
Carry out your plan, recording any improvements from week to week, and progressing using the Principles of
Training. During the training programme it is important to monitor developments and evaluate the effectiveness of
my training
Re observe your performance
Redo data collection. From this you can evaluate the progress of the training programme and highlight
improvements and future areas of development
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Aspects of Physical Fitness
Aspect of
Fitness
Definition
Tests
Training
Cardio
Respiratory
Endurance
The ability of the heart and
lungs (whole body) to keep
working continuously for a long
period of time
Beep Test
Continuous running
Cooper 12 minute run
Fartlek training
The ability of specific muscle or
group of muscles to work
continuously for a long period
of time
Number of sit-ups in 30
seconds
The maximum amount of force
a muscle, or group of muscles
can exert in a single effort
Grip Strength
Weight Training
Back Strength
(3 sets 6 reps)
Muscular
Endurance
Strength
Interval Training
Circuit training
Weight training (3 sets 15 reps)
Number of press-ups in 30
seconds
3 rep max
Speed
Power
Flexibility
Being able to cover a distance
or perform a movement in a
short time
20m sprint
Sprint training
30m sprint
Strength training
60m sprint
Flexibility training
The combination of speed and
strength, Explosive Strength
Standing broad jump
Weight training (3 sets 10 reps)
Standing vertical jump
Plyometrics
The range of movement across
a joint
Sit and reach
Stretching exercises
Shoulder extension
Partner Stretching
Back extension
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Data Collection
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:
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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)
What types of data collection exist?
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
movement analysis, 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.
Why 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?
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Cardio Respiratory Endurance (CRE)
Definition: The ability of the heart and lungs (whole body) to keep working
continuously for a long period of time
Tests: Bleep Test or Cooper 12 minute run
Training: Continuous running, Fartlek training, Interval Training - (minimum 20 minutes per session)
Having a high level of CRE allows athletes/sports people to continue to work for a long period of time in
their chosen activity. Having a poor level of CRE would result in the athlete/sports person to tire quickly
and not be able to continue to participate at a competitive level for a length of time.
The results of training to improve CRE are
 The lungs will be more effective where there will be more air taken into the body every breath
 The size of the heart will increase and as a result more blood will be able to pumped around per
beat
 As a result of the two previous points more oxygen will reach the muscles more quickly allowing the
performer to work longer or harder
Activities where you need a high level of CRE and why:
Long distance running (5km,
10km, Marathon)
Invasion Games (Basketball,
Football, Rugby, Hockey
Central Net Games (Tennis,
Volleyball Badminton)
A high level of CRE allows the performer to sustain the same pace
for the duration of the race without getting tired.
A high level of CRE allows the performer to work continuously
throughout the game moving from end to end without getting tired
and maintaining a high skill level.
A high level of CRE allows the performer to keep working at a high
level, being able to move round the court efficiently sustaining a
consistently high skill level of shots without getting too tired.
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SPEED
Definition: Speed is the ability to cover a distance or perform a movement in a short time.
Tests: 20m, 30m sprint, 50m sprint, 60m sprint
Training: Sprint Training, Strength Training, Flexibility
Training
Running Speed depends on a number of factors:
i) Range of movement in ankles, hips and shoulders
ii) Strength of muscles
iii) Stride length and stride frequency
iv) Correct Technique
v) Ability of muscles to cope with build up of lactic acid
vi) Force exerted by leading leg
Activities where you need a high level of speed fall into two main areas: Whole body speed and Part of
Body/limb speed.
Activity
100m sprint
Invasion Games
Such as
hockey/football
Badminton
Reason why you require speed?
The performer requires whole body speed to accelerate away quickly
from the blocks up the track and beat their opponents to cross the line
first.
A striker in Hockey/Football requires whole body speed to make quick
runs up the pitch to beat the defender and score a goal.
The Badminton player requires arm speed when playing a smash so
they can bring their arm down quickly to hit the shuttle hard and fast
in a downward direction to win the point.
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Muscular Endurance (ME)
Definition: The ability of a specific muscle or group of muscles to work continuously for a long period of
time
Tests: 30 second sit up test, 30 second press up test. Abdominal curl test
Training: Circuit Training, Weight Training (3 sets, 15 repetitions)
‘Low Weight, High Reps’
The results of training to improve ME
 Able to complete repetitive skills more effectively
 Improved muscular tone and posture
Activities where you need a high level of muscular endurance and why:
Canoeing
Cycling
Badminton
The performer requires ME in their arms and shoulders to continuously row
efficiently for the whole race.
The performer requires ME in their legs to continuously keep pedalling
strongly for the whole race.
The performer requires ME in their arms and shoulders to consistently play
strong powerful shots throughout the whole game.
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Strength
Definition: The maximum amount of force a muscle, or group of muscles can exert in a single effort
Tests: Grip Dynamometer Strength Test, 1 Rep Max (weights)
Training: Weight Training 3 sets 4-6 repetitions
‘High weight, low reps’
The results of training to improve Strength
 Increased muscle size
 Improved distance in throwing activities
Activities where you need a high level of strength and why:

Static Strength- Rugby Scrum – the performer requires
strength to push strongly in the scrum.

Explosive Strength – Javelin – the performer requires
strength to throw the javelin as far as they can.

Dynamic Strength – Short Distance Swimming – the performer requires strength to pull themselves
through the water quickly.
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Power
Definition: The combination of speed and strength, Explosive Strength
Tests: Standing broad jump, Standing vertical jump
Training: Speed and Strength Training, Weight Training (3 sets of 10
repetitions), Plyometrics
Power is needed to perform many different skills in activities. The main
sources of power in the body are the legs and the arms.
 Power is required to push a performer as fast, as high or as far as
possible. Activities may include long jump and high jump.

Power is also required to hit, kick or throw an object as fast
or far as possible. Activities may include tennis, javelin,
volleyball spike.
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Flexibility
Definition: The range of movement across a joint.
Tests: Sit and Reach, Shoulder Reach, Trunk Extension
Training: Stretching Exercises, Partner Stretching
Flexibility is important in many activities:

In Gymnastics when performing the splits the gymnast
needs hip and leg flexibility to get their body into that
position

In Athletics when running the 110m Hurdles the performer needs hip flexibility to clear the hurdles
The two main forms of flexibility are STATIC and DYNAMIC
STATIC
DYNAMIC
Static flexibility is required
when performing a balance in
gymnastics. It requires holding
a position.
Dynamic flexibility involves a
wide range of movement
across a joint. Here the rugby
kicker needs a high level of
flexibility in his hip to help kick
the ball further.
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Testing Fitness
Fitness tests can be used at various times to give you an indication of your level of fitness.
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Initial fitness tests - used as your starting information for a fitness training programme. This will allow you to
start your training at an appropriate level.
Re-testing during a training programme – used to see if you are improving and allow you to know when to
make your training harder. It will also provide us with motivation to improve.
Testing at the end of a training programme - so that you can compare your new fitness level to your initial
level prior to training.
Standardised Tests
You can test your fitness within an activity or out-with the activity through Standardised Tests.
Standardised tests are widely recognised tests which assess different aspects of fitness. It is important that these
tests are carried out in the correct procedure and format to make them valid and reliable.
Why are they an appropriate way of testing?
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Each test is specific and relevant to a particular aspect of fitness
Norms are established therefore you can compare to performers of your age or elite performers
The results provide a permanent record therefore can be repeated and compared
The results allow you to identify strengths and areas for development and set training intensity and targets
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Fitness Training
Why train within the activity?
All training takes place in the environment of the activity and so players become more familiar with game
surroundings, court lines, improving spatial awareness.
Whilst working on your fitness you can develop tactics and strategies at the same time. (e.g. in basketball, a
fast break drill not only works on fitness and skills but the tactics and movement patterns of the counter
attack.)
You can work on both skills and fitness at the same time through drills- The effects on the muscles replicate
those of a real game situation
Training with team mates is more motivating resulting in more intense training. Training on your own does
not have the same competition and incentive.
There are no delays between training and implementation as improvements will be apparent immediately
in a realistic mode.
Why train outwith the activity?
Sometimes easier to apply the principles of training and specific types of training to a programme.
By improving the level of fitness out of the game, it will improve the quality of performance when taken
back into the game.
By training the types / aspects without distraction of skills a lot of work can be done in a short space of time.
You can concentrate on the types / aspects of training without the distraction of a game.
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Methods of Training
Before you start a training programme, you need to consider what method of training you will use. Most
methods of training are best for specific aspects of fitness.
Continuous Training
 Whole body activity (e.g. running, cycling, rowing, swimming) that is performed without a rest.
 This type of training is usually done at a medium intensity (60 – 80% max heart rate)
 Should last at a minimum of 20 minutes
Fartlek Training
 The pace of the activity is varied (e.g. jog – run – sprint – jog – walk – run – sprint)
 Reflects the short intense activities and the brief periods of recovery in a game
situation
 Should last a minimum of 20 minutes.
Interval Training
 Interval training involves alternating activity with periods of rest
 Long Interval Training involves long periods of low intensity work, followed by short periods of rest.
 Short Interval Training involves short periods of high intensity work, followed by longer periods of
rest
Circuit Training
 6 – 10 stations each with a different exercises
 The time spent at each station and the number of circuits completed
should match the aspect of fitness trying to be improved
 Skills activities can also be incorporated into the circuit
Weight Training
 This method uses machine or free weights as a form of resistance training.
 Weights can be increased gradually and safely overloading the muscles over a sensible period of
time
 For Strength, you would use a high intensity (85% max weight) and do a low number of repetitions.
 For Muscular Endurance you would use a low weight (50 – 60% max weight)
and do many repetitions
Flexibility Training
 Carrying out a number of different stretching exercises regularly
 Stretches can be Static (holding position still)
 Dynamic (stretching whilst moving)
Plyometrics Training
 Training where the muscles exert maximum force in as short a time as possible.
 Focuses on learning to move from a muscle extension to a contraction in a rapid or explosive way
Conditioning Training – (Training Through the Activity)
 Incorporates skills and aspects of fitness together
 It also adds variety and is therefore less boring
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Principles of Training
When training to improve our fitness there are many different things we need to consider. These are called
the Principles of Training. (FIT 4 SPORTT)

Frequency – Frequency is the regularity of your training programme – the number of times you
train per week/per month. For any real improvement to be noticed in a training programme you
would need to train at least 3 times per week

Intensity – Intensity refers to how hard or how demanding your training programme is. This could
involve how hard you are running, how much weight you are lifting, or how your work/rest ratio is
adapted. It be measured by taking your pulse to see if it is in your training zone or it can be
monitored by setting targets during a training session.

Time – This is how long each session lasts and is often referred to as duration. A training session
should last a minimum of 15 minutes.

Specificity – This is when you choose exercises/types of training which suit the demands of your
activity, your position and your areas for development e.g. You would use Fartlek training if you are
wanting to improve your CRE for football instead of Continuous Running.

Progression – This is when you gradually increase the demands and workload of your training as
you become fitter. After training for a few weeks using the overload principle your body will
become accustomed to the demands placed on it, as your level of fitness improves. If you want to
continue to improve (PROGRESS) you must overload the body further by placing new demands on
it. Training programmes therefore need to be reviewed frequently.

Overload – If you want to show any improvement then you must work at an intensity higher than
your normal capacity. (Make the body work harder than normal) The intensity must also move
towards your performance objective. To overload your body and make training harder you need to
increase the Frequency, Intensity, Time.

Reversibility – When you stop training you can quickly lose your level of fitness and the fitness
benefits you have gained. If you stop training for any reason, whether it be due to injury or lack of
time, the level of fitness that you have gained (Known as the status of Adaptation) will start to
drop. You must therefore go back to a lower level of training and work your way up again. If you
start-off again from where you finished previously then you will the training difficult and risk injury.

Targets – This is when you set yourself targets within your training programme. These can keep you
motivated and also recognise how hard you are working.

Tedium – If your training programme consisted of the same thing it would become tedious.
Therefore you should change your training at various stages to make sure it is fun and to keep
yourself interested and motivated.
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Feedback
Feedback is information received by a performer about their performance
Feedback falls into two main categories EXTERNAL and INTERNAL
External
These two performers are being given EXTERNAL feedback
from their coach. External feedback is received from someone
or something that is not the performer. The coach here is
giving them VERBAL feedback, but may also give them VISUAL
feedback by recording their performances and showing them
or WRITTEN feedback where he may record their performance
against a checklist and let them see it after their performances.
Feedback should normally be given immediately after
performance as this allows the performer to try and make
improvements straight away. The feedback must be positive
and accurate to allow the performer to improve, Positive feedback is given before corrective feedback e.g. Jimmy
that serve was very accurate, however you could maybe hit it harder to put your
opponent under more pressure.
Internal
When performing in an activity you will also be able to evaluate your performance by
receiving INTERNAL feedback. This is also referred to as KINAESTHETIC AWARENESS.
This type of feedback lets the performer know where their body parts are by the feel of
the movement. She will know that her legs are at right angles to her body even if she
cannot see them.
Possible Questions to Ask to receive feedback
Question
Answer
Do you feel that my development plan shows Your development plan shows that you have increased
progression over the 4 weeks?
the time of your sessions each week and in week 4 you
showed a happy face after completing your second
session
Did I use/consider the principles of training effectively In your development plan you have considered three
within my development plan?
principles of training. You have increased the frequency
of sessions each week but the intensity that you are
working at needs evaluated as you showed happy faces
in each session which maybe indicates that you are not
working hard enough and challenging yourself
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Target Setting – SMARTER
S
M
A
R
T
E
R
specific – specific to you/your programme/your sub routines
measurable – e.g. fitness test result (pre, during and post training)
agreed – with you and coach/teacher/observer
realistic – needs to be challenging but achievable
time phased – at the end of this session/week/programme/
exciting – variety of drills
recorded – written down for later comparison
Specific
Measurable
Agreed
Realistic
Time Phased
Exciting
Recorded
I need to improve CRE within Football
Re Testing Cooper 12minute run during training
weeks and after training programme
Discussed with teacher e.g. Improving one level
in the bleep test
No point of setting a target that you cannot
achieve e.g. 5000m in 12 minute run
Target for 4 weeks Training
Vary the method of training e.g. Continuous to
Fartlek to Conditioning Circuits
Write down times and distances achieved within
sessions
Targets play an important part when improving and developing any factors that impact on performance.
They give you motivation to improve each session or over a period of time. Targets may be short or long
depending on what you are looking at improving
Long Term Targets
This target will focus on an end goal, what are you looking to achieve at the end of your training programme.
Long Term Targets Examples
Performance Targets - After 4 weeks of training I will have less walking in the final 5 minutes of each half and more
jogging or sprinting
Fitness Target – After the 4 weeks of training I will be at level 11 in the bleep test
Short Term Targets
Short Term targets might be to achieve something in a particular practice or session to build up to your final
performance.
Short Term Targets Examples
To make sure I run more that 4km in my training session in 20 minutes
To keep my heart rate within my Training Zone
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Training Zone for CRE
To calculate your training zone for CRE you need to follow these steps:
(i) Your maximum heart rate (MHR) can be obtained by subtracting your age from 220.
(ii) You then multiply that figure by 0.65 (65%).
(iii) The figure you now have is your lower training level.
(iv) To find your upper training level (85%) repeat all the steps but use 0.85 in step 2.
Here is an example for a 16 year old with a RHR of 60 beats per minute (bpm):
Example
Lower Training Level
Yours
Lower Training Level
220 – 16 = 204 (MHR)
204 x 0.65 = 133
Lower training level is 133 bpm
Upper Training Level
Upper Training Level
220 – 16 = 204 (MHR)
204 x 0.85 = 173
Upper training level is 173 bpm
The training zone for this 16 year old is 133 – 173 bpm.
Work to Rest Ratio
When practising you need to consider the amount of time you work for and the amount you rest for. This will
depend on
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
The nature of the activity
Your experience in that activity
The difficulty of skills and techniques involved
The physical demands involved within the practice
When you are a beginner you tend to practise for less time than a more able performer. As a result you tend to rest
for longer as a beginner than you would for a more able performer.
Examples
Activity
100m Sprint
Gymnastics
Basketball
Skill/Technique
30m Sprint
Handstand
Set Shot
Work to Rest Ratio
1:5
1:3
1:1
Actual Work to Rest Ratio
6s : 30s
6s : 18s
3s : 3s
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Cardio Respiratory Endurance
Initial Session
Week 1 Session 1
Method of Training
Continuous Training
Duration
20 minutes
Intensity
65% Max Heart Rate
Target
To run more than 3.5km in 20 minutes
Describe your session
Warm up – Gentle Jog around pitches for 5 minutes. Dynamic Stretching over 5m e.g. High Knees
Main Session – 20min Jog around a 400m track at 65% Maximum Heart Rate
Distance Achieved – 4km (4000m)
Monitored Heart Rate to ensure I was working at the correct intensity
Cool Down – Gentle jog to Walk for 5 minutes. Static Stretching of main muscle groups e.g. hamstrings
How did you feel at the end of your session
Comment
Week 1 Session 1
Method of Training
Fartlek Training
Duration
20 minutes
Intensity
65%-85% Max Heart Rate
Target
To run more than 4.5km
Describe your session
Warm up – Gentle Jog around pitches for 5 minutes. Dynamic Stretching over 5m e.g. High Knees
Main Session – 20min Fartlek Session around Rugby Pitch
Sprint
½ Pace Jog
¾ Pace Running
Walk
Distance Achieved – 4km 200m (4200m)
Monitored Heart Rate to ensure I was working at the correct intensity
Cool Down – Gentle jog to Walk for 5 minutes. Static Stretching of main muscle groups e.g. hamstrings
How did you feel at the end of your session
Comment
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Speed
Initial Session
Week 1 Session 1
Method of Training
Sprint Training
Duration
20 minutes
Intensity
80%-90%
Target
Complete session to the best of my ability
Describe your session
Warm up – Gentle Jog around pitches for 5 minutes. Dynamic Stretching over 5m e.g. High Knees
Main Session – 4 x 30m Sprints at 80% - 1 minute rest between each sprint
4 x 50m Sprints at 90% - 1 minute rest between each sprint
4x 20m Sprints at 90% - 30 second rest between each sprint
Recorded Times for each sprint to show consistency and allow for improvement in future weeks
Cool Down – Gentle jog to Walk for 5 minutes. Static Stretching of main muscle groups e.g. hamstrings
How did you feel at the end of your session
Comment
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Monitoring
Monitoring allows you to maintain long and short term targets. The motivational benefits of monitoring should be
mentioned with examples from personal experience.
Why monitor?
•
•
•
•
•
•
•
Monitoring allows you to identify your next steps for improvement.
Allows you to check whether your training methods are appropriate.
Allows you to assess your current level of fitness to compare it to previous levels.
Helps you to decide whether your training is at the correct intensity.
Allows you to find out whether improvements are being made in the specific area you targeted.
Makes sure you are not over working.
Monitoring your progress allows you to gauge whether you are likely to meet your targets.
How do we monitor our training?
Monitoring can take place during a training programme. You would use the same methods of recording information
as in the initial tests. This would include an analysis of your improvement both within the game situation and also
out with the game (movement chart, skill effectiveness chart, standardised fitness tests).
Monitoring can be used to determine the intensity of a training session, such as using a heart rate monitor.
Training diaries may also be used when monitoring to log what training sessions are being carried out and how these
make you feel. This can help determine if you are overtraining or not training at the right intensity.
Evaluation
Evaluation occurs at the end of your training programme.
How do you know if your programme of work was effective?


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
Personal Reflection
Training Diary- Did your information in your training log allows you to see
improvements? Did you feel motivated? Did you feel bored? Did you enjoy your training?
Standardised Fitness Tests- Did your test results improve?
o When did you do these?
o What do the results allow you to conclude?
Match Analysis- Did the information show an improvement in your chosen factor?
o When did you do these?
o What do the results allow you to conclude?
Are you able to give specific examples of the improvements you made?
Have you improved any aspect of fitness? How do you know this?
o
o
o
o
o
Personal Reflection
Training Diary
Standardised Fitness Tests. What do these results allow you to conclude?
Match Analysis. What do the results allow you to conclude?
By improving this factor, has this improved my performance in rugby/hockey?
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Future Development Needs
Describe your future needs


Are you going to continue to work on your chosen aspect of fitness or other aspects of fitness? Why?
What other factors do you want to improve? Why do you need this factor in your position in Rugby? Why
do you need to improve this factor?
We have been covering mainly physical fitness. Why not consider some of the other factors?
Physical Factors
Fitness
Skills and Techniques
Tactical Awareness
Emotional
Motivation
Determination
Confidence
Mental Factors
Control of Anxiety
Concentration
Control of Aggression
PERFORMANCE
Social
Relationships
Relationships with Team mates
Relationships with Opponents
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