ANSWERING QUESTIONS IN PE COMMAND WORDS ‘DESCRIBE’

DESCRIPTION ANSWER CONTENT & STRUCTURE THE PROVISION OF SPECIFIC AND CONCISE INFORMATION. PRETEND THE EXAMINER HAS NEVER HEARD OF/SEEN THIS METHOD BEFORE… AFTER READING YOUR ANSWER; COULD THEY NOW DO IT?! WHAT DID THE METHOD LOOK LIKE?/HOW WAS IT SET-UP? WHAT DID YOU DO IN CHRONOLOGICAL ORDER? OR: WHAT EXACTLY DID YOUR RESULTS TELL YOU?

COMMON QUESTIONS DATA COLLECTION METHODS 1) DESCRIBE TWO DIFFERENT METHODS THAT CAN BE USED TO COLLECT INFORMATION ABOUT EMOTIONAL FACTORS IMPACTING ON PERFORMANCE. (4). 2) DESCRIBE THE DATA THAT COULD BE GATHERED WHEN USING A METHOD ON THE MENTAL FACTOR. (4). 3) DESCRIBE THE WAYS IN WHICH A MODEL PERFORMER CAN BE USED TO COLLECT DATA ON PHYSICAL FACTORS IMPACTING ON PERFORMANCE. (4).

EXEMPLAR ANSWERS (1) KEY: HOW THE METHOD LOOKED. HOW I USED THE METHOD IN CHRONOLOGICAL ORDER. 1) The Performance Profiling Wheel is a wheel arranged into 6 different sections. On the outside of each section, I identified the following Emotional sub-factors: Anger, Happiness, Sadness, Anxiety, Fear and Surprise. Within each section, are 10 segments which represented a score of 1 (inside) -10 (outside) with 10 being the best. To begin with, I considered how the captain of my team (Model Performer) would score in each section and coloured in this segment in red. For e.g., if I thought their ability to control their Anger was an 8, I coloured in the 8th segment. After doing this, I considered my capabilities in this section. If I scored myself a 4 in controlling my Anger, I coloured in segments 1-4 in blue. I then coloured in the rest of the segments up to 8 (Model Performer) in red. Wherever red remained in a section would be identified as an area for development because I hadn't reached the Model Performer in my team. CAN YOU NOW DO THE SAME FOR A SECOND METHOD FOR EMOTIONAL FACTORS?

EXEMPLAR ANSWERS (2) KEY: HOW THE METHOD LOOKED. HOW I USED THE METHOD IN CHRONOLOGICAL ORDER. 2) The Youth Sports Environment Questionnaire contains 18 statements regarding Team Dynamics. Eight of these statements refers to Social Cohesion and 8 Task Cohesion whilst the 2 remaining statements refer to neither. One example of these statements is number 8: 'As a team, we are united.‘ For each of these statements is a scale ranging from 1-9. Number 1 refers to 'Strongly disagree' and 9 refers to 'Strongly Agree'. I had to read each statement then select to what extent I agreed with it by circling the appropriate number. Statements with the lower scores were the areas of Team Dynamics my team needed to work on. CAN YOU NOW DO THE SAME FOR A SECOND METHOD FOR EMOTIONAL FACTORS?

EXEMPLAR ANSWERS (3) KEY: HOW THE METHOD LOOKED. HOW I USED THE METHOD IN CHRONOLOGICAL ORDER. 3) A Model Performer can be used to help me create a Focused Observation Schedule. In collecting data about my set shot, I watched several slow motion clips of Kobe Bryant perform the set shot. Whilst watching this, I, alongside my teacher, broke the technique down into sub-routines at the Preparation, Action and Recovery phases. These sub-routines were placed into my FOS and used as a measurement to see which of my set shot sub-routines were strengths and weaknesses. I was also able to compare my performance of the set shot to a Model Performer to get some numbered statistics for comparisons. In my 10 set shots, I scored 50% but the Captain of my team scored 80%. This showed me that my set shot was still a weakness. CAN YOU NOW DESCRIBE HOW WE CAN USE A MODEL PERFORMER WHEN USING STANDARDISED TESTS?