1. + Higher Physical Education Question Paper

2. + Describe This command word is asking you to paint a picture or provide a commentary for someone who has not seen your performance, method to gather data, approach you have selected or monitoring/evaluation method. For example: Continuous training is when you do non-stop exercise for a sustained period of time with no rest. The questionnaire I used had 10 statements based on how well we worked as a group. Description – I made bad decisions Improved by adding – I made three bad decisions in the first four minutes of play, putting the ball out of play twice and giving possession to the opposition.

3. + Explain This command word is asking you to state what you did and why you did it or the relationships between the decisions you took and the difference this made. Cause – I let my opponent get away from me: Effect – This meant that they scored a goal This answer should include words such as: Because.. This allowed me to.. So that.. This means that… For example: I need to know which emotional factor impacts my performance so that I can identify weaknesses and plan how to improve these

4. + Evaluate This command word is asking you to measure how successful the method or approach was. The usefulness, appropriateness and effectiveness of the method or approach should be determined. A value or judgement should be included. The answer should include words such as: The benefits of this method was… Improvements were noted… Outstanding/excellent/limited/below average Least appropriate More useful This worked/ this did not work…

5. + Evaluate When evaluating performance evidence could be included to back up judgments made, for example: Best – percentage increase in the number of successful serves More useful – in comparison to any other method based on the ease of using the method to gather information. Qualitative and quantitative evaluations can be made For example: Fartlek training improved my aerobic endurance, the benefit of this method was I could stay with my opponent for an entire game, tracking back to defend and deny my opponent opportunities at goal.

6. + Analyse This command word is asking what parts are important in a method, information or approach or is there any connections between methods, information or approaches? How straight forward was the method/approach. The answer should include words such as: This shows me that… This allows for… As a result of this… This resulted in The result of this approach/method/monitoring tool was… Analysis = providing meaning. Taking a closer look at a method/cause/response/etc, breaking it down into different parts and saying what they mean -> link them to answer (relevance… impact on performance)

7. + Analyse For example: When levels of concentration vary skills would be inconsistent. This resulted in the performer not contributing effectively or fulfilling the role to pressurise the opposition. Whole part whole resulted in improved back stroke in the preparation and action stage this allowed for a longer, deeper pull giving more propulsion through the water. The reliability of the observation schedule for identifying physical factors depends partly on the skill of the observer. If the observer has prior knowledge of the activity and using the observation schedule, this means the results will be more accurate and therefore reliable. (could go other way as well, give other side of coin that if observer isn’t consistent then results won’t be reliable)

8. + 1. (a) Explain why it is important to collect information about the impact of the emotional factors on performance before starting a development plan. (4)

9. + RESPONSES It is important to collect information about the impact of emotional factors on performance before starting a development plan so that you are able to identify your strengths and weaknesses. After collecting the data on emotional factors, the data is then analysed and separated in strengths and areas for development. This is done so that the performer is able to know where they need the most work and what can improve their performance most in an activity. When the development plan is created, the appropriate techniques and methods of training are planned to improve these areas of development that were identified. (2 marks) One reason why it is important to collect information about the impact of emotional factors on performance before starting a development plan is to identify your strengths and weaknesses within the emotional factor (happiness, sadness or frustration). This is important because if you as a performer identify an emotion which has a negative impact on your performance then you and your coach can consolidate a structured development plan in order for you to improve that emotion so that it will have a positive effect on your performance and therefore you can potentially become a better sportsman since you can gain better control of your emotions.(1 mark)

10. + RESPONSES A second reason why it is important to collect information about the impact of emotional factors on performance before starting a development plan is because to see if your development plan on the emotion that you are trying to improve is working. This is important because gathering data before your development plan will allow you to compare your results from previous results on the emotion that you are trying to improve before, during and after your development plan. By comparing your results it will give you the initiative to see if your development plan is working i.e. your results are improving or to see if your development plan is not working i.e. your results aren’t improving. (1 mark) A third reason why gathering data is important about the impact of emotional factors on performance before starting a development programme is to compare your results with a model performer. This is important because comparing your results with a model performer will allow to indicate how you handle your emotions in a competitive situation and to see the method you use to handle your emotions is the correct way a model performer would use as well. Furthermore by looking at the method you use to handle your emotions it will give the indication if the method has a positive or negative impact on your performance. (1 mark)

11. + RESPONSES It is important to gather data on the impact of emotional factors on performance prior to starting a development plan as it allows you to identify strengths and also areas of weakness within the factor which require improvement. Gathering information allows us to set future goals which should be realistic and achievable. For example my data showed that I often displayed anxiety when having to block a spike which allowed me to set targets such as ‘successfully block 10 spikes in a game once I have completed my development plan’. Doing this also enables me to plan a PDP specific to my development needs and ability. For example, as anger showed as a weakness through my results this allowed me to create a development plan containing approaches to improve my weakness such as deep breathing. A final reason why it is important to gather data is that it can be used as a comparison at a later date to identify if improvement has occurred. (3 marks)

12. + 1. (b) Evaluate your emotional strengths and development needs in comparison to a model performer.(4)

13. + RESPONSES My emotional self-belief in badminton is lower than a model performer’s. When making a shot in badminton, the model performer is sure that it will win the point as they have correctly identified their opponent’s weaknesses. However, I know I cannot identify my opponent’s weakness quickly and therefore have no belief in the decisions I make for my return shot. This makes it clear that the self-belief is a major development need for me in order to become more like a model performer.(1 mark) In Basketball a model performer stays calm even when faced with an irritation situation such as a team mate or themselves making a mistake or the ref making a wrong call. However, In a game, I find that I show my anger much more that I should and therefore anger management is an emotional factor that needs development to improve my performance and become more like a model performer. This would be done through anxiety management and breathing techniques which is very effective as it can calm me down during a match, allowing me to perform closer to the model performer. (1 mark)

14. + RESPONSES One of my emotional strengths is happiness. My happiness compared to a model performer is that happiness both has a positive impact on our performance. This is because when we score a point in a game of badminton we both seem to make better decisions and our skill level also increases as we are more motivated, concentrated and focused to win the match of badminton. By being happy in a competitive situation means that the model performer and I are less likely to become frustrated and our opponents will find it more challenging to return our shots. (2 marks) A second emotional strength of my performance is trust. My trust during a team performance compared to a model performer is that trust both has a positive impact on our performance. This is because when the model performer and I are training with our separate teams before our competition we communicate with our team mates outside of our sport by going to each other houses to analyse our team’s pervious videoed performances to identify our team’s strengths and weaknesses. By doing this activity it means we have a good idea of our team mates playing styles on the court which is develop trust as we know each other will make the correct decision. This can also have a positive impact on our performance as we will also have good team dynamics as well. (1 mark)

15. + RESPONSES One of my emotional weaknesses of mine is sadness. My sadness compared to a model performer is that when I become sad I start to lose concentration for the remainder of my competition which leads to me making the wrong decisions and easy scoring opportunities for my opponent to take advantage of. Whereas when I watch model performers become sad during a competitive performance they are able to keep their composure and still manage to score valuable points which mean that they can still concentrate on their performance and they are able to turn a negative impact into a positive impact on their performance. (1 mark) A second emotional weakness of mine is frustration. My frustration compared to a model performer is that when I start to become frustrated during a competitive game I start to lose all concentration and focus which causes me to make the wrong decisions and leads to me losing more valuable points because I’m not able to remain calm and compose myself when the run of play does not go in my favour of my strengths but in favour of my weaknesses. But when I watch a model performer become frustrated during a competitive game they are able to stay relaxed and calm which means they are still making the correct decisions as they are not getting annoyed or angry when a duration of the game hasn’t gone to plan in terms of skill and tactics. (1 mark)

16. + 2. (a) Describe two approaches you used to develop physical factors (4)

17. + RESPONSES One approach I have used to develop the physical factor –skill is shadow practice. Shadow practice is shadowing, or mimicking, the actions of the shot to groove the technique. I would go through the preparation, action recovery phases without using the shuttle. For example, for the overhead clear (OHC) I would begin in the base position turned side on to the net. My partner would shout ‘Preparation’ where I will chasse step to the back tramlines, they will then shout ‘action’ where I will perform the OHC action bringing the racquet across my body and they will finally shout ‘recovery’ where I would return to the base position in my ready stance. (2 marks) Another approach I have used to develop Physical –fitness is Fartlek training. Fartlek training is all about speed play whilst developing my cardio respiratory endurance (CRE). When carrying out Fartlek training I utilised the full size hockey pitch at the school with two long sides and two short sides across the goal lines. I would start at the first long side where I would jog, when I reached the top of the pitch I would walk along the goal line, when I reached the second long side I sprinted the full length, and I then walked the final short side. I repeated this process for 30 minutes. (1 mark)

18. + RESPONSES One approach I used to develop my physical factor of C.R.E was continuous training. I ran at a steady pace with my heart rate in my training zone for a set time of 20 minutes. I did this three times a week. To make it harder, after a couple of weeks I ran for 25 minutes so I was running for longer. Then when I started to find that easier I increased it to 30 minutes.(2 marks) Another approach I used to develop my physical factor – muscular endurance was circuit training. I set up six different stations – press ups, sit ups, squats, lunges, back raises and step ups. I set it up in the gym and did each station one after the other. I did each station for 30 seconds then had a 2 minute rest. I did this 3 times. To make it harder, after a couple of weeks of doing the circuit I increased the time I did each station to 45 seconds. Then after another couple of weeks of doing that I added an extra circuit to the session so I did the circuit 4 times.(3 marks)

19. + 2. (b) Evaluate the impact of both approaches on your performance. (4)

20. + RESPONSES The impact the shadow practice had on my performance in badminton was very positive. As a result of carrying out the practice I was able to get to the back tramlines on my side of the court to retrieve my opponents return and successfully hit the shuttle with power to the back tramlines of my opponents side. This had a positive impact on my performance as this put my opponent under pressure as they had to scurry to the reach my return and they returned a weak shot as a result which allowed me to finish the rally with a net kill.(2 marks) The impact the Fartlek training had on my performance in Hockey was also very positive. As a result of carrying out Fartlek training I was able to last the full game without tiring. This meant I was able to keep up with my opposite number for the whole game as they attacked and made their way up and down the pitch. This meant I was able to put pressure on them on the ball and was able to make many successful tackles. I was also able to keep my skill level at a high level for the duration of the game as a result of my enhanced CRE due to fartlek training. As the game goes on my skill level remains the same as my opponents tire. This means I can perform dodges to beat my opponent and go on and score goals for my team. (2 marks)

21. + RESPONSES Continuous training had a positive impact on my badminton performance. Before I trained, towards the end of my games I would feel tired, so I couldn’t move around the court as much as I wanted to so I could return my opponent’s shots. My skill level would also drop and I’d hit shots into the net or out the court. Now that I’ve done continuous training I don’t feel as tired towards the end of the game. I have more energy so I am able to keep moving around the court which has made a big difference because I can return more of my opponent’s shots. Also, I am able to maintain my skill level towards the end of the game. This is really good because I make less mistakes and can keep hitting my shots accurately and consistently throughout the game.(2 marks) Circuit training had a positive impact on my basketball performance. Before I started circuit training, my time phased observation schedule showed that rebounding success rate decreased a lot in each quarter Whereas now, my rebounding success rate is more consistent in each quarter and doesn’t drop as much. For example, in the third quarter – my success % dropped to 70 instead of 49, and in the fourth quarter – 60 instead of 30. This made a big difference to the game because my team won the ball back more after shots to deny the opposition possession and shots. As a result we conceded less points and actually scored more because we had more possession.(2 marks)

22. + 3. (a) (i) Describe one method used to monitor the impact of the social factors on performance development.(2)

23. + RESPONSES I used game related practices in order to monitor the impact of my role and responsibility (Social Factor) during my performance. My team was made up of people with similar levels of ability. Within the team we rotated the roles of centre, point guard and the players without specific roles. This was to ensure that each member of the team had an undertaking of the responsibilities’ that came with each role. (0 marks) One method I have used to measure the impact that social factors had on my performance development was a training diary. My training diary was a paper booklet which had space for me to record my thoughts and feelings throughout my training programme. When undergoing my badminton training programme, I always took note of how my session was going during and after the training session. For example during my session I noted down that I was starting to feel fatigued as I reached the final conditioned games part of the session. (1 mark)

24. + 3. (a) (ii) Describe a different method used to evaluate the impact of the social factors on performance development.(2)

25. + RESPONSES I used the team dynamic questionnaire to evaluate the impact that roles and responsibilities’ had on my performance. The questionnaire involved me answering a set of questions all relating to the team dynamics within my team. When answering these questions I was completely honest and was not influenced by others. This ensured reliability in my answers. I took my time reading the questions, making sure I understood them. (1 mark) A method I used to evaluate my social factor was a social cohesion questionnaire. This questionnaire was paper-based and had a series of statements or questions running down the page with numbers 1 -10 underneath each question. I would read the statements and circle a number, 1 being ‘never and 10 being ‘all the time’ (1 mark)

26. + 3. (b) Explain why you would select these methods. (4)

27. + RESPONSES Game related Practice – undertaking different roles within a game –is used to monitor the impact of roles and responsibilities to help players improve. This method would be used as it is a game related practice and therefore fun. By using this method good relationships are built between team mates, allowing them to understand each other and their own performance. (0 marks) The team dynamic questionnaire is used to evaluate the impact of role and responsibility as it provides a permanent record that can be used to compare to the initial data collection. By doing this the player is able to see if they have improved and by how much. The questionnaire is used as it is a standardised test which therefore means it is valid and reliable. It allows a record on the performers’ true feelings as it is answered honestly without influence. (1 mark)

28. + RESPONSES I selected the training diary as it is an accurate account of my thoughts and feelings. This is so because I noted down how I felt straight after I felt it so the experience was fresh in mind and down on paper. I can also refer to my training diary as I go through my training programme to measure any progress I have made. (2marks) The social cohesion questionnaire allowed me to identify the strengths and weaknesses of the team dynamics in my hockey team. We completed the questionnaire before and after the training programme to see if any improvements have been made. This was the case. For example for the statement ‘my team does not work well together’ was circled at an 8 which means we were not working very well with each other at the initial stages, however when we re-done the questionnaire at the end of the programme the statement was circled at 3. This shows that we have developed as team in that we are working better together which gives rise to a more effective performance in the hockey game. (0 marks)

29. + 4. (a) Analyse how the response in the table above could affect this student in an important performance.(4)

30. + RESPONSES One way in which anxiety can affect the student in an important performance is negatively. This is because the student answered never to the question asking before I perform, I am relaxed. This means that the student is very nervous as he or she cannot stay calm. Anxiety can have a negative effect on the student because when the student gets the ball early on in to the game they may make the wrong decision as they are hesitant to keep the ball and they just throw the ball away which means the opposition can intercept the ball and score valuable points all because the student has made the wrong decision because they are not relaxed. (1 mark) One way in which motivation can affect the student in an important performance is positively. This is because the student replied sometimes to the question asking when I perform, I am highly motivated. This means that performer is very happy and hyped before the game is about to start. The reason why motivation can have a positive impact on the students’ performance is because they are more concentrated and focused to perform well which means they are more likely to make the correct decisions and their skill level will increase as they feel comfortable of the surroundings of the venue that the match is being played in. (1 mark)

31. + RESPONSES One way in which fitness can affect the student in an important performance is negatively. This is because the student answered sometimes to the question asking when I perform, I concentrate fully. Fitness can have a negative impact on the students’ performance is because as the game gets closer to the final whistle the student will start to feel lactic acid going through their body which means they are starting to feel fatigue. Once the student starts to feel fatigued they will start to lose concentration in the game and this can lead to the student to make the wrong decisions and ultimately determine the result of the game. (1 mark) One way in which skill can affect a student in an important performance is positively. This is because the student replied sometimes to the question asking when I perform, I make appropriate decisions. The reason why skill can have a positive impact on the students’ performance is because if the student has a high skill level in the performance they are participating in then they will become very knowledgeable about the sport and because of their high skill level and knowledge they will be able to make the correct decision in a competitive game as they will feel that the decision made is the best option for them or their team to succeed in their performance (i.e. to win the game)(1 mark)

32. + RESPONSES “when I perform, I concentrate fully – sometimes” if the student is not always concentrated fully, this could affect the teams social factor co-operation in a game of basketball. The team could get frustrated with the student’s level of concentration resulting in them not working well together in attack and defence. For example, if the team is attacking, and the student isn’t concentrating when the ball is played to them, the attack breaks down and the team loses possession. When the team is defending using zone defence, if the student isn’t concentrating on their zone, others in the team might have to cover. This could result in space being created for the opposition to run into as they aren’t defending together, giving the opposition more opportunities to score points. (1 mark) “before I perform, I am relaxed – never” if the student is never relaxed before a game, it might be because they don’t fully know or understand their role and responsibility. In a game of football, if you don’t know your role and responsibility then you might not be in the right position and you won’t be able to contribute effectively to your team. For example, if the student was a winger, but stood too centrally and didn’t make runs forward in attack, the team won’t pose any threat down that side of the pitch which makes it easy for the opposition defenders. It also limits the options of the student’s team in attack potentially making their attacks less effective and it will be harder for them to get goal scoring opportunities. (1 mark)

33. + RESPONSES By never being relaxed before a performance there is a high chance that the student will carry her nerves onto the court, resulting in a lack of concentration towards the game as she will be too focused on trying to calm her nerves. Her lack of concentration at the beginning of the game means that her opponent is able to easily get away from her and receive the first centre pass which leads to a goal from the opposition. This could result in the students team mates becoming frustrated with her as she is giving away points right from the beginning and further result in them isolating her from the game. The student’s nerves also affect her physical skill as she is all flustered and unable to focus on the skills she should be executing. For example, the student plays a shoulder pass which lacks in power and accuracy meaning it can be easily intercepted by the opposition allowing them to gain to possession and potentially score more points. If the student was motivated sometimes this would impact her in an important performance through the physical feature, CRE. As the student has a high desire to win this means that even when she is extremely fatigued in the final quarter she still plays to the best of her ability. The student’s motivation also may rub off on her team mates, motivating them to try harder in the final minutes of the game. Skill level and team dynamics would improve allowing the team to keep possession of the ball and furthermore score goals. (3 marks)

34. + RESPONSES By making appropriate decisions sometimes the student’s performance could be affected by the team relying heavily on her to get the ball into the semi-circle. This means the student will need to work under pressure in order to make the correct pass. Good decision making results in an increase in skill level as she is able to think quickly what shot/pass she is going to play providing her with plenty of time to actually execute it. For example, the student can see her team’s shooter is being defended by a tall girl so decides to play a low bounce into the semi-circle allowing the team to score a goal. (1 mark)

35. + 4. (b) Explain how knowledge of a model performance could assist this student to develop the factors identified in part 4 (a) (4)

36. + RESPONSES One way in which the knowledge of a model performer could assist the student to develop their anxiety by the model performer giving the student relaxation methods. By the student using relaxation methods (deep breaths) it will mean that before they perform they will become more calm and composed which will lead to them making the correct decisions as they feel more comfortable during the game since they are relaxed. Also the student’s skill level will increase as they will become more willing to try new tactics or shots out on their opponents which could hopefully catch their opponents off guard. (1 mark) One way in which the knowledge of a model performer could assist the student to develop their motivation is by the model performer getting the student to watch various Youtube clips of how a role model in their sport trains for a big competition. This will help to develop the student’s motivation because they will get an idea into heir head of what it takes to become professional athletes. Also they will be more motivated to train harder for big competitions as some Youtube clips can show the student what the role models training consists of and the methods they use to train as well. (1 mark)

37. + RESPONSES One way in which the knowledge of a model performer can help to develop the student’s fitness is by the model performer giving the student condition games. By students participating in condition games it means their fitness will increase as the games consist of lots of running about and non-stop moving which will mean they will start to feel less fatigued as well since each time the student will participate in the conditioned game the intensity and duration will increase so that the conditioned game will replicate the student playing in a competitive game situation. Also by doing conditioned games the student skill level will increase as conditioned games are within the activity and require a lot of skill level in order for the games to work properly. (1 mark) One way in which the knowledge of a model performer can help the student to develop their skill is by getting the student to participate in small sided games. This will help the student to develop their skill level as small sided games allow lots of opportunities for the student to work on their shooting and their passing since there is more space for the student to work with. Also small sided games will also allow the student to develop their decision making as some situations in small sided games will make the student think about what the right decision is to make because the games consist of participants being in contrast with choosing the correct decision to make in order for their team to win the game. (1 mark)

38. + RESPONSES One way in which a model performer could assist the student would be if the student watched a video of the model performing playing their position. If the student sees where the model performer positions during the game, the student can then copy this when they play so they will be in the right position. The student can also watch what the model performer does during attacks; where they run, where they play the ball, what to do when you lose the ball. The student can then copy this when they play so that they can contribute more effectively to the team. With this knowledge of the role and responsibility, the student should feel more relaxed before the game as they know what they are supposed to do.(2 marks) To improve the student’s concentration levels, the student could learn how a model performer uses mental rehearsal and que words to concentrate. If the student learns how to use mental rehearsal and que words from the model performer, the student can then use this during training and in a game to stay concentrated. For example, the student could learn to visualise an attack and what to do during it from the model performer to keep concentrated on the attack. They could also use que words such as “focus” anytime they think about anything other than the task at hand. This should help improve the team’s co-operation as they will all be able to trust the student in attack and defence so they can focus on their own game. (2 marks)

39. + RESPONSES The student’s knowledge of how relaxed a model performer is prior to a game through observing them highlights to her just how important it is and allows her to see what calming methods/approaches they use. This means that the student could eventually use these approaches her prior to a game such as visualisation to help her remain calm. Knowledge of a model performer could also assist the student to set future targets to develop the mental feature, motivation. For example, the students target for next game is to encourage team mates to keep going all throughout the game which should hopefully motivate them as well as her to do well. (2 marks) The student’s teacher could demonstrate a decision making drill, breaking it down which would allow the student to then go and use during training in order to develop her decision making. The student’s coach motivated her to want to become a better player which meant she started attending training more frequently further resulting in an increase in skill level. A team mate delivered feedback to the student informing her that Fartlek training is a better approach to take to develop CRE other than the bleep test. This allowed the student to then develop a PDP containing Fartlek training in which she increased the frequency, intensity and time as the weeks went on. (1 mark)

40. + Question Reference Guide 1. What is the command word? 2. What is the question about?. 3. When? 4. Which factor(s)? 5. How much detail required (marks)? Before attempting a question, make sure you know:

41. + 1. I have answered by describing / explaining / analysing / evaluating as the question asked 2. I have answered what the question asked me: process / method / approach / impact / me / model / combination 3. I have answered in relation to the correct stage of performance/ development: planning / during / after 4. I have made it clear which factor(s) I am answering on physical / mental / emotional / social 5. I have answered with the appropriate detail Checklist

42. + 1 (a) Explain why it is important to collect information about the impact of emotional factors on performance before starting a development plan (4) What is the command word = describe / explain / analyse / evaluate Who/what is the question about = process / method / approach / impact / me / model When = planning / during / after performance or performance development Which factor(s) = physical / mental / emotional / social How much detail required (marks) = 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8