1. Higher Physical Education
Factors Impacting Performance (FIP) Unit
Higher Physical Education

2. Football…Principles of Play 
Principles of play are factors within the game which teams try to use or exploit to their advantage.
Principles of Play In Possession
Principles of Play Without Possession
Penetration
Pressure
Width
Cover
Support
Balance
Mobility
Depth

3. Factors Impacting…Football 
Task 1
Write down three ways PASSING can POSITIVELY impact your team’s performance in a game of football.
“Effective passing skills in a game of football allows my team to keep possession of the ball for longer periods of time. This gives us a greater chance of creating goal scoring opportunities and taking the lead.”

4. Factors Impacting…Football 
Task 2
Write down three ways passing skills can negatively impact your performance in a game of football.
“Ineffective passing skills will cause my team to become frustrated with one another because we would find it much harder to keep possession of the ball. This will potentially prevent us from working as hard for one another and therefore struggle to retain possession as often and create fewer scoring opportunities.”

5. Skills…Impacting Performance 
Task 3
Explain ONE reason why an effective first touch has a positive impact on each of the following ROLES in a game of football:
A defender
A midfielder
A striker
Each role mentioned above must have a different impact explained.

6. Stages of Learning 

7. Stages of Learning…and the Impact on Football 
Task 4
Explain the impact of having someone who is at each of the following stages of learning, playing as part of your team during a game of football. Your answer must be related to passing, first touch and/or shooting.
COGNITIVE ASSOCIATIVE AUTONOMOUS
“Having someone at the cognitive stage of learning in my football team would make performing to the best of our ability, more difficult. They would, for example, lose possession of the ball more frequently which means that we would have to work harder to win the ball back and therefore conserve less energy for the latter parts of the game.”

8. Skill Classification 
Skills can be positioned on two continuums, based on the level of experience of the performer.
The first continuum is that of simple and complex skills.
Simple Skills Complex Skills

9. Simple & Complex Skills 
Skills will be considered as simple or complex (or even in between!) depending on the level of experience and ability of the performer.
Simple Skills
Complex Skills
Low levels of coordination, timing and thought processing required.
High Levels of coordination, timing and thought processing required.
Not physically demanding.
Physically demanding.
Have few sub-routines which make up the skill/technique.
Have lots of sub-routines which make up the skill/technique.

10. Skill Classification 
The second continuum in which skills/techniques can be positioned on, is the open and closed skill continuum:
Open Skills Closed Skills

11. Open & Closed Skills 
A skill or technique can be considered open or closed depending on the environment and conditions around the performer and whether or not these change throughout a performance.
Open Skills
Closed Skills
The technique may change slightly (or drastically) depending on factors such as time, speed, height, position, space etc.
The technique should be performed exactly the same every time as no external factors influence them.
Less predictable outcome.
Should have a consistent outcome.
You do not have full control of these skills or techniques.
You have full control of these skills or techniques.

12. Homework Task 1 – Due Thursday 1st September 2016
Question 1
Describe the two skills tests which were carried out in yesterday’s football lesson. Use diagrams to support your answer.
*Include as much detail as possible to ‘paint a picture’ in the markers head.* (6 Marks)
Question 2
Explain ONE measure you would need to take in order to make each test RELIABLE (trustworthy).
*State what measure you would take and THEN why it would make the test more reliable.* (4 Marks)
Question 3
Explain ONE advantage and ONE disadvantage of each test.
* State the advantage/disadvantage and THEN how that would impact the data collected.* (8 Marks)

13. Factors Impacting Performance Unit 
This unit is split into two tasks which you must pass in order to complete this unit.
This is an open book assessment which means you can bring your jotters and notes in with you when completing both tasks.
You can write about your own (preferable) or someone else’s performance.
TASK 1 – Describe TWO factors that affect YOUR performance in either football or volleyball.

14. FIP Unit – Outcome 1.1
There are THREE outcomes in Task 1 which you must pass to complete the unit.
Outcome 1.1
STEP 1 - Choose TWO factors that impact on your performance in either football or volleyball (must be two different factors from: physical, mental, emotional or social).
STEP 2 - Choose one method of data collection that identified each of your chosen factors impacting on performance (these must be two different methods).

15. FIP Unit – Outcome 1.1 Continued
STEP 3 – Identify at least TWO relevant aspects of the method. Analyse the relationship between these aspects and your chosen factor. These aspects could include:
The validity and reliability of the method.
The specificity of the method.
The ease of carrying out the method.
The consideration of specialist equipment/cost implications.
The protocols of the method.
Any other relevant considerations needed when carrying out the method.

16. FIP Unit – Outcome 1.2
STEP 1 – Evaluate the positive and negative impact of TWO factors on performance (these can be the same or different factors from those used in 1.1).
STEP 2 – For each of your TWO factors, you must include:
At least ONE specific positive impact on performance.
At least ONE specific negative impact on performance.

17. FIP Unit – Outcome 1.3
STEP 1 – Explain TWO different approaches to performance development based on your evaluations made in 1.2.
STEP 2 – You have two options for this outcome:
Both approaches could be for the same factor impacting performance.
Or, you could use one approach for one factor and a different approach for the other factor.
STEP 3 – Clearly specify the relevance of the approach you have chosen to the factors you have focussed on.