1. CfE Higher Physical Education Social Factors Impacting on Performance Unit

2. What is the question asking? How do you answer? Describe- you must provide a statement or structure of features. It's is more than just a basic outline and should refer to for instance a concept, process or experience. Explain- you must make points and/or give examples which make relationships between aspects clear. E.g. Why a particular data collection technique was used to find information about a particular factor.

3. Evaluate- you must make a point which makes a judgement based on criteria; determine the value of something. Analyse- you must make points which identify different parts/methods/opinions, the relationship between them, and how they (your findings) fit in with the 'bigger' picture. Discuss implications and what the findings mean. How does a particular strength/weakness impact on your whole performance.

4. Read the scenario below and attempt to answer the following questions. This is an extract from a performers self-evaluation log: Today I did not feel that this was my best performance…. I was criticised by the team for making mistakes and being out of position… I continuously was beaten by my opponent… I felt we were not working as a team and I probably was trying to do too much in the game because they were criticising me… a)Analyse the reasons why the performer may have logged this information about their performance. In your answer you must refer to the following factors impacting on performance: social and one other from physical, mental or emotional. ​​​​​​​ (6) ​ b)Describe an approach to develop each of the mentioned factors impacting on performance in question a.(4)

5. A new player has joined your team/club/class. They appear distant and don’t interact well with the group. They have a fantastic skill repertoire though and outperform everyone else in training. However, their lack of confidence has hindered their performances in a competitive situation. a)With reference to The Social Factor and one other (Physical, Mental or Social), analyse approaches that could be implemented that may improve the athlete’s overall performance. (10 marks) b)Explain the importance of feedback when trying to develop the future performance levels of an underachieving athlete. (6 marks) Scenario 2

6. Outcomes to cover Outcome 1 - The learner will: 1 Analyse and evaluate factors that impact on performance in physical activities by: 1.1 Analysing methods used to identify factors impacting on a performance 1.2 Evaluating the impact of positive and negative factors on a performance 1.3 Explaining approaches to performance development based on these evaluations Outcome 2 - The learner will: 2 Evaluate the process of personal performance development by: 2.1 Producing a personal development plan that sets appropriate development targets 2.2 Selecting methods to record and monitor development 2.3 Implementing the development plan 2.4 Evaluating the effectiveness of the development plan and the methods used to monitor development 2.5 Identifying and justifying decisions relating to future personal development needs

7. Outcome 1a Exploring Factors that Impact Performance

8. Exploring Factors that -Look at the different social factors Impact Performance Group Dynamics – Roles / Team Cohesion / Cooperation / Contributing to a team Cultural / Social Issues – fair play / codes of conduct / social responsibility / motivation Environmental Issues – Barriers to participation (access, cost and location)

9. Group Dynamics 1. Group Dynamics – Often discussed in conjunction with team cohesion is “a dynamic process that is reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives” This has been highlighted as one of the most important social factors that can impact performance and can be characterised by teams that have the following: Shared / common goals Cooperation and support amongst players Clear defined roles Clear communication between players Trust and belief in each other Motivation and self belief

10. Practical Examples Group Dynamics – Examples where performances are improved by teams displaying these characteristics In basketball zone defence, cooperation and communication is required to limit space for the opposition to get into the lane or close to the basket for an easy score. Lack of this cohesion will leave spaces to be exploited by the opposition and could lead to points being conceded. Individuals completing their own role and fulfilling their responsibilities successfully can contribute to the effectiveness of the team by demonstrating group dynamics. In rugby, during set plays players need to know their role effectively to create the gaps for the ball carrier to break the defensive line. Players need to communicate with one another and cooperate to avoid issues with timing of runs. Class Task: Apply the knowledge gained about group dynamics to the attacking tactic of the Fast Break in Basketball and explain its relevance to your performance

11. Outcome 1b Using methods to analyse and evaluate factors that impact on performance in physical activities

12. Planning Stage – Methods used to collect data on social factors impacting performance Questionnaire Focus Group Self Appraisal Team/Group Feedback Coach Feedback Thoughts & Feelings Sheet Team Dynamics Questionnaire Diary

13. Outcome 2 Producing and implementing a personal/team development plan that sets appropriate development targets

14. Communication How do you prefer to communicate? Verbal communication = 6 C’s Clear, Consise, Correct, Complete, Courteous, Constructive. Non verbal communication = Body Language, Facial Expressions (frowning, nodding, smiling etc). Effective communication is essential to successful performance. Communication includes dialogue in which options available are discussed and agreed upon. Communication is required before, during and after a performance.

15. Approaches to Develop Communication Team communication drills Passing drills – call out team mates name before passing or before receiving a pass. Reinforce positive communication skills as a team e.g. Well done or High Fives. Team talks prior to games, debrief of game immediately after playing. Discussion of tactics and roles.

16. Approaches to develop team dynamics It’s important to understand the 4 stages in group development process. (yellow p24) 1. Forming – new players coming together for common goal 2. Storming – getting know each others roles and developing communication 3. Norming – team unity is forming where players understand each others role and responsibility 4. Performing – Results of a new cohesive team should be evident

17. Approaches to developing group dynamics In order to develop a team dynamic a number of approaches can be used. The following approaches are often involved in National Intervention Programmes: Building team dynamics Goal Setting Active Listening Positive reinforcement techniques Defining roles Self-esteem building Shared / common goals Cooperation and support amongst players Clear defined roles Clear communication between players

18. Approaches to developing group dynamics It is essential to remember some of the factors that influence group dynamics and ensure the methods selected will develop these Shared / common goals Clear defined roles Clear communication between players Cooperation and support amongst players Leadership

19. 1. National Intervention Programme – Team Building Reason for selection Team building approach is an excellent way to develop trust, communication amongst players, cooperation, and team work. Example Approaches 1.Chain games where communication and cooperation are key 2.Blind Maze 3.Magic Pole 4.Human Knot 5.Skin the snake There are a number of examples of team building tasks that could be used. A class task could be to come up with one of the their own.

20. 2. National Intervention Programme – Defining roles Part of any group dynamic development programme is the need to define roles both participant and nonparticipant Reason for selection Provides players with: Greater awareness of teammates roles developing an open environment Clarity of each players responsibilities in the team Example Approaches 1.Tasks where players get to investigate different roles, qualities and responsibilities, before putting forward a case for selecting a role 2.Sport Ed or cooperative tasks where players experience roles for the team 3. Discussion around captaincy and players roles in the team

21. 3. National Intervention Programme – Setting shared team and individual goals Part of any group dynamic development programme is the need to set both individual and team goals Reason for selection Provides players with: Greater sense of team unity Clear focus and direction for what they have to achieve Example Approaches 1.Discussion around principles of goal setting 2.Group discussion to devise common goals and targets 3.Personal goals set to develop individuals

22. 4. National Intervention Programme – Active Listening Reason for selection Provides players with: Greater sense feeling valued Players have a greater sense of respect for each other Improvement to communication skills which develops better cooperation Example Approaches 1.Discussion around principles of active listening 2.Active listening tasks 3.Encourage discussion and all players conducting team talks before during and after performance

23. Outcome 3 Using methods to monitor and evaluate improvements and set future developments

24. Monitor and Evaluate Development Programmes After implementing a Personal Development Plan it is essential to monitor performance developments to ensure development and make any adaption's where needed. A number of methods can be used including: DiaryQuestionnaire Group Feedback Self Appraisal On completion of the programme an evaluation is required to determine whether the plan was or was not effective by using: Evaluative comparisons

25. Monitoring performance development – Team and Individual Video Diary Some possible reasons for selection – Easy and quick to administer – The use of video allows accuracy during transcription – Method is designed for investigating the factor – Immediate – permanent record used to compare and monitor development – Set questions used each time allow for easy comparison Process – Follows set questions that can be written out on the board or given prior to discussion – These help to structure the diary feedback – Timings can vary but generally will last a few min – Important to provide an environment where they feel they can

26. Evaluation Tools – Evaluative comparisons Pre/Post results of the Youth Sport Team Questionnaire Reason for selection Easy to compare results and identify improvements More reliable and valid by using the same test protocol