CfE Higher Physical Education
Social Factors Impacting on
Performance Unit
Expectation of the FIP Unit
In this course, you will develop your knowledge and
understanding of the four factors that impact on personal
performance in physical activities. In this unit you will develop
your knowledge and understanding of the Social (and
Physical) Factor.
Evidence for this unit will come through one activity
(Basketball)
However application of learning in other activities is essential to
support the course assessment.
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
Outcome 1
Exploring Factors that Impact
Performance
Exploring Factors that
Impact Performance
-
Look at the different social factors
Group Dynamics –
Roles / Team Cohesion /
Cooperation /
Contributing to a team
Environmental Issues
– Barriers to participation
(access, cost and location)
Cultural / Social Issues
– fair play / codes of
conduct / social
responsibility / motivation
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
communication
between players
Clear defined
roles
Motivation
and self belief
Trust and
belief in each
other
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
Outcome 1
Using methods to analyse and evaluate
factors that impact on performance in
physical activities
Planning Stage
–
Methods used to collect data on social
factors impacting performance
Team
Dynamics
Questionnaire
Self Appraisal
Questionnaire
Focus Group
Thoughts &
Feelings Sheet
Team/Group
Feedback
Coach Feedback
Diary
Planning stage – Selecting methods to investigate performance
Task
What are the reasons for investigating performance?
What research methods have we used?
What have you discovered from your research?
Method 1 – Questionnaire
• Adapted from Eys et al Youth
Sport Environment
Questionnaire 2009
• This group dynamics
questionnaire focuses on Task
Cohesion between each team
member
• Results can then be analysed to
identify positive and negative
impacts to performance
Method 2 – Team Feedback
• Conducted in a Focus Group
• Administered in conjunction with
video to ensure accuracy and validity
to results
• Team members will discuss answers
to set questions led by an experienced
interviewer to ensure reliability
• Method can be used either as further
analysis to the questionnaire or as an
independent research tool
• Further guidelines will be provided
Outcome 2
Producing and implementing a personal
development plan that sets appropriate
development targets
To build group dynamics its important to understand the 4 stages in
group development process.
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
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:
Defining roles
Goal Setting
Building team
dynamics
Partner / group
work
Active Listening
Self-esteem building
Positive
reinforcement
techniques
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
Cooperation
and support
amongst
players
Clear
communication
between players
Leadership
Clear defined
roles
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.
2.
3.
4.
5.
Chain games where communication and cooperation are key
Blind Maze
Magic Pole
Human Knot
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.
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
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
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
Outcome 3
Using methods to monitor and evaluate
improvements and set future developments
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:
Diary
Questionnaire
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
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
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
Outcomes
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
Discussion