EARLSTON
HIGH SCHOOL
National 4/5
Physical Education
Pupil Information Booklet
PHYSICAL FACTOR
Name: _____________________
Teacher: ___________________
1
Contents Page
Course Outline……………………………………….
Assessment National 5……………………………….
Assessment National 4……………………………….
Cycle of Analysis……………………………………
Outline of all Factors…………………………………
Physical Factor
Physical Factors Table……………………………….
Definition and impact on performance
CRE …………………………………………………..
Muscular Endurance..…………………...……………
Speed…………………………………………………
Strength………………………………………………
Power…………………………………………………
Flexibility ……………………………………………
Coordination…………………………………………
Agility………………………………………………..
Reaction time………………………………………..
Balance……………………………………………….
Core stability…………………………………………
Cycle of Analysis Stage 1: Investigate
How to collect data on your performance…………..
Importance of collecting data on your performance…
Types of data collection………………………………
Video…………………………………………………..
Observation Schedules………………………………..
Match analysis sheet – badminton……………………
Match analysis sheet – basketball……………………
Match analysis sheet – hockey…..……………………
General Observation Schedule – swimming………….
General Observation Schedule – athletics…………….
Scattergraph…………………………………………..
P4
P5
P7
p8
p9
P10
p11
p11
p11
p12
p12
p12
p13
p13
p14
P14
p14
p15
p15
p16
p21
p22
p23
p24
p25
P26
P27
p28
Cycle of Analysis Stage 2: Analyse
Fitness testing……………………………………….… p29
Strength……………………………………………….. p29
Muscular endurance…………………………………... p29
2
Flexibility……………………………………………..
Power…………………………………………………..
Speed….………………………………………………..
CRE…...………………………………………………..
p30
p30
p31
p31
Cycle of Analysis Stage 3: Developing a Training Programme
Methods of training……………………………….… p32
Strength……………………………………………….. p32
Muscular endurance…………………………………... p32
Flexibility…………………………………………….. p33
Power………………………………………………….. p33
Speed….……………………………………………….. p33
CRE…...……………………………………………….. p33
Principles of Training………………………………... P34
Developing a training programme…………………. P37
An example of a CRE training programme…………… p38
Cycle of Analysis Stage 4: Evaluation
Evaluating your performance………………………..
Positive impact on performance
Strength………………………………………………..
Muscular endurance…………………………………...
Flexibility……………………………………………..
Power…………………………………………………..
Speed….………………………………………………..
CRE…...………………………………………………..
p40
p40
p40
p40
p41
p41
p41
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Course Outline
June – July
1 theory period
- Cycle of analysis
2 activity periods
- activities not being covered in the course so can be assessed
August – October holidays
1 theory period
- Physical Factor / Mental factor
1 activity period – choice between volleyball and rugby
- Mental Factor
1 activity period – choice between basketball and hockey
- Physical Factor: Fitness
October holidays – Christmas holidays
1 theory period
- Unit assessment
1 activity period – gymnastics (can be used as a theory period also)
- Emotional Factor
1 activity period – badminton
- Physical Factor: Skills
January – Study leave
2 periods of theory
- Preparations and final assessment
- N4 = Factors Impacting on Performance Unit
- N5 = Portfolio
1 activity period – choice between football and netball
- Social factor
4
Assessment- National 5
In order to achieve an overall course award you must:
 Pass a practical unit assessment
 Pass a written unit assessment
You are then graded in three areas:
 One-off practical performance in one activity- grade out of 40 marks
 Written task about planning for the one-off performance and a written task evaluating the
one-off performance, both graded out of 10 marks
 Portfolio of your knowledge and understanding going through the cycle of analysis for
factors impacting on performance – out of 40 marks and marked by SQA
Practical Unit Assessment
In order to achieve a pass in each activity you must satisfy each of the following standards:
1.1 Selecting and applying straightforward movement and performance skills, with some
complex actions, displaying consistency in control and fluency
1.2 Demonstrating body and spatial awareness with clear patterns and rhythms
1.3 Working co-operatively with others
1.4 Using and applying straightforward techniques and composition or tactics safely and
effectively
1.5 Making appropriate decisions and straightforward adaptations in response to a range of
variables
1.6 Demonstrating consistency of movement and performance skills in a range of performance
contexts
Written Unit Assessment
In order to pass this unit assessment you must show knowledge and understanding in the
following areas:









Explain two factors that have an impact on your performance.
Explain two methods you used to gather data on your performance
Explain one strength and two areas for development
Prepare a development plan to improve your weakness
Implement your development plan and evaluate the sessions
Show knowledge of at least two approaches to improve your weakness
Provide evidence of monitoring your programme through different types of feedback
Evaluate the effectiveness of your development plan
Identify and explain two future development needs
5
One-off Performance
You will choose one activity from the following list and you will be graded on this activity out of
a possible 40 marks during one competitive game during school time:
Football
Volleyball
Dance
Netball
Badminton
Basketball
Hockey
Tennis
Gymnastics
Rugby
Athletics
Mountain Biking
You will be graded on the following criteria:
Standards
0 marks
1-2 marks
3-4 marks
5-6 marks
7-8 marks
a) Performance
repertoire
Shows no evidence
of a
basic
performance
repertoire
Applies a basic
performance
repertoire
occasionally
Applies a basic
performance
repertoire
with some
consistency
Applies a basic
performance
repertoire
consistently
Applies a broad
performance
repertoire
selecting and
combining
some skills
appropriate to
the performance
context
b) Control
and fluency
of movement
and
performance
skills
Shows no evidence
of
either control or
fluency
during the
performance
Either control or
fluency
are demonstrated
during
the performance
Both control and
fluency
occasionally
demonstrated
during the
performance
Both control and
fluency
usually
demonstrated
during the
performance
c) Decision making
throughout
the
performance
Shows no evidence
of
appropriate
decision making
skills
Demonstrates
limited,
appropriate
decision making
skills in response to
performance
demands
Demonstrates
appropriate
decision-making
skills
occasionally, in
response
to performance
demands
Demonstrates
appropriate
decision-making
skills
throughout
performance in
response to a
range of
performance
demands
d) The
effectiveness
of following
through on
decision making
Shows no evidence
of
8
National 5 Physical
Education:
performance —
assessment task 10
effectiveness in
performance
Shows no evidence
of
following rules and
regulations or
displaying
appropriate
etiquette
Performs with
limited
effectiveness
during the
performance
Performs
effectively
occasionally
during the
performance
Performs
effectively
throughout the
performance
Both control and
fluency
usually
demonstrated
during the
performance
including
responding to
challenges
Demonstrates
appropriate
decision-making
skills
throughout the
performance in
response to
a range of
challenging
performance
demands
Performs
effectively
throughout the
performance
especially in
response to
challenging
demands
Follows rules and
regulations and
displays
appropriate
etiquette
occasionally during
the
performance
Shows no evidence
of
controlling
emotions during
the performance
Demonstrates
control of
emotions
occasionally
during the
performance
Follows rules and
regulations and
displays
appropriate
etiquette at
the start of,
during and at
the end of the
performance
Demonstrates
control of
emotions
throughout the
performance
e) Extent to
which rules
and
regulations
are followed
and
etiquette is
displayed
f) Extent to
which
emotions are
controlled on
the day of
the
performance
6
Planning and preparing written assessment
The first written task is based on how you will plan and prepare for challenges that may affect
you when performing in your practical one-off assessment. This section is worth 10 marks of
your overall grade and is split up into the following areas:




Describe two personal challenges you need to prepare for
Explain why these challenges might affect you in this performance
Describe how you plan to prepare to overcome these challenges
Carry out an appropriate warm-up
The second task is a written reflection based evaluating your one-off performance. This is also
worth 10 marks of your overall grade and you will be asked to:


Evaluate your performance based on your plans and preparations
Evaluate your overall performance
Portfolio
This is a large written piece of work which is sent off to the SQA to be marked and will be
marked out of 40 marks. Over the course of the year you will gather evidence, knowledge and
understanding of the cycle of analysis for a variety of activities and factors. In the portfolio you
will be asked to:




Explain factors that impact on your performance
Explain how you investigated these factors
Explain how you developed your weaknesses
Explain how you monitored your programme of work
Assessment- National 4
In order to achieve an overall course award you must:
 Pass a practical unit assessment
 Pass a written unit assessment
Practical Unit Assessment
In order to pass this assessment you must achieve all of these standards in each activity:
1.1 Selecting and safely applying a range of movement and performance skills, with some
control and fluency
1.2 Demonstrating body and spatial awareness with some identifiable patterns and rhythms
1.3 Working co-operatively with others
1.4 Demonstrating techniques, composition or tactics safely
1.5 Making appropriate decisions and adaptations in response to variables
1.6 Demonstrating some consistency of movement and performance skills in straightforward
contexts
Written Unit Assessment
In order to pass this unit assessment you must show knowledge and understanding in the
following areas:
 Describe a method used to investigate factors impacting on performance
 Identify strengths and areas for development
 Identify factors that affect performance and describe ways to develop these factors
 Prepare and implement a development plan to improve your area for development
 Show your understanding of different types of feedback
 Explain how to monitor your performance
7
CYCLE OF ANALYSIS
Throughout the N4-5 PE course you will be learning:
 How to investigate your performance in activities in order to find out your
strengths and areas for development.
 How to plan and implement a suitable training programme to develop your
weaknesses.
 How to monitor and evaluate your performance.
This process is called the CYCLE OF ANALYSIS and is demonstrated in the diagram below:
Stage 1
Observe
performance and
collect data
Stage 2
Collate the results to
identify strengths &
weaknesses. Focussed
data can be collected at
this stage
Stage 4
Monitor training
programme and
evaluate performance
Stage 3
Plan a training programme
to improve weaknesses
and carry out training
programme
1. Observe performance and collect data:
This is where you gather information about your whole performance. Initial data is collected
ideally in a competitive performance situation against an opponent of similar ability.
2. Collate the results and identify strengths and weaknesses
This is where you will analyse and interpret the initial data that you have collected to identify
your performance strengths and weaknesses. In order to further investigate the specific
weaknesses, focussed data can be collected.
3. Plan a training programme to improve weaknesses
At this stage of the cycle you will use the information you have collected to develop a training
programme to develop your identified weakness. This must be relevant and specific to your own
personal development needs.
4. Monitor training programme and performance.
Finally and very importantly, you will monitor your programme to evaluate the effectiveness of
it. You may need to adapt your programme if it is not having a positive effect of your
performance.
8
PHYSICAL, SOCIAL, MENTAL AND EMOTIONAL FACTORS
During your N4-5 PE course you will become very familiar with different FACTORS that can
impact on your performance. There are four FACTORS that we will be concentrating on and
within these FACTORS there are aspects that can affect your performance positively and
negatively.
In the table below are examples of different Physical, Social, Mental and Emotional Factors
which impact on performance that you will be learning about in N4-5 PE.
There will be a number of aspects under each FACTOR that you will be familiar with from your
s3 course.
PHYSICAL
SOCIAL
Endurance
Responsibility
Speed
Etiquette
Strength
Respect
Flexibility
Leadership
Power
Cooperation
Agility
Contributing to a team/group
Coordination
Compositional Requirements
Timing
Tactical Requirements
Balance
Reaction Time
MENTAL
EMOTIONAL
Level of Arousal
Confidence
Managing Anxiety
Self-Esteem
Concentration/Focus
Independence
Motivation
Mental Rehearsal
Imagination
Flair
This booklet will now split into the four factors and go
through the cycle of analysis for each factor in more
detail.
9
PHYSICAL
FITNESS
TACTICS
SKILLS
In the table below is a list of all the PHYSICAL FACTORS that could affect your
performance. You need to understand that aspects of fitness, skills and tactics all
come under the same FACTOR of PHYSICAL.
FACTOR = PHYSICAL
FITNESS
SKILLS
TACTICS
Hockey /
Badminton
Football / Netball
Basketball
Physical Fitness
CRE
Muscular Endurance
Speed (Speed
Endurance)
Flexibility
Strength
Power
Skill Related Fitness
Coordination
Agility
Technical
Qualities
Timing
Performance
Considerations
Personal S+W
Rhythm
Role Demands
Consistency
Team S+W Opposition
Special Qualities
Imagination
Previous History
Creativity
Conditions
Flair
Principles of Play
Width
Depth
Mobility
Delay
Penetration
Adjustment
Balance
Quality of
Performance
Control Fluency
Core Stability
Effort
Reaction Time
Environmental
Support
Accuracy
Touch
Communication
Tempo
10
PHYSICAL – PHYSICAL FITNESS
Cardio
Respiratory
Endurance
(CRE)
Definition
The ability of the whole body to work continuously for a
long period of time without tiring.
Impact on Performance
+ Ability to endure the whole performance at a high
intensity
+ Ability to continuously attack and defend effectively
throughout a whole game
+ Will not fatigue and therefore maintain high skill level,
control, touch and concentration
- Performer will become fatigued and out of breath more
quickly and therefore be unable to keep up with play for
example making runs into spaces and getting back to defend
- As a performer becomes fatigued their decision making
may be affected
- With low levels of CRE, skill level may be affected
Muscular
Endurance
Definition
The ability of a muscle or group of muscles to work
continuously for a long period of time without tiring
Impact on Performance
Each activity will use a muscle/ group of muscles repeatedly
during a performance. The ability to use this group of
muscles effectively over and over again requires high
levels of muscular endurance and will allow a performer to
continuously throw, run, pull and kick effectively.
- If the group of muscles become fatigued you may
not be able to fulfil your role or complete the event
to your highest ability.
- For example, you will not be able to jump as high or
as far towards the end of a long period of time; you will not
be able to pull yourself through the water as efficiently in
swimming.
Speed
Definition
The body’s ability to perform and action or cover a distance
in the shortest time possible
Impact on Performance
Speed is required in individual and team activities.
+ High levels of speed allows you to beat opponents to the
ball, loose a marker, get into an effective attacking position
to receive the ball and allows you to get into a defensive
position quickly and effectively when required.
+ Speed endurance is also required in most activities as it is
the ability to continuously make fast runs over a long period
of time such as 400m and in team games.
11
Strength
Definition
Strength is the maximum force a muscle or group of
muscles can exert at any one time.
Strength can be static – when a muscle contracts and
holds Strength can be dynamic – when muscles
repeatedly apply a force over a short period of time
Strength can be explosive – applying maximum
effort in one single action.
Impact on Performance
Static strength is essential in activities that require a
performer to hold a position such as in gymnastics or
resist a force such as the rugby scrum.
+ Having static strength allows the performer to hold
their body in the fixed position more effectively.
+ Dynamic strength is required in swimming in order to
pull through the water as forcefully as possible.
+ High levels of explosive strength allows athletes to
throw further, jump higher and jump longer distances.
Power
Definition
Power is a combination of strength and speed
Impact on Performance
+ High levels of power can have a positive impact on
your performance as it can allow you to perform a
skill/action more effectively
+ Having power allows you to smash/ hit/ kick a ball or
shuttle faster with more strength giving your opponent
less time to react
+ In athletics having a fast run up allows you to
generate a more powerful take off and this can impact
how far or high you are able to jump and throw.
Flexibility
Definition
Is the range of movement across a joint.
Some activities require static flexibility when you are
holding a position.
Some activities require dynamic flexibility when you
require full range of movement across a joint for a
short period of time.
Impact on Performance
Poor flexibility can ultimately result in straining or
pulling a muscle.
+ In subjective activities (awarded marks from judges)
increased flexibility can gain performers more marks as
they are able to perform skills more effectively.
+ Increased flexibility allows a performer to gain more
power in their kick/throw as they have a more effective
follow through action.
12
PHYSICAL – SKILL-RELATED FITNESS
Coordination
Agility
Definition
The ability to control your body movements
smoothly and fluently. To perform in a coordinated
way, groups of muscles work in a specific sequence
to create effective movement.
Impact on Performance
Coordination is particularly important in complex
skills as there are many parts you have to join
together for that skill to be effective.
+ With increased coordination a performer is able to
carry out a skill with more fluency, control and at speed
+ For example, in order to gain the fastest time possible
in the hurdles you must coordinate your stride length,
number of strides between hurdles, the drive and
extension of your leg over the hurdle, the lean forward
and your opposite arm coming forward also.
+ In order for a triple jumper to gain the maximum
distance they have to coordinate arms and legs with
control and fluency of the hop and step to generate as
much speed and power right up until the jumping phase
+ Coordination is needed in complex skills such as a
basketball lay-up to ensure you do not travel with the
ball by taking too many steps. You have to coordinate
the bounce, catch, steps, jump and reach to basket.
Definition
Agility is the ability to change the position of the body
quickly, precisely and with control. This uses a
combination of speed and flexibility.
Impact on Performance
Agility is important in any activity that you are
required to change direction quickly whilst keeping
balanced and in control.
+ agility allows you to react to an unexpected situation
+ agility allows you to turn quickly in order to dodge an
opponent or avoid challenges
+ agility also allows a player to change direction in order
to get back in defence when possession is lost
+agility can allow players to reach a shuttle or ball faster
whilst also getting into the most effective position to
return the ball or shuttle over the net.
+ agility allows you to move your feet, body and centre of
gravity into an effective position to remain balanced and in
control.
13
Reaction
Time
Definition
Reaction time is the interval of time it takes for a
performer to choose a response to a stimulus and then
perform the selected movements.
Impact on Performance
A skilled performer has a quick reaction time by reacting
to a stimulus, selecting a response and moving sharply.
+ Having a good reaction time will allow you to start a
race quicker than your opponent and therefore can be the
difference between winning and loosing the race,
especially in shorter distance events.
+ Players on court have a very limited time to react to a
ball/ shuttle in tennis, badminton, volleyball in order to
be able to return it over the net effectively
+ When performing you are constantly reacting to a
range of stimulus such as the position/ speed of the ball
and position of opponents.
Your ability to pick up and process stimulus will affect
your reaction time.
Balance
Definition
Balance is the ability to retain the centre of gravity above
the base of support when stationary (static balance) or
moving (dynamic balance).
Impact on Performance
+ With high level of static balance you are able to hold
your body in a certain position whilst remaining in full
control. This can allow you to attempt more complex
skills in gymnastics for example and gain a higher mark
from judges.
+With high levels of dynamic balance you are able to
show control in more demanding situations such as when
skiing over different terrain
- with low levels of dynamic balance you will be less able
to maintain control when reaching for a ball or when
constantly adjusting your body position.
Core
Stability
Definition
The ability to control the position and movement of the
central portion of the body. This involves being in control
of the muscles deep within the abdomen which
connect the pelvis, spine and shoulders.
Impact on Performance
+ Any activity that requires balance will require core strength
+ with good core strength the muscles in your pelvis, lower
back, hips and abdomen work together and this can allow
you to be more powerful in all actions.
- Poor core stability can result in lower back pain in particular
and also leave you prone to injuries.
14
Stage 1 Cycle of Analysis INVESTIGATE
COLLECTING INFORMATION (DATA) ON A PERFORMANCE
Why collect data on your performance?
 By looking at your whole performance, in a game situation, against an
opponent of similar ability you are able to establish your strengths and
weaknesses in an activity.
 By collecting accurate data, you can focus firmly on improving your
weaknesses that your data showed in your performance and you will not
practice the wrong aspect of your performance.
 Data collection also acts as a good method of monitoring your progress in
an activity as you can complete it at the start of a programme of work /
training programme and again at the end to measure improvement.
 Collecting data in fitness allows you to find out exactly what level you are at
and make sure your training is set at the correct level as well as allowing you
to set goals and targets for motivation.
How can I ensure my data is useful?
In order for data collection to be useful it must be:
 Accurate (to provide a true reflection) this can be achieved by using someone
with knowledge of the activity to fill in the data collection.
 Relevant (to the performer and the activity) this can be achieved by looking at
a whole performance in a game situation, against an opponent of similar ability
as well as the performance being of suitable length.
 Reliable (consistent conditions) this can be achieved by using the same method
at the start and at the end of your programme so results can be compared.
 Objective (non-bias) this is not the opinion of someone but hard facts.
 Measurable (to enable comparison at a later date)
15
What types of data collection
exist?
There are 2 main types of data collection:
1. subjective data collection
2. objective data collection
1. SUBJECTIVE DATA – is data which has an element of personal opinion
included. In Physical Education, this is usually data which is collected by yourself,
e.g. a self analysis of your strengths and weaknesses in an activity.
2. OBJECTIVE DATA – is more reliable data which is usually collected by an
observer in a more controlled way, e.g. a match analysis or a recognised fitness
test. If using a match analysis you could ensure the data was more reliable by
playing against equal opponents, playing a full match and playing several games
just in case you have a bad day! When using a recognised fitness test, it is
important to ensure the conditions are always the same to ensure test results are
reliable. It is also important the person recording the data has a good knowledge of
the activity in order to make it valid results.
Eg scattergraph, observation schedule, match analysis sheet
Can you think why
analysing your
performance by
yourself may be a
problem?
Why do you think it
is more reliable to
have someone else
collect data for
you?
Answer…
- consider who is going to be most honest and accurate
- consider who will give a true reflection of your performance
- have you considered someone else might have more knowledge
than you
16
Now you know why it is important to collect data on your performance,
there are a few things to be considered to ensure the data you collect is
relevant to you and your performance.
1. You firstly need to have a very good understanding of your roles and
responsibilities of your preferred position. A few examples are given below:
Activity
Netball
Volleyball
Position
Goal
Attack
1. Shooting
2. Setting up scoring opportunities
3. Must have strong shooting and
passing skills
Centre
1. move the ball from defence to
attack
2. restart the game in the centre
circle
3. must be quick and creative with
passes
1. create offensive scoring
opportunities
2. Block defensive shots
Setter
Middle
Blocker
Rugby
Main Role / Responsibility
Scrum Half
Prop
1. stop the opponents offence by
blocking the other team’s hits
2. Must also be able to attack and
serve
1. key player linking the forwards
and the backs
2. good speed, vision, awareness,
quick hands and reactions to build
attacks
3. controls when the ball is fed out to
the backs from a scrum, ruck or
moul
1. Stop the scrum from being pushed
backwards, rather push the opposite
team backwards
2. Support or lift the jumper in a
lineout to prevent the opposition
from gaining possession of the ball
3. Help secure the ball after a tackle
and often hit the opposition defence
at pace to draw their defenders in.
17
With an understanding of the different roles and responsibilities a position/
activity requires you can now start to consider:
2. The exact skills/techniques/ qualities you need to carry out these roles and
responsibilities effectively.
Speed
Tactics
Coordination
Muscular
Endurance
CRE
Netball –
Centre
Agility
Concentration
Passing
Concentration
Stays calm
Confidence
Resilience
Skills and
Techniques
Strength
Stamina
Suppleness
Speed
Strength
100mFreestyle
Swimmer
Equipment
Co-ordination
Agility
Reaction Time
Balance
Tactics
Race Strategy
Etiquette
Effort
18
In order to find out what FACTORS are impacting on your performance you
can now think about the different methods of gathering data. The method
you choose will often depend on the activity and the data you want to
collect.
Data Collection: Key things to remember and consider
 Stage 1 in the cycle of analysis is when initial data is collected
 Can be referred to as general data, not specific to one area of your
performance, therefore looks at ALL FACTORS affecting your
performance
 This involves looking at your whole performance in a game situation
 This will allow you to analyse all your skills, techniques, roles and
responsibilities that you carry out in your performance
 Ideally it will be a competitive performance against an opponent of
similar ability
 Can you think why it is important to be against an opponent of
similar ability? What would happen if you were to play against
Andy Murray or the New Zealand All Blacks??
 The person carrying out the data collection will require a very good
knowledge of the activity
 This will allow you to collect more accurate data as they will
have an understanding of effective and ineffective skills /
techniques/ roles, responsibilities that you are carrying out.
 Data collection can be used to monitor your progress in your training
programme.
 It is really important that the same method of data collection is
used at the start and at the end to make it reliable. Would you
be able to compare your results from week 1 to week 8 if you
firstly used a scattergraph and then a match analysis sheet at the
end?
 Ideally it will be a competitive performance against an opponent of
similar ability
 Can you think why it is important to be against an opponent of
similar ability? What would happen if you were to play against
Andy Murray or the New Zealand All Blacks??
 Collecting data will allow you to set yourself some targets and goals
in your training programme
 This can keep you motivated as you can see improvements in
your performance even if you do not win or get a PB you can
see you are on track and improving.
19
Before you decide on a method to use think about what you are trying to
achieve using this method of data collection.
 What information are you trying to collect?
 What do you as a performer actually need to be able to do to be
effective in your activity / position?
 What will you do with the data?
This will help you to choose a suitable method. There are many different
data collection methods you can use but this course will highlight a few:
VIDEO
SELF REFLECTION
TEACHERS OPINION
DIGITAL ANALYSIS
FITNESS TESTING
OBSERVATION SCHEDULES
SCATTERGRAPHS
MOVEMENT
ANALYSIS SHEET
MATCH ANALYSIS SHEET
MODEL PERFORMERS
RUBRICS
RESULTS ANALYSIS
For stage 1 in the cycle of analysis, we want to collect data on our whole
performance and then at stage 2 analyse our weakness in more detail. This
block we will concentrate on using methods appropriate for collecting data
on our whole performance and then fitness in particular.




VIDEO
OBSERVATION SCHEDULES
MATCH ANALYSIS
FITNESS TESTING
You must be able to describe 2 methods of data collection you used when
investigating your performance. For each method you need to be able to
explain:




Why you chose this method – why was this method appropriate
How you used this method
The positive and negative points of using this method
What you found out from using this method – strengths/ areas
for development
 The factors that therefore impacted on your performance
 Give examples of how you knew your strengths and areas for
development
20
Methods of Gathering Data: Video
Why: - This method is useful as it allows me to watch my performance back and
see for myself what I did right and what I was doing wrong/ struggling to
perform
- You can pause, rewind, play in slow motion and repeatedly play the video
allowing analyses to take place in depth
How: - Somebody with knowledge of the activity and an understanding of what I
am trying to achieve from the video films my performance.
- My whole performance is filmed in a game situation against an opponent
of similar ability to me
- This allows all my skills, techniques, roles and responsibilities to be
analysed.
Positives of using this method
+ I can see a visual picture of my
performance highlights and
mistakes
+ Pause, rewind, replay to fill in
written data effectively
Negatives of using this method
- rely on technology working
- Time consuming watching it back
to analyse your performance.
- you may not be able to see whole
pitch / court in video
The following you tube clip of the Commonwealth Games netball final in
Delhi, 2010 highlights how many rules and regulations there are. Therefore
it is essential someone with knowledge of the game is watching and filming.
http://www.youtube.com/watch?v=IBz3RuIRORg
The following you tube link is a hockey game in Edinburgh when England
played Scotland in 2012. This clip highlights some of the problems when
using video as the angle is not always the bets to see all players and if they
are fulfilling roles and responsibilities.
http://www.youtube.com/watch?v=5sXR12Zq8vg
The following you tube clip is from Sochi 2014, USA vs Sweden in the semi
finals. This clip highlights the fast pace of the game and how difficult it is to
analyse the goal at real life speed, therefore highlighting the importance of
using the pause, rewind and replay of video technology.
http://www.youtube.com/watch?v=bj0Em5sxyjQ
21
Methods of Gathering Data: Observation Schedules
Why: - This method allows me find out my strengths and weaknesses in my
performance based on all the skills, techniques, roles and responsibilities I
should perform effectively.
- It allows me to clearly see exactly what my weakness is and at what point
in the game
- It gives me a permanent record to compare future performances to
How: - someone with a knowledge of the activity watches my whole performance
in a competitive game against an opponent of similar ability
- Each time I perform a skill, technique, role or responsibility a tick or a
cross is placed under that heading depending if was performed successfully
or not.
- This can be split up for time in the game or each set or quarter.
- At the end of the game a total is calculated showing the number of
successful against the number of unsuccessful.
Positives of using this method
+ Can show all factors that have an
impact on performance
+ easy to see the exact strengths
and weaknesses
+ you can base results on time and
when you performed well/ not so
well in the game
Negatives of using this method
- rely on someone filling it out to
have a good knowledge of the
activity to know when something
was successful and not.
- Need to perform the
skill/technique/ role or
responsibility on enough occasions
to get reliable results.
Observation Schedules can look very different depending on:
 The activity
 The information you are trying to collect
 How you are collecting the information
Over the next few pages are examples of different observation schedules that
you can use.
Match Analysis can be classified as type of Observation Schedule.
Things to consider when making up an observation schedule:
 Have you included all skills / techniques / roles / responsibilities that
you require for your specific activity and your position
 Have you included a key that is clear and easy to use
 Is time an important factor? Is this included?
22
Match Analysis Sheet – BADMINTON
Name:
Game 1 Date: This is the first time you play an opponent of similar ability Game 2 Date: preferably playing same opponent after completing programme
Key - Y Effective = You would give a description of what an effective shot would be, eg forced opponent to play a defensive shot; or won the point
N Less Effective = You would give a description of what an ineffective shot would be, eg opponent could play an attacking shot; shuttle landed out
Low/ short Serve
High / long Serve
Over Head Clear
Drop Shot
Smash
Movement around
court
Game 1
Game 2
Game 1
Game 2
Game 1
Game 2
Game 1
Game 2
Game 1
Game 2
Game 1
Game 2
After Game 1: strengths = what factor was the strength, then what aspect of this factor
I know this because = give specific examples from the data you have gathered
weaknesses = what factor was the weakness, then what specific aspect of this factor
I know this because = give specific examples from the data you have gathered
After Game 2 : Improvements made = Analyse and compare your results from game 1 and 2 to make evaluative comments with evidence from the data gathered
23
Match Analysis Sheet – BASKETBALL
Name:
Date:
Position:
KEY: Y = effective:
N = less effective:
TIME
PASSING
SET SHOTS
LAY UPS
Minutes
REBOUNDS SETTING UP
ZONE
DEFENCE
MAN TO
MA
MARKING
DRIBBLING
1st
Quarter
2nd
Quarter
Total
Y=
N=
/
/
Y=
N=
/
/
Y=
N=
/
/
Y=
N=
/
/
Y=
N=
/
/
Y=
N=
/
/
Y=
N=
/
/
Y=
N=
/
/
Y=
N=
/
/
Y=
N=
/
/
Y=
N=
/
/
Y=
N=
/
/
Y=
N=
/
/
Y=
N=
/
/
3rd
Quarter
4th
Quarter
Total
24
Match Analysis Sheet – HOCKEY
Name:
Date:
Position: Defender
KEY: Y = effective:
N = less effective:
TIME
BEAT THE
OPPOSITON
TO THE BALL
MARKING
EFFECTIVELY
GET BACK INTO
OWN HALF
WHEN
POSSESSION
HAS BEEN LOST
SUPPORT
BALL
CARRIER
TACKLING
PASSING
0-5
YYYNYY
YYYYYY
YY
YYYYYYY
YYYYYY
N
YYYYN
YYYY
YYYYYYY
YYNYY
YYNNY
NYYYYN
YNNN
YNYY
YYYN
16-20
YY
YNY
NNYN
NNY
YY
YYYYYY
YYYY
YYYYYY
YYNNY
YYYYNN
YYYY
YYNNYY
6-10
YYYYYYY
11-15
Total
Y= 17/20
N= 3/20
Y = 16/20
N = 4/20
Y= 8 /14
N= 6 /14
Y= 18 /21
N= 3 /21
Y= 15/17
N= 2 /17
Y= 30/36
N= 6 /36
Y= 6 /9
N= 3 /9
0-5
YNNYYY
YYNYYN
YYNNN
YYYY
YNY
Y
6- 10
YNN
YYNN
NNNY
YNNY
NNY
11-15
NYNNN
NNNYYNNN
NN
NNNYNY
Y N
16-20
NNYN
NNNNYYN
N
NNNYYN
N
YYNYNN
NYNY
NYYNNN
N N
YYNNNY
Y
YNN
Total
Y= 7 /18
N= 11 /18
Y= 10 /25
N= 15 /25
Y= 3 /12
N= 9 /12
Y= 10 /20
N= 10 /20
Y= 4 /9
N= 5/9
Y= 12 / 28
N= 16 / 28
Y= 3 /7
N= 4 /7
Minutes
CLEAR
THE BALL
FROM
DEFENSIVE
CIRCLE
1st Half
YYYN
YN
YY
2nd Half
N
NNY
YN
25
Personal Performance Initial Analysis: 100m Front Craw Swimming
Swimmer
Date
Observer
Dive
Entry (circle one)
Distance (m)
Time
Split
Seated Dive
Number of
Strokes
Taken
Number of
breaths
taken
Slip Entry
In Water
Observer Comment
0-25
25-50
50-75
75-100
Overall Time
Technique
Success Criteria
/ X
Body should be streamlined
Body Position
There should be a smooth turn of the head to breath
From high elbow, hand enters water in front of head, thumb first
Arm Action
Hand pushes down and pulls through the water
Leg Action
The feet and legs should maintain a steady, propulsive kicking
action just below the surface
Swimmers Effort
(Observer: mark point
on continuum)
0%
100 %
Swimmers Comment
(How did you feel?)
26
Observation Sheet: Athletics 800m
Name: _________________________
Observer: ________________________
Time:
Position in Race:
Ask a partner to watch you compete; s/he must watch carefully so that the information is
ACCURATE.
Factor
Aerobic
Endurance
Aerobic
Endurance
Aerobic
Endurance
Aerobic
Endurance
Aerobic
Endurance
Tactics
Aerobic
Endurance
Tactics
Aerobic
Endurance
Tactics
Aerobic
Endurance
Tactics
Timing
Tactics
Anaerobic
Endurance
Tactics
Anaerobic
Endurance
Tactics
Distance
Race
1
Split
Race Split
2
200m split – record the time in the next
column
400m split – record the time in the next
column
600m split – record the time in the next
column
800m split – record the time in the next
column
Where in the field are you after the break?
Where in the field are you at the bell?
How many times do you overtake in the
race?
How many times are you overtaken in the
race?
When do you start your sprint finish?
50m/100m/200m/300m
Is your sprint finish close with any other
athletes?
If your finish is close – do you win?
27
Methods of Gathering Data: Scattergraph
How: - A diagram of the pitch / court is drawn out
- Somebody with knowledge of the activity watches me perform in a
competitive game against an opponent of similar ability
- Each time I perform a skill/ technique the observer marks on the diagram
using a key
- This can be from where the shot/ skill was performed or where the
shot/skill went
Why: - This method can allow me to see on a pitch/court where I took successful
and unsuccessful shots from
- It can allow me to see where my shots landed and therefore if successful /
unsuccessful
- It allows me to clearly see exactly what my weakness is, rather than it
just being a skill such as shooting or forehand or smash, but allows me to
see if the problem is specifically when I take that shot from a particular
area on the court
- It is a visual picture of my performance that I can easily analyse
Positives of using this method
Negatives of using this method
+ I can analyse my
- the key can become complicated
skills/techniques in more detail as it
shows where my shots were taken
- Cannot tell difference between
from/ went and if good /bad
when in the game these shots were
taken
+ It is a visual picture, easily
analysed
Things to consider when making and using a scattergraph:
 What information are you trying to collect
 Have you included a key that is simple and clear to use eg the different
skills/ shots
 Have you considered how you will show if a skill/ shot was successful or
not?
28
Stage 2 Cycle of Analysis ANALYSE
Once you have gathered data on your whole performance using a:
- Match analysis sheet
- Observation schedule
- Scattergraph
- Video
You need to be able to look at your data and explain:
- 2 strengths in your performance
- 1 weakness in your performance
If your weakness is an aspect of fitness, you need to be able to use another
method of gathering data to investigate this weakness further. In order to do this,
we can use a fitness test. This will allow you to find out your specific level of
fitness and then make up a specific training programme:
Strength
Testing strength:
There are a number of tests for strength and you need to know the type of strength important for
your activity before you choose the relevant test.
Static strength test: using a grip dynamometer
- measures the strength in the hand/forearm
Dynamic strength test: Squat thrusts
- measures your ability to repeat the exercise (do not confuse with ME)
Explosive strength test: 2 footed jump
- measures the strength in your legs
Why use fitness tests?
- Testing your initial level of strength can allow you to compare your results to national
averages.
- This gives you an indication if your level of strength is a factor of your performance you need
to develop or not.
- allows you to compare future test results to ensure improvements are being made.
Muscular Endurance
Testing Muscular Endurance:
You can use a number of tests to measure muscular endurance in different muscle groups in the
body.
29
All tests follow the same procedure: how many of one exercise you can repeat in one minute.
Testing muscular endurance in the arms:
- how many press ups you can do in 1 minute
Testing muscular endurance in the legs:
- how many squats you can do in 1 minute
Testing abdominal muscular endurance:
- how many sit ups you can do in 1 minute
Why use fitness tests?
- Testing your initial level of muscular endurance can allow you to compare your results to
national averages.
- This gives you an indication if your muscular endurance is a factor of your performance you
need to develop or not.
- allows you to compare future test results to ensure improvements are being made.
Flexibility
Testing flexibility:
The most common test for flexibility is the sit and reach test.
This tests the flexibility in the hamstring and hip.
Why use fitness tests?
- Testing your initial level of flexibility can allow you to compare your results to national
averages.
- This gives you an indication if your level of strength is a factor of your performance you need
to develop or not.
- allows you to compare future test results to ensure improvements are being made.
Power
Testing power:
There are two common tests used for measuring power.
1. Vertical jump test
2. standing long jump
These tests are a measure of the explosive power in the legs. Additional distance and height can
be achieved by using the arms.
Why use fitness tests?
30
- Testing your initial level of power can allow you to compare your results to national averages.
- This gives you an indication if your level of strength is a factor of your performance you need
to develop or not.
- allows you to compare future test results to ensure improvements are being made.
Speed
Testing speed:
Speed is usually measured by timing a sprint over a short distance.
The distance can be 20m or 40m.
Why use fitness tests?
- Testing your initial level of speed can allow you to compare your results to national averages.
- This gives you an indication if your level of strength is a factor of your performance you need
to develop or not.
- allows you to compare future test results to ensure improvements are being made.
Cardio-Respiratory Endurance
Testing cardio respiratory endurance:
There are a number of common tests for cardio respiratory endurance that will allow you to
compare your results to the national average:
- Bleep test
- 12 minute cooper run
Why use fitness tests?
- Testing your initial level of cardio respiratory endurance can allow you to compare your results
to national averages.
- This gives you an indication if your level of strength is a factor of your performance you need
to develop or not.
- allows you to compare future test results to ensure improvements are being made.
31
Stage 3 Cycle of Analysis DEVELOP TRAINING PROGRAMME
You now need to be able to write an 8 week training programme that is specific and relevant to
your weakness. In this case, it is your aspect of fitness that you tested in stage 2 with a fitness
test.
Before you write an 8 week programme you need to understand:
1. Relevant methods of training to improve the aspect of fitness
2. Principles of training that will ensure your training programme is progressively getting
harder each week.
1. Methods of training
Strength
Training to improve strength:
Weight training is a suitable method of training to improve strength.
In order for weight training to be effective you use:
- Low repetitions (number of times you repeat the exercise)
- High Intensity (heavy weight)
Muscular Endurance
Training to improve muscular endurance:
Circuit training is an effective method of training to improve muscular endurance in all muscles
in the body.
During circuit training you will choose 6-8 exercises that alternate working the muscles in the
legs/ arms/ core. You will work for 45 seconds at the first station before getting 15 seconds rest
to move on the next exercise at the next station.
For example:
Weight training is also a suitable method of training to improve muscular endurance.
In order for weight training to be effective you use:
32
- High repetitions (number of times you repeat the exercise)
- Low Intensity (light weight)
Flexibility
Training to improve flexibility:
Stretching is the most effective method of training to improve or maintain your levels of
flexibility.
Stretching can be- Static: holding a stretch for a period of time
Dynamic: using movement across a joint such as leg swings or shoulder
rotation
In order for training to be effective stretches must be held for a minimum time of 30-45 seconds
and the stretching routine should be carried out at least 4-5 times a week.
Power
Training to improve power:
Power is a combination of speed and strength. Therefore to improve power you must train to
improve the strength in the required muscles as well as doing exercises to improve speed.
Weight training is a suitable method of training to improve power.
In order for weight training to be effective you use:
- Low repetitions (number of times you repeat the exercise)
- High Intensity (heavy weight)
- Remember exercises should be completed at speed.
Speed
Training to improve speed:
In order to train to increase speed you must improve the strength in the major muscle groups
required in your activity.
When training to improve speed you are working anaerobically (without oxygen) therefore you
will rest for 4 times as long as you worked for.
This may be that you do sets of 5 second sprints with a 20 second rest period.
Cardio-Respiratory Endurance
Training to improve cardio respiratory endurance:
There are a number of methods of training suitable for improving your levels of cardio
respiratory endurance. Training for cardio respiratory endurance involves working aerobically
(with oxygen).
33
- Continuous Training
Must be for a minimum of 20 minutes
Must be continuous swimming, cycling or running
Heart rate is maintained in a training zone of 65-80% of your maximum heart rate
Must be completed at least 3-4 times a week
- Fartlek Training
Continuous running / swimming / cycling which includes short bursts of sprinting
followed by slower recovery then repeating
This type of training can also develop speed endurance
Jog
Run
Sprint
- Interval Training
You are exercising for a period of time and then have a period of rest to recover.
For example, you would run a 400m in a set time then have 90 seconds to recover before
repeating the 400m again for 4 sets.
2. Principles of training
Principles of training are very important when planning and implementing a physical fitness
training programme. In order for the training programme to be effective you must apply the
following principles:
 Frequency
 Intensity
 Duration
 Progressive Overload
 Specificity
 Reversibility
Frequency
 Frequency establishes how often you train within your training programme.
E.g. An individual who is training to improve their cardio respiratory endurance would need
to train three to four sessions per week.
During training the individual must work within their training zone for 20 to 30 minutes in
order to training effectively.
Intensity
 Intensity determines how hard you work within your individual sessions during your
training programme.
34
 Setting high levels of intensity is important when training to improve many aspects of
fitness.
 Intensity can be adapted by altering the work/rest ratio during training.
E.g. An individual training to improve cardio respiratory endurance could reduce rest
periods during training sessions in order to increase intensity of training.
Wk 1 - 4x8 min run with 2 min rest – 50% of max speed
Wk 2 - 4x8min run with 1 min 45 secs rest – 50% of max speed
If an individual was training to improve strength they may increase the intensity of their
weight training sessions by increasing the weight lifted every two weeks within their
programme.
Wk 1/3 – bench press – 15kg, 20 reps
Wk 4/6 – bench press – 20 kg, 20 reps
Duration
 Duration defines the length of time you train for within individual training sessions or
the duration of your training programme.
 Short, intensive training sessions will help improve anaerobic fitness.
 Longer, moderately intensive sessions will help improve aerobic fitness.
E.g. An individual training to improve their cardio respiratory endurance may decide to
train for 20 to 30 minutes in their individual training sessions.
Their overall training programme may last for a period of 10-12 weeks.
Progressive Overload
 Progressive overload is a vital principle of training. It is crucial to apply this principle to
ensure that you are continuing to progressive and improve throughout your training
programme.
 When implementing PO you should gradually increase the demands of your training
programme.
 If PO is not applied to your training programme training will plateau and will not
continue to improve.
 Training demands can be increased by varying:
 Frequency
 Intensity
 Duration
35
Specificity
 Specificity is the key principle of training to apply to any training programme.
 Specificity ensures training is relevant to:
 Your training needs
 Your training goals
 The activity you are training for
 Your level of fitness
 Your ability level
Reversibility
 Reversibility applies if training ceases, which may happen due to injury or illness.
 Your body will loose the level of fitness reached through training quickly and as a result
of not training will revert to the condition it was before the start of your training
programme.
 If you don’t use it, you will loose it!!
Overtraining
 Overtraining occurs when an individual training trains so hard leaving the body with no
time to recover.
 Athletes sometimes train longer and harder in order to improve however they leave
their bodies with in adequate rest or recovery time.
 If overtraining occurs this will cause a decrease in performance therefore no benefit
will be seen from training.
To remember the Principles of Training we use:
F.I.D.O.S.R
F - frequency
I - intensity
D - duration
O - overload
S - specificity
R – reversibility
36
Training Programme
Things to consider:
1. How long do you have
8 weeks
2. What is your end goal
Eg to improve my levels of CRE and to achieve level 10 in the beep test
3. What is the purpose of this training programme
Eg to improve CRE to ensure that towards the end of a 40 minute football match
I am still able to....
4. What stage are you at when starting out
Eg level 7 in the beep test
5. How many sessions a week can you commit to complete the training programme
Eg train for football Tuesday / Thursday, so have Monday / Wednesday / Friday
for fitness sessions
6. How do you make it specific
a. To your weakness – method of training is specific to your aspect of fitness
b. Your activity – eg when playing football you will sprint, jog and walk throughout
a match: fartlek could be appropriate
7. Is it progressively getting harder- have you overloaded your training
a. Frequency – have you moved from 3 sessions to 4?
b. Intensity – this could be adding in hill runs / increasing the weight
c. Duration – have you increased the length of time running for / number of sets
8. How do you monitor the programme
Do you complete a fitness test half way through the programme to make sure it is
working?
9. Is it interesting?
Have you used a variety of appropriate methods
10.How will you remain motivated?
Have you set short term goals?
11.Are you training within / out-with the activity?
Within – your football training sessions or rugby training sessions (the activity
that you are training for)
Out- with – if you are training to improve your CRE for football, training out-with
your activity would be continuous runs / swims/ cycle or fartlek training
37
This is an example of a training programme that could help improve CRE for a football player:
Day
Monday
/Week
Week Continuous Run
1
I = 65-75%
MHR
Flat course, no
hills
D = 20 minutes
Tuesday Wednesday
Thursday
Team
Fartlek
Football Training
Training I= varied as
sprint short
side / jog long
side / walk
medium side
of triangle
D = 20
minutes
Team
Football
Training
Friday
Saturday
Sunday
Match
day
REST
Frequency = 2 sessions
Week
2
Continuous Run Team
Fartlek Training Team
I = 65-75%
Football I= varied as
Football
Match
REST
MHR
Training sprint short side Training
day
Mainly flat
/ jog long side /
course, 1 small
walk medium
hill
side of triangle
D = 24 minutes
D = 24 minutes
Frequency = 2 sessions
Overload = Increase duration from 20 to 24 minutes / included 1 small hill in continuous run
Week Continuous Run Team
Fartlek Training Team
Interval
Match
REST
3
I = 65-75%
Football I= varied as
Football Training
day
MHR
Training sprint short side Training D = 10 sets of
Mainly flat
/ jog long side /
40metre runs
course, 1 small
walk medium
I = run as fast
hill
side of triangle
as can
D = 28 minutes
D = 24 minutes
– 2 min rest
Frequency = 3 sessions
Overload = Increase duration from 24 to 28 minutes in continuous run / increase frequency 2 sessions to 3
Week Continuous Run Team
Fitness Test:
Team
Fartlek
Match
REST
4
I = 65-75%
Football same test as
Football Training
day
MHR
Training completed
Training I= varied as
Series of small
before the
sprint short
hills
training
During
side / jog long
D = 32 minutes
programme
training
side / walk
started. Exactly same
medium side
the same
interval
of triangle
conditions.
session
D = 28 mins
as week
3 but
with a
football dribbling
Frequency = 3 sessions plus fitness test
Overload = Increase duration from 28 to 32 minutes and included hills in continuous run / increase fartlek
duration from 24 to 28 minutes
Week Continuous Run Team
Fartlek Training Team
Interval
Match
REST
5
I = 65-75%
Football I= varied as
Football Training
day
MHR
Training sprint medium
Training D = 12 sets of
38
Series of small
side / jog long
40metre runs
hills
D = 36 minutes
side / walk small
side of triangle
D = 32 mins
I = run as fast
as can
– 2 minute
rest between
Frequency = 3 sessions
Overload = Increase duration from 32 to 36 minutes / increase fartlek duration from 28 to 32 minutes /
Added two sets to interval session
Week Continuous Run Team
Fartlek Training Team
Interval
Match
REST
6
I = 65-75%
Football I= varied as
Football Training
day
MHR
Training sprint medium
Training D = 14 sets of
Series of small
side / jog long
50 metre runs
hills and 1 large
side / walk small
I = run as fast
hill
side of triangle
as can
D = 40 minutes
D = 36 mins
– 2 minute
rest between
Frequency = 3 sessions
Overload = Increase duration from 36 to 40 minutes / increase fartlek duration from 32 to 36 minutes /
Added two sets to interval session and increased distance in interval session
Week Continuous Run Team
Fartlek Training Team
Interval
Match
REST
7
I = 65-75%
Football I= varied as
Football Training
day
MHR
Training sprint long side
Training D = 16 sets of
Series of small
rectangle / walk
50 metre runs
hills and 1 large
short / sprint
I = run as fast
hill
long / jog short
as can
D = 44 minutes
repeat
– 2 minute
D = 36 mins
rest between
Frequency = 3 sessions
Overload = Increase duration from 40 to 44 minutes and included 1 large hill in continuous run / changed
fartlek to rectangle to include more sprints / increased interval by 2 sets
Week Continuous Run Team
Fartlek Training Team
Fitness test:
REST
Match
8
I = 65-75%
Football I= varied as
Football Same test as
Day MHR
Training sprint medium
Training completed
Fill out
Series of
side / jog long
before
same
medium hills
side / walk small
training
method
and 1 large hill
side of triangle
programme
of
D = 48 minutes
D = 38 mins
and also week
gather
4. Completed
data
in exactly the
same
conditions.
Frequency = 2 sessions plus fitness test
Overload = Increase duration from 44 to 48 minutes and increased small to medium hills/ increased fartlek
by 2 minutes
Fitness tests:
- Must be the same fitness test to allow for comparisons to be made
- The same conditions include:
 Using the same equipment
 Completing it in the same area eg outside / inside
 Following the correct protocol
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Stage 4 Cycle of Analysis EVALUATE
Now you have completed your training programme, it is important that you re-test using the
same fitness test. This will allow you to compare your results to previous tests and check that
your training programme has been successful.
It is also important that you complete the same observation schedule or match analysis sheet or
scattergraph etc to compare and see if in a game/ performance situation, your aspect of fitness is
now having a positive impact on your performance.
From evaluating your whole performance again, you can now see areas of strength and possible
new areas for development. You need to be able to explain how they impact on your
performance.
Strength
Impact on performance:
With an increase in strength you should be able to carry actions out more effectively in a number
of activities.
- hold a balance in the correct position for longer
- be more effective in stopping the opposition in a scrum
- swim faster as you are able to use more force against the water
- jump higher or further
- throw a longer distance
Muscular Endurance
Impact on performance:
With an increase in muscular endurance you should be able to carry actions out more effectively
in a number of activities for longer without your muscles feeling tired.
- cycle faster for longer
- swim further
- row further
- Perform skills more effectively at the end of a game eg forehand in tennis
remains strong even after 3 sets.
Flexibility
Impact on performance:
With an increase in flexibility you should be able to carry actions out more effectively and
efficiently in a number of activities.
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- Increased flexibility in the hips allows your kicking technique to be more
effective.
- Increased flexibility in the hips also allows your hurdling technique to be
more efficient
- Increased flexibility in the back can improve your high jump technique
- Increased flexibility in the shoulders can allow a more efficient stroke in
swimming
- Increase in flexibility across a range of joints will have a positive affect on
your skill level and performance in gymnastics.
Power
Impact on performance:
With an increase in power you should be able to carry actions out more effectively in a number
of activities.
- increased power will allow you to jump further
- increased power will allow you to jump higher
- increased power will allow you to throw further
Speed
Impact on performance:
With an increase in speed you will see an improvement in your overall performance:
- you will be able to beat a defender to get to a ball
- out run the opposition when with the ball
- you will be able to get the ball/ shuttle to be able to play a return shot
- you will have a faster run up to take off for gymnastics and athletics
- you could have greater speed in the arms or legs for striking objects
Cardio-Respiratory Endurance
Impact on performance:
Increasing your levels of Cardio respiratory endurance will have a positive impact on your
performance.
- You are able to maintain a high skill level throughout the game
- You are able to concentrate on all aspects of the game more effectively than
when tired
- You will make less mistakes
- You are able to cope with the demands of the activity, for example you will
be able to mark effectively and keep up with opponents throughout the game.
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