PERTH GRAMMAR SCHOOL
PHYSICAL EDUCATION DEPARTMENT
BASKETBALL
PREPARATION OF THE BODY
Name: ________________________________________
Preparation of the Body
This booklet will take you through all 5 Key Concepts in this Area of Analysis. It will link the
theory of preparing the body for action to the game of basketball. It will also make reference
to other sports to demonstrate how the information you will study can be applied to develop
your performance in other sports. The Key Concepts (KC) you will study are:
KC 1: Fitness assessment in relation to personal performance and the demands of
activities.
KC 2:
Application of different types of fitness in the development of activity specific
performance.
KC 3:
Physical, skill-related and mental types of fitness
KC 4:
Principles and methods of training.
KC 5:
Planning, implementing and monitoring performance
AREAS AND ASPECTS OF FITNESS INT 2
Fitness is the ability to meet the demands of the activity and the environment in which you are participating. To say that
someone is fit is too general for our purposes. When we look at fitness for effective performance in activities we see it is
much more specific and covers a wide range of different aspects. In order to perform effectively in any activity there are
3 areas of fitness
PHYSICAL
FITNESS
SKILL RELATED
MENTAL
If any one fitness side is lacking then your performance will not be fully effective
Each of the 3 areas of fitness physical, skill related and mental can be further sub-divided into specific aspects of
fitness.
PHYSICAL ASPECTS OF FITNESS
STAMINA: This is the body’s ability to keep working for long periods of time. It is also known as CARDIO
RESPIRATORY ENDURANCE. This is the ability of the heart and lungs to provide the working muscles with
oxygenated blood over a long period of time. You are likely to be working aerobically
MUSCULAR ENDURANCE: This is the ability of a muscle or group of muscles to maintain repeated contractions
over long periods of exercise. It is also sometimes called Local muscular endurance.
STRENGTH This is the maximal force that a muscle can exert as it contracts. Strength can be further divided into
static or isometric (the muscles contract and hold one position), dynamic or isometric (the muscles move contracting
and extending) and explosive strength or power (the muscle contraction happens at high speed)
FLEXIBILITY: This is the range of movement of a specific joint or muscle group. It is also sometimes called
suppleness or mobility.
SPEED: This is the rate of movement of the whole body or a single part of the body, the time it takes to move over a
given distance.
SPEED ENDURANCE: This is the ability to continually make repeated fast runs over a long period of time and is
some times referred to as anaerobic endurance
POWER: This is the combination of strength and speed and is sometimes called explosive strength.
SKILL-RELATED ASPECTS OF FITNESS INT 2
AGILITY: This is the ability to quickly change direction or body position.
BALANCE: This is the ability to maintain a controlled and stable body position with the centre of gravity over the
base of support. Balance can be static such as holding a handstand or dynamic on the move such as in skiing.
COORDINATION: This is the ability to move your body parts in a controlled and synchronised manner in
response to what your senses tell you.
REACTION-TIME: This is the time it takes you to react to a stimulus. For example the time it takes you to begin
running in response to hearing a starting pistol in a sprint.
TIMING: This is the ability to judge when to and apply an action at the right moment. For example timing a slide
tackle at the right moment in a game of football.
MOVEMENT ANTICIPATION: This is the ability to read a situation and effectively select the correct response.
MENTAL ASPECTS OF FITNESS INT2
MOTIVATION: This is your will your desire, your drive to succeed and achieve your goals
LEVEL OF AROUSAL: This is the level of your excitement, anticipation, stress, aggression, apprehension and
nervousness. It refers to the state of mental preparedness for participation in the activity.
CONCENTRATION: This refers to your ability to remain focused on a task.
STRESS: This is the level of anxiety felt as a result of physical mental and emotional pressures.
RELAXATION: This is the ability to control our stress and lower our levels of anxiety when we feel pressure.
Every activity in which you participate requires a combination of the various aspects of the 3 areas of fitness for a
successful performance. Though different activities require different combinations and place different degrees of
importance on the separate aspects of fitness
PHYSICAL, SKILL-RELATED AND MENTAL TYPES OF FITNESS HIGHER
These 3 types of fitness are inter-related in terms of performance. The discus thrower needs speed across the circle
(physical fitness), balance as they move across the circle (skill-related fitness) and mental rehearsal (mental fitness).
When these elements combine effectively a good discus throw can be achieved.
1. Physical Fitness - can be divided into:
- Cardio-Respiratory endurance.
- Muscular endurance
- Speed
- Strength
- Flexibility
- Power – a combination of speed and strength
Cardio-respiratory endurance – is the ability of the heart and lungs to provide the
working muscles with oxygenated blood for a prolonged period of time. Players are
required to jog, run and sprint for the entire game. Poor CRE will result in the player
becoming breathless more quickly and unable to support and keep up with play. Longer
rest periods will be needed. Towards the end of the game players will slow down and
sprint speed will deteriorate as fatigue begins to affect tiring muscles. Concentration can
also decrease resulting in poor decision-making and a lowering of skill level
Muscular endurance – is the ability of a muscle or group of muscles to
work for extended periods of time without tiring. If the muscles tire, due to
poor muscular endurance, then the performer will be unable to make
effective use of the muscles. The rower requires muscular endurance in the
upper body to be able to consistently use the arms for the duration of the
race. The basketball player requires muscular endurance to continually maintain his defensive stance and to
repeat actions over and over again i.e. passing, rebounding, shooting etc.
Speed - allows the whole body to move quickly e.g. in sprinting, or part of the
body may move quickly e.g. in throwing a javelin. The basketball player needs
speed to get to 50:50 balls, to move away from a marker, to support play quickly,
to cover opponents and to recover quickly after losing the ball
Speed Endurance – is the ability to sustain a very high work intensity over a
period of time. For example, a basketball player will have to make continuous
darting runs to create space or lose a marker.
Strength - strength is the maximum force a muscle or group of muscle can exert in
a single movement. It is required in Basketball to box out, to screen, to post, to
hold onto 50:50 balls and to block opponents’ shots successfully.
Power - this occurs when strength and speed are used simultaneously. An example is the start of
a swimming event when the swimmer pushes forcefully and fast from the poolside to achieve an
effective start. Power is also required in basketball in order to jump for rebounds, to shoot
successfully, for jump ball situations, to block shots and to pass the ball quickly over varied
distances.
Flexibility – is the range of movement around a joint. In games, flexibility is
required as well - the badminton player needs to have the flexibility to move their racquet in
the right direction to perform a smash. The swimmer requires flexibility to allow their hand to
enter the water in the best position to produce an effective pull in front crawl.
2. Skill Related Fitness Higher-
includes balance, timing, co-ordination, agility and reaction time.
Each of these is important when developing performance as they enable skills to be performed effectively.
Balance - this is the ability to keep the centre of gravity above the base of support. Balance
involves the ears, brain and skeletal muscles. Groups of muscles have to work together to keep
the body in a balanced position. Balance may be static e.g. headstand or handstand or it may be
dynamic e.g. discus thrower. The gymnast needs to hold a balanced still with the groups of
muscles controlling and maintaining this position. However the discus thrower requires to keep
a balanced position while they are turning across the circle. In this case the muscles have to
react to changing body positions to maintain balance so that a controlled throw can be
achieved.
Timing - Ability to perform skills at the right time and with correct emphasis / pacing. Badminton
beginners often have trouble timing the swing of the racket to coincide with dropping the shuttle - often
missing the shuttle completely. The successful execution of a skill depends upon the timing of the strike or
movement to perform the skill. When the timing is wrong the skill often "feels wrong". Hitting a softball
successfully is not only to do with the power of the hit but also involves timing the swing to meet the ball at
the optimum point.
Co-ordination - Ability to control movements smoothly and fluently. The performance of many skills
requires a series of linked muscular actions. In performing a lay-up shot in basketball, the player has to coordinate the dribble, carry the ball for 2 steps and drive up to the backboard making sure they release the
ball at the correct point to ensure a basket is scored. If these actions are uncoordinated the shot will not
succeed.
Agility - the ability to move the whole body quickly and precisely using a
combination of speed and flexibility. Basketball players require agility in order to
suddenly change direction or body position to avoid tackles or to track a runner. The
goalkeeper in football also requires agility to react quickly and get to the ball
wherever it is. Players in most games require agility to keep the ball under control
while changing direction.
Reaction time – the time taken between recognition of a signal and the start of the
movement. Obviously the sprinter will require a quick reaction time in order to drive
out of the blocks as soon as the gun is fired. The stimulus can be visual e.g. when playing badminton; the
ability to react quickly to the flight of the shuttle will allow you to be in position ready to play the return
shot.
Movement Anticipation - Ability to predict accurately the next set of movements you need to make. For
example an expert Badminton player will anticipate where their opponent is likely to play the shuttle. A
point guard in Basketball will split wide from the elbow of their key in anticipation of an outlet pass.
3. Mental Fitness Higher- includes motivation, mental imagery, arousal, relaxation and managing
emotions.
Motivation – the performer’s level of desire to be successful. Gained both internally and externally.
Mental Imagery - allows the participant to run through the execution of a skill/technique before they
actually perform. The benefits of mental imagery are; i) It can help improve the technical proficiency of
the performer. ii) It can help reduce negative thoughts and reduce anxiety. iii) It can improve concentration.
iv) It can provide excellent feedback, identify errors or reinforce the correct movement pattern.
Arousal - The performer’s level of excitement and alertness (i.e. fast heart rate, breathing, nervousness,
feeling sick etc…)
Relaxation - a participant needs to relax before an event so that they are not too tense to be able to perform
to the best of their ability. There are many relaxation techniques which can be used to achieve this. Mental
stress can be dealt with by attempting to replace all negative thoughts with positive ones. Another
method of relaxing is to control your breathing by slowing it down. This will help to calm and
relax the body. Finally, many top performers relax their body in tense environments by engaging in
pre-planned routines. This ensures their attention is correctly and positively focussed. For example,
a basketball player might bounce the ball three times and then spin the ball back to himself prior to
executing his free throw attempt.
Managing emotion - this is important when performing. If a performer is in a demanding situation
they need to be able to control their emotions so that their skill level is not adversely affected. A
good way to do this is by using relaxation techniques described above
ASPECTS OF FITNESS TASK
Complete the table below by listing the following aspects of fitness under the appropriate aspect of fitness
 coordination
 speed
 cardio respiratory endurance
 motivation
 relaxation
 movement anticipation
 anxiety control
 flexibility
 reaction time
 muscular endurance
 mental rehearsal
 timing
 concentration
 power
 managing emotions
concentration
 agility
 balance
 level of arousal
 speed endurance
 strength
ASPECTS OF FITNESS
PHYSICAL
SKILL-RELATED
MENTAL
Now read p40-45 of the Thorburn H/Int2 workbook and make additional notes
PERFORMANCE FITNESS REQUIREMENTS FOR BASKETBALL
The game of basketball is a fast fluctuating game involving bouts of intense energy sprints
combined with periods of low intensity walks or jogs.
Fitness demands of the game are specific and relative. The physical demands placed on players
will be different according to the specific role they have to perform within the game. The fitness
requirements of the Guards will be different from that of the Forwards.
The specific demands of a GUARD are:
PHYSICAL
Area of Fitness
Why Required
Strength (Lower and
Upper Body)
to set screens and hold positions in attack; to
hold position in defence and to box out when
necessary.
to explode into the key; to shoot in a variety of
ways; to jump to block in defence; passing
to support play quickly; to cover short distances
quickly; to close down opponents
to continually make repeated runs over varied
distances
to run and play the game at the highest intensity
for prolonged periods of time.
to continually shuffle in a defensive position; to
hustle and harass opponents
for the ability to move the joint freely through
full range of motion, during quick changes of
direction and for continually jumping and
turning throughout the game
to suddenly change direction or body position
while dribbling or to track an opponent cutting
into the key
Select the correct time to carry out the skill eg
pass to forward cutting to basket
Hand-eye co-ordination to make and receive
passes; to intercept; to shoot
for maintaining balance while driving to the
basket
To be in the right frame of mind to help you
perform to the best of your ability with
enthusiasm
Remain positive when mistakes are made. To be
able to handle refereeing decision to avoid foul
trouble
Power
Speed
Speed endurance
Cardio-Respiratory
Endurance
Muscular Endurance
Flexibility
SKILL RELATED
Agility
Timing
Co-ordination
Balance
MENTAL
Level of arousal
Control of emotions
The specific demands of a FORWARD are:
Area of Fitness
PHYSICAL
Strength (Lower and
Upper Body)
Power
Speed
Speed endurance
Cardio-Respiratory
Endurance
Muscular Endurance
Flexibility
SKILL RELATED Agility
Co-ordination
Balance
MENTAL
Level of arousal
Control of emotions
Why Required
to box out; to hold position in defence and when
posting in attack
to explode into the key; to shoot in a variety of
ways; to jump to block in defence; to explode up
for rebounds; passing
to support play quickly; to cover short/long
distances quickly; to close down runners/space
to continually make repeated runs over varied
distances
to run and play the game at the highest intensity
for prolonged periods of time.
to continually shuffle in a defensive position; to
hustle and harass opponents
for the ability to move the joint freely through
full range of motion, during quick changes of
direction and for continually jumping and turning
throughout the game
to suddenly change direction or body position
while dribbling or to track an opponent cutting
into the key
Hand-eye co-ordination to make and receive
passes; to intercept; to shoot
for maintaining balance while driving to the
basket
To be in the right frame of mind to help you
perform to the best of your ability with
enthusiasm
Remain positive when mistakes are made. To be
able to handle refereeing decision to avoid foul
trouble
Although the fitness demands are slightly different for various reasons, the conditions of the game
will be the same for all players i.e. periods of rest and recovery will be unpredictable and varied
dictated by the pace of the game. Also every player will do a great deal of work ‘off the ball’ –
supporting play, getting into open space to receive the ball, returning to defensive position etc…
Therefore, following a balanced well-structured training programme will develop the desired
fitness and skill levels required to meet the demands of the game. To optimise the performance of
each player the training programme must take account of:
 unique game requirements
 individual roles
 stage in the competitive season.
NOTE: These considerations have to be made for every sport. Consider badminton, what are the
performance requirements and fitness needs? Does the sprinter need the same type of fitness as the
discus thrower?
ASSESSMENT AND GATHERING DATA
Why do we need to assess our fitness levels? It is important to gather information on your level of fitness for the
activity that you participate in order to identify your strengths and weaknesses this will allow you to develop
your performance. Fitness assessment in relation to performance development has the following key purposes:
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Provides objective, accurate and reliable information about the performer in relation to the specific
performance demands of the activity
Identifies areas of individual strengths and weaknesses
Provides a clear focus for planning a programme to improve performance related fitness
Provides a baseline or start point
Allows a process of monitoring and recording fitness development through comparison of the results of
subsequent tests
The process of fitness assessment allows the individual to progress by maximising strengths and addressing and
therefore minimising weaknesses.
There are 2 main ways of assessing fitness the first is assessing fitness directly within the activity and the
second is out with the activity through standardised fitness tests. Whichever methods are used there are a few
general principles, which should guide the process.
ASSESSMENT WITHIN THE ACTIVITY
Useful Information on the level of fitness can be gathered by looking at the whole performance by collecting
data during a game of basketball. This can be done through a movement analysis sheet to show how often the
performer walks, jogs, runs and sprints during a game. This can then be adapted into a skill effectiveness
chart which will show how the level of fitness affects skill level throughout the game.
In attempting to assess fitness, looking at the whole performance can give indications of your level of fitness
which can then be supported by the findings of specific fitness tests.
Why are the use of Game Analysis Charts Appropriate?
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The data should be collected in a full competitive context against players of similar ability. This
ensures that in order to compete, each player has to give their all and attempt to play to
their
potential.
The methods used to collect match analysis data provide objective, reliable and accurate information
about your performance in relation to cardio-respiratory endurance.
The ‘Movement Chart’ analyses the major movement intensities used in the game of
basketball.
The ‘Skill Effectiveness Chart’ analyses the major skills involved in your role. Together they provide
an indication of how your C/R Endurance level affects your contribution to the game
How do I ensure the data collected is Valid?

The method must measure what it is supposed to measure. The ‘Movement Chart’
movement intensity throughout a 40 minute game.

The ‘Skill Effectiveness Chart’ analyses the effectiveness of skill execution as the game progresses
(Directly related to the onset of fatigue due to lack of C/R Endurance)
Both are designed specifically to analyse the contribution of your performance (in a specific role) to
the game.
The data collection charts are divided into time intervals to enable a comparison to be made between
different periods of the game.
Data should be collected by more than one person to ensure accuracy of results.
By videoing the game you can ensure you collect accurate information from what is a high paced and
complex game.




analyses your
ASSESSMENT OUTWITH THE ACTIVITY
Use of standardised fitness tests
A wide range of fitness tests enable performers to assess particular aspects of their fitness. Top players
recognise the importance of ‘performance related fitness’, and try to obtain a clear and detailed
analysis, by establishing the relationship between their fitness and actual personal performance, within
their specialist activity or position.
Why are the use of Standard Tests Appropriate?
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A wide range of tests are available, relevant to varied aspects of fitness.
Tests are widely recognised, and provide established norms and/or ratings.
Allow relevant individual and group comparisons to be made.
Each test is specifically designed to test a particular aspect of fitness – ensuring data collected is
relevant.
All tests are repeatable; therefore you can constantly compare your future results to your initial test
scores.
By using a wide range of standard tests you can determine your strengths and weaknesses.
This can be aided by comparing your results to an elite performer in the same activity.
The results allow you to start your programme at the correct intensity and allow you to set progressive
targets
How do I ensure the data collected is Valid?
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A simple data collection procedure should be identified, with clear instructions provided to ensure
consistency throughout the data collection process. This will ensure the test is accurate.
Where possible the initial and subsequent data should be collected under the same conditions to ensure
reliability (Test - retest method).
The test must actually measure what it is supposed to measure. Care must be taken to select the
appropriate standardised test for the aspect of fitness under investigation in order to provide useful
information which contributes to personal fitness programme planning.
Effort should be made to ensure that the data collected is free from unexpected bias arising through
personal factors or recorder bias. Time and location constraints should also be considered carefully
when deciding what on data collection. This ensures the data collected is reliable.
Task Sheet 1: Data Collection Within the Activity – Assessing your fitness in a
full performance context (Movement Chart)
Name _______________v __________Date _______
Position ___________
Watch the game or video action to help you analyse how fit you were when playing in a game. The
time recorded is 40 minutes, should the game duration differ, adjusting the required time limits.
KEY: / for every occasion they move in the specified way.
TIME
Minutes
WALKING
JOGGING
HALF PACE
RUNNING
SRINTING
STANDING
STILL
Periods 1/2
0-5
6-10
11-15
16-20
Periods 3/4
0-5
6- 10
11-15
16-20
Analyse your data and compare your first- and second-half performance.
During the first half I found that I was
_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________
During the second half I found that I was
_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________
This information suggests that my level of cardio-respiratory endurance is
_______________________ because
_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________
Task Sheet 2: Data Collection Within the Activity – Assessing the performance
of skills in a full performance context (Skill Effectiveness Chart)
Watch the game or video action to help you analyse how consistently you perform the skills of the
game. The time recorded is 40 minutes, should the game duration differ, adjust the required time
limits.
KEY:  effective  less effective
TIME
Minutes
PASSING
SHOOTING
DRBBLING
REBOUNDIN
G
SUPPORTI
NG PLAY
HUSTLING
Periods
1/2
0-5
6-10
11-15
16-20
Periods
3/4
0- 5
6-10
11-15
16-20
Analyse your data and compare your first- and second-half performance.
During the first half I found that I was
_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________
During the second half I found that I was
_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________
This information suggests that my level of cardio-respiratory endurance is
_______________________ because
_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________
GATHERING DATA TASK
Write up a summary of your thoughts and feelings as the game progressed under the time intervals below. Include how
you felt physically e.g. level of fatigue, boy temp, breathing etc. and mentally level of motivation, concentration etc
PHYSICAL
MENTAL
TIME
START
10 MINS
20 MINS
30 MINS
40 MINS
This process has allowed us to gather a lot of general data about our performance related fitness in basketball. This will
allow us to identify our strengths and weaknesses. When we have identified our weaknesses we can gather specific or
focused data on a particular weakness.
ASSESSING MENTAL FITNESS
It is difficult to measure the mental aspects of fitness and most practical methods centre around personal reflection and
completing questionnaires.
Name________________________________________
Date_________________________
Personal Effectiveness Questionnaire
Complete the task sheet to help you to evaluate your ability to manage stress
Questions
Did I remain motivated throughout the game?
Did I remain determined when challenging for the
Ball?
Did I shout or blame others?
Did others distract me?
Did I need encouragement from others?
Did I get easily frustrated?
Did I need a reward e.g. medal at the end of a game?
Did I need my coaches support at half / full time?
Did I remain confident throughout the game?
From your observations do you feel that you have a
high level or low level of motivation when playing
Explain how you could directly influence motivation
in your training programme
Comments
GATHERING DATA OUT WITH THE ACTIVITY
We can also gather data on our fitness outside the activity through standardised fitness tests. This is specific or
focused data. There is a large range of tests that cover the majority of the aspects of fitness. These tests are used around
the world having been developed by coaches and scientists therefore they are known to be valid and reliable. A wide
range of fitness tests enables performers to assess their fitness and obtain clear and accurate analysis of specific aspects
of their performance
EXAMPLES OF STANDARDISED TESTS PHYSICAL FITNESS
Cardio respiratory endurance can be measured using number of different test methods such as the Harvard step test,
the 12 minute Cooper run (see H/Int2 PE work book page 34 for test procedures and norms; and the Leger multi stage
shuttle run test (explained below)
Leger multi fitness test
To complete this test you require a flat 20 meter surface a tape player and a cassette recording of the test. You are required
to run 20 metre shuttles in time to the pre recorded beeps on the tape. As the test progresses the time interval between
each bleep decreases. You until you are unable to keep up with the pace of the bleeps. This is determined when you fail to
reach the line on 2 consecutive bleeps. The level reached is your score.
beep
20 metres
The 12-minute cooper run
To complete this test you require a flat running surface of known dimensions e.g. an athletics track, a stopwatch and a
lap recorder. To complete the test you have to run as far as you can in 12 minutes you should try to do it at a steady
running pace though you can walk if you are unable to maintain a run. Your score is the distance in meters that you
covered.
Muscular endurance can be measured using tests specific to the muscle area being assessed for example chest and arms
through the maximal press up test; triceps through the dips test; and abdominal muscles through the 30 second sit up
test (explained below).
To complete this test you will require a partner (to count your sit ups and time you for 30 seconds) a mat and a stopwatch.
Lie on your back on the mat with your knees raised and your soles on the floor your partner may hold your feet if you
wish. Fold your arms across your chest with your fingertips on your shoulders. On ‘go’ raise your trunk and touch your
knees with your elbows, return to the starting position that counts as 1. Your score is the number of full sit ups you do
within the 30 second time limit.
Strength can be measured using a variety of different tests depending on the type of strength being measured i.e. static,
dynamic or explosive. Static strength can be measured through the grip strength test (se explanation below); dynamic
strength can be measured through a maximal lift test of a specific muscle group (see explanation below); and explosive
strength (power) arms medicine ball throw, legs standing vertical jump (see explanation below) and legs standing
broad jump (see explanation below)
Grip Strength test: Hold the hand grip dynamometer in your dominant hand down at the side of your body but not
against your leg. Squeeze the handle and record the reading on the scale. Perform the test three times and record your
best effort as your test score.
Maximal strength tests can be adapted for any muscle group the following is a description of the bench press test
(chest and arms). You will require a barbell and loose weights or a bench press machine and a partner to spot and record.
After a thorough warm up you will carry out the test. You will attempt to bench press the heaviest weight that you can lift
in a single repetition. You continue to bench press with increasingly heavier loads until you fail to lift. The heaviest
weight you lift is your score.
The standing vertical jump (sergeant jump) test: Adjust the jump board so that the lower edge touches your fingertips
when your arms are fully extended above your head. Dip your fingertips into the chalk bag. Prepare to jump by bending
legs and swinging arms back. Jump as high as you can of two feet and touch the measuring board with your chalked
fingers. Perform the test three times and record your best score.
The standing broad jump: To complete this test you require a partner to measure and record a flat surface and a tape
measure. Crouch down with your toes behind the start line. Using your arms and legs jump forward powerfully from 2
feet. Try to jump as far as you can. Your score is the distance you jump from the start line to the back of your heels.
Perform the test three times and record your best score.
Flexibility can be measured using various tests for specific muscle groups and joints for example the shoulder lift, trunk
extension, the sit and reach test (explained below)
To complete this test you will require a sit and reach box and a partner to record your score. Place the box against a wall.
Sit down placing your feet against the box. Keep your knees straight and bend forward with arms extended trying to reach
as far forward as you can and hold the position. Do the test 3 times and take your best score. Your score is the number of
centimeters reached on the box
Speed can be measured by being timed over a set distance. The distance can be set relative to the activity for example
basketball players could be timed over 20 to 30 m whereas a hockey player maybe timed over 80 to 100 m. The 30 m
sprint test (explained below).
To carry out this test you require a 30m flat track a partner to time and record and a stopwatch. From a crouched or
standing start you run as fast as you can over the 30m distance. Your partner will start you by dropping their hand from a
raised position whilst simultaneously starting the stopwatch. Your partner will be positioned at the end of the 30m and
will stop the timer as you cross the line. Your score for the test is the time taken.
STANDARDISED TESTS SKILL RELATED FITNESS
Balance can be measured by a variety of methods. Dynamic balance can be measured using the Bass test. Static balance
can be measured through a timed balance (see below).
To carry out the balance test you will require the low beam or an up turned bench, a stopwatch and a partner to time and
record your score. You step onto the beam and balance on 1 foot with your eyes closed. Your score for the test is the
amount of time you can hold your balance.
Agility can be measured using a number of different methods that involve changes of direction under time constraints
such as the hexagon test (see www.brianmac.demon.co.uk for tests) The Illinois agility run (see below).
To carry out the test you will require a tape measure, cones, a stopwatch and a partner to time and record your score. The
cones are setup as indicated below. Lie down at the start, on the command go you get to your feet and run the course as
indicated. Your test score is the time you take to complete the course.
Reaction time can be measured by various methods such as measuring the time it takes to react to a colour or sound
stimulus on a computer programme (see www.topendsports.com/testing). The stick drop test (explained below)
To carry out this test you will require a metre stick and a partner. Your partner holds the metre stick at the 0 cm mark you
place your thumb and forefinger at the 50 cm mark without touching the metre stick. Without warning your partner lets
the stick go you must catch it between your thumb and forefinger. Your test score is the number just above your thumb.
FITNESS TEST RESULTS
ASPECT OF FITNESS
STANDARD
TEST
C.R.E.
MULTI STAGE SHUTTLE
RUN
COOPER RUN
RESULT
P
M <6
BA
6-7
A
8 - 10
G
11-12
E
12 +
F <3
3-4
5-7
8-10
10+
M <1600
1600
2000
2500
2800+
F <1500
1500
1800
2200
2600+
M <2
2-5
6-8
9 - 13
13 +
F <3
4-6
7-11
12-14
15+
M 4.6 <
4.6-4.5 4.4-4.3 4.2-4.0 < 4.O
F 5<
4.9-5.0 4.7-4.8 4.5-4.6 < 4.5
M 15.9<
15.9
14.7
F 17.2<
17.216.1
M < 178
F < 129
178-197 198-217 218228+
228
129-139 140-164 165-180 180+
M <30
30-39
40-49
50-65
65<
F <26
26-35
36-46
47-58
58<
M < 19
&
F
M < 22
&
F
M < 16
19 - 29 30 - 40 41 - 59 60 +
F <8
9-14
C.R.E
SIT AND REACH
FLEXIBILITY
30 METRE SPRINT
SPEED
AGILITY
DYNAMIC
STRENGTH
ILLINOIS AGILITY
RUN
- 14.6
13.8
16.115.2
– 13.712.5
< 12.5
15.2-14 <14
1 REP MAX BENCH PRESS
POWER (EXPLOSIVE STANDING BROAD JUMP
STRENGTH)
POWER (EXPLOSIVE STANDING
VERTICAL
STRENGTH)
(SERGEANT) JUMP
BALANCE
BALANCE BEAM TEST
REACTION TIME
STICK DROP TEST
LOCAL MUSCULAR 30 SECOND SIT UP TEST
ENDURANCE
22
29.5
– 29.6 -37 37.142.5
42.5<
17 - 19 20 - 25 26 - 29 30 +
15-20
21-24
25 +
For more information on fitness testing see the following websites www.topendsports.com/testing and
www.brianmac.demon.co.uk
AEROBIC AND ANAEROBIC ENERGY SYSTEMS
In order to participate in any activity we are required to move. This movement is the result of muscular contractions, for
these contractions to take place the muscles require a source of energy. The energy for muscle contractions comes from
the breakdown of a chemical compound called adenosine triphosphate (ATP). The breakdown of the ATP molecule
creates energy, which stimulates the muscle to contract. There are only limited stores of ATP in the muscle so it must be
constantly re-synthesised (re-made) to continually supply energy to the working muscles.
The body has adapted several ways or energy systems to regenerate ATP. There are 3 main energy systems in use within
our bodies, which energy system is in use depends upon the speed, intensity and length of time of the activity. The 3
energy systems are the ATP-CP system, the Lactic acid system and the Aerobic system.
The ATP-PC and the lactic acid systems supply the energy anerobically this means that the energy is supplied without
the presence of oxygen. In the aerobic system as the name implies the energy is supplied aerobically i.e. in the presence
of oxygen.
When energy is required for quick and high intensity activities the energy is supplied anaerobically as the aerobic
system is too slow. As stated earlier there is only a limited supply of ATP stored in the muscle and this burns out in about
1 second. The body then switches to the ATP-CP system. In this system the chemical compound CP (creatine phosphate)
is broken down this releases energy, however this energy is not used for muscle contraction but it is used to rebuild the
ATP which is then used to supply the energy as before for muscle contraction see the equation below.
CP  C + P + energy + ADP + P  ATP 
ATP  ADP + P + energy (for muscle contraction)
The ATP-CP system can rebuild ATP immediately and at high speed. This system is therefore used during intense
explosive activities such as sprinting or throwing or to provide the initial energy to start exercising after a rest. However
like ATP the PC supplies are limited once the PC levels drop too low fatigue sets in. This usually occurs after about 10
seconds of maximal effort such as in a 100 m sprint. (See diagram below). After about 2-5 minutes rest (depending on
level of fitness) the levels of CP and ATP are restored
When the quick high intensity energy demands last for longer than 10 seconds energy can no longer be supplied by the
ATP-CP system. After 10 seconds the CP levels have been depleted within the muscle and the energy for rebuilding ATP
comes from the Lactic acid system. The lactic acid system involves the anaerobic break down of a substance called
glycogen. Glycogen is a form of carbohydrate, stored in our muscles and liver, which is obtained from the food we eat.
When Glycogen is broken down it supplies the energy to rebuild ATP this also generates a substance called Pyruvic acid.
When there is no oxygen present as in the case of this anaerobic energy system the Pyruvic acid is converted to lactic
acid. The lactic acid builds up in the muscle and causes pain and fatigue. Once the exercise ceases the lactic acid is
flushed out of the muscles and into the blood stream, enabling the muscles to recover. This energy system supplies energy
quickly and is principally used in short term high intensity activities such as the 400m sprint or 100m swim. It also comes
into play at the end of aerobic events such as a sprint finish at the end of a 10,000 m race. The lactic acid system can
supply energy for about 1 minute.
Glycogen  Pyruvic acid + energy + ADP + P  ATP  ATP  ADP + P + energy (for muscle contraction)

No O2 present

Lactic acid forms
When the energy demands for an activity last more than a few minutes, energy must come from a much longer
lasting source. This is when the aerobic energy system is used. Like the lactic acid system the aerobic system
breaks down glycogen to produce the energy to rebuild ATP, however this occurs aerobically. When glycogen
is broken down in the presence of oxygen the Pyruvic acid that forms is not converted to lactic acid it is broken
down into carbon dioxide and water. Therefore the onset of fatigue takes much longer. The aerobic energy
system can supply energy over a long period of time but this happens relatively slowly. Therefore this system is
mainly used in endurance events such as distance running and cycling etc
Glycogen  Pyruvic acid + energy + ADP + P  ATP  ATP  ADP + P + energy (for muscle contraction)

O2 present

CO2 + H2O
At the start of any activity even aerobic activities, the energy to move is supplied anaerobically after about 2
minutes the energy systems balance out. This is what some people refer to as getting a second wind and is one
reason why a warm up is important.
Therefore we can see that different types of activities draw on different energy systems and to improve your
performance in a particular activity you have to train to improve the efficiency of the appropriate energy
system.
Decide which energy systems are supplying the main energy demands for the following performers. NB there
may be a combination of energy systems for certain activities
A rugby/football/hockey player etc
A marathon runner
A 100m sprinter
A shot putter
A cyclist in the Tour de France
TRAINING ZONES
As is mentioned in the principles of training section on page 22 it is important that you work at the correct
intensity so that you can improve your fitness. A good method to monitor how hard you are working during
your training is to monitor your heart rate and compare it to your training zones (see diagram below). In order to
calculate your own training zone you must first calculate your maximum heart rate (MHR). To calculate your
MHR you need to subtract your age from 220. Now calculate your own MHR.
220 -
(Your age) =
this is your MHR
THE TRAINING ZONES
SPEED
95-100% of MHR
Speed zone ___________
ANAEROBIC
TRAINING ZONE
85- 95% of MHR
Anaerobic zone ______________
AEROBIC TRAINING
ZONE
65-85% of MHR
Aerobic zone_________
RECOVERY ZONE
From the diagram we can see that there are 4 main zones and each zone is a percentage of your maximum heart
rate and has an upper and lower limit. Each zone is inter-linked to a specific energy system. The recovery and
aerobic zones relate to the aerobic energy system. The anaerobic training zone is linked to the Lactic acid
energy system and the speed zone is related to the ATP-CP energy system.
The recovery zone as the name suggests is the range of heart rate that if you work inside will help your body to
recover quicker from the effects of exercise.
When you reach 65% of your MHR you reach your aerobic threshold. This is the point where you enter your
aerobic training zone. In order to improve your aerobic fitness you need to work with your heart rate inside the
aerobic training zone (65-85% of MHR) continuously for a minimum of 20 minutes 3 times per week. If your
heart rate drops below the 65% level then you are not working hard enough and your aerobic fitness will not
improve. If your heart rate rises above the 85% level you are working to hard and are training anaerobically.
Thus by monitoring our heart rate we can ensure that we are working at the correct intensity.
When your start your training it is safer to keep your heart rate at the lower end of the zone but as your fitness
levels increase you should move to the upper end of the zone. Training to improve aerobic fitness can either be
done continuously such as a 40 minute run or in intervals where the work intervals are relatively long with rest
intervals of the same or a shorter period of time than the work interval and ensuring that the work periods are at
least 20 minutes.
When your heart rate reaches 85% of your MHR you reach your anaerobic threshold. This is the point where
you enter your anaerobic training zone. In order to improve your anaerobic fitness you must work with your
heart rate inside your anaerobic training zone (85-95% of MHR). Yet again you can ensure you are working at
the correct intensity by monitoring your heart rate. Training to improve anaerobic fitness is done through short
intervals of work up to about a minute with long periods of rest to allow the body to recover. This is an
excellent way to improve speed endurance.
When your heart rate reaches 95% of MHR you enter the speed-training zone. Your body is working up to its
maximum capacity so training intervals are very short up to 15 seconds with very long rest periods to allow the
body to fully recover and the number of training intervals is small as it is quality not quantity that counts in
speed training
Monitoring Heart Rate
Both the intensity of training and recovery rates can be monitored using the heart rate. Pulse rate monitors can
be used to give the athlete continuous feedback. The training schedule below shows how the aerobic training
zone is incorporated into the athletes training
PRINCIPLES OF TRAINING
Any programme of improvement for an aspect of fitness must reflect the following principles of
training.
Specificity
To your needs
To the activity
To the role you
play
The training you undertake must be specific to your needs. You must
choose training methods suited to your identified weak aspect of fitness
You must train the muscles, energy systems and skills which are specific
to the activity for which you are training.
You must train specifically for your role within the activity – a guard in
basketball will require slightly different levels of each aspect of fitness to
that of a forward. Therefore, training must reflect this.
The
Progression
After a few weeks your body will have adapted to the overloading and
your fitness level will have increased. In order to continue improving
you need to continue to increase the workloads. This is called
progression. Progression can be achieved by increasing frequency
intensity and duration
Overload
The purpose of training is to improve your fitness. This can only happen
if you make your body work harder than it is used to this is called
overload. By making your body work harder it gradually adapts to the
higher workloads and you become fitter. When you overload you need
to consider:
Frequency
Intensity
Duration
How often you need to train each week
How hard you work at each session
This is how long each individual training session will last.
Reversibility
Any physical adaptations made to the body through training will be
reversed if training ceases.
Variety
By varying the content of the sessions, the athlete should be able to avoid
boredom due to constant repetition of the same session. There are several
methods of training and ways of using these to create a varied
programme.
A good way to remember the principles is
SPORT FIT.
Specificity
Progression
Overload
Reversibility
Tedium (variety)
Frequency
Intensity
Time (duration).
METHODS OF TRAINING
In order to improve your level of fitness in any activity you have to train. This can be done through the activity or
outside the activity. There are numerous training methods that have been developed some of which are outlined below
and we will be carrying these out in the basketball practical sessions. Please note the practice sessions in your
jotter. The method of training selected will depend on which aspects of fitness you are trying to improve.
1 - Interval Training improves cardiovascular fitness

Involves working for a set time/distance and resting for a set time/distance

Develops both aerobic and anaerobic capacity.

It allows you to work at a high level without becoming over tired. Try running 1500 metres
in stages of 500 metres each with an interval between. You should not be as tired as if you
had run a full 1500 metres.

The interval may be timed or it may be a set distance that you jog

The interval session can be made harder (progressive overload) by increasing the intensity
or increasing the workload (the distance run) or decreasing the rest period

If undertaking an interval session it is important that you take the appropriate to rest as you
will only gain the benefits by following the session accurately.

Interval training, if undertaken regularly over several weeks, will produce an improvement
in cardiovascular endurance
2 - Continuous Running
Cardio-respiratory endurance can also be improved by continuous running keeping the heart rate
within your training zone for 20 - 30 minutes. To gain any benefit from this, the session needs to
be repeated at least 3 times a week.
The session can be made harder (progressive overload) by running faster (increasing intensity)
or running for longer (increasing duration).
3 - Fartlek Training
This allows variations in speed during the run e.g. sprints, jogging and steady running. This
mirrors the requirements of a game where changes of speed occur.
For example, during a game a basketball player might walk for 35% of a game, jog for 50%, run
at ¾ pace for 10% and sprint for 5%. To make training as specific as possible to the movements
made in a game, these percentages can be used to divide up a 30 minute session.
4 - Conditioning Skill related fitness

This method of training combines skill demands with physical fitness demands. It is similar
to circuit training in that you move from one station to another but differs in that you
perform skill-related tasks at each station.

The tasks selected must reflect the element of fitness which is being worked on.

If working to improve cardio respiratory endurance there needs to be a high percentage of
running involved in the skill-related training.

A group of players work at each station for 3 minutes before moving on to the next. You
might include continuous fast break, continuous lay up, 2v1 possession, continuous
dribbling slalom. Can you devise another 2 activities for this circuit. Remember to write
this in your notebook
5 - Circuit training

This method of training involves a series of stations set up to reflect the individual's
requirements.

The circuit can be set up to develop different aspects of fitness or general fitness depending
on what is required.

Examples of exercises include step-ups; sit-ups; burpees; triceps dips; squat thrusts; shuttle
runs; tuck jumps and back extensions.

Tackle each station, either performing each exercise a certain number of times (Reps) or for
a set length of time e.g. 30 secs. Complete the circuit and take a rest period before
repeating the whole circuit.

-
If trying to develop a specific aspect of fitness e.g. muscular endurance - lower body
Include exercises to work the leg muscles but one or 2 other stations should work other
areas in order to give your legs a rest.

If you are looking at general fitness try to make sure that you do not work the same muscle
group at 2 successive stations.

The circuit could be made more demanding by either, increasing the number of repetitions
of each exercise, or by decreasing the rest period.
6 - Weight training
Used to develop both strength and muscular endurance.

Exercises should be selected depending on the muscle groups to be developed. In
performing the exercise the appropriate muscle group should be isolated so that the desired
effect is achieved.

If weight training is used to improve muscular endurance, the load should be approximately
50% of your maximum lift but the number of repetitions relatively high e.g. 10-12.
However, if you are trying to develop strength, you would use approximately 75% of your
maximum lift with fewer repetitions e.g. 5-8.
THE TRAINING YEAR
The training year can be split into different phases or periods this is known as periodisation. The year can be
split into 3 periods the transition period (off season), the preparation period (pre season) and the
competition period (in season).
The transition period or off-season begins immediately at the end of the season and bridges the gap to the
start of the next training year. During this period the performer is involved in rest and recovery. This however
should not be a period of inactivity but rather it should be active rest with low intensity aerobic work such as
cycling or swimming.
The preparation period or pre season marks the return to a regular pattern of targeted training. In the early
stages of pre season the training will focus on improving general fitness levels for the activity with the major
emphasis being physical fitness such as strength and aerobic work. As the pre season progresses the emphasis
shifts to higher intensity speed and power work and then in to skill related fitness as the start of the season
approaches.
The competition period or in season involves maintaining the fitness levels built up during the pre season.
Remember the principle of reversibility if you stop your fitness training your fitness levels will start to drop
rapidly. The number of fitness sessions is reduced to the minimum required to maintain your fitness levels this
will depend on the activity you are training for. For example a distance runner will still have to train at a high
level to stay fit for competition. However in team sports there is a conflict between maintaining fitness and
working on skill and tactics and having time to recover for the next game. This is where the combined
conditioning approach can be most effective as skill and fitness can be worked on simultaneously this saves
time and makes the training specific.
TRAINING CYCLES
Within your training year you will have training cycles. The whole year or the long term cycle is called the
macrocycle. This would detail your training priorities for the year based on the requirements of your activity.
Within the macro cycle are the mesocycle’s these are the medium term plans and are linked to the specific
periods of the year e.g. pre season. There may be several mesocycles in a years training such as early pre season
late pre season and so on that last anything from 1-3 months. Finally there is the microcycle these are the short
term weekly training plans training plans, a mesocycle may consist of several microcycle’s.
GOAL SETTING
It is important to set goals within in your training as they can greatly enhance your training give you targets to
aim for and help to motivate you. Training goals can give you little steps on your way to your ultimate goal.
Goals can be broken down into long term, medium term and short term. For example a badminton player
may want to win the Scottish championships and set this out as their long term goal. In order to achieve this
they may have several medium term goals such as to improve their cardio respiratory endurance. To help
achieve the medium term goals they would have several short term goals such as to complete 10 x 2 minute
court movement drills, improve multi stage shuttle run test score by 2 shuttles every 3 weeks. Thus by achieving
the goal of completing the training this leads to the increased score in the fitness test this leads to an
improvement in CRE which could give the performer the edge needed to win the championship. In order for
goal setting to enhance training the goals set should be Specific to the performer, Measurable so improvement
can be monitored, Realistic, Attainable to keep the performer motivated and Timed they should be completed
within a certain time scale. You can remember this through S.M.A.R.T.
Now read p53-56 of the Thorburn H/Int2 workbook and make additional notes
DESIGNING YOUR TRAINING PROGRAMME
Training programmes do not come as a standard package to suit everyone; they have to be designed specifically for each
individual. For example a sprinter would require a different training programme than a marathon runner. Even within the
same sport different positions would require different fitness programmes for example a rugby prop forward and a winger
have some very different fitness requirements, though there would be some that are the same. Therefore it is important
that a training programme is balanced to reflect the needs of the performer and the activity. Imagine if a basketball player
was trying to improve his upper body strength and decided to carry out a weight training programme to the exclusion of
all other training. He would certainly improve his strength but his aerobic fitness and speed would drop and therefore he
would not be able to fulfil his role properly.
PREPARING A PLAN OF ACTION
When deciding what you are going to put into the plan you need to think about










GATHERING Initial and focused data to make sure you are working on your own specific weaknesses.
SPECIFICITY It must relate to the activity you are training for, your role within the activity and your specific
weaknesses.
DURATION How many weeks are you going to train for and how long is a session going to last
FREQUENCY How many times a week are you going to train
INTENSITY How hard are you going to work at each stage in your training
REST How much rest do you need to allow your body to recover?
PROGRESSIVE OVERLOAD How do you ensure that you continue to improve throughout your training?
What changes will you make to your programme and how will you know when to change.
METHODS What methods of training are you going to use and are you training within, outwith the activity or a
combination of both
GOALS What are your long and short term goals
VARIETY How are you going to make your sessions interesting and motivating?
EACH SESSION SHOULD INCLUDE





Warm up
Fitness work
Conditioning skill related fitness work (training through participation in the activity)
Competitive play
Cool down
TASK HIGHER
What do you take into consideration when designing a training programme to improve your weaknesses in
relation to your specific role in basketball. Give an example in detail of your first session.
You should:






Refer to preparing a plan of action above.
Give specific details and descriptions of exercises, drills, games etc, you must also include details of
how many reps and sets you will do
Select appropriate methods of training
Select appropriate principles of training
Remember to maintain other aspects of fitness
Be realistic
Training Session Plan
Name______________________________________
Date ________________
Session No. _______
Duration ____________
Activity _________________________
My Weaknesses:

__________________________________________________

__________________________________________________
My Goal _________________________________________________________________
My practices
Warm up
Fitness work
Skill conditioning
Competitive play
Cool down
Training diary
Changes I need to
make to my
programme
Write down exactly what you are going to do
MONITORING AND EVALUATING TRAINING
When you undertake a training programme it is important to monitor the effectiveness of your programme. This
fulfils a number of important tasks. Firstly it provides a record of the progress you are making or not. This then
means that your training can be adjusted appropriately to ensure progression in the overloading. Remember that
as your fitness levels improve you need to increase your workloads to continue to improve. Actually seeing that
your fitness level is improving has a motivational effect. You feel a sense of achievement and a realisation that
all your hard work is paying off. This would indicate if you were achieving your short term training goals on
the way to achieving your longer term goals.
The best way to monitor your fitness progress is through regular fitness testing about every 4 weeks. It is
important you collect data before you begin your programme, then you can compare subsequent test results to
see how your fitness levels have increased. For example an athlete who was trying to improve their cardio
respiratory endurance could carry out the 12 minute Cooper run at the start, mid point and end of a training
programme and compare the results.
Another common method of recording progress is through a training diary. The performer will record each
session including workloads etc. They will also note important personal factors as required such as how they
felt and if there were any important reasons why training had to be adjusted such as injury or illness. They can
then review the diary and adjust their training accordingly.
It is also important to gather information on the influence of your training on your overall performance because
ultimately that is why we are training to improve our performance in our chosen activity not to improve our
fitness in isolation. In order to do this we would employ the same methods of data gathering as we had used to
gather our initial data. Therefore if we use our football example we would video another game and analyse the
video using observation schedules. We could then compare this to the original data and see the influence that
our training has had on our football performance.
Now read p56 of the Thorburn H/Int2 workbook and make additional notes
EVALUATION OF THE PLAN OF ACTION
In order for me to conduct a valid evaluation of my training programme, to gauge the effectiveness of my
training (and ultimately the effects on my overall performance) I ensured that my methods of
analysis/testing were the same throughout.
Through the analysis of the data gathered using the Illinois Agility test, it was obvious that my agility and
speed had increased. This lead me to conclude that the training I undertook was appropriate and effective. I
carried out the agility test at the beginning, middle and end of my training programme. This was
appropriate for me as it allowed me to find my initial levels and therefore set an appropriate training
programme.
Testing at regular intervals allowed me to see the progress I was making and set new goals during my
training programme. When I compared my initial tests to my mid- point tests I could already see an
improvement. This made me feel good and motivated me to continue to improve. The mid-point test results
also allowed me to set new workloads and adjust my training accordingly so that I could continue to make
progress.
The next stage of my evaluation was to find out what effect improving my speed and agility has had on the
performance during my game of basketball. My own personal feelings were that my agility had improved,
as I knew that I could now actually now get up the court quicker and get in and out of the key more easily. In
order to prove that my performance was better and to find out the exact nature of the improvements I had to
analyse my game again. I assessed my game again using exactly the same methods and criteria as I had
used to gather my initial data. This allowed me to make direct comparisons between the two
performances to see what changes had occurred. The Fact that I had used video and observation schedules
meant that I had kept a permanent record of my performances, this made a before and after comparison
much easier. Using video meant I could watch the performances over and over, in slow motion and even in
still, which meant I had an accurate analysis of my performance. This also allowed me to make a direct
visual comparison between my initial and final performances. Using the observation schedule allowed me
to keep a permanent record of the analysis as I watched the video, which aided the comparison of the
performances. The final analysis supported my personal thoughts and proved that my game had indeed
improved.
Evaluating my performance and training programme was important as it allowed me to identify areas of
weakness, construct a training programme that was relevant and specific to me. Evaluation also allowed
me to monitor the effectiveness of my training, set new targets to ensure progression and kept my
motivation high through seeing an actual improvement. Finally evaluating my performance allowed me to
see the positive effects that my training programme had on my overall performance.
It is also important to realise that improving my fitness (agility and speed) may not have been the only
contributory factor for improving my game. Improving an aspect of fitness may not directly change the
technique but would improve your body’s capacity to cope with the technique and therefore possibly allow an
improvement. Therefore when considering the overall performance we also need to take account of the
technical aspects of the skill e.g. the preparation, action and recovery phases, sub-routines etc. We also need to
consider mental aspects e.g. motivation, concentration, determination etc.