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N5 Football – Factors Impacting on Performance
Skill Development / Social factors
Factors Impacting on Performance
1.1 Explain methods used to identify factors impacting on performance
1.3 Explain two approaches to develop performance
2.1 Identifying strengths and areas for development in performance
2.3 Select and apply two approaches to impact positively on a performance
3.1 Selecting feedback from others
3.3 Evaluating progress based on information gathered
Learning Intentions
1 Pupils will develop an understanding of their own abilities and how these can be improved on through various factors – skills, mental and emotional
2 Pupils will be able to accept and use feedback from others to evaluate the development process
In this unit you will develop and demonstrate knowledge and understanding through a number of approaches
Independent thinking
Cooperating/competing with others
Peer learning
Use of technology
Select, adapt and apply skills in a practical manner
Developing your mental, emotional social and physical wellbeing
Pupils will learn through
Thinking skills - analysing, evaluating, decision making, problem solving, making judgements, reasoning, taking responsibility
Citizenship – working with others, leadership, resilience
Literacy – talking and listening
Health and wellbeing – challenge and enjoyment whilst participating in football.

Assessment / Evidence
Pupil observation
Write/Say – Complete log book. Class/homework tasks

Factors Impacting On Performance -
ental – concentration, control of anxiety, control of aggression
motional – confidence, determination, motivation a d resilience
hysical – skills and techniques, physical and skill related fitness and structures
ocial - etiquette, leadership, responsibility team work and respect
Concentrate Leadership
Teamwork

Football example
What I want to know
How to improve my decision-making in football
Factor 1
Mental
(concentration)
Positive impact
If I concentrate with focused attention I will be able to recognise cues and process that information more quickly, giving me time to make decisions.
Negative impact
If I don’t concentrate, I will be distracted and miss important cues, resulting in poor decisions.
Factor 2
Emotional
(determination)
Factor 3
Social
(peer group)
Factor 4
Physical
(fitness)
Positive impact
A positive approach will provide me with a will to succeed and a never-give-up attitude.
Negative impact
Low level of determination will result in me giving less effort and giving up when the going gets tough.
Positive impact
My teammates support and encourage me, giving me self-belief, which gives me confidence in possession.
Negative impact
My teammates rarely pass to me, which lowers my confidence and reduces my involvement in the game.
Positive impact
A high level of aerobic endurance helps me keep up with play for the duration of the game and be in the right positions to be have an influence.
Negative impact
Low level of aerobic endurance reduces my effect as the game progresses and as I get tired I lose concentration.
After considering the factors, I think that
A combined physical and mental approach would help my decision-making – drills sustain intensity, with pressure applied to improve my concentration and therefore my decision-making.

Information Sheet 1: The Cycle of Analysis
The Cycle of Analysis is one popular approach that is useful for analysing and developing your performance as part of your performance improvement programme.
Using the Cycle of Analysis, you collect information about your performance in an organised way. In this way you identify and assess specific aspects of your performance.
Study the four stages of the Cycle of Analysis in diagram 1. These four stages can be applied effectively to badminton. By using the Cycle of Analysis, you can continue to improve your performance and so avoid reaching a learning plateau – a stage of no apparent progress.
You should design training programmes that allow your performance to show consistent progress. This is better than inconsistent improvement caused by learning plateaux.
Stage 4
Evaluate
Where you reflect on the planning, effectiveness and benefits of the programme of work completed, discuss future development needs
Stage 3
Develop
Where you explain how both the content and suitability of
Stage 1
Investigate
Where you explain how a specific aspect of performance was investigated through gathering and analysing information
Stage 2
Analyse
Where you explain how knowledge
Acquired from the study of relevant

Skill performed
Passes
Tackles
Headers
Direct running with ball
Shots at goal
Decoy runs
Runs into space
Chase back to assist defence the programme of work were monitored over the period of training. concepts has helped you to analyse performance and plan a development programme.
Football Analysis Sheet - Exemplar
Area of analysis – Skills
Activity – football game 7 v 7 for 15 minutes against team of equal ability to allow for a competitive environment
Resources – video/ Flip camera
Performer’s name
______________________________________
Observer’s name ______________________________________
Striker Role
Total performed
Successful Unsuccessful Percentage successful
Percentage unsuccessful

Analyse and evaluate your data
What does it suggest i.e. strengths and weaknesses
What are your next steps?
Who do you need to get advice or help from?
Football Analysis Sheet
Area of analysis – Skills
Activity – football game 7 v 7 for 15 minutes against team of equal ability to allow for a competitive environment
Resources – video/ Flip camera
Performer’s name
______________________________________
Observer’s name
______________________________________
Skill performed
Total performed
Successful Unsuccessful Percentage successful
Percentage unsuccessful

Player profile
Analysing Data – Subjective (i.e. in your opinion)
Complete this profile from the data you have collected. Watch the video carefully rewind if necessary to collect reliable and accurate data
This player can always This player can sometimes This player can never
Write here Write here Write here

Compare your performance to that of a model performer
This maybe a professional player or even the top player in the class – its your choice
Exemplar Football Shooting Problem – Graphic Organiser
By completing this organiser it makes you consider the range of possibilities resulting from options
Problem
My percentage of shots hitting the target i.e. goals from outside the penalty box is very poor – less than 20%
Option
Consider the possible solution.
You can discuss this with others to create numerous options
_______________
→
Drive directly towards goal to be closer before I shoot
Pass to another player and continue my run looking for a return pass
→
Outcomes
Consider the positive and negatives of this option.
How might your opponents react?
Not enough space
Crowded out by defenders
Lose possession___
Confuses opponent
Ball gets behind defence
Increased chance of shooting closer to goal____________
Choice
My final decision was to work my way in to the penalty box before shooting. I decided to vary
→ my actions but as it was a team game I should link more with other players through passing and running into space behind the
Focus less on power and more on accuracy forcing the goalkeeper to make a save
Possible goalkeeper errors
Develops my skill level although shots defenders to receive the return pass.
I will also practice shooting from different
Create space and attempt to shoot from a different angle less powerful_____
Aids decision making
Create a better angle to shoot angles and using both feet.
I will also work on my decision making skills

Football– Graphic Organiser
By completing this organiser it makes you consider the range of possibilities resulting from options
Problem Option
Consider the possible solution.
You can discuss this with others to create numerous
→ options
___________
→
Outcomes
Consider the positive and negatives of this option.
How might your opponents react?
→
Choice

This organiser can be used to identify potential development needs within the performance and discuss potential effects on the performance.
Cause
The athlete had a high level of CRE and resilience when coming off the last bend in the
800m
↓
Effect 1
He was able to respond positively when being overtaken by the second placed runner
Effect 2
In response to being overtaken he was able to react and maintain the speed shown by the over taking athlete
Effect 3
It allowed him to be in position to make the best decision when to challenge his opponent with a burst of pace 100m from the finish line

This organiser can be used to identify potential development needs within the performance and discuss potential effects on the performance.
Cause
I kept getting caught in possession with the ball
– I’m a wing back
↓
Effect 1
Opponents gained possession most of our team were out of position as we had been attacking
Effect 2
This often led to an overload situation of 3 v 2 where they had extra attackers and led to goal scoring opportunities
Effect 3
It led to me losing confidence in my ability and I just wanted to get rid of the ball instead of try to attack my opponents

This organiser can be used to identify potential development needs within the performance and discuss potential effects on the performance.
Cause
↓
Effect 1
Effect 2
Effect 3

Gathering Information
K-W-L-H Sheet
K
– helps learners recall what they know about the subject
W – helps determine what they want to learn
L – helps learners identify and reflect upon what they learned at the end of a topic
H - identifies how learners learn and assists learners to reflect upon what they have learned.
Factors
Impacting on
Performance
What do you know about
What do you want to learn about
Complete after the unit. When
Complete after the unit . How the factor in relation to the activity reflecting on the activity what have you did you learn during the unit.
Nature and demands
Principles of effective practice
Social and emotional factors
Football is a directly competitive team game requiring good team work
Feedback allows you to decide the best practices to work on to improve the problem identified.
Group work, cooperating
/competing with others.
Score more goals and create more scoring opportunities.
Linking with team mates
The practices to work on to improve my performance and the best way to practice
Roles and responsibilities on the pitch, etiquette, respect, how to perform with confidence learned
My roles and responsibilities and decision making skills as well as skill development
Practices need to be error free before I progress on to next stage
I understand the importance of respect towards others. To work effectively as a team and not just as an individual.
Variety of roles, small groups, opposed and unopposed practices
Small groups, partner work working individually.
Feedback sessions with teacher
Variety of roles, group work, discussion groups, video analysis, feedback from peers and staff
Types of fitness Physical fitness
– CRE, strength, power, speed
Develop fitness in relation to my fitness needs and my role within the team
Speed work improved through interval training so did
CRE. Power developed
Perform various tests, video analysis feedback from staff. Working individually,

What do you know about the factor in relation to the activity through plyometrics
Complete after the unit. When reflecting on the activity what have you learned use of IT
Gathering Information
K-W-L-H Sheet
K
– helps learners recall what they know about the subject
W – helps determine what they want to learn
L – helps learners identify and reflect upon what they learned at the end of a topic
H - identifies how learners learn and assists learners to reflect upon what they have learned.
Factors
Impacting on
Performance
What do you want to learn about
Complete after the unit . How did you learn during the unit .

This sheet begins by asking pupils a question from the first column and a verb from the list along the top row.
Example: What is involved in providing feedback? This will obviously involve a description of how to provide feedback.
When pupils are asked questions involving words from the far right of the chart higher order thinking begins to develop
Example: Why would this type of feedback be appropriate at the beginner’s stage of learning?
Would Will Might
Predict
What will happen when I gain in confidence
Why
_____
How
Is Did Can
What
Factual
______
Where
What is involved in developing confidence
______
Who
Analytical
Why would you improve your confidence using this method
Synthesis and application
Why might your confidence begin to drop again after a certain time

Now complete in groups the blank table below for another factor which impacts on performance – you choose the factor
Why
_____
How
Is Did Can
What
______
Factual
What is
Where
______
Who
Analytical
Why would
Would Will Might
Predict
What will
Synthesis and application
Why might

What happened /what did I experience this week
What did I learn from this?
What was a positive outcome from this?
What will I do differently next time?
What further support do I need next time?

What is my next step/area to develop in this activity?
Useful Websites for Analysing Performance – Independent Study
Feedback
Youtube.com/watch?v=fCcelZnabLU
Movement analysis of a variety of sports
(QR Code – scan with smart phone or web cam) www.sporthorizon.com/sports_page.htm
Football team analysis
(QR Code – scan with smart phone or web cam) www.youtube.com/watch?v=fV0mZNJrDFw7feature=player-embedded
General study sptape.co.uk pe resources.wikki
Iphone apps
TouchStat Lite
Dartfish easy tag
Basketball Card Maker Retro 6
Easy assessment

Theme – Develop my shooting skills and accuracy outside the 18yard box
Train three times each with each session lasting one hour. Practices become progressively more demanding – see Principles of effective Practice worksheets
Week 1 and 2
General warm up
Practice 1 Run from centre circle towards goal, wall pass, receive pass and shoot
Repeat with left foot,
Practice 2 Dribble through cones and shoot from 18 yard line
Repeat with left foot then add in passive defender
Practice 3 Target shooting from 18 yards – aim for 4 corner targets of goal
Practice 4 – Winger runs to bye line and cuts the ball back for striker to shoot from edge of box
Conditioned game – only score from outside goal area
Full coached game to finish
Weeks 3 and 4
General warm up
Practice 1 as practice 3 last week plus add in a passive defender
Practice 2 Pass forward to striker who is holding the ball up at the edge of the penalty box, receive the pass from striker first time shot. Repeat using left foot
Practice 3 – repeat as above plus a passive defender
Practice 4 – 3 v 1 - aim is to create space to shoot from outside box
Conditioned game – two touch only before you shoot
Full coached game to finish
Weeks 5 and 6
General warm up
Practice 1 - 2 attackers and one defender – aim to create space before shooting outside the box
Practice 2 Headed clearance from defender - then it is 4 v 2 with active defenders.
Attackers trying to create space in order to shoot from outside box
Practice 3 – as above except 4 v 3. Attackers trying to create a pattern of play which leads to space to shoot
Full coached game with emphasis on shooting from outside box.
This is an example of different practices, there are many more to choose.

Pupil task - select a theme which you are weak at and devise a six week programme similar to the lay out above. Google or text books etc will help you prepare a programme
Principles of Effective Practice
In order to ensure improvements take place - your training has to be effective. To plan and carry out an effective training programmer you must remember the principles of effective practice – they can be easily remembered in two ways
PERFECT
P – practices should be progressive – gradually more difficult Think of it like a ladder with small steps to the top
E – practices have to be error free , otherwise bad habits occur and become difficult to fix
R – set your self realistic targets . This will help to motivate you Example I want to increase the accuracy of my shots from outside the box from 30% to
60%
F - I should receive immediate feedback from my coach /teacher. See separate sheet of feedback
E – experience level – The practices should reflect my level of experience.
Example when I become more experienced I will play more conditioned games etc rather than just practices
C – concentration I need to focus on the task during the practices. If my practice becomes too long I will become mentally as well as physically tired.
Short sharp practices with rest periods in between/
T – timed.
Work to rest ratio Practice for 10/15 minutes then a rest period or conditioned games etc. Training programmes usually last around 6/8 weeks and you overload (make difficult) around every second week
Or
SMARTER
S – Specific to the performer, the activity and the stage of learning
M – Measuring set targets I set – 15 out 20 of my shots in training hit the targets

A - Achievable - practices must be achievable in order to allow success and keep motivated
R – realistic targets to achieve success
T – time based targets can be achieved within a time limit
E – exciting - a short challenging, and exciting training sessions is more productive than an over long one where you become bored and disinterested
R – make a record of what your training goals are in your training diary – short term and long term goals
Explain how you used principles of effective practice to make your training more effective.
What effect did this have on your overall football performance?

Classification of skills
Classifying a skill according to whether it is an open or closed skill is helpful in determining which types of practice are most likely to improve a specific skill
Closed skill – the performer is in control of all the factors which affect the way the skill is performed e.g. you are in control of the ball, the conditions remain the same etc
Open skill – the performer is not in control of all the factors; other factors out with the control of the performer will affect how the skill is performed
Closed-
_________________________________________________________Open
Badminton
Serve
Hockey penalty
Basketball lay up football volley
Choose one skill and explain why it is either a closed, open or in-between skill.
Describe where a direct free kick in football would be positioned on the spectrum (line) between open and closed skills. Explain your answer.
Choose another skill and explain why it is open or closed skill

Factors which Impact Performance – Stages of Learning and Methods of Practice
When learning and developing skills there are three important stages – the planning stage, the practice stage and the automatic stage
Planning stage (beginners)
Get a mental picture of the skill/technique
Understand the basics of what is to be learned
Shadow the movement
Break the skill down if possible
Slow the skill down if possible
Here, errors are common and feedback and encouragement are required
You are shown a demonstration of a successful performance – you tube, teacher demonstration or a model performer, to gain an understanding of the basic movement pattern required
Practice Stage
Practice is repeated, so that you become more consistent in performing the skill.
Keep repeating the practice until it becomes grooved
Detect and correct errors
Practice in a controlled environment e.g. work in a reduced court or under no pressure
Pressure gradually increases as you improve
Compare yourself with a model performer
Here the number of mistakes you made gradually reduces, and you start to gain a fair degree of success. Feedback is a bit more detailed. You are trying to groove the skill until it becomes automatic
Automatic stage
The opportunity to play conditioned games
There is more pressure applied and decision making skills become more important
Put the skill you have leaned into a game situation

Greater attention is paid to other aspects of the game e.g. opponents position etc
Here errors are less likely and there is a fluency and control evident in your play
These stages are progressive and each stage merges into the next. As your skill develops you gradually progress from the planning stage into the practice
If you have progressed too quickly then you may have to move back a stage
Types of practice for each stage of learning
The method of practice best suited for learning a skill depends greatly on what stage of learning the performer is at.
Planning stage – Shadowing, unopposed
Practice stage – Repetition drills, Gradual build up,
Automatic stage – Pressure training, Conditioned games

Factors which Impact on Performance – Feedback
Feedback is information you receive about your performance – either during or after the activity. Withou t feedback learning and progression can not take place
There two broad types of feedback internal and external .
Internal is what you feel about your own performance. External is information you receive from your teacher coach or fellow player.
External includes , visual feedback (video)
Verbal feedback
Written feedback checklist, observation and match analysis sheets
In the early stages external feedback is important as the performer will have limited understanding of the skill and does not have a clear mental image of the skill. However internal feedback should still have a small role at this stage as the beginner needs to develop a feel for the skill. An expert performer may be able to rely more on internal feedback to decide if the skill feels correct or not though they will also extensively use external sources
I nternal feedback is continuous - you know how effectively you are linking your series of sub routines. By using knowledge of performance and knowledge of results you will effective judgements about your performance
External feedback visual – video of your performance. Lots of advantages
- its permanent, retrievable and can be replayed many times using the slow motion feature It allows you to see your whole performance helping you to identify your strengths and weaknesses and can complete an observational data sheet later on
Written – your performance is based on written criteria which allows you to compare to a model performance

For feedback to be effective the performer must be aware of the model performer. By comparing yourself to a model performer it highlights areas that you must work on to improve
Positive feedback is best and should be given immediately after the performance. It should tell what you have done well and offer suggestions for improvements.
Feedback should be specific and deal with one aspect at a time allowing you to focus on one problem at a time
Feedback Task Sheet
Feedback helps to motivate performers.
Give one example when feedback you received helped motivate you to further success
From feedback received, choose a skill and compare your performance to that of a model performer
Choose one type of feedback i.e. visual, verbal written and explain why you preferred it over the others
Describe what impact feedback has had on your performance in recent times and what impact did it have on your football

What is meant by internal feedback?
We need confidence in order to achieve success - without it performers are often scared to try for fear of losing and become too anxious e.g. taking a penalty kick after having already missed one .
‘You only achieve what you believe’
Can you explain this quote?
Examples of high levels of self confidence Examples of poor self confidence
How self confidence helps performance
Players with high levels of self confidence tend to
Persevere even when things aren’t going to plan
Show enthusiasm
Be positive in their approach
Take responsibility both in victory and defeat

Techniques to improve confidence during practices
Positive self talk – when a performer talks positively during practice to eradicate a weakness identified in the game
Visualisation – performer mentally pictures himself achieving success.
They visualise previous good performances to remind them of the look and feel of success: this takes place before the game/event. Often the performer plays music to help reduce anxiety.
Goal setting – to improve confidence we can reduce the expectation / target thus guaranteeing success and improved confidence. If players achieve short term goals and are moving towards long term goals then confidence grows
Confidence is a positive state of mind and a belief you can meet the challenge ahead – a feeling of being in control.
Pupil task – Can you give examples of this from your own playing experiences either in football or any other sport / or PE lesson
Often it is not the situation that directly affects confidence - it is the thoughts, assumptions and expectations which can build or destroy confidence
Pupil task – can you give examples from your own experiences when you have little self confidence when attempting something in sport / PE?

In summary
High self confidence
Feelings
Focus
Behaviour
Low self confidence
Thoughts
Feelings
Focus
Behaviour
Excited ,anticipation , calm, elated and prepared
On the task and on self
Gives maximum effort and commitment , willing to take realistic chances, positive reaction to set back as well as take responsibility
Negative, defeatist, failure and doubt
Tense, dread and fear
On less relevant factors, not willing to meet the challenge full on
Lack of effort likely to give up.
Blame others or conditions

Motivation
‘
The desire to reach my agreed goals/target’
Players have to be fully committed/motivated in achieving their goals
Motivation can be negatively affected by thinking there is a lack of progress injury anxiety about performance becoming bored lack of commitment by other team members unlikely to reach my targets/aim
Players need to be motivated to continue to perform well
A footballer being paid £5000 per week is a good reason to keep working hard
Motivated players want to do well; they enjoy performing, they welcome feedback and are not afraid of failure.
They set targets, enjoy a challenge and seldom give up
Pupil task
From your own experiences explain how you became motivated to do well in a specific activity – what are your rewards ?
Your answer could include
Setting goals which are achievable
Positive feedback from the coach
Describe an activity where you have poor motivation. Explain what the reasons for that lack of motivation are.
The following are emotional states associated with successful performances

Happy – feeling you can beat anyone
Calm and nervous – accept that being nervous before a game is common
Anxious but excited – nerves and excitement come together
Confident – remembering all the successful best performances you have been involved with

Concentration
Managing anxiety
Levels of arousal
The increased stress of competition can cause players to react physically and mentally. Both in a positive and negative manner
Fill in the box below by giving examples of positive and negative behaviour caused by competition. An example has been completed for you
Situation Positive Negative
Argue with team mates, blame other people. Tackle opponent in a dangerous manner out of frustration
Our team is losing 1 – 0 with 5 minutes to go in the cup final
Work harder chase every ball. Encourage my team mates even if they make mistakes
Concentration
‘The mental ability to focus on the task in hand.’

A footballer will have to focus in short bursts of concentration as well as for more sustained periods
Pupil task
Write out a list of (stimuli) things which a footballer may have to focus on during a game both as a defender and as an attacker
Repeat the task for another activity
Common distractions to concentration include
Anxiety
Mistakes
Tiredness
Weather
Opponents negative thoughts
One way to maintain focus is to use trigger words - this word when it is shouted, instantly refocuses the player’s concentration
Anxiety is a major factor which can have a negative impact on performance.
Many players can perform well in training but often suffer from performance anxiety on game day – sometimes called ‘choking’
Often they have extremely high expectations of their success
Pupil task
Describe / investigate a performance where you or a top performer choked during a game .What were the causes of it
What was the impact on the performance?
What did you/performer do to deal with it?
How to Reduce Anxiety Before the Game

Recognise ‘pre race nerves / jitters are normal
Prepare mentally and physically - arrive in plenty of time to complete a long warm up
Listen to motivational music to keep focused
Visualisation – take few minutes to mentally rehearse what you do correctly.
Visualise yourself succeeding
How to Reduce Anxiety During the Event
Focus on the task in hand rather than the outcome – avoid thinking too far in advance
Force a smile!! – try to avoid negative thoughts.
Your coach provides plenty of positive feedback
How to Reduce Anxiety After the Game
Recall the things you did well. Visualise success.
Acknowledge but quickly dismiss things that hindered your performance
Design a training programme - train as a group. Mimic the conditions you face in a game. Avoid pressure situations
Coaches can often cause anxiety
‘the game is crucial’
But finally ENJOY the training, the game
In order to perform at your optimum (top) level you must mentally and physically at the correct level.
Too low a level of arousal – players appear demotivated and lazy
Too high a level of arousal – players are wound up and hyper. They don’t focus on the task and frequently end up being red/yellow carded

If a player’s arousal level is low then performance is also low. The mind and body are aren’t energised and find it difficult to face the demands of the game, including lapses in concentration and a lack of motivation
As arousal increases so does performance
However if a players becomes over aroused players again feel anxious and performances begin to fall.
Increased heart rate, sweating, increased blood flow and increased adrenalin all interfere with the body’s ability to perform ie poor judgement and poor decision making .For example focusing on the chants of the crowd rather than focusing on your team mates the opposition or the ball leads to poor decision making etc.
To perform effectively your mental state must fall into the category somewhere between under aroused and over aroused.
Pupil task
1Think of a recent sporting event/game (professional or school) where a player was over aroused
Describe how it affected the outcome of the game
2 Some activities are better performed at low arousal level – precision and control. Name one and explain your answer
Other activities are performed better at high arousal levels. Name one and explain your answer
Ways to Increase Arousal i.e. to increase motivation
1 Set goals which are manageable
2 Visualisation – images of success etc
3 Music – listen to high energy music
4 Body language – try to project a positive and confident image
On the other hand
To decrease arousal i.e. to calm down before a game
1 Share your thoughts and feelings with someone
2 Talk about other things unrelated to the game before kick off
3 Keep away from anxiety provoking people
4 Visualisation – gentle thoughts

5 Routines - stick to normal routine
Not all strategies work for everybody