CRIEFF HIGH SCHOOL
Higher
PE Studies
Factors Impacting Performance
Tactical Development and the
Impact of the Social Factor
Student Booklet
Name:_____________________
Class:______________________
* Notes are available to view at any time on the PE Dept Website
1
Contents
Page
Social Factors - DEFINITIONS
3
Physical Factors – DEFINITIONS
5
Principles of Play
6
Cycle of Analysis
7
Team Dynamics
8
Role Models
13
Description of The Fast Break
16
Methods of Analysis
19
Roles and Relationships
22
Applying Tactics within Games
24
Video Examples of Team Dynamics and social factors in Action
Gathering information on Social Factors
26
27
2
SOCIAL FACTORS -DEFINITIONS
COOPERATING AND COMPETING
Co-operating is where you work together with others to achieve a
common goal.
Competing is where you strive to win something by defeating others
who are also trying to win.
TEAM DYNAMICS
The interaction of performers within a team or group. It is mainly to do
with making the group or team more effective than the sum of its' parts.
RESPECT FOR SELF AND OTHERS.
Self respect is the ability to value the contribution you make to your
own or teams performance and feel a sense of achievement from what
is produced. This also applies to how you value the contribution of
others within the team.
FAIR PLAY (closely related to etiquette)
Fair play is when teams or players play according to the formal rules of
the activity without anyone having an unfair advantage. Fair play
includes playing to win but also accepting defeat properly and
respecting everyone involved in the game including officials. Fair play
also involves only using tactics that are in accord with the spirit of the
game.
ROLE MODELS
These are people who serve as a good example and whose
performance, attitude, fitness, behaviour and skills we would want to
emulate. E.g. Sir Chris Hoy’s dedication and commitment to training.
3
EXTRINSIC MOTIVATION
Being driven by trophies, money, prizes or peer pressure.
INTRINSIC MOTIVATION
Personal desire and will to succeed, to improve and to perform at a
higher standard.
4
Physical FACTORS – DEFINITIONS
PERSONAL STRENGTHS / WEAKNESSES
Personal Strengths and Weaknesses are the mental, emotional, social
and physical attributes of an individual that may be deemed as an area
of strength or weakness within their performance.
ROLE DEMANDS
Your role is the part you play in an activity e.g. performer or playing
role (e.g. attacker, defender, wing attack, scrum half) or a non-playing
role (referee, time-keeper, coach). Demands are the qualities required
to fulfil the role effectively.
TEAM STRENGTHS AND WEAKNESSES
Team Strengths and Weaknesses should be considered before choosing
a tactic within an activity. It is important to consider your opponent’s
strengths and weaknesses as well as your own strengths and
weaknesses.
OPPOSITION
The Opposition / Opponent are any team or individual that you come
up against when performing. They can be direct opposition (Football,
Rugby) or indirect opposition (Swimming, Trampolining).
PREVIOUS HISTORY
Previous History relates to reflecting and using information gathered
from past performances.
5
PRINCIPLES OF PLAY
WIDTH
This is having a spread of players across the playing area and relates to
the space between players across the pitch or court.
DEPTH
Depth involves having a player further back than the others and can be
utilised in either defence or attack.
MOBILITY
This is to do with the movement of a performer/player a group/unit
within a team or the team as a whole.
DELAY
Delay involves slowing down the opposition when defending or holding
up an attack.
PENETRATION
This is the ability to move into space, break through and/or get in behind
a defence.
SUPPORT
Support can be similar to depth as it is mainly about providing options
to teammates in attack and providing cover in defence. Support can
also come from team-mates in front or in wide positions.
6
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 can:
 collect information about your performance in an organised way
 Identify and assess strengths and areas for development in your
performance.
 Carry out a training programme
 Review and evaluate the effectiveness of the programme
 Identify any future development needs
 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.
7
TEAM DYNAMICS
In your own words, DESCRIBE what is meant by Team Dynamics.
List some key ‘Factors that Imapct Performance’ that are key to
successful Team Dynamics.




QR READER
WATCH THE FOLLOWING YOUTUBE VIDEO.
IT IS OF VOLLEYBALL
PAY PARTICULAR FOCUS TO THE REFERENCES MADE TO TEAM DYNAMICS
AND HOW THE PERFORMERS FEEL IT HELPS THEIR PERFORMANCE
8
TEAM DYNAMICS
Team Dynamics
A Team is a number of people who need to communicate with each other in many different
ways and who work towards some common goal or objective.
Coaches often talk about teams needing time to “gel” in order to perform at their maximum
potential.
A teams’ skill & ability will only get you so far. Groups of players must have an intangible
bond to fulfill their true potential.
The term given to describe the degree of successful bonding or the strength of group
co-operation is called Team Dynamics.
Team Dynamics can be looked at in two main ways;
 Task Cohesion
Task Cohesion relates to the way in which team members cooperate with each other
to successfully complete a task or win a match/competition. Teams only succeed if
players are aware of and sensitive to the positioning and requirements of
themselves and teammates, e.g. invasion games (Basketball/Football).
 Social Cohesion
Social Cohesion involves how personal relationships within the team can affect the
team’s performance. This relies on individuals enjoying social interaction. Good
coaches will include social activities in their training programmes (e.g. Group work,
peer training).
Examples of Productive Team Dynamics
•
•
•
•
Selfless play
Back up for the ball player
Support and encouragement
Good off and on field relationships
Examples of Destructive Team Dynamics
•
•
•
•
Ego plays
Ball hogging
Ignoring other team members
Gossip and slanging wars
9
Q.
Give an example from an activity of your choice of a tactic/formation.
Explain how your team co-operate to succeed at this tactic/formation
(Task Cohesion).
10
EXAMPLES OF Team Dynamics
POOR Team Dynamics

Manchester City have been criticised constantly for underperforming on a European
stage despite dominating domestic competitions

This failure to achieve is a supposed lack of unity in the dressing room, meaning no
Team Dynamics, no mutual respect or common goals.

Players at this level appear to primarily value all the trimmings that their
extraordinary lifestyles provide while rarely questioning how they can work together
to maximize their potential

Managers get openly criticised by players these days in the media.

Training ground bust ups are a regular occurrence & loyalty is a thing of the past.
11
GOOD Team Dynamics

Barcelona have been the benchmark for footballing perfection for years. At
Barcelona FC, Team Dynamics is paramount.

Pep Guardiola’s first act as new manager back in 2008 was to get rid of the ‘flair’
players because of their bad influence on the team as a whole.

Guardiola united a group of good players into a unit that went on to win 14 major
trophies in the next four seasons & become one of the greatest teams ever to play
the game.

Amongst other things, he got his players to believe in the greater good of the team
& rarely do you see these players talk about anything other than the team / club.

Individual egos are not tolerated & those who do not follow suit are soon discarded.
A TEAM WITH EFFECTIVE Team Dynamics WILL;

BE DISTINCT – The team will have a name, uniform/kit, slogans and songs.

TEAM/INDIVIDUAL GOALS – These will be shared amongst the group and
accepted by all.

EFFECTIVE USE OF ROLES – Clear formal roles will be set, with as equal
status as possible, while only useful informal roles will be encouraged.

USE SHARED DECISION MAKING – Using open forum team meetings.

HAVE MUTUAL RESPECT FOR ALL MEMBERS

USE TRAINING METHODS THAT ARE FUN, INTERACTIVE AND INDIVIDUALLY
DEMANDING.
Q
EXPLAIN why you believe Team Dynamics to be important within an
Activity of your choice.
12
‘Others’ that can Impact Sporting Performance
The following are groups that can Impact Sporting performance from the ‘Social Factor’
perspective. These groups can often bring the best out of us;

Role Models within the team e.g. Coaches, Team Captains, Skillful teammates

Managers and Coaching Staff

Officials

Spectators
Participation and performance in an activity is rarely carried out in complete
isolation. This can be performing with teammates, against opponents or in front an
audience. The presence of these groups can directly or indirectly impact upon a
performance and has the potential to be either a positive or a negative influence.
Coaches are an excellent example of one of these groups.
Coaches should;

Have strong communication links themselves and their players.

Seek input when making decisions from coaching staff/players.

Develop pride and a collective identity by setting realistic goals with the
team.

Develop common expectations of behaviour (e.g., arriving on time or early to
training).

Acknowledge personal contributions by stressing the importance of each
individual’s role.

Resolve Conflict

Emphasise positive aspects of a performance while helping to correct
negative aspects.

Reinforce distinctiveness by training in a common uniform.

Interact socially inside and outside training.

Avoid early failures where possible.
13

Avoid excess team substitutions.

Avoid clique formation within the main squad.
Consider the following SCENARIO and give three
potential IMPACTS this may have on your team.
Issue
(Scenario)
A new Head
Coach has been
brought into the
team to replace a
previous long-term
Head Coach.
Impact
Impact
Impact
Q.
Impact of Others on our Performance
EXPLAIN how you and your teammates overcame
one of the Impacts listed above.
14
Gathering information - Social Factors
The majority of the methods that may be used to gather information on the Social
Factors tend to involve qualitative analysis. The methods normally consider the
opinion and reflection of self and/or others. There may also be overlap with the
methods of gathering data on the Mental and Emotional factors impacting
performance. The methods can include:

Questionnaire

Self-Appraisal

Team/ Group feedback


Coach feedback
Sociograms
The majority of methods that we would use in a physical education setting would be
the subjective opinion of the performer, a class mate, the teacher or a coach. The
validity and reliability of these methods are bound by the honesty, impartiality and
level of experience of the person or persons providing the opinion.
Team Dynamics Questionnaire
The following questionnaire asks participants to rate their level of agreement to 18
statements, on a 9-point scale.
16 of the statements are subdivided into the two major dimensions of cohesion;
task and social cohesion (8 items each).
In addition, two spurious negative items have been added to the questionnaire to
aid in the detection of invalidating response sets.
The scores from each dimension directly correlate to the level of Team Dynamics.
15
16
17
TEAM DYNAMICS QUESTIONNAIRE RESULTS
YOUR SCORE FOR YOUR OPINION ON YOUR TEAM'S TASK COHESION
Question
Result
Level of Task Cohesion
1
EXCELLENT
> 54
3
VERY GOOD
37 - 54
5
AVERAGE
36
8
BELOW AVERAGE
18-35
10
POOR
<18
14
16
18
YOUR SCORE FOR YOUR OPINION ON YOUR TEAM'S SOCIAL COHESION
Question
Result
Level of Social Cohesion
2
EXCELLENT
> 54
4
VERY GOOD
37 - 54
7
AVERAGE
36
9
BELOW AVERAGE
18-35
11
POOR
<18
13
15
17
My opinion of our Teams' Task Cohesion is that it is _____________________.
My opinion of our Teams' Social Cohesion is that it is ____________________.
18
Feedback
Feedback is information you collect about your overall performance (both in terms
of the physical performance and also the emotional/mental state of the individual).
There are different types of feedback. The types you use depend on the type of task
you are completing, the type of skill being performed and the nature of the activity
and the level of pressure the performer may be experiencing.
Using feedback in a meaningful way is essential for performance improvement. It
helps you coherently plan improvements to your performance and provides
reinforcement about the successful parts of your performance, encouraging you to
work towards further improvement and developing confidence and self esteem.
The main types of feedback you should understand are:
Internal (Intrinsic) Feedback
This can happen instantly during a performance but it could be completed before
and after a performance using a personal reflection diary or questionnaire.
External (Extrinsic) Feedback
This usually comes from a coach/teacher or sometimes from team-mates. The
feedback can cover many elements of the performance including Physical and
Emotional factors
For example, in a badminton after performing a poor shot the
Performer will instantly recognise the formation of negative
thoughts and emotions. They will vent frustration and show signs
of anger. A coach will provide encouragement and advice from
the sidelines using agreed Key words and phrases to work against
the negative emotions.
“Focus!!” “You can do this!!” “Head up!!”
Effective Feedback
For feedback to be most effective it needs to be positive. Positive feedback focuses
on what you did well and suggests how further improvements could be made.
Feedback also needs to be precise and accurate and be given as soon as possible
after the activity or part of the game.
TASK
COMPARE YOUR OPINIONS OF YOUR TEAM’S ‘TEAM DYNAMICS’ WITH YOUR TEAMMATES.
WHAT CONCLUSIONS CAN YOU DRAW FROM THE RESULTS
19
Tactics (Physical) – Definition
A tactic is a plan that is made before you start playing in a game which
considers your own or your opponents’ strengths and weaknesses.
An attacking tactic is a game plan made up before or during a game to
break down opposition defence or to score.
E.g. In badminton, I played several high overhead clears to the back
right hand corner, my opponent struggled to return these shots with his
weak backhand, I waited for a poor return and then played an
unexpected fast downward smash to the left hand side of the court to
win the point
A defensive tactic is a game plan made up before or during a game to
stop your opponents scoring.
E.g. In basketball, our team set up a zone defence (1-2-2), as our
opponents were poor at shooting so we wanted to keep them as far
away from the basket as possible. The zone defence also allowed us to
get some rest, as opposed to man-to-man marking
20
BASKETBALL FAST BREAK
In depth analysis of F.I.P
The 3 man fast break should be the first option of any offence. It is
played at speed as soon as the rebound is collected. It requires speed
of thought, team work and every team member to know their role with
the tactic – perfect for a team with excellent Team Dynamics.
The fast break should be used under the following situations;




After a rebound
After a steal
After a blocked shot
After a successful shot
The fast break is the ultimate offensive weapon. It allows the ball to be
advanced up the court quickly for a high percentage shot, either by
outnumbering the defence or by not allowing the defence to set up in
time. It provides good width, depth and mobility in attack.
There are three main phases of a fast break;
Initial Phase - Starting the break (rebound)
Transition Phase - Getting into position and driving the ball up the court
(filling the lanes)
Shooting Phase - Finishing with the correct scoring option (Lay-up shot)







Strategy starts at high speed after winning a defensive rebound or
an interception has been made. Centre usually makes the rebound
and calls ‘rebound’ to initiate attack.
The outlet pass is made quickly to the open side (the side the
rebound is caught on) to the point guard.
Guard calls ‘ball’ and receives the pass in the outside lane (after
moving from the key where he was actively defending). This is to
help the centre; good communication lets them know what is
happening.
Guard ‘dribbles the middle’ with control and keeps the fast speed of
attack by reading the game and making quick decisions.
Guard should drive hard towards the defence making them commit
and causing the defence to loose shape.
Driving down the middle gives the guard an option of passing to
both sides (depending on which player can receive the pass in good
space) therefore increases the attacking options.
While the guard dribbles down the middle, the forward and centre
should fill the outside lanes ahead of the guard to provide him with
more options.
21




Guard passes wide to the attacking forward, approximately half way
down the court, or when the defender has been drawn out of
position. Forward signals with hand to show when and where he
wants the ball.
Forward takes the opportunity to lay-up the shot as soon as the
pass has been collected; the centre supports play and challenges
rebound.
A lay-up shot is the 1st option because it has a higher percentage
chance of being scored. This is because the distance between
where the shot is taken and the basket is at its smallest.
If the lay-up is unavailable because of good defending, an outlet
pass should be made to the point guard at the top of the key for him
to make the decision of shooting from which centre will rebound, or
passing to the centre on the other side for a lay-up
VIDEO EXAMPLES OF THE FAST BREAK
Main Factors Influencing Performance





Team Dynamics
Co-operation
Motivation
Determination
Principles of Play (Width/Depth/Penetration/ Support)
QR CODE
SCAN THE FOLLOWING CODE IN YOUR QR READER
22
1. a)
DESCRIBE a Tactic from an activity of your choice that
requires strong Team Dynamics to be completed
successfully.
1. b)
EXPLAIN how Team Dynamics influences this tactic.
23
GATHERING INFORMATION – TACTICS (PHYSICAL)
In order to ensure our performance was being performed at its best we
used 3 different methods to collect information about our performance,
this gave us an indication of our success rate and what needs
improvement.
Video Analysis
 Allows the player to concentrate on the task without the ‘feeling’ of
pressure from observers.
 It is a reliable form of external feedback as once the data is
recorded it can be viewed over and over again, allowing the player
to focus on different points each time.
 As the fast break is carried out at a fast tempo, it may be difficult to
analyse specific phases of the strategy, slow motion allows
individual players and phases to be observed easily.
 The video also allows us to view the strategy from a raised platform.
This makes it easier to analyse the principles of width and depth.
Data Collection sheets
 Used in conjunction with video.
 Allows a comparison against a breakdown of the strategy taken
from model performance.
 Initial data collection allowed us to focus on the three main stages
of the fast break by identifying if they were successful or
unsuccessful.
 From this initial data collection we can see how effective our fast
break is. If it seems to be a weakness the Team’s Cohesion could be
an area to investigate
24
INITIAL DATA COLLECTION
Analyse how effective your team is at executing the fast break strategy
in a 5v5 game of basketball against a similar standard of opposition.
Name: ______________________________________
Fast Break
Initial Phase
Transition
Phase
Shooting
Phase
Comments
1
2
3
4
5
6
7
8
9
10
Key:
= Done well
improvement
X = Needs
Criteria
Defensive Phase
- Rebound
- Fast, accurate outlet pass played to the Gaurd
Transition Phase
- Dribble the middle
- Accurate bounce pass played to the Forward
Attacking Phase
- Pass collected, Forward just in front of Guard

Lay up shot
25
Q.
DESIGN your own INITIAL Observation Schedule for
your chosen tactic.
26
ROLES AND RELATIONSHIPS
It is vital to the success of any team or group of players that each
individual understands their responsibilities (e.g. attacking and
defensive responsibilities). You also must be aware of how your role
relates to the other members of the team or group. The individual role
you adopt will be dependent on many factors e.g. your physical
attributes and your decision-making qualities. After reviewing individual
strengths and weaknesses, it is possible for suitable tactics or
formations to be planned.
Example - Basketball
An attractive feature of basketball is that there are no positional
restrictions, each player can move anywhere and do everything.
However there are three distinct roles that can be identified; the
centre, guards and forwards. Centres are often known as ‘post’ players
as they operate close to the basket. Guards are sometimes referred to
as ‘playmakers’ as they often initiate the attack. Forwards are highly
mobile players who operate mainly in the outside lanes of the court.
In every group or team it is essential to understand what your individual
responsibilities are and how your role relates to your team-mates. Refer
to the following information when analysing your role within the fast
break.
Responsibilities - Centre
 Collect the rebound from under the basket
 Make a quick outlet pass to the point guard in the outside lane
 The pass should always be made on the same side as the rebound
 The centre should then fill the lane the guard has left empty
 Move quickly up the court slightly in front of the guard as they are
the second option of attack
 Read the game and watch for the pass to be made to the forward
 Once pass is made, cut into the basket ready to receive the rebound
if lay-up is unsuccessful
 If centre receives the pass, move into the key and finish with a layup
27
Responsibilities - Guard
 At the start of the strategy the point guard should be positioned at
the elbow, this is because up to this point he has been actively
defending
 Read the situation as the ‘playmaker’ and receive a quick outlet pass
from the centre in the outside lane
 Correct decision is important as of when to play pass out to forward
 Should stop after he dribbles the middle and pass early to the
forward (or centre if forward is being closely marked). He only
penetrates to the basket if the defence sags (drops back).
 After the pass the point guard should remain at the top of the key,
because in this position further offensive options can be set up if
the opponents defence is already set up. In addition if the forward
and centre cannot drive to the basket for the lay-up the point guard
should be ready to shoot from outside the key
Responsibilities – Forward
 Collect the rebound from under the basket
 Should move out in the outside lane in front of the point guard.
Hand out signalling for the pass to be made
 Once forward is inline with the foul line (extended) they should cut
in towards basket at a 45 degree angle
 Pass should be received in a shooting position ready to drive
towards the basket with a lay-up shot
Q
Within your tactic what are the different roles?
Describe the responsibilities of each role.
28
APPLYING TACTICS WITHIN GAMES
When applying tactics in a game it is important to consider the
following Social, Mental and Physical Factors that Impact Performance
in order for your performance to be effective. These are;
Communication - Social
Communication is a vital principle for the successful execution of any
Tactic. Communication takes place in each phase of the strategy and
can be verbal and/or visual.
Fast Break Example
Defensive Phase
Centre uses verbal communication to signal the start of the fast break
by shouting rebound. At the same time, the guard uses visual
communication to show the centre where he/she wants the outlet pass
played to.
Transition Phase
The forward uses verbal communication to let the guard know that
he/she is making a supporting run and is available for a pass.
Attacking Phase
The forward again uses verbal communication to let the guard know
that he/she is available for a pass. The forward will also use visual
communication, (hand outstretched) to let the guard know where the
pass should be played to.
Q
Explain how communication impacts you tactics.
29
Co-operation (Social)
The importance of teamwork is to support and stimulate each other. A
feature of good teamwork is the application of the correct game plan at
an appropriate time to meet the demands of performance.
Tactical plans involve the co-operation of more than one player to make
use of advantageous situations and to control the pace of the play. All
tactics involve decision making processes relating to the ball, the
opponents, the available space, and the strengths and weaknesses of
individual players.
Different situations will demand the selection of various options to
meet the demands of match play. Success will be dependent upon how
well players relate to each other when a problem arises.
Motivation (Mental)
This acknowledgment will also enhance the individual’s motivation and
commitment.
Motivation can come in two forms;


External Motivation
Internal Motivation
External Motivators are being driven by trophies, money, prizes or peer
pressure. The World Cup 2014 was full examples of team-mates
supporting each other to perform tactics fully.
Internal Motivation is your personal drive not to let your team mates
down by performing at your maximum for as long as possible.
30
Width in Attack (Physical)
Width is important as it drags out defenders from their positions,
creates space and opens up gaps for attackers to run into or the ball to
be played into.
Depth in Attack (Physical)
Depth is created by the positioning of the players in the attacking
phase. Team-mates should be in a position either in front of or behind
the ball carrier to provide passing options. This helps maintain
possession and create the most effective attacking opportunity.
Mobility (Physical)
Mobility is an important principle of play. It is the ability of a team to
adapt/change their actions depending on the actions of the opposition.
For example in the 3 man fast break the performer will be faced with
different situations i.e. direction of defensive rebound, timing of runs
and the positioning of defenders.
Q
Explain how the principles of play are used within a tactic of your choice.
31
VIDEO EXAMPLES OF TEAM DYNAMICS
AND SOCIAL FACTORS IN ACTION
1. BASKETBALL
2. FOOTBALL
3. HANDBALL
4. RUGBY UNION
32
PROGRAMME OF WORK TO DEVELOP AND IMPROVE PERFORMANCE
To improve and develop a Team's performance of a chosen Tactic, a programme of work would be used.
Such a programme of work would aim to improve the following;

Physical Factors (The Tactic itself, Individual Skill Level, Individual Fitness Levels)

Social Factors (Communication, Cooperation, Team Dynamics)

Mental Factors (Determination, Motivation)
Q.
Choose one example from each Factor and explain why each is important for your chosen
Tactic.
To begin with, so that everyone in your team knows exactly their role and responsibilities, you would perform the tactic at a 'walk through' speed. When confident
enough in understanding each others roles and responsibilities within the tactic, you would then perform it faster. Finally, the tactic is performed it at a game pace
but with no opposition.
This 'process' of speeding up the drill would apply to all new drills completed.
BASKETBALL – FAST BREAK Example
The following programme of work ensured practice was game-like and relative to our ability as we progressed through each drill:




Fast Break Drill – 3V0 (Unopposed)
Wave Drill – 3V1, 3V2 (Passive)
3V2 Pressure Drill
3V3 Pressure Drill
2
PROGRAMME OF WORK TO DEVELOP AND IMPROVE PERFORMANCE - FAST BREAK 3v0
Defensive Phase - The centre collects the rebound and gives a shout to initiate the fast break. He/she then plays an outlet pass to the guard.
Transition Phase - Guard dribbles down the middle of the court as if driving towards the basket. He/she then plays a bounce pass to oncoming forward.
Attacking Phase - The forward collects the bounce pass and drives toward the basket to perform a lay up.
Once the centre has played the outlet pass to the guard in the defensive phase, he/she then runs out wide, behind the guard toward the opponents basket to
support the attack. The forward also makes a wide run on the other side of the court. These runs, together with the guard dribbling down the middle of the
court, create width in attack. Once the guard has played the bounce pass to the oncoming forward in the transition phase, he/she moves to the top of the key.
This creates depth in attack.
3
PROGRAMME OF WORK TO DEVELOP AND IMPROVE PERFORMANCE - WAVE DRILL
Aim of Drill – To commit the first defender in a 3v1 or 3v2 Fast Break situation and encourage timing the pass correctly.
Drill Description – Fast break down the court as normal. Guard must drive toward the free throw line to commit the first defender. The guard then makes the pass
to the forward for an uncontested lay - up. The drill is repeated.
Extension Drill – A second defender can be added decide who will move toward either the oncoming forward or centre in anticipation of a pass being made. This
will encourage the guard to make a quick decision under active pressure based on the actions of the opposition.
2
PROGRAMME OF WORK TO DEVELOP AND IMPROVE PERFORMANCE - 3V2 PRESSURE DRILL
Key Concept 3 – Problem solving and decision making when working to develop and improve performance.
Aim of Drill – To make the fast break more game – like by adding active defenders.
Drill Description – The 3 attackers run the Fast Break. As the centre initiates the fast break by shouting rebound, 2 of the defenders run on from opposite corners
of the baseline and become active.
3
PROGRAMME OF WORK TO DEVELOP AND IMPROVE PERFORMANCE - 3V3 PRESSURE DRILL
Key Concept 3 – Problem solving and decision making when working to develop and improve performance.
Aim of Drill – A game –like practice to promote a quick attack at the basket.
Drill Description – The 3 attackers run the Fast Break. As the centre initiates the fast break by shouting rebound, 2 of the defenders run on from opposite corners
of the baseline and become active. As soon as the guard crosses the halfway line with the ball a third defender joins the drill, He/she must touch the centre circle
before becoming active.
4
Q.
DESIGN YOUR OWN DEVELOPMENT PROGRAMME FOR A TACTIC OF YOUR CHOICE.
Q.
EXPLAIN HOW YOUR DEVELOPMENT PROGRAMME DEVELOPS EACH OF THE FACTORS LISTED ABOVE (PHYSICAL, SOCIAL AND MENTAL). BE
SPECIFIC WITH EXAMPLES.
5
Monitoring
Monitoring is checking the success during your programme of work. We can use the following
methods:



Development Diary
Repeat methods of gathering information
Knowledge of Results
Monitoring your programme of work is very important, as your programme may need modified. If
it is too easy or too difficult the types of practices may need to be adapted or change.
In order to monitor your progress throughout your programme or work, it is useful to keep a
Development diary, like the one shown below. You should record what you did at each session,
how difficult each practice was and how you felt after each session. You should consider all factors
impacting performance (MESP)
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Development DIARY
What I did
Targets met?
Examples of Teamwork/Comunication/Cooperation
noticed (Team Dynamics)?
Changes required?
What I did
Targets met?
Examples of Teamwork/Comunication/Cooperation
noticed (Team Dynamics)?
Changes required?
What I did
Targets met?
Examples of Teamwork/Comunication/Cooperation
noticed (Team Dynamics)?
Changes required?
What I did
Targets met?
Examples of Teamwork/Comunication/Cooperation
noticed (Team Dynamics)?
Changes required?
What I did
Targets met?
Examples of Teamwork/Comunication/Cooperation
noticed (Team Dynamics)?
Changes required?
What I did
Targets met?
Examples of Teamwork/Comunication/Cooperation
noticed (Team Dynamics)?
Changes required?
2
Monitoring
You can monitor your programme by repeating the methods you used to gather information at the
start and comparing the results. .
You can take note of Knowledge of Results within your teams’ performance. Being aware of the
result against a particular opponent, your teams’ position in a league and the amounts of occasions
a particular tactic was used can help you to monitor your progress.
Q. Why is it important to monitor your programme?

To allow comparisons to previous information gathered

To see if programme is working (meeting targets)

To see if your programme has been appropriate (principles)

To see if you need to change your programme

To motivate you to keep working or to work harder
Evaluating
Evaluating is making judgements on your performance at the end of your programme of work. On
completion of your programme or work you should evaluate how successful or unsuccessful it has
been. You achieve this by using the same methods used when monitoring:




Development Diary
Repeat methods of gathering information
Knowledge of Results
Coach Feedback, Team meetings etc.
Specific examples of improvements made
Repeat Initial Data Sheets & Team Dynamic Questionnaire sheets:

How did improving your weakness improve your whole performance?

How did your programme of work improve other areas of performance?
3
Future Development Needs
As a result of your monitoring and evaluating you will be in a position to identify future areas for
development.

Continue to improve Team Dynamics and linked Social Factors?

Focus on different weakness(es)? Perhaps related to the Tactic, including specific skills used or
certain elements of the Tactic you were trying to improve.

Focus on a different Factor all together? It could be Fitness within the Physical Factor.
By looking ahead to what further improvement can be made you begin the Cycle of Analysis again.
Therefore you avoid the creation of a ‘learning plateaux’
Tasks: Answer the following questions
In relation to a skill you have improved;
1. Explain the importance of monitoring your development programme.
2. Why would using a development diary to gather valuable information that may not be
collected in an observation sheet or video?
3. After comparing 2 different monitoring methods explain which method was more
beneficial to you.
4. On completion of your development programme and as a result of your evaluations;
a. describe your future development needs,
b. explain what impact they currently have on your performance
c. predict what improvements would be evident if those needs were addressed
4