Transcript Social Factors and Literacy

CfE Higher Physical Education
Social Factors Impacting on
Performance Unit
What is the question asking?
How do you answer?
Describe- you must provide a statement or
structure of features. It's is more than just a basic
outline and should refer to for instance a concept,
process or experience.
Explain- you must make points and/or give
examples which make relationships between
aspects clear. E.g. Why a particular data
collection technique was used to find information
about a particular factor.
Analyse- you must make points which identify
different parts/methods/opinions, the relationship
between them, and how they (your findings) fit in
with the 'bigger' picture. Discuss implications and
what the findings mean. How does a particular
strength/weakness impact on your whole
performance.
Evaluate- you must make a point which makes a
judgement based on criteria; determine the value
of something.
Read the scenario below and attempt to answer the following
questions.
This is an extract from a performers self-evaluation log:
• Today I did not feel that this was my best performance….
• I was criticised by the team for making mistakes and being out of
position…
• I continuously was beaten by my opponent…
• I felt we were not working as a team and I probably was trying to do
too much in the game because they were criticising me…
a)Analyse the reasons why the performer may have logged this
information about their performance. In your answer you must refer to
the following factors impacting on performance: social and one other
from physical, mental or emotional. ​ (6)​
b)Describe an approach to develop each of the mentioned factors
impacting on performance in question a.
(4)
Scenario 2
A new player has joined your team/club/class. They appear distant and
don’t interact well with the group. They have a fantastic skill repertoire
though and outperform everyone else in training. However, their lack
of confidence has hindered their performances in a competitive
situation.
a) With reference to The Social Factor and one other (Physical,
Mental or Social), analyse approaches that could be implemented
that may improve the athlete’s overall performance. (10 marks)
b) Explain the importance of feedback when trying to develop the
future performance levels of an underachieving athlete. (6 marks)
Outcomes to cover
Outcome 1 - The learner will:
1 Analyse and evaluate factors that impact on performance in physical
activities by:
•1.1 Analysing methods used to identify factors impacting on a performance
•1.2 Evaluating the impact of positive and negative factors on a performance
•1.3 Explaining approaches to performance development based on these
evaluations
Outcome 2 - The learner will:
2 Evaluate the process of personal performance development by:
•2.1 Producing a personal development plan that sets appropriate development
targets
•2.2 Selecting methods to record and monitor development
•2.3 Implementing the development plan
•2.4 Evaluating the effectiveness of the development plan and the methods used to
monitor development
•2.5 Identifying and justifying decisions relating to future personal development
needs
Outcome 1a
Exploring Factors that Impact Performance
Exploring Factors that
Impact Performance
-
Look at the different social factors
Group Dynamics –
Roles / Team Cohesion /
Cooperation / Contributing
to a team
Environmental Issues
– Barriers to participation
(access, cost and location)
Cultural / Social Issues
– fair play / codes of conduct
/ social responsibility /
motivation
Group Dynamics
1. Group Dynamics – Often discussed in conjunction with team cohesion is “a
dynamic process that is reflected in the tendency for a group to stick together and
remain united in the pursuit of its instrumental objectives”
This has been highlighted as one of the most important social factors that can impact
performance and can be characterised by teams that have the following:
Shared / common
goals
Cooperation and
support amongst
players
Clear
communication
between players
Clear defined
roles
Motivation and
self belief
Trust and belief
in each other
Practical Examples
Group Dynamics
– Examples where performances are improved by
teams displaying these characteristics
In basketball zone defence, cooperation and communication is required to
limit space for the opposition to get into the lane or close to the basket for an
easy score. Lack of this cohesion will leave spaces to be exploited by the
opposition and could lead to points being conceded. Individuals completing
their own role and fulfilling their responsibilities successfully can contribute
to the effectiveness of the team by demonstrating group dynamics.
In rugby, during set plays players need to know their role effectively to create
the gaps for the ball carrier to break the defensive line. Players need to
communicate with one another and cooperate to avoid issues with timing of
runs.
Class Task: Apply the knowledge gained about group dynamics to the
attacking tactic of the Fast Break in Basketball and explain its relevance to
your performance
Outcome 1b
Using methods to analyse and evaluate
factors that impact on performance in
physical activities
Planning Stage – Methods used to collect data on social
factors impacting performance
Team
Dynamics
Questionnaire
Self Appraisal
Questionnaire
Focus Group
Thoughts &
Feelings Sheet
Team/Group
Feedback
Coach Feedback
Diary
Outcome 2
Producing and implementing a
personal/team development plan that sets
appropriate development targets
Communication
How do you prefer to communicate?
Verbal communication = 6 C’s Clear, Consise, Correct, Complete,
Courteous, Constructive.
Non verbal communication = Body Language, Facial Expressions
(frowning, nodding, smiling etc).
Effective communication is essential to successful performance.
Communication includes dialogue in which options available are
discussed and agreed upon.
Communication is required before, during and after a
performance.
Approaches to Develop Communication
Team communication drills
•Passing drills – call out team mates name before passing or before
receiving a pass.
•Reinforce positive communication skills as a team e.g. Well done
or High Fives.
Team talks prior to games, debrief of game immediately after
playing.
Discussion of tactics and roles.
Approaches to develop team dynamics
It’s important to understand the 4 stages in group development
process. (yellow p24)
1. Forming – new
players coming
together for
common goal
2. Storming – getting
know each others
roles and developing
communication
3. Norming – team unity
is forming where players
understand each others
role and responsibility
4. Performing –
Results of a
new cohesive
team should be
evident
Approaches to developing group dynamics
In order to develop a team dynamic a number of approaches can be used. The
following approaches are often involved in National Intervention
Programmes:
Cooperation
Shared / common
goals
Building team
dynamics
Active Listening
Defining roles
Clear defined
roles
Clear
communication
between players
Self-esteem building
and support
amongst
players
Goal Setting
Positive
reinforcement
techniques
Approaches to developing group dynamics
It is essential to remember some of the factors that influence group dynamics
and ensure the methods selected will develop these
Shared / common
goals
Cooperation
and support
amongst
players
Clear
communication
between players
Leadership
Clear defined
roles
1. National Intervention Programme
– Team Building
Reason for selection
Team building approach is an excellent way to develop trust, communication
amongst players, cooperation, and team work.
Example Approaches
1.
2.
3.
4.
5.
Chain games where communication and cooperation are key
Blind Maze
Magic Pole
Human Knot
Skin the snake
There are a number of examples of team building tasks that could be used. A
class task could be to come up with one of the their own.
2. National Intervention Programme
–
Defining roles
Part of any group dynamic development programme is the need to define roles
both participant and nonparticipant
Reason for selection
Provides players with:
• Greater awareness of teammates roles developing an open environment
• Clarity of each players responsibilities in the team
Example Approaches
1. Tasks where players get to investigate different roles, qualities and
responsibilities, before putting forward a case for selecting a role
2. Sport Ed or cooperative tasks where players experience roles for the
team
3. Discussion around captaincy and players roles in the team
3. National Intervention Programme
– Setting shared team and
individual goals
Part of any group dynamic development programme is the need to set both
individual and team goals
Reason for selection
Provides players with:
• Greater sense of team unity
• Clear focus and direction for what they have to achieve
Example Approaches
1. Discussion around principles of goal setting
2. Group discussion to devise common goals and targets
3. Personal goals set to develop individuals
4. National Intervention Programme
– Active Listening
Reason for selection
Provides players with:
• Greater sense feeling valued
• Players have a greater sense of respect for each other
• Improvement to communication skills which develops
better cooperation
Example Approaches
1. Discussion around principles of active listening
2. Active listening tasks
3. Encourage discussion and all players conducting team talks before
during and after performance
Outcome 3
Using methods to monitor and evaluate
improvements and set future developments
Monitor and Evaluate Development Programmes
After implementing a Personal Development Plan it is essential to monitor
performance developments to ensure development and make any adaption's
where needed.
A number of methods can be used including:
Diary
Questionnaire
Group
Feedback
Self
Appraisal
On completion of the programme an evaluation is required to determine whether
the plan was or was not effective by using:
Evaluative
comparisons
Monitoring performance development
– Team and Individual
Video Diary
Some possible reasons for selection
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Easy and quick to administer
The use of video allows accuracy during transcription
Method is designed for investigating the factor
Immediate
permanent record used to compare and monitor development
Set questions used each time allow for easy comparison
Process
– Follows set questions that can be written out on the board or given prior
to discussion
– These help to structure the diary feedback
– Timings can vary but generally will last a few min
– Important to provide an environment where they feel they can
Evaluation Tools
– Evaluative comparisons Pre/Post results of
the Youth Sport Team Questionnaire
Reason for selection
• Easy to compare results and
identify improvements
• More reliable and valid by using
the same test protocol