The Emotional Factor

INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock
The Emotional Factor
HIGHER PE

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Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
How the EMOTIONAL Factor Impacts Performance
How the EMOTIONAL Factor Impacts other Factors
HOW and WHY we Collect information on the EMOTIONAL
Factor
HOW and WHY we Set Goals in the EMOTIONAL Factor
What EMOTIONAL Approaches we use and Why
How we Record and Monitor Progress in the EMOTIONAL Factor

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This PPT will be consider everything EMOTIONAL
FACTOR. This will guide you through some of the
key areas you have covered and will be an
essential study guide.
After each key area you will be provided with
exam type questions relevant to the key area. You
should attempt these and return/submit to your
teacher.

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Answer the questions on:
Slide 10 (allocate yourself 12 minutes to answer this)
Slide 15 (allocate yourself 18 minutes to answer this question)
Slide 27 (allocate yourself 12 minutes per question)

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Within the EMOTIONAL Factor there are a number of features
that can impact upon a performance. See below:
EMOTIONAL
ANGER
ANXIETY
CONFIDENCE
FEAR
HAPPINESS
SADNESS
SURPRISE

How does the
EMOTIONAL FACTOR
IMPACT PERFORMANCE?

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Within section 1 of the exam it is unlikely you will be asked about the
impact a factor has on a performance but it is highly likely to be asked
such a question in section 3 – the scenario section.
When writing your answers for factors impacting on performance,
you want to gain some real depth so consider:
the impact it initially had on you
the impact it then had on the game/performance
the impact this could have on the opposition
You will be able to do this if you follow our PEgI structure.

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Positive Happiness example
‘Feeling can positively impact my performance as I will feel optimistic
about my upcoming match. In tennis, being happy will help me make
decisions and carry them out with conviction. When serving, I may
decide to change my tactic and serve wide. Due to being confident, I
will follow this action through with purpose. This can then lead to my
opponent being caught off guard and me winning the point.:
In the point we can see the terms ‘positively; and ‘optimistic’
being used so we know it is a strength.
In the example we can see how it affected the performer as
he/she is feeling happy giving them a positive mindset to serve
with ‘conviction’, ‘confidence’ and purpose’
In the impact we could then see how it affected the opposition as
he was caught off guard and allowing the performer to win the
point.

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Negative Sadness example:
‘Feeling sad can negatively impact my performance as I will be
consumed by negative feelings. This can lead to me losing
concentration as I cannot block out negative thoughts and I will start
to make basic errors when executing skills as I cannot focus on their
sub-routines. This can then result in me giving away easy passes to
the opposition and my team being caught on the fast break.
In the point we can see the terms ‘sad’ and ‘consumed with negative
feelings’ being mentioned so we know it will be a negative context.
In the example we can see how it affected the performer as he/she
cannot block out negative thoughts.
In the impact we could then see how it affected the performance as they
make basic errors that give away possession meaning their team is
caught on the fast break.

Question section
Explain the impact the emotional Factor could have on a performance (4)
Considering the previous two examples and the features identified
on slide 6. Aim to answer this question.
Make your point (identify factor, feature, activity plus positive or
negative terminology)
Present your example (how does the feature affect you? what are
you able/unable to do?)
Write your impact (how does this affect the rest of the
performance? How might affect your team or opponents?)

How does the
EMOTIONAL FACTOR
IMPACT ANOTHER
FACTOR?

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A factor can affect many aspects of a performer and their performance.
The impact can affect other features that may be PHYSICAL, MENTAL AND
SOCIAL.
For example should a performer have high levels of confidence this will
impact the performers emotional performance as well as impacting
- How they perform practically during the performance (Physical)
- How the think during the performance (Mental)
- How they interact during the performance (Social)
The examiner is looking for you to demonstrate a deeper understanding of
the factor. You have scratched the surface when you consider how it
impacts your emotional performance but when you start to consider how it
impacts your physical, mental and social state, you are demonstrating a
deeper understanding of the role of the factor.

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Imagine you are being asked the following question:
Analyse the impact the emotional factor may have on each of the other
three factors (6)
You must first consider what is needed to analyse. Here you should include
three areas to your answer similar to how you structure PEgI answer.
= PARAGRAPH 1 = PARAGRAPH 2 = PARAGRAPH 3
IDENTIFICATION IMPLICATION IMPACT

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Example and answer
Analyse the impact the emotional factor may have on any other factor of
your choice (1)
High levels of Confidence in the emotional factor can positively
impact communication levels in the Social Factor during a
basketball performance (Identification).
During the match if the performer has high levels of confidence
they will display belief in their performance and be willing to be
involved in the match at all points this could cause them verbally
call for the ball more often when they are available (Implication).
Being confident to call to teammates can positively impact performance.
As a result the performers team have possession hearing a call will
alert the team that the performer is available. This will help the
team to make good decisions as this has alerted them to a passing

Question section
Analyse the impact the emotional Factor could have on each of the other
three factors (6)
Considering the previous two example and aim to answer this
question.
Identify what factor is being affected because of the emotional
factor.
Implicate the mental factor by presenting a situation where the
performer is being affected by the emotional factor.
Offer a detailed impacts explaining what is happening to the
affected factor as a result.

HOW and WHY we
collect information on
the Emotional Factor

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Having learnt how the emotional factor can impact on performance, it
is time to assess your levels of performance in the emotional factor.
This occurs in a process referred to as either collecting
information/data collection or data gathering and is the first step on
the Cycle of Analysis which lies at the heart of our course.
First of all we will consider why it is important to
collect information/gather data on a performance.
We will then consider the methods/tests/tools
we use to collect information
We will then describe, explain, analyse and
evaluate each of these methods/tests/tools.

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Whyis it important to collect information on the emotional factor?
EXAMPLE IMPACT
Collecting information allows a performer to identify their
emotional strengths and weaknesses.
This can lead to a performer being able to create an
appropriate personal development plan (PDP) that is specific
to their emotional weakness and sport.
It can also allow the performer to set the emotional
approaches at the correct intensity and ensure they work at
the correct level.
Collecting information will also provide the performer with a
baseline measurement of their emotional performance.
This means the performer will always have a reference point
to look back upon to see if they have improved when they
re-test.
Such comparisons can result in an increase in happiness and
motivation boosts which can lead to them putting in 100%
effort.
Collecting information can allow the performer to gain data
that will guide their target setting
This can then allow the performer to set achievable and
realistic emotional goals that can boost their levels of
happiness and reduce anxiety. This will ensure their effort
remains high because the target will be with their reach

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HOW can we collect information? WHAT types of information can we use?
Quantitative Data Qualitative Data
Quantitative data provides objective
information with no personal opinion
attached. This data type is usually in the form
of quantities such as scores, numbers, times,
distances etc.
Examples include:
Sports Competition Anxiety Test
Sports Confidence Questionnaire
Game Scores
Qualitative data is open to subjectivity as
opinions play a role due to you, a partner or a
coach providing/recording information.
Examples include:
Internal Thoughts and Feelings
Teacher Feedback

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HOW did we collect information on the Emotional FACTOR = SCAT

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Benefits of the SCAT = EXPLAIN
Benefit Impact
A reason I used this test was because it was reliable.
This test allowed me to give my own opinion in relation
to how the emotional factor affects me before and
during a performance
This means that
Another reason I used this test was because it was
valid. Having completed the tool I could keep my
baseline results as a permanent record of information.
This means that
A third reason why I used this tool was because it was a
reliable test. It was completed anonymously and it can
also be completed with ease in any setting making it
practical.
This means that
Further this test provided me with quantitative data
that I could measure against national norms making my
findings valid and reliable.
This means that

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Limitations of the SCAT
= ANALYSE AND EVALUATE
Limitation Impact
A limitation to using this test is that given I complete it
independently there is a chance of me being biased.
This means that
Another limitation to me using this tool is that I need to
have a sound understanding of how the emotional factor
can influence each person performs in different ways
This means that
Another limitation is that the information I gain is only in
quantitative form with little explanation provided.
This means that

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Explain why you could use this method to collect data on the emotional
factor. (4)
I chose the SCAT because it was practical as it was very easy to interpret my
scores. This meant it was easy for me to identify my anxiety levels by comparing it
to the NORMS and identifying if it was a strength or a weakness. This then lead to
me using these NORMS to help me set a realistic and achievable target for my
development plan.’
‘I also chose the SCAT because it was appropriate as it is a scientifically
recognised measurement of a performer’s anxiety levels. This meant I knew I
received valid results as I followed the protocols correctly.’ I also completed this
anonymously meaning I could feel relaxed in knowing that only I would know the
results which could increase their accuracy.
‘Finally, I chose the SCAT because it was measurable as it was a permanent
record. This meant I had baseline information to compare my re-tests to back to

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Analyse how suitable this method is in collecting data on the emotional
factor. (4).
‘It is important that you keep a copy of your SCAT and/or scan it and save it
electronically. This is because it will ensure you will always have a back up copy
should your initial sheet to refer to which means you will always have your baseline
information to compare future re-tests to which can help you make more informed
and valid measurements of your progress.’
‘However, it is also important you are 100% honest when completing the
SCAT. This is because all of the answers provided are your opinions meaning your
data h can open up the possibility of you lying to impress your teacher which can
then leave question marks over the reliability of your results.’

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Evaluate how effective this method was in collecting data on the emotional
factor. (4)
The SCAT was fairly effective in collecting data on the emotional factor.’
‘It was beneficial because it was practical as it was quick and easy to
complete. This was good because I remained motivated in a quick data collection
process which meant I tried to be very considerate of my response to each
statement.’
‘It was also beneficial as it was appropriate as it provided me with NORMS to
compare my overall score to. This was good because I found it very helpful in
setting targets for my development plan which really boosted my motivation levels
once I started training.’
‘Another benefit was that it was measurable as I had a permanent copy of my initial
results. This was good as it made it easy for me to make comparisons of my re-
tests to the baseline data and chart my progress during my plan.’
‘However, the validity of my data was not perfect as I did not complete it
immediately before my performance. This was poor as my responses were often
questionable as I could accurately determine exactly how I would feel during

Question Section
Refer to the Sports Confidence Questionnaire attached in your
assignment.
Your task is to complete this and then answer the following
questions:
Describe a method used to collect information on the emotional
factor (4)
Explain why you could use this method to collect data on the
emotional factor. (4)
Referring to pages 31-34 in your support booklet (accessible via
TEAMS page) can you answer the following questions in relation to
Sports Confidence Questionnaire.

HOW and WHY DO WE
SET GOALS IN THE
Emotional Factor

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Before creating an emotional PDP, you need to know what you want to achieve. It is
therefore vital that we set goals for both the short and long-term to guide our
planning. The goals we set are informed by the data we have gathered at the start
of the Cycle of Analysis.
The next few slides will consider:
Why do we set goals?
How do we set effective goals?
What goals can we make?
Why might we reprioritise goals?

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EXAMPLE IMPACT
A performer should set goals when planning their
development plan as it will give each training session
a specific focus
This means performers can fully concentrate on a specified
weakness that they need to improve as it can help them select
relevant approaches that complements their goal.’
A performer should also set goals when planning their
training programme as it can be used to boost their
level of happiness
This means performer will really want to achieve the goals they
have selected and will give 100% effort into every session and also
ask their teacher for further feedback in order to improve
It can also lead to performers doing extra training outside the
training ground to further bolster their weaknesses.’
Setting goals can also help a performer track and
monitor their progress
This means performers can assess how effective their development
plan is by seeing if they have been reaching their goals.
It can lead to them getting a boost in happiness and setting even
higher goals in the future to ensure they do not hit a plateau or lead
to them investigating why this has been happening and adapting
their plan to make it more relevant to their performance levels
which could increase their confidence levels’
Why do we set goals?

Goals cannot be picked at random - for them to be effective they require
clear thought and planning. Therefore, whenever we set goals we should
follow the SMART acronym. Under each heading write down why you
think you need to consider these when planning effective goals.
SMART
SPECIFIC
MEASURABLE
ADJUSTABLE
REALISTIC
TIMED
HOW do I set goals?

Explain what a performer may consider when setting goals for emotional factors. (4).
‘A performer may follow the SMART acronym when setting goals for emotional factors.’
‘Their goal should be a specific one that is not written as a general statement. This means they can
focus more closely on a certain element of their emotional weakness and give them a clear aim to
focus upon which can lead to them improving that area.’ – 1st mark
‘Their goal should also be measurable and contain figures (quantitative) that can be compared against.
This means it will be easier for them to measure if they have met their emotional goals and can help
them when considering their next goal as they simply adjust the figures based on the success of the
previous session. As such this will ensure they continue to grow in confidence if they are progressing
well’ - 2nd mark
‘Their goal should also be adjustable and not set in stone. This means they can take into account issues
such as illnesses, injuries or performance plateau’s that crop up and the goal can take this into
consideration and be amended to better suit the performer and will reduce any anxiety they feel
about not meeting a goal.’ – 3rd mark
The performer should also ensure their goal is realistic to their ability levels. This means they can set a
target that is challenging but not overstretching which can ensure that they remain happy in their
pursuit of improvement. This can then lead to them giving 100% in all sessions as they know that
improvements are within their reach and they will be willing to keep persevering even when the going
gets tough.’ – 4th mark

Goals can be set for either a prolonged period of time (long-term goals) or a
shorter duration (short-term goals). It is important however that you apply
the SMART acronym to your goals in order for them to be considered as
effective.
WHAT type of goals can I
make?

LONG-TERM GOAL: I CAN…
Provide a SPECIFIC focus to my goal
Provide a TIME-BOUND focus to my goal
SHORT-TERM GOAL: I CAN…
Provide a SPECIFIC focus to my goal
Provide a TIME-BOUND focus to my goal
Provide a MEASURABLE focus to my goal

By the end of my 6 week development programme I want to feel less
anxious in competitive situations so I enter performances/matches feeling
calm and composed.
LONG TERM EXAMPLE EMOTIONAL
Long-term goals are usually static in nature and represent an aim you wish
to achieve by the end of your development plan. It is important that you
apply the letters S(pecific), (R)ealistic* and T(ime-bound) to such goals.
Look at the examples below.
SPECIFIC TIME BOUND
Long Term Goal Setting

By the end of today’s positive self-talk session I want to rely on using my
phrase a maximum to three times.
SHORT TERM EXAMPLE EMOTIONAL
Short-term goals should act as stepping stones towards achieving your overall
aim and nudge you further along the pathway in pursuit of your long-term
target. Short-term goals are much more dynamic in nature and owe a great
deal to effective monitoring of performance and feelings. Ensure that you
apply the letters (S)pecific, (M)easurable, (A)djustable*, (R)ealistic* and (T)ime
bound to these goals. Take a look at the examples below.
SPECIFIC TIME BOUND MEASURABLE
Short Term Goal Setting

Explain why a performer may need to reprioritse goals in the emotional
factor (4)
A performer may need to reprioritise goals if they have set a goal that is too hard.
If the goal is out with the reach of the performer, they will not achieve the goals. As
a result, the performer will experience failure which will increase the performers
feelings of sadness and they may struggle to bounce back from repeated failure.
A performer may need to reprioritise goals if they have set a goal that is too easy. If
the goal is too easy to achieve the performer will feel an initial spike in performance
and confidence level however this will be short lived. As a result, the performer will
not progress fully and will experience a plateau in their performance standard and may
feel feelings of anger because they are not improving at the rate they want to..
A performer may need to reprioritise goals if they find a new and more important
weakness. This will mean this new weakness is have a more detrimental impact on their
performance and as such will need to redirect their attention. In doing so, this will mean they are
focus their attention on a priority.

WHAT Emotional
Approaches do we
use and why

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Emotional Approaches
Once we have completed our data collection and then consider what we want
to achieve in terms of targets and goals we then need to carry out a number of
approaches to improve our performance.
The next few slides will consider:
Positive Self-Talk and Deep Breathing
We will consider how we describe these approaches
We will consider how we would explain their suitability
We will analyse and evaluate them

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Benefits of Positive Self Talk=
EXPLAIN

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Limitations of Positive Self
Talk= ANALYSE and EVALUATE

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Explain an approach used to develop the emotional factor. (4)
I used positive self talk to develop the emotional factor because it was
easy to set up and required no equipment. This meant I was able to
maximise my training time on using the approach rather than wasting
time setting things up and therefore developed my performance.’
‘Another reason why I used positive self talk was because it was
versatile and was easy to adapt. This meant when I first started out, I
was able to use it in my bedroom away from other people so I did not
feel self-conscious which meant I gave it 100% and developed my
emotional factors. This also meant as I got more experienced, I was
able to use it during matches when the referee made a decision against
me and I was able to focus on the counting of my breaths to help me
relax and calm down.’

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Analyse how effective this approach was in developing your
emotional performance. (4).
When completed correctly positive self talk can be a very effective
approach to use. This is because the performer can make it entirely
personal and relevant to them. They make a phrase be it motivational
and/or instructional and they use it if and when they need it. However, it
is important that the performer commits to it. Should the performer not
believe in its impact then it will never counter their feelings of anxiety
and they will not be able to improve. Further, the approach can be
adapted to different situations and applied in different ways however
should the performer lack experience in how to use it correctly then
they may over use it to the point it then lacks any real impact.

Question Section
This question section will require you to rely on the material in
the book to answers. The questions here will not ask you for your
opinion and only for you to provide a describe and an explain.
Describe an approach used to develop performance in the
emotional factor (4)
Explain why this approach could be relevant in developing the
emotional factor (4)
Referring to pages 81-83 in your support booklet (accessible via
TEAMS page) can you answer the following questions in relation to
Deep Breathing.

HOW and WHY we record
and monitor progress in
the Emotional Factor

Regardless if a performer is a beginner such as a pupil in S1 or an elite level
athlete, it is vital that they track their progress when developing any weakness
for a whole host of reasons. In carrying out such monitoring and evaluating
processes, performers can use a wide range of methods.
Monitoring Progress

Explain why it is important to monitor progress on performance (4)
Monitoring allows a performer to see if their performance development
plan is working. This means they can see if they are meeting each short-
term goal and adapt the approaches they are using if they find they are
not meeting their targets to make it more relevant to their performance
levels.’
Monitoring allows a performer to identify what approaches are working for
them. This means they can use these approaches again in future
development plans should they be appropriate for developing that new
weakness.’
WHY should we monitor
our progress?

Monitoring allows a performer to measure their progress and enables
them to make comparisons between pre and post results. This means
they can measure their progress and gain a confidence boost if they
see improvements have been made which can lead to them setting
more challenging goals to ensure they do not plateau.’
Monitoring allows a performer to identify any new weaknesses that
may be a priority. This means that rather than get complacent, they
will focus on new weaknesses and develop other areas of their
performance by taking it back through the cycle of analysis.’

. Regardless of the factor (Mental, Emotional, Social or Physical) you will
always use the Training Diary to record progress and within this training diary
you have a number of monitoring methods that are QUANTITATIVE and
QUALITATIVE.
What does the
training diary look
like?
What information
does it contain?
How did you complete it?
What did you fill in at the
beginning of the lesson?
What did you fill in during the
lesson?
What did you fill in at the end
of the lesson?
Describing a Training Diary

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(20/10/2020)
Describe one method used to monitor progress in the emotional factor (4)
One method I used to monitor my progress was a Training Diary.’ (Starting sentence)
‘My training diary was set out on an A4 sheet that I kept with my class work. At the top of
each page it had the date and then it contained spaces for my session objective, a
description of what I did, my feelings during the session and my next steps below as well
as an area for my short term goal’ (what it looked like)
‘At the beginning of the lesson I wrote down my short term target in to my training diary in
order to provide a focus for my training. Thereafter I carried out my approach. During the
session I would return periodically to my training diary to input my progress. Immediately
after each session, I wrote down exactly what I did in chronological order without missing
anything out. I then recorded how I felt about my session. An example of this was that I felt
having to play that my positive self talk worked well because my fellow classmates did
not know I was using it when I felt my nerves increase. This made me feel comfortable in
applying it and helped me focus my performance.
‘I finished by reading over the information I wrote down and used it to help me set a
realistic goal for my next session.

Explain how this method was appropriate for monitoring your progress.
(4).
‘The Training Diary was appropriate for monitoring my progress as it was very easy to use
and I was able to take it to training with me. This meant that I was able to check it
during training to ensure I did not repeat any moments that I felt did not help me in a
previous lesson.’
‘The Training Diary was also appropriate because it kept all recorded information inside a
booklet. This meant that all information was kept in one place meaning it was unlikely
to get lost and easy to find any information on previous sessions.’
‘ Another reason why the Training Diary was appropriate was because it acted as a
permanent record. This meant that I was able to look back at previous sessions and test
results to see if I improved. If I found I had, it would have boosted my motivation and
confidence levels to keep giving 100% to improve even more.’
‘Finally, the Training Diary was appropriate because I was able to complete it immediately
after training. This meant that my feelings were still fresh and I could accurately insert
information. This therefore enabled me to correctly set my next steps in relation to my
performance levels and feelings.’

Analyse how effective this method was in monitoring your progress. (4).
‘It is important that you complete the Training Diary immediately after
each session. This is because if you did it later, thoughts and feelings
from the session may not be fresh in your mind meaning your entries
are not valid. However, completing it when information is fresh in your
head can lead to you noting this down and help you act on your
feelings to make appropriate changes in your next session.’
‘It is also important that you take the Training Diary to training with
you. This is because if you did not and you forgot what you were
doing, you may end up doing the wrong approaches at the wrong
intensities. However, taking the Training Diary with you will ensure
you are carrying out the correct sessions which will therefore mean
you are more likely to be working at your correct level.’

Analyse how effective this method was in monitoring your progress. (4).
‘Another important thing about doing the Training Diary is that you get
a teacher to check over your entries to ensure they are correct. This
is because you may not give yourself enough credit and write only
negative comments in your diary. However, having a teacher read
over your entries can ensure that the information in your diary is
correct which can help you accurately track your progress.’

Evaluate how effective this method was in monitoring your progress. (4)
The Training Diary was fairly effective in monitoring my progress.’
‘It was effective in that it acted as a permanent record which meant I
was able to compare my re-tests to my initial baseline data to see if I
improved. This was helpful in that it boosted my motivation and
confidence levels when I found I had improved.’
‘It was also effective in that it kept everything in one place inside a
booklet. This was helpful because no sheets were lost and I was able
to easily locate information from previous sessions to see how a
certain approach worked.’
‘However, it was quite limited in that I did not always complete the
Training Diary straight after training which lead to me forgetting
exactly how I felt. This lead to some of my information being
inaccurate and invalid as a result.’ It was also limited in that I
sometimes forgot to take it to training with me which meant that all of
my sessions were not recorded. This lead to some important
monitoring information being missed out and me not being able to

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