The Mental Factor

INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock
The Mental 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.
This PPT will be consider everything MENTAL
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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How the Mental Factor Impacts Performance
How the Mental Factor Impacts other Factors
HOW and WHY we Collect information on the Mental Factor
HOW and WHY we Set Goals in the Mental Factor
What Mental Approaches we use and Why
How we Record and Monitor Progress in the Mental Factor

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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 28 (allocate yourself 12 minutes per question)
Slide 45 (allocate yourself 12 minutes per question)

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Within the Mental Factor there are a number of features that can
impact upon a performance. See below:
Mental
Concentration
Level of Arousal (over and under)
Motivation
Decision Making
Problem Solving
Mental Toughness
Anticipation

How does the MENTAL
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 Concentration example:
‘High levels of concentration helped me when performing man to
man defence in basketball (POINT). This was because I was able to
focus completely on the movements of my opponent and block out
the movements of others on the court. This lead to me staying tight to
my opponent and denying him space (EXAMPLE). When a pass
came in to him, I was therefore able to put him under pressure and
force an error to regain possession for my team (IMPACT). 1 mark
In the point we can see the activity has been mentioned,
the terms ‘high’ agility and ‘helped’ have been used so we
know it is positive.
In the example we can see how it affected the performer
as he/she could focus only on their markers movement
In the impact we could then see how it affected the
opposition as he was put under pressure and made a
mistake.

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Negative Decision Making example:
‘My decision making negatively impacted my performance in football
when I made the wrong decision in an attacking 2vs1 situation
(POINT). Despite noticing my teammate in space, I decided to try
and dribble past the defender to make more space for myself to
shoot (EXAMPLE). This lead to me being tackled and our attack
breaking down (IMPACT)’ 1 mark
In the point we can see the activity has been mentioned, the
term poor ‘negatively’ and ‘wrong decision’ have been used so
we know it is negative.
In the example we can see how it affected the performer as
he/she tried to dribble past a defender.
In the impact we could then see how it affected the performance
as they were then tackled and the teams attack broke down.

Question section
Explain the impact the mental 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 MENTAL
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, EMOTIONAL
AND SOCIAL.
For example should a performer have low levels of decision making this will
impact the performers mental performance as well as impacting
- How they perform practically during the performance (Physical)
- How the feel during the performance (Emotional)
- 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 mental performance but when you start to consider how it
impacts your physical, emotional 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 mental 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 mental factor may have on any other factor of
your choice (1)
Low levels of Decision Making in the Mental Factor can negatively
impact CRE Levels in the Physical Factor during a basketball
performance (Identification).
During the match if the performer makes the decision to chase
after the ball instead of staying with their marker this could cause
them to run much more during the performance (Implication).
This increase in running due to making a bad decision could cause the
performers CRE to drop. As a result the performer will no longer
have the energy to run back to get basket side of their marker
which would give them space and time to carry out an attack
(Impact).

Question section
Analyse the impact the mental 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 mental factor.
Implicate the mental factor by presenting a situation where the
performer is being affected by the mentalfactor.
Offer a detailed impacts explaining what is happening to the
affected factor as a result.

HOW and WHY we
collect information on
the Mental Factor

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Having learnt how the mental factor can impact on performance, it is
time to assess your levels of performance in the mental 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 mental factor?
EXAMPLE IMPACT
Collecting information allows a performer to identify their
mental strengths and weaknesses.
This can lead to a performer being able to create an
appropriate personal development plan (PDP) that is specific
to their mental weakness and sport.
It can also allow the performer to set the mental 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 mental 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 offer confidence 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 mental goals that can boost their motivation. 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:
Mental Self Reflection Sheet
Mental Toughness 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 MENTAL FACTOR =

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Benefits of the MSRS = EXPLAIN
Benefit Impact
A reason I used this tool was because it was reliable. This
tool allowed me to give my own opinion in relation to
each mental feature.
This means that
Another reason I used this tool 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 tool to use given it consider a number of mental
features to help me identify my strengths and
weaknesses.
This means that
The most important reason why I carried out this tool was
because it provided me with both quantitative and
qualitative results making it very reliable.
This means that

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Limitations of the MSRS
= ANALYSE AND EVALUATE
Limitation Impact
A limitation to using this tool 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 the mental features and
how they are applied in my performance. I may not have
this knowledge.
This means that
Another limitation is that within the scale there are only
two sides of the weighted scale that have a meaning (1
and 7). All others do not have a meaning attached to
them.
This means that

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Explain why you could use this method to collect data on the mental factor.
(4)
‘I used the Mental Self Reflection Sheet (MSRS) because it was practical as the
table was very clearly laid out with easy to understand headings. This meant I knew
I would have little difficulty completing the MSRS and this therefore would lead to
me providing me with accurate results of my mental performance.’
‘I also used the MSRS because I gained both quantitative data and qualitative data
at the end of tool. This was useful because the quantitative data was easy to
interpret and I could quickly see my strengths and weakness. I could then easily
compare new data to this data during the PDP. Further, the qualitative data
provided me with a detailed explanation as to why I gained this score. This could
allow me to be more specific when planning PDP and approaches around specific
areas that may need attention.
‘

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Analyse how suitable this method is in collecting data on the mental factor.
(4).
‘It is important that I have a high knowledge levels of the mental features when
carrying out the Mental Self Reflection Sheet. This is because it will allow me to
correctly identify what feature was being applied at different stages of the
performance (for example blocking out a mistake would refer to your mental
toughness) , however if I was unaware of when my level of arousal was over or
under it may be that I am unable to complete the tool accurately. ‘Another important
thing to take into consideration when completing the MSRS is that I complete if
independently in reference to my own performance. This is useful because only I
know how I coped mentally with a situation that occurred in the match however it
could be the case that a performer is biased when referring to their performance in
order to present themselves in a more positive light. As such this can impact the
reliability of the results.

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Evaluate how effective this method was in collecting data on the mental
factor. (4)
‘The MSRS sheet was fairly effective in my opinion.
I liked the MSRS sheet because once I gave myself a quantitative score I could
back this up with a qualitative comment. I liked this because when I was looking
back at my performance improvements I had a detailed reason why I scored myself
a 5 for concentration, for example. This helped me when I was planning my PDP
because I more detail to go from. In addition, I found this easy to complete. After
playing my match I would sit and score myself on that lesson only, this meant that
everything was fresh in my mind and I did not need to refer too far back.
However, a problem I did find was that sometimes I did not feel the game situation
had really challenged all my mental features so I struggled to sometimes give my
self a score followed by a detailed comment. The games took place in my PE
lesson so there not many moments when I felt the game was of a standard that my
mental toughness and level or arousal were being challenged.

Question Section
Describe one method you could use to collect data on mental
factors. (4).
Explain why you could use this method to collect data on the
mental factor. (4)
Analyse how suitable this method is in collecting data on the
mental factor. (4).
Evaluate how effective this method was in collecting data on the
mental factor. (4)
Referring to pages 17-22 in your support booklet (accessible via
TEAMS page) can you answer the following questions in relation to
the Mental Toughness Questionnaire.

HOW and WHY we DO
WE SET GOALS IN THE
Mental Factor

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Before creating your mental 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
motivation levels
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 coach 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 confidence boost 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.’
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 mental factors. (4).
‘A performer may follow the SMART acronym when setting goals for mental 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 mental 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 mental goals and can help
them when considering their next goal as they simply adjust the figures based on the success of the
previous session.’ - 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.’ – 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 motivated 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
Finally the goals set should follow a timescale. Goals should be planned for the short term and the long
term as this will provide the performer with a clear training focus and end objective. This will ensure
the performer can plan training appropriately. – additional 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 improve my
CRE levels in football so I can continue to stay with my opponent when
defending at the end of the game and maintain a high skill level throughout
my performance.
LONG TERM EXAMPLE PHYSICAL
By the end of my 6 week development programme I want to improve my
decision making so that I do not give away possession of the ball by passing
to a team mate who is being marked or taking a shot when my team mate is
in a better position to shoot. This allows the other team an easy
opportunity to intercept or gain possession of the ball.
LONG TERM EXAMPLE MENTAL
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

SHORT TERM EXAMPLE PHYSCIAL
By the end of today’s fartlek training session I want to have my heart rate at
155bpm at least twice during the session.
By the end of today’s visualisation session I want to clearly imagine myself
making an effective pass to a team mate in space In 3 different attacking
situations.
SHORT TERM EXAMPLE MENTAL
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 mental 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 hinder the performer’s
mental toughness as 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 due to a
drop in their level of arousal, being under aroused will mean they do not push
themselves as hard as they can in training.
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 Mental
Approaches we
use and why

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Mental 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:
Conditioned Games and Pressure Drills
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 Conditioned
Games= EXPLAIN

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Limitations of Conditioned
Games= ANALYSE and
EVALUATE

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Analyse an approach used to develop the mental factor. (4)
An approach I used to develop performance in the mental factor was
conditioned games. This approach was useful because it was motivating and
game like. This is important because the performer may find more enjoyment
in their training because it is competitive and this could increase the effort
they exert. However, given it is game like it can be tiring when completed for
the duration of a lesson meaning that as the lesson progresses the performer
may tire and this could counter the positive impact the approach is trying to
make on their decision making.
In addition, the approach can be easily adapted to allow for new conditions to
be used which will prepare the performer for a variety of game like situations
however it can be a difficult approach for inexperienced players to carry out
and they may struggle to carry out some conditions based on their
performance standard.

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Evaluate how effective this approach was in developing your
mental performance. (4).
Conditioned games was very effective in developing my mental
performance.
First of all, I liked that I was able to change and adapt the sessions with
ease. Per game I was able to carry out a different condition. For
example, I could carry out a condition whereby I was only able to gain
points by playing the ball in to one area of the court and I could then
change this to all three touches must be used before the ball goes over
the net in the next game. I liked this because I was able to prepare
myself for a range of game like situations.
In addition, I felt that I tried my best in every session because I was
developing my weakness through games. This was much more
enjoyable because it was competitive and engaging.

HOW and WHY we record
and monitor progress in
the Mental 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 collect information 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 mental 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 the three touches in my first conditioned game to be too challenging so I
wrote this down and referred to it in my next session. I was then able to plan my next
steps based on how I thought my session went. With the above example, I then planned
my next session to only consider two touches needing to be played before the ball can go
over the net.
‘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 was using the correct conditions at the correct stages.’
‘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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