This document provides information about using a model performer for development in physical education. It defines a model performer as someone who can perform at an almost perfect level in one of the four factors of physical, mental, social, and emotional. Examples are given of model performers in different sports. The document discusses analyzing strengths and weaknesses in comparison to a model performer for each of the four factors. It also addresses benefits and limitations of using a model performer for data collection and development. Overall, the document explores how to identify and learn from model performers in order to improve performance.

1. INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock
Higher P.E.
Model Performer

2. INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock
Today's Learning....

3. (01/06/2020)
(15/06/2020)
Speak with your class teacher in
person or via email.
01/02/2021

4. Learning Intention –
Today we will explore what a model performer is and how it can help
us during the development process.
(01/06/2020)
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Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
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person or via email.
01/02/2021

5. What is a Model Performer?
A Model Performer is someone who can carry out a performance in any of the
4 factors to an almost ‘perfect’ level. Their performance levels are what we
strive to achieve and are who we measure ourselves against when collecting
data.
A Model Performer can be:
a) An elite athlete such as Cristiano Ronaldo, Kobe Bryant or Serena Williams.
b) A high-performing team mate such as your Captain.
Can you think of a ‘model performer’ for each of the four factors?
Physical, Mental, Social & Emotional?
(01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
01/02/2021

6. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
It is very rare to find the same model performer for all four factors.
For example, tennis player Andy Murray (below), has been almost
exemplary in the physical factor, but has often struggled to control his
emotions. You must select the most appropriate model performer for the
factor you are interested in.
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7. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
Model performance across factors
Mental model performer
A model performer in the mental factor:
• controls their cognitive and somatic anxieties during high pressure
situations
• is able to focus and remain headstrong during difficult moments
• solves a range of problems and selects, then executes decisions effectively
Emotional model performer
A model performer in the emotional factor:
• controls their anger during moments that others may find frustrating
• has full confidence in their abilities and can demonstrate this in a range of
situations
• is resilient enough to bounce back after negative experiences
01/02/2021

8. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
Physical model performer
A model performer in the physical factor:
• executes a range of skills and techniques to a high standard on a
consistent basis
• has high fitness levels in a variety of different fitness components
• is tactically astute in both offensive and defensive situations
Social model performer
A model performer in the social factor:
• communicates clearly and in a variety of different ways during
performance
• is a good team player in good and bad moments
• shows respect to opponents and officials
01/02/2021

9. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
PHYSICAL -
A Model Performer within the Physical Skills factor will be able to execute
skills almost effortlessly and fault-free. This would not just be applicable to 1
skill but rather a wide Skill Repertoire where consistency is present within
each skill/technique. These Model Performers, such as Kobe Bryant, Lionel
Messi and Serena Williams, are who we would focus upon when answering
questions regarding model performers as they are at the ‘top of their game’.
Consider Kobe Bryant in the video below. In this match he scored over 60
points alone, but look at the range of baskets he scored; they were not all 3
pointers from the same side or angle from the basket. Instead there was a
range of different shots both when in space and under close pressure from an
opponent.
https://www.youtube.com/watch?v=GTJwoWHMEw0
01/02/2021

10. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
Imagine you were asked the following question;
“Analyse your Physical strengths and limitations in comparison
to a Model Performer. (2).”
We will create an answer for volleyball. Things to consider;
What are your strengths and how does this benefit you when
playing?
What are your weaknesses and how do these compare to a
model performer?
01/02/2021

11. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
‘I share some strengths and weaknesses in relation to a Physical Model
Performer.’
‘One strength I have is my Volley because in my General Observation
Schedule I had a success rate of 85%. This meant that like a Model Performer,
both of us managed to perform a volley consistently during game situations.
Like the model performer I was able to pass high and accurately to my team
mates giving them enough time to move into position under the ball’. (1
mark)
However, unlike a model performer my Dig during games was not effective.
After completing my general observation schedule I found that I only had a
success rate of 15%. In comparison, a model performer would be able to
play an effective dig shot consistently in a performance. As a result, my dig
passes often did not have enough height on them or were not accurate
enough which resulted in my team mates being put under increased pressure
for their next shot, or the ball going out of the court costing my team points.
(1 mark)
01/02/2021

12. Question section
“Analyse your Physical strengths and limitations in comparison to a
Model Performer. (2).”
Considering the previous two examples and the features identified
on slide 11. Aim to answer this question.
Make your point (identify strength / development need, feature,
activity plus positive or negative terminology)
Make comparison to model performer(how does the feature affect
you? what are you able/unable to do in comparison?)
Write your impact (how does this affect the rest of the
performance? How might affect your team or opponents?)

13. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
MENTAL -
A Model Performer within the Mental factor will show high levels of Mental
Toughness in a number of different ways. This might be when training
during the off-season to develop fitness levels or during difficult and
pressurised moments in matches. Consider how Mentally Tough Andy
Murray was in that last game of the Wimbledon final in 2013.
https://www.youtube.com/watch?v=GRqgk9UZmDI
A MENTAL Model Performer will also be able to constantly make effective
Decisions. If you think of Andy Murray, he may identify an opponents
weakness being their backhand and will therefore decide to play shots to
their backhand side to place them under pressure. Or Murray has often
decided to play drop shots when in the middle of a back court rally due to
the space left at the front of the court (see video below). Model Performers
make these decisions based on their ability to read the game being played
around them to inform them on a course of action to take.
https://www.youtube.com/watch?v=5hoo6e4doS4
01/02/2021

14. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
Imagine you were asked the following question;
“Analyse your Mental strengths and limitations in comparison to a
Model Performer. (2).”
We will create an answer for volleyball. Things to consider;
What are your strengths and how does this benefit you when
playing?
What are your weaknesses and how do these compare to a model
performer?
01/02/2021

15. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
‘I share some strengths and limitations with a Mental Model
Performer.’
‘A strength of mine is my focus. Like my model performer, I scored
consistently high in my self reflection sheet with an average score of 6.5
over my three matches. This meant that, like the model performer I was
able to remain completely focused on the game at all times, especially
towards the end of the match as I became more tired. This allowed me
to make sure I was still covering for my teammates when they would
jump to block to pick up any second balls should they miss the block. (1
mark)
‘However, a limitation of mine is my Mental Toughness as unlike my
Model Performer, I scored 2/7 whilst they would have scored 7/7 in the
SRS. This meant that when I made a mistake, I was unable to move on
and bounce back. This lead to me feeling down and playing within
myself as I was scared of making future mistakes and therefore
lowering the effectiveness of my performance.’ (1 mark)
01/02/2021

16. Question section
“Analyse your Mental strengths and limitations in comparison to a
Model Performer. (2).”
Considering the previous two examples and the features identified
on slide 15. Aim to answer this question.
Make your point (identify strength / development need, feature,
activity plus positive or negative terminology)
Make comparison to model performer(how does the feature affect
you? what are you able/unable to do in comparison?)
Write your impact (how does this affect the rest of the
performance? How might affect your team or opponents?)

17. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
Extension Task
We have now considered the Physical & Mental performance in comparison
to a model performer. Can you Analyse your performance in comparison
to a model performer for the remaining two factors? Here is a list of the
features of each factor;
Social;
- Communication
- Co-operation
- Contributing
- Etiquette
- Roles and Responsibilities
Emotional;
- Fear
- Anger
- Happiness
- Sadness
- Anxiety
01/02/2021

18. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
Why use a model performer?
We will now consider the benefits and limiations to using a model
performer.
Benefits Limitations
It is easy to compare your strengths and
weaknesses to a model performer.
You could lose confidence if you select an elite
athlete as a model performer - they may be too
far out of your reach.
Using model performers gives you a visual of what
exemplary performance looks like.
It can be very time consuming as you must
identify your own strengths and weaknesses then
watch a model performer before even comparing.
You can get a motivation boost when watching a
model performer as you strive to reach their level.
You may not know how to accurately compare
your performance to that of a model performer.
01/02/2021

19. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
Imagine you were asked to answer this question;
Explain why the use of a Model Performer can be limited when
collecting data on Physical factors. (4)
Using a Model Performer can be limited for several reasons when
collecting data on Physical factors.
One limitation is that it can be time consuming collecting and
analysing information in regards to a Model Performer. This can lead
to you getting bored and rushing the process. This can lead to data
being incorrect and invalid.
Another limitation is that you may select a poor Model Performer who
is actually not that great in regards to the Physical factor. This can
lead to you watching and copying poor sub-routine performances and
picking up bad habits in your performance.
01/02/2021

20. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
Imagine you were asked to answer this question;
Explain why the use of a Model Performer can be limited when
collecting data on Physical factors. (4)
Continued…
A further limitation is that you may select an inappropriate level of
Model Performer such as Andy Murray. This can lead to you setting
unrealistic and unachievable goals of an elite level athlete and losing
motivation and confidence when you find that you are not meeting
them. This can mean that you then give up during your development
plan and never improve.
A final limitation is that you may not have enough knowledge to
correctly analyse a Model Performer. This can lead to you identifying
Physical strengths when they are in fact Physical weaknesses. This
can mean that you are then ignoring areas that need improving as
you have wrongly collected data on them.’
01/02/2021

21. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
Imagine you were asked to answer this question;
“Analyse the use of a model performer (4).”
One benefit to a performer using a model performer is it easily allows them
to compare their strengths and weaknesses to them. This allows a
performer to identify which skills with their performance are their biggest
development need. This will then allow them to plan a PDP specific to that
area of weakness. (1 mark)
However, on the other hand a performer may begin to lose confidence if
they select an elite athlete as their comparison. This could be due to the
athletes skill level being unachievable for the performer to try and replicate.
As a result this could lead to the performer losing motivation when training
which could result in a plateau of their development (1 mark).
01/02/2021

22. Question section
“Analyse the use of a model performer (4).”
Considering the previous two examples and the features identified
on slide 21. Aim to answer this question.
Make your point (identify benefit / limitation, feature plus positive
or negative terminology)
Give example (how does this reason 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?)

23. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/08/2020)
Speak with your class teacher in
person or via email.
Contact;
Mr Howson - david.howson@eastayrshire.org.uk
Mr Fulton – john.fulton@eastayrshire.org.uk
01/02/2021