National PE - Question 3d
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The document provides guidance for students to evaluate the effectiveness of their personal development program (PDP). It emphasizes making a judgement about different decisions made in the PDP and providing evidence to support the judgement. It lists principles of planning an effective PDP, including keeping training specific, varied, and progressive with appropriate work to rest ratios, targets, monitoring, feedback, and ensuring the workload is manageable. Students are asked to create a mind map evaluating effective and ineffective aspects of their PDP and justify their evaluation with evidence from their experience.
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National 5 PE - Section 2
This document provides guidance to students on answering questions for a National 5 Physical Education portfolio. It breaks down questions into key areas to understand the command word, theme, factor, and mark allocation. It then gives an example of how to answer a question asking to explain challenges of gathering reliable data. Several challenges are described, such as performing in front of others affecting physical and mental factors. The document also provides guidance on identifying data collection methods, describing how a method was used, and explaining its selection. Students are guided to answer questions in their own words while following the PEgI structure of Point, Example, Impact.
National 5 PE - Question 2g
The document discusses goal setting for improving performance. It explains that goals should follow the SMART criteria: specific, measurable, adjustable, realistic and time-bound. Short-term goals set for a session or week can help achieve long-term goals set for a 6-week development program. Examples are given of physical and mental long and short-term goals. The importance of setting goals is that it gives each training session focus, can boost motivation and allows performers to track their progress.
National PE - Question 3c
The document discusses different methods used to monitor a program of work, including internal thoughts and feelings, teacher feedback, knowledge of results, success rate, and re-testing. It prompts the reader to select and describe a method used to monitor physical factors and a different method used to monitor mental factors. For each method, it provides questions to guide a detailed description of what was done, when, how often, who was involved, and any recording that was done and where.
National PE - Question 3f
This document provides guidance to students on answering a question regarding planning future performance development. It instructs students to identify a physical and mental development need, how they will improve it, and why. It offers examples of justifying continued work on improving a weakness or changing to a new development need based on data collection and retesting. Students are tasked to complete two answers for a physical factor and two for a mental factor referring to their current performance and outlining their next steps.
National 5 PE - 2a
The document discusses challenges that may be faced when collecting information to analyze performance in volleyball as part of a personal development plan. Some key challenges identified are ensuring the accuracy, reliability, and practicality of the methods used to collect information, as well as ensuring the methods are specific enough to assess the intended physical factors. Before collecting information, students should consider these challenges, such as using video recording over live observation to improve accuracy, collecting multiple videos to increase reliability, using straightforward methods to improve practicality, and choosing methods appropriate to their ability level and the intended physical focus.
National 5 PE - Question 2i
The document discusses a student's personal development plan (PDP) for volleyball. It provides context on how the student identified weaknesses through assessment and made decisions on their PDP. Specifically, it discusses decisions made on: 1) dividing lesson time between warm-up, skill work, and games; 2) focusing on skill development one day per week; 3) working in small groups with similar peers; and 4) having a 6-week PDP program. The student is tasked with justifying these decisions in their response using the PEGI framework of pointing out the decision, giving an example, and explaining the impact.
National 5 PE - Question 3d (Part 5)
This document provides guidance on evaluating the effectiveness of an athlete's personal development plan (PDP) for volleyball. It instructs the athlete to evaluate one element of their PDP in three parts: 1) Identify the element, 2) Provide judgement on how it impacted their development, and 3) Discuss the value/effect it had. Specifically, this document focuses on evaluating the training environment. The athlete is asked to consider if training inside or outside was more beneficial, how the conditions impacted their motivation, skills, and preparation for games. Positive and negative examples of evaluating the training environment are provided.
National 5 PE - Question 3d (Part 4)
The document is a presentation discussing how to evaluate the effectiveness of a personal development plan (PDP) in volleyball. It instructs students to use the SOFITT acronym to structure their evaluation. Specifically, it focuses on evaluating whether the targets set in a PDP were effective. It provides examples of how to identify if targets were or were not effective, justify the identification with details, and explain the value of effective or ineffective targets. Students are guided to consider if their long-term and short-term targets provided motivation, direction, and a way to measure progress toward goals.
National 5 PE - Question 3d (Part 3)
The document provides guidance for students on evaluating the effectiveness of their personal development plan in volleyball. It discusses evaluating different elements using the SOFITT acronym and focusing on frequency. Students are instructed to write a paragraph evaluating if the frequency they applied to their training was effective or not. The paragraph should include an identification of the element, a judgement providing details, and a value statement explaining the impact. Examples are provided to demonstrate the expected structure and content.
National 5 PE - Question 3d (Part 2)
This document provides guidance to students on evaluating elements of their personal development plan (PDP) in volleyball. It instructs students to use the SOFITT acronym to structure their evaluation. For each letter of SOFITT, students should judge whether their plan was effective in that area. The document then focuses on evaluating the principles of specificity and overload. It prompts students to identify whether they effectively applied overload in their training, and to justify their response by discussing how the difficulty progressed over time and its impact on their development.
National 5 PE - Question 3d (Part 1)
This document provides guidance for students on how to evaluate the effectiveness of their physical development plan (PDP) in volleyball. It explains the process of evaluation involves identifying an element of the plan, making a judgement on its effectiveness, and discussing its value. Examples are given of evaluating whether approaches used were specific to the student's stage of learning. Students are then prompted to evaluate if they effectively applied the principles of specificity and overload in their own training.
National 5 PE - Question 3b
Monitoring our personal development plan is necessary for three key reasons: (1) It allows us to judge if our plan and approaches are effective and make adjustments if needed, (2) It can boost our motivation by seeing improvements, and (3) It allows us to reset or make new targets if existing ones are met. Regularly checking our progress through methods like recording in a training diary and re-testing gives valuable feedback to improve our plan over time.
National 5 - Question 3a
The document provides information about feedback in sports:
- It defines feedback as information an athlete receives about a skill or performance to improve.
- There are two types of feedback - intrinsic (internal) feedback from within oneself and extrinsic (external) feedback from others like coaches or peers.
- Feedback should be given immediately after a performance, start with positives, and focus on one or two points at a time to motivate and help athletes improve.
Higher PE - PDP
This document outlines lessons on describing, explaining, and evaluating changes and adaptations made to a personal development plan (PDP) for physical factors in volleyball. It discusses the key elements to address for each question type. For the evaluation question, students are instructed to identify if the PDP was effective or not, provide context and background, and explain how and why it did or did not help improve their weakness over six weeks. The document provides guidance, examples, and templates to help students structure their answers to earn marks.
Higher PE - Model Performer
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.
Higher PE - Feedback
The document provides information on feedback in physical education. It defines feedback as information used for improvement and explains its importance in alerting performers to what they are doing well and what needs improvement. Two main types of feedback are discussed: intrinsic feedback, which is the physical feel of movement as performed, and extrinsic feedback, which comes from external sources like coaches. Effective feedback is feedback that is provided promptly by a reliable source, balances positives and negatives, avoids excessive information, and includes strategies for improvement. The document uses examples from sports to illustrate these feedback concepts.
The Social Factor
The document provides guidance on setting goals for improving social factors in physical education. It explains that goals should be set to guide personal development plans and training programs. Effective goals are specific, measurable, and time-bound. Examples of social goals include improving communication skills by a certain date or increasing cooperation with teammates over a set period. Goals may need to be reprioritized if initial data reveals a more important area for development. The document aims to help students identify appropriate social goals to work on.
The Emotional Factor
This document provides information on collecting and analyzing data related to the emotional factor in physical education. It discusses why collecting information on the emotional factor is important, including to identify strengths and weaknesses and to set appropriate goals. It also outlines some common methods for collecting both quantitative and qualitative data on emotions, such as questionnaires, observations, and interviews. The document aims to guide students through understanding the emotional factor and collecting relevant data to analyze performance and progress in this area of physical education.
The Mental Factor
This document provides information and guidance about setting goals related to the mental factor in physical education. It begins by explaining why goal setting is important for the mental factor, noting that goals can improve motivation and focus. It then discusses how to set specific, measurable, achievable, relevant and time-bound (SMART) goals for mental skills like concentration, decision-making, and mental toughness. The document provides examples of SMART goals and recommends allocating time to answer exam-style questions related to goal setting in the mental factor.
The Physical Factor
This document provides guidance on setting goals for the physical factor in performance. It explains that goals are important to guide planning and should be set for both the short and long term, informed by data collected initially. Setting specific, measurable, achievable and time-bound goals is recommended. Goals should be progressively challenging and motivational. Regular review of goals is also advised to ensure they remain appropriate.
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National PE - Question 3d
- 1. INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock Evaluate the effectiveness of your personal development programme. (6 marks) Today we will consider the different decisions that you had to make during your PDP and justify why you think they were effective or not.
- 2. INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock Evaluating at National 5 To evaluate you must first provide VALUE and ensure you make a JUDGEMENT and then provide EVIDENCE to support your judgement. An area of my PDP that I felt worked well (VALUE) was the variety (JUDGEMENT) of approaches and drills per session. In my sessions I would look to include a mixture (=variety) of approaches and game time. This was effective because it kept me interested and motivated (EVIDENCE). What I have done here is make a judgement and backed it up
- 3. INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock Principles of Planning Specific Variety Work: rest ratio Targets Monitor Feedback Manageable Progressive Space Available Listening to music Working with a Partner Warm Up & Cool Down Other Things to Consider;
- 4. INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock Specific Was the approaches you used specific to your needs and stage of learning? Explain what effect this had on development / motivation. Varied How did you vary your sessions? Your training week? Explain how this kept you motivated. Work to Rest How did you incorporate a rest time into your training? Explain why this helped. Targets Did you set short and long term target. Explain what this did for you. Monitor What did you use to monitor your performance during training? Explain how this helped you in your training. Feedback What feedback did you receive about your performance? Explain why this was helpful Manageable Was your training manageable for you? Explain how you ensured you were challenged. Progressive How did you make your training more progressive? Explain how this helped you develop further.
- 5. INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock Create a mind map and list all of the things you found effective and ineffective during your PDP. For each reason give EVIDENCE to support your reason. I felt an effective area of my PDP related to my work to rest ratio. I would usually complete 3 x 10 reps and after every set I got a rest. This made my PDP effective because this rest helped keep my work level to a high standard, delaying any real tiredness meaning I could perform to my best.
- 6. INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock Task Select 6 different points and evaluate the effectiveness they have had on your PDP. Not all of the points need to be positive! If they were not effective then say why you found them ineffective!