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.
This document provides an introduction to linear kinematics. It discusses key linear kinematic variables like distance, displacement, speed, velocity, and acceleration. It defines these variables and the units used to measure them. It also describes the difference between scalar and vector quantities as they relate to motion. Examples of single-point and multi-segment models for describing motion are provided. Equations for calculating speed, velocity, and acceleration from changes in distance, displacement, and time are shown. Projectile motion is also summarized, including the independent vertical and horizontal components of projectile motion.
Aim, Objectives and Principles of Sports TrainingMAHABOOBJAN A
Sports training involves conditioning, technique, tactics, and psychological training to systematically prepare athletes for competition based on scientific principles. The main aims are to improve physical fitness, motor skills, technical/tactical efficiency, and mental capabilities. Objectives include enhancing sports skills, physical/tactical abilities, and mental performance. Training follows principles like specificity, overload, progression, and reversibility and considers factors like the coach, athlete abilities, facilities, and competition. Warming up prepares athletes physically and mentally, while cooling down allows physiological recovery like normalized heart rate and relaxation.
The document discusses definitions of sports training provided by various experts. It states that sports training is a scientifically organized process that aims to improve a sportsman's physical, psychological, and intellectual performance abilities through systematic instruction. The goal of sports training is to prepare athletes for competition at the highest possible level through improving components like physical fitness, motor skills, tactical efficiency, and mental capabilities. It also discusses that training should focus on developing specific physical abilities, technical skills, tactical knowledge, and the athlete's personality and mental state.
This word presentation is prepared for DIET Daryaganj ETE trainees while keeping in view their Health and Physical Education curriculum and they are free to use this presentation in anyway as they like.
The document discusses the concept of technique in sports. It defines technique as movements that allow athletes to perform attacks and defenses with the goal of competition in mind. Athletes must learn ideal movement models to improve their skills. The analysis then discusses how technique has different meanings depending on the sport, and how technical ability is assessed both formally and during real competition. It proposes stages of technical learning, from general conditioning to specialization to perfection, with criteria defined for each stage to develop an athlete's technique.
The document discusses sports training and defines it as an organized and systematic process aimed at improving physical, psychological, and intellectual performance. It notes there is some disagreement over the exact meaning among coaches and scientists. Sports training is explained as having the goals of physical, technical, tactical, intellectual, and psychological preparation of athletes. The principles, objectives, and systematization of sports training are outlined in different levels from basic to advanced to high performance. The content, duration, and ratio of general to specific training changes at each level as the aim shifts from health and skills development to reaching an optimal performance standard.
This document discusses the importance of training plans in sports. It defines a training plan as a method to ensure continuous development of an athlete's personality and performance over time to achieve their best performance. The key principles of effective training plans discussed are that they should be based on scientific knowledge and experience, ensure harmony between short and long-term goals, develop the athlete's personality and skills, and consider all factors that impact performance such as diet, rest, and family routines. Planning is described as a dynamic and ongoing process that must be pragmatic and based on an athlete's current abilities.
This document provides an introduction to linear kinematics. It discusses key linear kinematic variables like distance, displacement, speed, velocity, and acceleration. It defines these variables and the units used to measure them. It also describes the difference between scalar and vector quantities as they relate to motion. Examples of single-point and multi-segment models for describing motion are provided. Equations for calculating speed, velocity, and acceleration from changes in distance, displacement, and time are shown. Projectile motion is also summarized, including the independent vertical and horizontal components of projectile motion.
Aim, Objectives and Principles of Sports TrainingMAHABOOBJAN A
Sports training involves conditioning, technique, tactics, and psychological training to systematically prepare athletes for competition based on scientific principles. The main aims are to improve physical fitness, motor skills, technical/tactical efficiency, and mental capabilities. Objectives include enhancing sports skills, physical/tactical abilities, and mental performance. Training follows principles like specificity, overload, progression, and reversibility and considers factors like the coach, athlete abilities, facilities, and competition. Warming up prepares athletes physically and mentally, while cooling down allows physiological recovery like normalized heart rate and relaxation.
The document discusses definitions of sports training provided by various experts. It states that sports training is a scientifically organized process that aims to improve a sportsman's physical, psychological, and intellectual performance abilities through systematic instruction. The goal of sports training is to prepare athletes for competition at the highest possible level through improving components like physical fitness, motor skills, tactical efficiency, and mental capabilities. It also discusses that training should focus on developing specific physical abilities, technical skills, tactical knowledge, and the athlete's personality and mental state.
This word presentation is prepared for DIET Daryaganj ETE trainees while keeping in view their Health and Physical Education curriculum and they are free to use this presentation in anyway as they like.
The document discusses the concept of technique in sports. It defines technique as movements that allow athletes to perform attacks and defenses with the goal of competition in mind. Athletes must learn ideal movement models to improve their skills. The analysis then discusses how technique has different meanings depending on the sport, and how technical ability is assessed both formally and during real competition. It proposes stages of technical learning, from general conditioning to specialization to perfection, with criteria defined for each stage to develop an athlete's technique.
The document discusses sports training and defines it as an organized and systematic process aimed at improving physical, psychological, and intellectual performance. It notes there is some disagreement over the exact meaning among coaches and scientists. Sports training is explained as having the goals of physical, technical, tactical, intellectual, and psychological preparation of athletes. The principles, objectives, and systematization of sports training are outlined in different levels from basic to advanced to high performance. The content, duration, and ratio of general to specific training changes at each level as the aim shifts from health and skills development to reaching an optimal performance standard.
This document discusses the importance of training plans in sports. It defines a training plan as a method to ensure continuous development of an athlete's personality and performance over time to achieve their best performance. The key principles of effective training plans discussed are that they should be based on scientific knowledge and experience, ensure harmony between short and long-term goals, develop the athlete's personality and skills, and consider all factors that impact performance such as diet, rest, and family routines. Planning is described as a dynamic and ongoing process that must be pragmatic and based on an athlete's current abilities.
ASCA SSCS workshop slideshare format 1-6-23.pptxCharlie Hoolihan
This workshop focused on developing swimming strength and conditioning. The goals were to start strength training journeys, provide programming information, link gym and swim training, and encourage enrollment in an ASCA certification course. The workshop instructor had a swimming, coaching and fitness industry background. They emphasized that all bodies are different and respond variably to training due to genetic, epigenetic and other factors. The presentation introduced concepts of conduit stability and muscle control for younger swimmers before progressing to more traditional strength exercises.
The 12-minute run/walk test is used to measure aerobic fitness and estimate VO2 max. It involves having clients run or walk as far as possible in 12 minutes, and the distance covered correlates highly with cardiovascular endurance and oxygen utilization. The test is easy to administer, allows group testing, and can track fitness improvements over time. Distance on the test provides an estimated VO2 max score according to established formulas. It is a common assessment used by coaches and trainers.
This word presentation is prepared for DIET Daryaganj ETE trainees while keeping in view their Health and Physical Education curriculum and they are free to use this presentation in anyway as they like.
This document discusses sport for all as both an educational and social phenomenon in the Balkans region. It outlines several goals of sport for all, including improving health, socialization, and developing skills. The document also notes that a lack of access to sport is associated with increased obesity, sedentary lifestyles, and health problems. Finally, it argues that sport for all can promote lifelong learning and an active lifestyle while also facilitating social involvement and leisure activities.
Introduction
Talent Definition
Importance of Talent Identification
Componenets
Stages of pursuit of excellence
Steps for talents and its promotion
Dimension of Family
Key Factors for talent Identification
"Observation" the main key Factor
Training load refers to the amount of work done by an individual's body through motor stimuli like movements. It is defined by both the intensity, or pace, of the activity as well as the volume, which includes duration, frequency, and density of rest periods. The key components that define training load are intensity, density, duration, frequency, and volume, with the overall goal being to optimize each in order to sufficiently challenge the body for improved performance without overtraining.
Load refers to the physical and psychological demands of training and competition that cause a temporary disruption to homeostasis. There are four key factors that determine an athlete's load: movement quality, exercise type, load intensity, and load volume. Load intensity refers to the effort level of exercises and is measured by factors like weight and time. Load volume is the total work done and includes frequency and duration. The principles of load state that the load must continually increase over time and be proportionate to an athlete's adaptation, recovery ability, intensity versus volume, be sport-specific, varied, reversible if needed, provide an overload, and be individualized.
The document summarizes the acute and chronic responses of the body to exercise. For acute responses, it describes how cardiovascular factors like heart rate, stroke volume, and blood pressure increase during exercise to deliver more oxygen to working muscles. Respiratory responses also increase oxygen uptake and ventilation. Chronic adaptations to training include increased maximum oxygen uptake and efficiency of oxygen delivery systems in the cardiovascular and respiratory systems over 6-8 weeks of regular aerobic training. Anaerobic training leads to increased muscle size, strength and power over the same duration.
The document discusses talent identification and development in youth athletes. It outlines current methods for identifying talented youth, which involve assessing variables like anthropometry, physiology, psychology and skills through testing. It notes limitations in variability of assessment and maturation factors. The document calls for further research on longitudinal development approaches and investigating the effect of maturation on identification.
Functional Training for Handball playersMax Icardi
This document discusses functional core training for handball players. It emphasizes training the core for stability and mobility in order to prevent injuries and optimize performance. It recommends exercises that resist movement rather than create it to train core stability, and exercises that reach the range of motion required by sports to train core mobility. It also discusses training the core, power, and integrated movement to develop functional fitness suited for the unstable sports environment.
Gymnastics is a sport that originated in ancient Greece and involved exercises to prepare for warfare. It has since evolved into a competitive sport governed by the Federation of International Gymnastics. There are artistic gymnastics events for both men and women which involve performing routines on apparatuses like the vault, uneven bars, balance beam, and floor while being scored on elements of difficulty and execution. Modern gymnastics has standardized events and scoring systems to make the sport safer and more accessible internationally.
Skills are abilities that athletes acquire through practice to perform techniques. Techniques are the basic movements in a sport that are combined into patterns. There are three stages of motor skill acquisition - cognitive, associative, and autonomous. In the cognitive stage, athletes learn the components of a skill. In the associative stage, they link components into a smooth action. In the autonomous stage, the skill becomes automatic. Tactics involve decision making in competition situations based on strategy. Tactical training methods include acquiring tactical knowledge, consolidating knowledge, and developing creative abilities.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
DIFFERENT CONTEMPORARY MASSAGE TECHNIQUES AND ITS IMPORTANCE IN AYURVEDAPanchakarma Sdmcahhassan
This document provides an overview of different contemporary massage techniques and their importance in Ayurveda. It begins with definitions of massage and classifications based on techniques, including stroking, pressure manipulations like kneading and petrissage, vibratory techniques, tapotement, and others. A variety of massage types are described such as hot stone massage, shiatsu, Thai massage, and more. The benefits of Abhyanga massage are discussed. The document concludes by noting factors to consider for massage and the role of touch sensation.
This document discusses various types of sports tournaments and their organization. It describes knock-out or elimination tournaments, including single, double, and consolation tournaments. It also covers league or round robin tournaments and their scheduling. Additionally, it discusses combination tournaments that involve preliminary groups or zones competing in knock-out or league format, with the winners advancing to determine an overall champion. The document provides details on drawing fixtures, determining seeds, and deciding winners for different tournament structures.
Mean and Methods to develop Co-ordinationMAHABOOBJAN A
This document discusses coordination and coordinative abilities in sports. It defines coordination as the ability to control and regulate movement through the central nervous system and sensory organs. It identifies seven specific coordinative abilities: orientation, coupling, differentiation, balance, rhythm, reaction, and adaptation. For each ability, it provides examples and explains how the ability depends on specific sensory functions. It concludes by outlining seven methods for improving coordinative abilities, such as performing varied physical exercises, correctly executing movements, and systematically increasing the difficulty of exercises.
This document discusses facility management. It begins by defining facility management as managing public assembly facilities and sports facilities, with the goal of helping meet the facility's objectives. It describes the many responsibilities of a facility manager, which include planning, operations, maintenance, budgeting, and more. The document outlines the various constituents a facility manager must report to and serve. It then delves into specific aspects of facility management like space planning, construction management, and facility marketing. In the end, it emphasizes that facility management involves coordinating all employees and aspects to help a facility meet its short and long-term goals.
Careers and Opportunities in Physical Education & Sportsrkalidasan
This document discusses career opportunities in physical education and sports. It outlines academic courses from diploma to PhD levels in physical education, sports coaching, sports management, and related fields. It also describes job opportunities in education institutions, sports administration, coaching, officiating, journalism, fitness training, and research. The document provides details on coaching certification programs offered by institutions like NSNIS and eligibility requirements.
The document summarizes various tests used to measure different components of fitness in sports. It describes the Kraus-Weber test to measure muscular strength, the AAPHER motor fitness test, the Harvard step test and Rockport test to measure cardiovascular fitness, the sit-and-reach test for flexibility, and the Rikli and Jones senior fitness test for older adults. Each test is explained along with the procedures, scoring, and interpretation of results.
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 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.
ASCA SSCS workshop slideshare format 1-6-23.pptxCharlie Hoolihan
This workshop focused on developing swimming strength and conditioning. The goals were to start strength training journeys, provide programming information, link gym and swim training, and encourage enrollment in an ASCA certification course. The workshop instructor had a swimming, coaching and fitness industry background. They emphasized that all bodies are different and respond variably to training due to genetic, epigenetic and other factors. The presentation introduced concepts of conduit stability and muscle control for younger swimmers before progressing to more traditional strength exercises.
The 12-minute run/walk test is used to measure aerobic fitness and estimate VO2 max. It involves having clients run or walk as far as possible in 12 minutes, and the distance covered correlates highly with cardiovascular endurance and oxygen utilization. The test is easy to administer, allows group testing, and can track fitness improvements over time. Distance on the test provides an estimated VO2 max score according to established formulas. It is a common assessment used by coaches and trainers.
This word presentation is prepared for DIET Daryaganj ETE trainees while keeping in view their Health and Physical Education curriculum and they are free to use this presentation in anyway as they like.
This document discusses sport for all as both an educational and social phenomenon in the Balkans region. It outlines several goals of sport for all, including improving health, socialization, and developing skills. The document also notes that a lack of access to sport is associated with increased obesity, sedentary lifestyles, and health problems. Finally, it argues that sport for all can promote lifelong learning and an active lifestyle while also facilitating social involvement and leisure activities.
Introduction
Talent Definition
Importance of Talent Identification
Componenets
Stages of pursuit of excellence
Steps for talents and its promotion
Dimension of Family
Key Factors for talent Identification
"Observation" the main key Factor
Training load refers to the amount of work done by an individual's body through motor stimuli like movements. It is defined by both the intensity, or pace, of the activity as well as the volume, which includes duration, frequency, and density of rest periods. The key components that define training load are intensity, density, duration, frequency, and volume, with the overall goal being to optimize each in order to sufficiently challenge the body for improved performance without overtraining.
Load refers to the physical and psychological demands of training and competition that cause a temporary disruption to homeostasis. There are four key factors that determine an athlete's load: movement quality, exercise type, load intensity, and load volume. Load intensity refers to the effort level of exercises and is measured by factors like weight and time. Load volume is the total work done and includes frequency and duration. The principles of load state that the load must continually increase over time and be proportionate to an athlete's adaptation, recovery ability, intensity versus volume, be sport-specific, varied, reversible if needed, provide an overload, and be individualized.
The document summarizes the acute and chronic responses of the body to exercise. For acute responses, it describes how cardiovascular factors like heart rate, stroke volume, and blood pressure increase during exercise to deliver more oxygen to working muscles. Respiratory responses also increase oxygen uptake and ventilation. Chronic adaptations to training include increased maximum oxygen uptake and efficiency of oxygen delivery systems in the cardiovascular and respiratory systems over 6-8 weeks of regular aerobic training. Anaerobic training leads to increased muscle size, strength and power over the same duration.
The document discusses talent identification and development in youth athletes. It outlines current methods for identifying talented youth, which involve assessing variables like anthropometry, physiology, psychology and skills through testing. It notes limitations in variability of assessment and maturation factors. The document calls for further research on longitudinal development approaches and investigating the effect of maturation on identification.
Functional Training for Handball playersMax Icardi
This document discusses functional core training for handball players. It emphasizes training the core for stability and mobility in order to prevent injuries and optimize performance. It recommends exercises that resist movement rather than create it to train core stability, and exercises that reach the range of motion required by sports to train core mobility. It also discusses training the core, power, and integrated movement to develop functional fitness suited for the unstable sports environment.
Gymnastics is a sport that originated in ancient Greece and involved exercises to prepare for warfare. It has since evolved into a competitive sport governed by the Federation of International Gymnastics. There are artistic gymnastics events for both men and women which involve performing routines on apparatuses like the vault, uneven bars, balance beam, and floor while being scored on elements of difficulty and execution. Modern gymnastics has standardized events and scoring systems to make the sport safer and more accessible internationally.
Skills are abilities that athletes acquire through practice to perform techniques. Techniques are the basic movements in a sport that are combined into patterns. There are three stages of motor skill acquisition - cognitive, associative, and autonomous. In the cognitive stage, athletes learn the components of a skill. In the associative stage, they link components into a smooth action. In the autonomous stage, the skill becomes automatic. Tactics involve decision making in competition situations based on strategy. Tactical training methods include acquiring tactical knowledge, consolidating knowledge, and developing creative abilities.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
DIFFERENT CONTEMPORARY MASSAGE TECHNIQUES AND ITS IMPORTANCE IN AYURVEDAPanchakarma Sdmcahhassan
This document provides an overview of different contemporary massage techniques and their importance in Ayurveda. It begins with definitions of massage and classifications based on techniques, including stroking, pressure manipulations like kneading and petrissage, vibratory techniques, tapotement, and others. A variety of massage types are described such as hot stone massage, shiatsu, Thai massage, and more. The benefits of Abhyanga massage are discussed. The document concludes by noting factors to consider for massage and the role of touch sensation.
This document discusses various types of sports tournaments and their organization. It describes knock-out or elimination tournaments, including single, double, and consolation tournaments. It also covers league or round robin tournaments and their scheduling. Additionally, it discusses combination tournaments that involve preliminary groups or zones competing in knock-out or league format, with the winners advancing to determine an overall champion. The document provides details on drawing fixtures, determining seeds, and deciding winners for different tournament structures.
Mean and Methods to develop Co-ordinationMAHABOOBJAN A
This document discusses coordination and coordinative abilities in sports. It defines coordination as the ability to control and regulate movement through the central nervous system and sensory organs. It identifies seven specific coordinative abilities: orientation, coupling, differentiation, balance, rhythm, reaction, and adaptation. For each ability, it provides examples and explains how the ability depends on specific sensory functions. It concludes by outlining seven methods for improving coordinative abilities, such as performing varied physical exercises, correctly executing movements, and systematically increasing the difficulty of exercises.
This document discusses facility management. It begins by defining facility management as managing public assembly facilities and sports facilities, with the goal of helping meet the facility's objectives. It describes the many responsibilities of a facility manager, which include planning, operations, maintenance, budgeting, and more. The document outlines the various constituents a facility manager must report to and serve. It then delves into specific aspects of facility management like space planning, construction management, and facility marketing. In the end, it emphasizes that facility management involves coordinating all employees and aspects to help a facility meet its short and long-term goals.
Careers and Opportunities in Physical Education & Sportsrkalidasan
This document discusses career opportunities in physical education and sports. It outlines academic courses from diploma to PhD levels in physical education, sports coaching, sports management, and related fields. It also describes job opportunities in education institutions, sports administration, coaching, officiating, journalism, fitness training, and research. The document provides details on coaching certification programs offered by institutions like NSNIS and eligibility requirements.
The document summarizes various tests used to measure different components of fitness in sports. It describes the Kraus-Weber test to measure muscular strength, the AAPHER motor fitness test, the Harvard step test and Rockport test to measure cardiovascular fitness, the sit-and-reach test for flexibility, and the Rikli and Jones senior fitness test for older adults. Each test is explained along with the procedures, scoring, and interpretation of results.
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 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.
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 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.
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.
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.
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.
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.
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.
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.
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.
The document provides guidance and resources for becoming more physically active through running. It discusses the benefits of physical activity, models for motivation and behavior change, goal setting strategies, and mental techniques for overcoming barriers. The overall aim is to help the reader develop as a runner by outlining the process for increasing activity levels and maintaining a physically active lifestyle.
Personnel Selection EffectivenessIn the Standards for Educationa.docxmattjtoni51554
Personnel Selection Effectiveness
In the Standards for Educational and Psychological Testing, the American Educational Research Association (1999) denotes five forms of evidence for use in evaluating a selection procedure for a specific application: (a) relationships between predictor scores and other variables (e.g., test–criterion relationships), (b) content, (c) internal test structure, (d) response processes, and (e) testing consequences. Industrial/Organizational (I/O) practitioners need to be mindful of these considerations in test development and in choosing standardized tests for employee selection.
Effective personnel selection processes entail systematically implementing assessments to evaluate job-related knowledge, skills, and abilities (KSAs), and personality traits (Arabian, 2008). Establishing job requirements provides a firm foundation for selection, and it facilitates identifying appropriate assessments to cover all dimensions of a given job and the results of performing that job (outcomes). Consequently, an effective selection process should include a variety of assessments measuring different aspects of a candidate with the ultimate goal of providing as full and accurate an assessment of as many job dimensions as possible (Arabian, 2008). Consider the assessments that you encountered before you were hired at a recent job. Do you believe they were effective in capturing the multiple dimensions of that job? If outcomes were included, do you think they were necessary?
Post an explanation of what process should be used to determine the effectiveness of personnel selection effectiveness. Then, provide your position on whether multiple outcomes should be used in personnel selection. Provide concrete examples and citations from the Learning Resources and current literature to support your post.
Example:
According to the American Educational Research Association’s (2014) Standards for Educational and Psychological Testing, the validation of employment testing begins with job analysis. It is necessary to identify the job behaviors and outcomes specified for the job employees are being selected for. This job analysis provides the empirical evidence necessary to link employment testing with job performance. There are two basic types of job analysis- deductive and inductive. Deductive job analysis utilizes extant knowledge of specific job that are available for use. Inductive job analysis develops new data about the specific job of interest (Whetzel & Wheaton, 2016).
The goal of selection testing is to draw inferences that test performance will predict job performance. This relationship can be established by identifying the link between predictors and performance and behavioral measures. A predictor construct domain is established by determining the knowledge, skills, abilities (KSAs), and traits that are included with certain constructs (e.g., reading comprehension). Criterion constructs are job behaviors or outcomes su.
The document describes a cause-effect diagram created to analyze the causes of poor performance in inter-collegiate cricket. The diagram identifies the major factors as insufficient practice, lack of funding and facilities, and absence of proper coaching. Insufficient practice is caused by lack of time due to long college hours and injuries. Lack of funding limits equipment, facilities, and encouragement. Absence of coaching results in poor techniques and maximum potential not being reached. Solutions proposed are increasing practice time, improving funding and facilities, and ensuring proper coaching.
This module, “Beginning the Journey Where I Am” is about the process towards strategic implementation leading to the realization of the learner’s chosen profession or more career goal.
This part will help learners learn more about their interests, values, and skills in relation to their current situation which is vital to their profession in the future. This session will also guide learners in exploring occupations that are applicable to them and in learning to decide on the best choice.
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.
The document discusses personality profiling in sports psychology. It outlines tasks for students, including describing different personality testing methods like Eysenck's and Cattell's questionnaires. The results of these tests could be used to determine if an athlete is suited to certain sports based on their personality traits. However, mood can also impact performance, so relying solely on personality profiling has limitations. Students are asked to evaluate the accuracy and usefulness of personality profiling in sport.
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.
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.
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.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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2. (01/06/2020)
(15/06/2020)
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 PHYSICAL
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.
3. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
How the Physical Factor Impacts Performance
How the Physical Factor Impacts other Factors
HOW and WHY we Collect information on the Physical Factor
HOW and WHY we Set Goals in the Physical Factor
What Physical Approaches we use and Why
How we Record and Monitor Progress in the Physical Factor
4. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
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)
5. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Within the Physical Factor there are a number of features that
can impact upon a performance. See below:
FITNESS (PHYSICAL AND
SKILL RELATED)
SKILLS TACTICS
CRE TIMING WIDTH
SPEED RHYTHM DEPTH
POWER CREATIVITY ROUTINES
AGILITY FLEXIBILITY ACCURACY
STRENGTH CONTROL
REACTION TIME
BALANCE
7. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
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.
8. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Positive Agility example:
‘Having high agility levels in rugby was great when playing on the
wing (POINT). When I was carrying the ball, I was able to fake to go
one way to put my opponent off balance then quickly change
direction to exploit the space I created (EXAMPLE). This lead to me
getting past defender and driving into space to score a try (IMPACT).’
– 1 mark awarded
In the point we can see the activity has been mentioned,
the terms ‘high’ agility and ‘great’ have been used so we
know it is positive.
In the example we can see how it affected the performer
as he/she could fake to go one way
In the impact we could then see how it affected the
opposition as he/she could then run past the defender
and drive in to space.
9. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Negative Agility example:
‘Having poor agility hindered my performance in tennis
(POINT). After returning my opponents shot to the back left of the
court, I was not able to quickly change direction and reach their next
shot in to the back right of the court (EXAMPLE). This lead to me
being unable to chase down his shot and losing the rally (IMPACT).’.
In the point we can see the activity has been mentioned, the
term poor agility and hindered have been used so we know it is
negative.
In the example we can see how it affected the performer as
he/she could not change direction to reach the next shot
In the impact we could then see how it affected the performance
as they could then not chase down the shot resulting in a lost
point.
10. Question section
Explain the impact the physical 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?)
11. How does the PHYSICAL
FACTOR IMPACT ANOTHER
FACTOR?
12. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
A factor can affect many aspects of a performer and their performance.
The impact can affect other features that may be MENTAL, EMOTIONAL
AND SOCIAL.
For example should a performer have low levels of CRE this will impact the
performers physical performance as well as impacting
- How they think during the performance (Mental)
- 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 physical performance but when you start to consider how it
impacts your mental, emotional and social state, you are demonstrating a
deeper understanding of the role of the factor.
13. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Imagine you are being asked the following question:
Analyse the impact the physical 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
14. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Example and answer
Analyse the impact the physical factor may have on any other factor of
your choice (1)
Low levels of CRE in the physical factor can lead to a loss of
motivation in the mental factor in the last set of a long tennis match
(Identification).
It is likely that as the performer begins to tire and their legs begin to hurt,
they lose the desire to keep pushing through the pain barrier to reach
shots (Implication).
This can then lead to the performer not chasing down shots into the
corner and losing easy points in rallies (Impact)
15. Question section
Analyse the impact the physical 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 physical factor.
Implicate the physical factor by presenting a situation where the
performer is being affected by the physical factor.
Offer a detailed impacts explaining what is happening to the
affected factor as a result.
16. HOW and WHY we
collect information on
the Physical Factor
17. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Having learnt how the physical factor can impact on performance, it
is time to assess your levels of performance in the physical 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.
18. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Whyis it important to collect information on the physical factor?
EXAMPLE IMPACT
Collecting information allows a performer to identify their
physical strengths and weaknesses.
This can lead to a performer being able to create an
appropriate personal development plan (PDP) that is specific
to their physical weakness and sport.
It can also allow the performer to set the physical
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 physical 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 physical goals that can boost their motivation. This
will ensure their effort remains high because the target will
be with their reach
19. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
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:
General Observation Schedule
Focused Observation Schedule
Multi-Stage Fitness Test
Illinois Agility Test
Qualitative data is open to subjectivity as
opinions play a role due to you, a partner or a
coach providing/recording information.
Examples include:
Questionnaires
Mental Self Reflection Sheet
Internal Thoughts and Feelings
Teacher Feedback
22. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Benefits of the GOB = EXPLAIN
Benefit Impact
A reason I used this tool was because it was reliable. It
allows me to collect information across all of the skills
that are used in the activity…
This means that
Another reason why I used this tool was because once
completed it as then permanent record of information
with my baseline results…
This means that
Another reason I used this tool was because it was
practical. This tool was easy to understand and complete.
The completed tool then provided me with quantitative
data…
This means that
Another reason why this tool was useful was because it
was valid and reliable. The information collected came
from a total of three matches/performances against
opponents of a similar ability…
This means that
24. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Explain why you could use this method to collect data on the physical factor.
(4)
‘I used the GOB 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 GOB and this therefore would lead to me providing me with
accurate results of my skilled performance.’
‘I also used the GOB because it was practical as it was very easy to interpret my
data. This meant it was easy for me to identify my strengths and weaknesses as I
simply looked at the percentages of successful and unsuccessful skills. This then
lead to me carrying out a Focused Observation Schedule to understand why my
weaknesses were weak.’
‘Another reason why I used the GOB was because it was valid as it involved me
playing against opponents of a similar ability. This meant it replicated the conditions
I normally played in and showed me performing at my typical levels to give me a
25. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Analyse how suitable this method is in collecting data on the physical factor.
(4).
‘It is important that I have a high knowledge levels of the activity when carrying out
the GOB. This is because it will allow me to correctly identify what skill/technique is
being performed at what level of effectiveness and therefore ensure that I place
tallies in the correct boxes to provide me with an accurate overview of my strengths
and weaknesses.’ However I must ensure that bias does not influence the results
as this will lead to incorrect data that I cannot rely upon.
‘Another important thing to take into consideration when completing the GOB is the
level of opposition I play against. This is because if I were to play against
opponents of a lower ability than me, I may be under less pressure than what I
typically would be and my skill levels may look higher than what they actually are.’
‘Finally, it is important that I am observed in at least 3 matches when completing the
GOB. This is because if I were observed playing in just 1 match, I may have an off-
day and therefore gain an inaccurate collection of my results on my skilled
performance which can then lead to me incorrectly identifying a skill as a weakness
and starting a pointless development plan.’
26. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Evaluate how effective this method was in collecting data on the physical
factor. (4)
‘The GOB was fairly effective in collecting data on the physical factor.’
‘One benefit of the GOB was its practicality as it was very easy for me to complete
a well laid out table. This meant I highly trusted the data I gained as it was unlikely
that I made any mistakes and I felt confident that I was accurately identifying my
strengths and weaknesses.’
‘‘A second benefit of the GOB was that it was a permanent record which made it
measurable. This meant it was highly effective in helping me make comparisons
between my baseline data and my halfway re-testing to measure any improvements
in my game.’
‘However, the GOB was slightly limited in that it’s appropriateness could be
questioned as it did not show me why skills of mine were weak. This meant that
although I knew why a skill was weak, I did not know why and this negatively
impacted my motivation as I then had to do even more data collection with a
27. Question Section
Describe one method you could use to collect data on physical
factors. (4).
Explain why you could use this method to collect data on the
physical factor. (4)
Analyse how suitable this method is in collecting data on the
physical factor. (4).
Evaluate how effective this method was in collecting data on the
physical factor. (4)
Referring to pages 51-56 in your support booklet (accessible via
TEAMS page) can you answer the following questions
28. HOW and WHY we DO
WE SET GOALS IN THE
Physical Factor
29. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Before creating your physical 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?
30. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
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?
31. 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
Speak with your class teacher in
person or via email.
HOW do I set goals?
32. Explain what a performer may consider when setting goals for physical factors. (4).
‘A performer may follow the SMART acronym when setting goals for physical 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 physical 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 physical 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
Speak with your class teacher in
person or via email.
33. 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.
Speak with your class teacher in
person or via email.
WHAT type of goals can I
make?
34. 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
Speak with your class teacher in
person or via email.
35. 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
36. 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
37. A performer may need to re-prioritise 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.
A performer may need to re-prioritise goals
if they are finding their training boring. For
example, after two weeks I found
shadowing drills to be demotivating and
started my session off negatively. This
meant that drills were not as effective and
my footwork was not executed with enough
intensity. I changed my approach to be
more suited to my ability.
A performer may need to re-prioritise 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.
A performer may need to re-prioritise 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 confidence levels.
WHY
reprioritise
a goal
39. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Physical 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:
Gradual Build Up and Repetition Drills
We will consider how we describe these approaches
We will consider how we would explain their suitability
We will analyse and evaluate them
42. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Analyse an approach used to develop the physical factor. (4)
This approach is important because it breaks a skill in to smaller parts.
This allowed the performer to learn this complex skill without being
overwhelmed and would offer them time to groove the technique.
However, it is important to move through the stages once each stage
has been achieved because the approach can be boring as it is not
game like. Should boredom arise then the performers effort levels will
be impacted.
This approach is important because it can be made appropriate to
various performers stages of learning. This means that a performer can
carry out the approach at a stage that suits them. In doing so, allows
them to work at their own pace which could relieve elements of
frustration if they are ready to move on but others aren’t. However, it is
important to consider that others may feel demotivated as some may
not move through the stages as quickly as others and may feel that
43. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Evaluate how effective this approach was in developing your
physical performance. (4).
Gradual Build Up was fairly effective in developing my physical
performance.
First of all, I liked that I was able to change and adapt the sessions with
ease. Once I had achieved a stage I was able to move on to a more
difficult stage and this progression kept me interested. In addition, I
found it an easy approach to carry out and measure. I knew that before
moving on I had to perform 5 consecutive spikes under the conditions
of each stage. This target kept me motivated.
However, I did not like how it didn’t reflect a game situation. In a game
the play is much more fast-paced and there are lots of things to think
about. The approach did not reflect this as everything was broken down
set step by step and I wasn’t able to break the skill down step by step
44. Question section
1. Describe an approach used to develop your physical performance (4)
2. Explain why you used this approach to develop the physical
factor. (4)
3. Analyse an approach used to develop the physical factor. (4)
4. Evaluate how effective this approach was in developing your
physical performance. (4).
Using pages 72-74 could you answer the following questions
referring to Repetition Drills.
45. HOW and WHY we record
and monitor progress in
the Physical Factor
46. 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.
Speak with your class teacher in
person or via email.
Monitoring Progress
47. Speak with your class teacher in
person or via email.
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?
48. Speak with your class teacher in
person or via email.
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.’
49. . 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.
Speak with your class teacher in
person or via email.
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
50. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(20/10/2020)
Speak with your class teacher in
person or via email.
Speak with your class teacher in
person or via email.
Describe one method used to monitor progress in the physical 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
very bored doing stage 1 and 2 of gradual build up because it was tedious performing at
the same pace for a long time. After doing this, I wrote down my next steps based on how
I thought my session went. With the above example, I wrote down that I should move on
to stages 3 and 4 in my next session training because it would be more interesting with an
increased challenge.’
‘I finished by reading over the information I wrote down and used it to help me set a
realistic goal for my next session.
51. Speak with your class teacher in
person or via email.
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 approaches 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.’
52. Speak with your class teacher in
person or via email.
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.’
53. Speak with your class teacher in
person or via email.
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.’
54. Speak with your class teacher in
person or via email.
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