The Physical Factor

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

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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.

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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

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Answer the questions on:
Slide 10 (allocate yourself 12 minutes to answer this)
Slide 15 (allocate yourself 18 minutes to answer this question)
Slide 28 (allocate yourself 12 minutes per question)
Slide 45 (allocate yourself 12 minutes per question)

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Within the 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

How does the PHYSICAL
FACTOR IMPACT
PERFORMANCE?

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

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Positive 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.

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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.

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?)

How does the PHYSICAL
FACTOR IMPACT ANOTHER
FACTOR?

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A factor can affect many aspects of a performer and their performance.
The impact can affect other features that may be 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.

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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

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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)

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.

HOW and WHY we
collect information on
the Physical Factor

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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.

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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

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HOW can we collect information? WHAT types of information can we use?
Quantitative Data Qualitative Data
Quantitative data provides objective
information with no personal opinion
attached. This data type is usually in the form
of quantities such as scores, numbers, times,
distances etc.
Examples include:
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

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HOW did we collect information on the PHYSICAL FACTOR =
General Observation Schedule

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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

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Limitations of the GOB
= ANALYSE AND EVALUATE

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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

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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.’

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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

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

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

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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?

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

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

Explain what a performer may consider when setting goals for 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

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

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

By the end of my 6 week development programme I want to improve my
CRE levels in football so I can continue to stay with my opponent when
defending at the end of the game and maintain a high skill level throughout
my performance.
LONG TERM EXAMPLE PHYSICAL
By the end of my 6 week development programme I want to improve my
decision making so that I do not give away possession of the ball by passing
to a team mate who is being marked or taking a shot when my team mate is
in a better position to shoot. This allows the other team an easy
opportunity to intercept or gain possession of the ball.
LONG TERM EXAMPLE MENTAL
Long-term goals are usually static in nature and represent an aim you wish
to achieve by the end of your development plan. It is important that you
apply the letters S(pecific), (R)ealistic* and T(ime-bound) to such goals.
Look at the examples below.
SPECIFIC TIME BOUND
Long Term Goal Setting

SHORT TERM EXAMPLE PHYSCIAL
By the end of today’s fartlek training session I want to have my heart rate at
155bpm at least twice during the session.
By the end of today’s visualisation session I want to clearly imagine myself
making an effective pass to a team mate in space In 3 different attacking
situations.
SHORT TERM EXAMPLE MENTAL
Short-term goals should act as stepping stones towards achieving your overall
aim and nudge you further along the pathway in pursuit of your long-term
target. Short-term goals are much more dynamic in nature and owe a great
deal to effective monitoring of performance and feelings. Ensure that you
apply the letters (S)pecific, (M)easurable, (A)djustable*, (R)ealistic* and (T)ime
bound to these goals. Take a look at the examples below.
SPECIFIC TIME BOUND MEASURABLE
Short Term Goal Setting

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

WHAT Physical
Approaches we
use and why

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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

Mrs Shaw’s email

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Benefits of Gradual Build Up =
EXPLAIN

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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

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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

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.

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

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

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

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

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

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(20/10/2020)
Describe one method used to monitor progress in the 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.

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.’

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

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

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

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