1. CfE Higher Physical Education
Social Factors Impacting on Performance Unit

2. Expectation of the FIP Unit
In this course, you will develop your knowledge and understanding of the four factors that impact on personal performance in physical activities. In this unit you will develop your knowledge and understanding of the Social (and Physical) Factor. Evidence for this unit will come through one activity (Basketball) However application of learning in other activities is essential to support the course assessment.

3. Outcomes to cover Outcome 1 - The learner will:
1 Analyse and evaluate factors that impact on performance in physical activities by:
1.1 Analysing methods used to identify factors impacting on a performance
1.2 Evaluating the impact of positive and negative factors on a performance
1.3 Explaining approaches to performance development based on these evaluations
Outcome 2 - The learner will:
2 Evaluate the process of personal performance development by:
2.1 Producing a personal development plan that sets appropriate development targets
2.2 Selecting methods to record and monitor development
2.3 Implementing the development plan
2.4 Evaluating the effectiveness of the development plan and the methods used to monitor development
2.5 Identifying and justifying decisions relating to future personal development needs

4. Outcome 1 Exploring Factors that Impact Performance

5. Exploring Factors that. -
Exploring Factors that Look at the different social factors Impact Performance
Group Dynamics – Roles / Team Cohesion / Cooperation / Contributing to a team
Cultural / Social Issues – fair play / codes of conduct / social responsibility / motivation
Environmental Issues – Barriers to participation (access, cost and location)

6. Group Dynamics
1. Group Dynamics – Often discussed in conjunction with team cohesion is “a dynamic process that is reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives”
This has been highlighted as one of the most important social factors that can impact performance and can be characterised by teams that have the following:
Shared / common goals
Clear communication between players
Clear defined roles
Motivation and self belief
Cooperation and support amongst players
Trust and belief in each other

7. Practical Examples
Group Dynamics – Examples where performances are improved by teams displaying these characteristics
In basketball zone defence, cooperation and communication is required to limit space for the opposition to get into the lane or close to the basket for an easy score. Lack of this cohesion will leave spaces to be exploited by the opposition and could lead to points being conceded. Individuals completing their own role and fulfilling their responsibilities successfully can contribute to the effectiveness of the team by demonstrating group dynamics.
In rugby, during set plays players need to know their role effectively to create the gaps for the ball carrier to break the defensive line. Players need to communicate with one another and cooperate to avoid issues with timing of runs.
Class Task: Apply the knowledge gained about group dynamics to the attacking tactic of the Fast Break in Basketball and explain its relevance to your performance

8. Outcome 1 Using methods to analyse and evaluate factors that impact on performance in physical activities

9. Team Dynamics Questionnaire Self Appraisal
Planning Stage – Methods used to collect data on social factors impacting performance
Team Dynamics Questionnaire
Self Appraisal
Questionnaire
Thoughts & Feelings Sheet
Focus Group
Team/Group Feedback
Coach Feedback
Diary

10. Planning stage – Selecting methods to investigate performance
Task
What are the reasons for investigating performance?
What research methods have we used?
What have you discovered from your research?

11. Method 1 – Questionnaire
Adapted from Eys et al Youth Sport Environment Questionnaire 2009
This group dynamics questionnaire focuses on Task Cohesion between each team member
Results can then be analysed to identify positive and negative impacts to performance

12. Method 2 – Team Feedback Conducted in a Focus Group
Administered in conjunction with video to ensure accuracy and validity to results
Team members will discuss answers to set questions led by an experienced interviewer to ensure reliability
Method can be used either as further analysis to the questionnaire or as an independent research tool
Further guidelines will be provided

13. Outcome 2 Producing and implementing a personal development plan that sets appropriate development targets

14. To build group dynamics its important to understand the 4 stages in group development process.
1. Forming – new players coming together for common goal
2. Storming – getting know each others roles and developing communication
3. Norming – team unity is forming where players understand each others role and responsibility
4. Performing – Results of a new cohesive team should be evident

15. Approaches to developing group dynamics
In order to develop a team dynamic a number of approaches can be used. The following approaches are often involved in National Intervention Programmes:
Defining roles
Goal Setting
Building team dynamics
Partner / group work
Positive reinforcement techniques
Active Listening
Self-esteem building

16. Approaches to developing group dynamics
It is essential to remember some of the factors that influence group dynamics and ensure the methods selected will develop these
Shared / common goals
Clear communication between players
Cooperation and support amongst players
Leadership
Clear defined roles

17. 1. National Intervention Programme – Team Building
Reason for selection
Team building approach is an excellent way to develop trust, communication amongst players, cooperation, and team work.
Example Approaches
Chain games where communication and cooperation are key
Blind Maze
Magic Pole
Human Knot
Skin the snake
There are a number of examples of team building tasks that could be used. A class task could be to come up with one of the their own.

18. 2. National Intervention Programme – Defining roles
Part of any group dynamic development programme is the need to define roles both participant and nonparticipant
Reason for selection
Provides players with:
Greater awareness of teammates roles developing an open environment
Clarity of each players responsibilities in the team
Example Approaches
Tasks where players get to investigate different roles, qualities and responsibilities, before putting forward a case for selecting a role
Sport Ed or cooperative tasks where players experience roles for the team
Discussion around captaincy and players roles in the team

19. 3. National Intervention Programme – Setting shared team and
3. National Intervention Programme – Setting shared team and individual goals
Part of any group dynamic development programme is the need to set both individual and team goals
Reason for selection
Provides players with:
Greater sense of team unity
Clear focus and direction for what they have to achieve
Example Approaches
Discussion around principles of goal setting
Group discussion to devise common goals and targets
Personal goals set to develop individuals

20. 4. National Intervention Programme – Active Listening
Reason for selection
Provides players with:
Greater sense feeling valued
Players have a greater sense of respect for each other
Improvement to communication skills which develops better cooperation
Example Approaches
Discussion around principles of active listening
Active listening tasks
Encourage discussion and all players conducting team talks before during and after performance

21. Outcome 3 Using methods to monitor and evaluate improvements and set future developments

22. Monitor and Evaluate Development Programmes
After implementing a Personal Development Plan it is essential to monitor performance developments to ensure development and make any adaption's where needed.
A number of methods can be used including:
Self Appraisal
Group Feedback
Diary
Questionnaire
On completion of the programme an evaluation is required to determine whether the plan was or was not effective by using:
Evaluative comparisons

23. Monitoring performance development – Team and Individual Video Diary
Some possible reasons for selection
Easy and quick to administer
The use of video allows accuracy during transcription
Method is designed for investigating the factor
Immediate
permanent record used to compare and monitor development
Set questions used each time allow for easy comparison
Process
Follows set questions that can be written out on the board or given prior to discussion
These help to structure the diary feedback
Timings can vary but generally will last a few min
Important to provide an environment where they feel they can

24. Evaluation Tools –. Evaluative comparisons Pre/Post results of
Evaluation Tools – Evaluative comparisons Pre/Post results of the Youth Sport Team Questionnaire
Reason for selection
Easy to compare results and identify improvements
More reliable and valid by using the same test protocol

25. Outcomes Outcome 1 - The learner will:
1 Analyse and evaluate factors that impact on performance in physical activities by:
1.1 Analysing methods used to identify factors impacting on a performance
1.2 Evaluating the impact of positive and negative factors on a performance
1.3 Explaining approaches to performance development based on these evaluations
Outcome 2 - The learner will:
2 Evaluate the process of personal performance development by:
2.1 Producing a personal development plan that sets appropriate development targets
2.2 Selecting methods to record and monitor development
2.3 Implementing the development plan
2.4 Evaluating the effectiveness of the development plan and the methods used to monitor development
2.5 Identifying and justifying decisions relating to future personal development needs

26. Discussion