Analysis of Sports Performance Assignment 2 Psychological Measurements

Assignment (What are you being asked?)

You must describe the perfect player in terms of…….. Technically & Tactically – What skills must they be good at? What is the required style of play? shooting, crossing, catching, passing, tackling, heading, dribbling, striking, positional play, style of play Physically - Which physical components are required? strength, power, flexibility, speed/pace, agility, Physiologically - What are the preferred physiological components? cardiovascular fitness, body composition/somatotype, lung function, recovery Psychologically - What psychological factors are required? motivation, anxiety, arousal, attention, confidence, aggression, relaxation, concentration Biomechanically - Linear Displacement – how far & quickly a person travels in a straight line (forces acting on the body)Velocity of Release – the speed at which you release the ball Acceleration – increase in speed in relation to time taken Application of force – force used when striking the ball or holding off a player Use of levers – co-ordination of arms & legs, angles of striking the ball

Measurement of Anxiety Self-Report Questionnaires – CSAI, SAS and SCAT Observation Techniques – Coaches use these extensively – Consist of observing and monitoring behavioural aspects of anxiety – Over time the coach can learn what the athlete finds stressful and can work to avoid or overcome this. Physiological Responses – Many physiological responses can be measured – E.g., heart rate, temperature, oxygen uptake, etc.

Anxiety and Performance Group Experiment (Task 1) We are going to set up an experiment in which we can measure HR and cognitive arousal. We will measure anxiety through three means; 1.Anxiety Questionnaire (SAI) 2.HR monitor 3.Observation Sheet (which you must develop) The experiment will allow us to comment on the impact of anxiety on practical performance.

Anxiety and Performance The Experiment Each participant will try to keep the tennis ball in the air using a tennis racquet, in two contrasting environmental conditions. Conditions 1.On their own, in quiet conditions (no one looking) 2.In front of the rest of the group, with hecklers. During the experiment, psychological, physiological and behavioural changes should be documented.

ANXIETY an emotional state similar to fear associated with – physiological (somatic) arousal – psychological (cognitive) arousal – feelings of nervousness – feelings of apprehension – (Task) – Copy key terms p.142 TRAIT ANXIETY - A TRAIT (Speilberger) (SAS & SCATQuestionnaire) an inbuilt (trait) part of the personality a tendency to be fearful of unfamiliar situations a tendency to perceive competitive situations as threatening a tendency to respond to competitive situations with apprehension and tension STATE ANXIETY - A STATE (CSAI -2 Questionnaire) an emotional response to a particular situation characterised by feelings of nervousness and apprehension often temporary REFER TO RUGBY KICKING EG. ON P. 143

EFFECT OF STRESS ON PERFORMANCE INHIBITION inhibition of performance PERFORMANCE OF SKILLS stress may act directly on the information processing of skill motor elements of skill are performed less well muscles tense muscular control is reduced CONCENTRATION concentration is difficult span of attention is narrowed STRESS awareness of being under stress itself acts as a stressor

SYMPTOMS OF STRESS PHYSIOLOGICAL SYMPTOMS increased heart rate increased blood pressure increased sweating increased breathing rate decreased flow of blood to the skin increased oxygen uptake dry mouth PSYCHLOGICAL SYMPTOMS worry feeling overwhelmed inability to make decisions inability to concentrate inability to direct attention appropriately narrowing of attention feeling out of control BEHAVIOURAL SYMPTOMS rapid talking nail biting pacing scowling yawning trembling raised voice pitch frequent urination

THE MANAGEMENT OF STRESS

Anxiety and Performance Experiment Results 1.What happened to their SAI scores? 2.What happened to their HR? 3.How did their behaviour change? 4.What happened to their success rate? How do these results link to theory. (Catastrophe Theory, Inverted-U & Drive Theory)

What Do You Do With The Results

An analysis of a literary work may discuss:  How the various components relate to each other.  How two separate concepts have similar concepts or forms.  How concepts and forms relate to larger contexts. How to Analyse

Writing an Argument: When writing a literary analysis, you will focus on specific attribute(s) of the text(s). When discussing these attributes, you will want to make sure that you are making a specific, arguable point (thesis) about these attributes. You will defend this point with reasons and evidence drawn from the text. How To….

Set Targets From your results create a target for your client. Feedback to the class;

How Might This Look In Your Assignment?

Analysis of Sports Performance For P3. learners will need to perform an assessment of an athlete/sports performer undertaking a selected sporting activity looking at three performance criteria, with tutor support. For M2, learners need to perform an assessment of their selected sporting activity, showing autonomy throughout the process. Evidence required: For P3, M2; Raw data tables Photos of data collection For D2; Analyse the performance of a selected athlete using three components of their performance profile. Consider the bigger picture, impact on the game and team, such as the attacking play. Consider the implications for the opposition Link findings with appropriate sport and exercise literature to support their analysis. Produce the following in a word document, please make sure that you have included: An appropriate title Introduction Subtitles When you are writing, practice the following writing skills; Spelling and Grammar Do not use the term ‘for example’ Do not start sentences with conjunctive words (and, but, because….) Make sure your work is in your own words Make statements, don’t use; should, could, might.

Analysis of Sports Performance For P4, Provide feedback to the athlete based on the assessment of their performance, with tutor support For M3 independently provide feedback to the athlete based on the assessment of their performance. Feedback: Strengths; areas for improvement; SMART targets; goals – short, – medium – long-term Recommendations, – skills training, – Training for specific components of fitness, – technique coaching specific to movement, – psychological training (concentration, anxiety and arousal control)