CfE Higher Physical Education Social Factors Impacting on Performance Unit

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.

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

Outcome 1 Exploring Factors that Impact Performance

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)

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

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

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

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

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?

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

Discussion