1. Factors Affecting Performance
Personal Development, Health and
Physical Education
HSC Enrichment Day
2013
Core 2
Factors Affecting Performance

2. Presentation Overview
Focus Question
Student Learn About
Student Learn To
Describe how an athlete’s level of arousal affects performance - 4 marks
(HSC 01)
anxiety and arousal
trait and state anxiety
sources of stress
optimum arousal
Psychological strategies used to enhance motivation and manage anxiety
explain the difference between anxiety and arousal in terms of the effects on performance
Research case studies of athletes from different sports and ascertain the nature of their motivation and the psychological strategies they employ
Explain how nutritional considerations affects the performance of athletes (Adapted from HSC 06 exam)
nutritional considerations
pre-performance, including carbohydrate loading during performance
post-performance
critically analyse the evidence for and against supplementation for improved performance
compare the dietary requirements of athletes in different sports considering pre-, during and post-performance needs
Critically analyse the evidence for and against supplementation for improved performance
1. Identify relevant syllabus content to covered in this presentation

3. Anxiety -v- Arousal Activity 1 View the following clip
Complete Activity 1
Explain the difference between anxiety and arousal.
Highlight that this section of the syllabus is the critical question ‘How can psychology affect performance?’
Play the clip ‘Sam Stosur’ and stop it at the 60 sec mark
Discuss with students why did Sam Stosur ‘choke’ i.e. her performance dropped at a critical moment, and what part anxiety played.
Discuss with students how anxiety is related to arousal and what effect this had on Sam in executing her shots in the last set
Complete Act 1 and review with students briefly

4. Trait and State Anxiety
Activity 2
Trait and State Anxiety
The syllabus identifies 2 types of anxiety, using James Magnussum’s below average/expected performance at the Olympics as an example discuss the role trait and state anxiety may have played.
Students complete Activity 2 providing relevant examples of both
Students to complete this activity in their workbook

5. Brainstorm 6 sources of stress
Activity 3
Brainstorm 6 sources of stress
Fear of failure
Pressure from coaches and family
Spectators
Level of trait anxiety
Lack of fitness
Injury or illness
Complete activity 3 by brainstorming with the students 6 sources of stress
After brainstorming, reveal the examples given in the powerpoint and expand with further specific examples for each

6. The Inverted U Hypothesis
Activity 4
The Inverted U Hypothesis B
Discuss with students the link between arousal and performance and how this link can be represented
Reveal the inverted u hypothesis diagram
Ask students to describe the characteristics of an athlete at point A, B and Point C on the graph
Describe ‘the zone’ (illustration in workbook) i.e. an area, not a specific point, where an athlete performs at their best due to optimal arousal
Brainstorm how and why the optimum level of arousal is different for simple Vs complex skills or for an introvert Vs an extrovert (may need to define these personality traits) A C

7. Complete the table in your workbooks ‘Psychological strategies’
Activity 5
Complete the table in your workbooks ‘Psychological strategies’
Psychological Strategy
Definition
Concentration/attention skills (focusing)
The ability to completely focus on the appropriate cues and ignore irrelevant cues(selective attention)
Mental rehearsal
Picturing in your mind the entire performance of the skill, at actual speed and performed correctly in the same environment using all senses.
Visualisation/imagery
Picturing in your mind some aspect /part of the skill performance
Relaxation techniques
Techniques used to lower arousal levels prior to and/or during performance
Goal-setting
Pre-set behaviours/targets that an athlete aspires to achieve in the future which gives the athlete direction, motivation and focus
Activity 5 match the term to the strategy and brainstorm with the group an example for each.
Discuss with students how these strategies could be used to manipulate (i.e. raise or lower) arousal levels back to optimal level
Students to work through scenario as homework/take home activity

8. Activity 6
Return to Focus Question Describe how Sam Stosur’s level of arousal affected her performance.
Identify Sam’s level of arousal
Describe the relationship between arousal and performance
Work through the following points to solve Sam’s problem
Strategies used to reduce arousal levels during the match
Specific example of a strategies that could have a positively affect her performance e.g. concentration/attention skills
Annotate the question with students by identifying relevant syllabus content (Activity 6)
Apply the focus question to assist Sam to reduce her arousal levels by employing appropriate psychological strategies to bring her back to optimum arousal and so have a positive impact on performance (see take home activity ‘Discuss psychological strategies that Sam Stosur may employ in order positively affect her performance.’

9. Nutritional Requirements Focus Question Explain how nutritional considerations affects the performance of athletes
Activity 7
Complete the table of nutrients and their function table
Outline that this content comes from the critical question ‘How can nutritionand recovery strategies affect performance?’
Students to complete Activity 7 then ask for the students for responses
Discuss the concept of Glycaemic Index (refer to notes in booklet)
Outline the importance of not only eating the right types of food to have a positive impact on performance but also highlight how critical it is to eat the appropriate amounts of these foods i.e. RDI’s (refer to plate in Students to complete Activity 8. (1 serve meat or meat alternatives, 1 serve of dairy (small tub yoghurt, 300 ml milk, small cheese), 3 serves of fruit, 4 serves of veg (1/3 cup peas, beans, carrots), 1 serve of carbs – bread/cereal – 2 weetbix, 1 cup rice/pasta)) Note: approx serve size in workbooks
Students should be prompted to think about how these RDI’s may be different for specific athletes e.g. endurance v power athletes
Activity 8
Complete activity RDI’s (1,2,3,4,5+)

10. Complete table positives/negatives of supplements listed
Activity 9
Watch this video
Complete table positives/negatives of supplements listed
1. Ask students what we mean by ‘nutritional supplements’ and highlight those identified in the syllabus (vitamins/minerals, protein, caffeine and
creatine products as well as carb loading. Note: reinforce that these are all legal nutritional supplements
2. Brainstorm with students Activity 9 re: positives/negatives of supplements discuss findings.

11. Triathlete v Shot Putter Pre event nutrition
Watch Chris McCormack World Triathlete
Activity 10
Students to complete Pre event meal questions
Refer to right side of syllabus (students learn to) ‘compare the dietary requirements of athletes in different sports considering pre-, during and post-performance needs’. Highlight that triathlon is an endurance sport and shot is a power sport. Therefore each has specific nutritional needs
Watch the Chris McCormack clip noting, not only the role that nutrition plays, but how crucial is also his mental preparation.
With that in mind students complete Activity 10 (a) by labeling the meals as being most appropriate for either triathlon or shot putt including fluid intake. Then students answer the question (b) below analyzing 3 differences in their pre event meals directly related to performance. Bring table up on screen with differences and discuss
Brainstorm with students part (c), the timing of the pre event meal and pre event snack
Discuss with students the components of the pre event snack for each athlete

12. Activity 11
During Activity Nutrition Complete ‘during activity’ nutritional considerations
Complete Activity 11 with students making suggestions
Ask students to identify nutritional requirements for a triathlete and a shot putter during performance, or event noting that a shot putter has multiple throws during competition that may last for up to an hour.
3. Triathlete - Water/sports drinks/carb gels and why?
Shot put - Water/energy bars/fruit between throws. Why not protein during event? (may assist recovery but will not enhance performance as it takes 3-4 hours to metabolise, maybe slightly less in liquid form)

13. Post Performance Nutritional Requirements
Both need to replace carbs lost (high GI) immediately after competition. Why?
Both need to rehydrate. Why?
Both need protein to repair muscles that may have been damaged during competition
Shot putter would have slightly more protein as they have greater muscle mass and more likely to have muscle damage due to the explosive nature of their sport
Triathlete would need to replace more carbs and water, High GI initially (first mins post performance) and then low-mod GI in the next 1-2 hours
Other suggestions?
Ask students to compare the post nutritional requirements of a triathlete compared to a shot putter i.e. what do they both need to do and how is their nutrition different post performance
Go through dot points on the slide and ask students for justifications (first dot point - replace carbs immediately because you are taking advantage of increasing metabolic rate to replace carbs quicker, second dot point – all chemical reactions take place in water including digestion and muscle repair more water faster recovery, replace fluid lost in thermoregulation especially the triathlete)

14. Complete the supplements table
Activity 15
Complete the supplements table
Activity
Supplements
Justification
Timing
Triathlon
Carb loading
Caffeine
Sports drinks
Carb gels
Protein bars/shakes
 energy supplies
stimulant, carb sparing
replace fluid/carbs/sodium
supplement carbs
repair muscle mass
Pre
During/post
Post
Shot Putt
Creatine monohydrate
Repair/build muscle mass
Increase store of creatine phosphate
Students to complete Activity 15 re: specific supplements that may assist performance for each athlete.
Discuss students choices of legal nutritional supplements
Students encouraged to justify reasons for the use of each supplement.
Reveal completed table in powerpoint and compare with student responses.

15. Focus Question
Explain how nutritional considerations affects the performance of athletes
Consider
Nutrients for specific activities
Recommended daily intakes for specific activities e.g. endurance v power athletes
Supplements and their positive and potential negative consequences
All need to be linked to the impact they have on the athlete’s performance.
Guide students through how to identify appropriate content to respond to the focus question