N5 Football – Factors Impacting On Performance

ST PETER THE APOSTLE HIGH SCHOOL

N 5 Physical Education

Factors that Impact on Performance Skills

Football Skills - Shooting

Name:______

Class:______

* Notes are available to view at any time on the PE Dept Website

www.sptape.co.uk N5 Football – Factors Impacting on Performance Skill Development / Social factors

Factors Impacting on Performance 1.1 Explain methods used to identify factors impacting on performance 1.3 Explain two approaches to develop performance 2.1 Identifying strengths and areas for development in performance 2.3 Select and apply two approaches to impact positively on a performance 3.1 Selecting feedback from others 3.3 Evaluating progress based on information gathered

Learning Intentions 1 Pupils will develop an understanding of their own abilities and how these can be improved on through various factors – skills, mental and emotional 2 Pupils will be able to accept and use feedback from others to evaluate the development process

In this unit you will develop and demonstrate knowledge and understanding through a number of approaches

Independent thinking Cooperating/competing with others Peer learning Use of technology Select, adapt and apply skills in a practical manner Developing your mental, emotional social and physical wellbeing

Pupils will learn through

Thinking skills - analysing, evaluating, decision making, problem solving, making judgements, reasoning, taking responsibility

Citizenship – working with others, leadership, resilience

Literacy – talking and listening

Health and wellbeing – challenge and enjoyment whilst participating in football.

Assessment / Evidence Pupil observation Write/Say – Complete log book. Class/homework tasks Study topics Gathering data

Analysing information

Stages of learning/Methods of Practice

Principles of effective practice

Feedback

Training programmes

Training diaries

Mental and emotional factors

Review of performance Factors Impacting On Performance - MEPS

Mental – concentration, control of anxiety, control of aggression

Emotional – confidence, determination, motivation a d resilience

Physical – skills and techniques, physical and skill related fitness and structures

Social - etiquette, leadership, responsibility team work and respect

Concentrate Leadership

Teamwork Football example

What I want to know How to improve my decision-making in football

Factor 1 Positive impact Mental If I concentrate with focused attention I will be able to recognise cues and process (concentration) that information more quickly, giving me time to make decisions.

Negative impact If I don’t concentrate, I will be distracted and miss important cues, resulting in poor decisions.

Factor 2 Positive impact Emotional A positive approach will provide me with a will to succeed and a never-give-up (determination) attitude.

Negative impact Low level of determination will result in me giving less effort and giving up when the going gets tough.

Factor 3 Positive impact Social My teammates support and encourage me, giving me self-belief, which gives me (peer group) confidence in possession. Negative impact My teammates rarely pass to me, which lowers my confidence and reduces my involvement in the game.

Factor 4 Positive impact Physical A high level of aerobic endurance helps me keep up with play for the duration of (fitness) the game and be in the right positions to be have an influence. Negative impact Low level of aerobic endurance reduces my effect as the game progresses and as I get tired I lose concentration.

After considering the factors, I think that A combined physical and mental approach would help my decision-making – drills sustain intensity, with pressure applied to improve my concentration and therefore my decision-making.

After considering the factors, I think that A combined physical and mental approach would help my decision making – drills sustained intensity with pressure applied to improve my concentration and therefore my decision making

Information Sheet 1: The Cycle of Analysis

The Cycle of Analysis is one popular approach that is useful for analysing and developing your performance as part of your performance improvement programme. Using the Cycle of Analysis, you collect information about your performance in an organised way. In this way you identify and assess specific aspects of your performance.

Study the four stages of the Cycle of Analysis in diagram 1. These four stages can be applied effectively to badminton. By using the Cycle of Analysis, you can continue to improve your performance and so avoid reaching a learning plateau – a stage of no apparent progress.

You should design training programmes that allow your performance to show consistent progress. This is better than inconsistent improvement caused by learning plateaux.

Stage 4 Stage 1

Evaluate Investigate Where you reflect on the planning, Where you explain how effectiveness and benefits of the a specific aspect of performance programme of work completed, was investigated through gathering discuss future development needs and analysing information

Stage 3 Stage 2

Develop Analyse Where you explain how both Where you explain how knowledge the content and suitability of Acquired from the study of relevant the programme of work were concepts has helped you to analyse monitored over the period of training. performance and plan a development programme.

Football Analysis Sheet - Exemplar

Area of analysis – Skills

Activity – football game 7 v 7 for 15 minutes against team of equal ability to allow for a competitive environment

Resources – video/ Flip camera

Performer’s name ______

Observer’s name ______

Role Striker

Skill Total Successful Unsuccessful Percentage Percentage performed performed successful unsuccessful

Passes

Tackles Headers

Direct running with ball Shots at goal Decoy runs Runs into space Chase back to assist defence Analyse and evaluate your data What does it suggest i.e. strengths and weaknesses

What are your next steps?

Who do you need to get advice or help from?

Football Analysis Sheet

Area of analysis – Skills

Activity – football game 7 v 7 for 15 minutes against team of equal ability to allow for a competitive environment

Resources – video/ Flip camera

Performer’s name ______

Observer’s name ______

Skill Total Successful Unsuccessful Percentage Percentage performed performed successful unsuccessful Analysing Data – Subjective (i.e. in your opinion)

Player profile

Complete this profile from the data you have collected. Watch the video carefully rewind if necessary to collect reliable and accurate data

This player can always This player can sometimes This player can never

Write here Write here Write here Compare your performance to that of a model performer This maybe a professional player or even the top player in the class – its your choice

Exemplar Football Shooting Problem – Graphic Organiser

By completing this organiser it makes you consider the range of possibilities resulting from options

Problem Option Outcomes Choice Consider the Consider the My percentage of possible solution. positive and My final decision shots hitting the You can discuss negatives of this was to work my target i.e. goals this with others to option. way in to the from outside the create numerous penalty box penalty box is very options How might your before shooting. I poor – less than 20% ______opponents react? decided to vary Drive directly Not enough space my actions but as → towards goal to be → Crowded out by → it was a team closer before I defenders game I should shoot Lose possession___ link more with Pass to another Confuses opponent other players player and Ball gets behind through passing continue my run defence and running into looking for a return Increased chance of space behind the pass shooting closer to defenders to goal ______receive the return Focus less on Possible goalkeeper pass. power and more on errors accuracy forcing Develops my skill I will also the goalkeeper to level although shots practice shooting make a save less powerful_____ from different Create space and Aids decision angles and using attempt to shoot making both feet. from a different Create a better I will also work angle angle to shoot on my decision making skills Football– Graphic Organiser By completing this organiser it makes you consider the range of possibilities resulting from options

Problem Option Outcomes Choice Consider the Consider the possible solution. positive and You can discuss negatives of this this with others to option. create numerous options How might your ______opponents react?

→ → → Cause and Effect Graphic Organiser Exemplar Note this is more suited to N4 material

This organiser can be used to identify potential development needs within the performance and discuss potential effects on the performance.

Cause The athlete had a high level of CRE and resilience when coming off the last bend in the 800m

Effect 1 He was able to respond positively when being overtaken by the second placed runner

Effect 2 In response to being overtaken he was able to react and maintain the speed shown by the over taking athlete

Effect 3 It allowed him to be in position to make the best decision when to challenge his opponent with a burst of pace 100m from the finish line Cause and Effect Graphic Organiser – football exemplar

Note - this method is more suited to N4 pupils

Cause I kept getting caught in possession with the ball – I’m a wing back

Effect 1 Opponents gained possession most of our team were out of position as we had been attacking

Effect 2 This often led to an overload situation of 3 v 2 where they had extra attackers and led to goal scoring opportunities

Effect 3 It led to me losing confidence in my ability and I just wanted to get rid of the ball instead of try to attack my opponents

Cause and Effect Graphic Organiser – football exemplar

Note - this method is more suited to N4 pupils

Effect 1

Effect 2

Effect 3 Gathering Information K-W-L-H Sheet K– helps learners recall what they know about the subject W – helps determine what they want to learn L – helps learners identify and reflect upon what they learned at the end of a topic H - identifies how learners learn and assists learners to reflect upon what they have learned. Factors What do you What do you Complete after Complete after Impacting on know about want to learn the unit. When the unit . How Performance the factor in about reflecting on did you learn relation to the the activity during the activity what have you unit. learned Nature and Football is a Score more My roles and Variety of roles, demands directly goals and create responsibilities small groups, competitive more scoring and decision opposed and team game opportunities. making skills as unopposed requiring good Linking with well as skill practices team work team mates development Principles of Feedback The practices to Practices need Small groups, effective allows you to work on to to be error free partner work practice decide the best improve my before I working practices to performance progress on to individually. work on to and the best next stage Feedback improve the way to practice sessions with problem teacher identified. Social and Group work, Roles and I understand the Variety of roles, emotional cooperating responsibilities importance of group work, factors /competing on the pitch, respect towards discussion with others. etiquette, others. To work groups, video respect, how to effectively as a analysis, perform with team and not feedback from confidence just as an peers and staff individual. Types of fitness Physical fitness Develop fitness Speed work Perform various – CRE, in relation to improved tests, video strength, power, my fitness through interval analysis speed needs and my training so did feedback from role within the CRE. Power staff. Working team developed individually, through use of IT plyometrics

Gathering Information K-W-L-H Sheet K– helps learners recall what they know about the subject W – helps determine what they want to learn L – helps learners identify and reflect upon what they learned at the end of a topic H - identifies how learners learn and assists learners to reflect upon what they have learned. Factors What do you What do you Complete after Complete after Impacting on know about want to learn the unit. When the unit . How Performance the factor in about reflecting on did you learn relation to the the activity during the activity what have you unit. learned This sheet begins by asking pupils a question from the first column and a verb from the list along the top row.

Example: What is involved in providing feedback? This will obviously involve a description of how to provide feedback. When pupils are asked questions involving words from the far right of the chart higher order thinking begins to develop Example: Why would this type of feedback be appropriate at the beginner’s stage of learning?

Is Did Can Would Will Might What Factual Predict

______What is involved in developing What will happen when I gain in Where confidence confidence

______Who

Why Analytical Synthesis and application

_____ Why would you improve your Why might your confidence begin How confidence using this method to drop again after a certain time Group Task

Now complete in groups the blank table below for another factor which impacts on performance – you choose the factor

Is Did Can Would Will Might What Factual Predict

______What is What will Where

______Who

Why Analytical Synthesis and application

_____ Why would Why might How Weekly Learning Log/Diary

What happened /what did I experience this week

What did I learn from this?

What was a positive outcome from this?

What will I do differently next time?

What further support do I need next time?

What is my next step/area to develop in this activity? Useful Websites for Analysing Performance – Independent Study

Feedback Youtube.com/watch?v=fCcelZnabLU

Movement analysis of a variety of sports

(QR Code – scan with smart phone or web cam) www.sporthorizon.com/sports_page.htm

Football team analysis

(QR Code – scan with smart phone or web cam) www.youtube.com/watch?v=fV0mZNJrDFw7feature=player-embedded

General study sptape.co.uk pe resources.wikki

Iphone apps

TouchStat Lite Dartfish easy tag Basketball Card Maker Retro 6 Easy assessment 6 Week Skills Training Programme

Theme – Develop my shooting skills and accuracy outside the 18yard box Train three times each with each session lasting one hour. Practices become progressively more demanding – see Principles of effective Practice worksheets

Week 1 and 2 General warm up Practice 1 Run from centre circle towards goal, wall pass, receive pass and shoot Repeat with left foot, Practice 2 Dribble through cones and shoot from 18 yard line Repeat with left foot then add in passive defender Practice 3 Target shooting from 18 yards – aim for 4 corner targets of goal Practice 4 – Winger runs to bye line and cuts the ball back for striker to shoot from edge of box Conditioned game – only score from outside goal area Full coached game to finish

Weeks 3 and 4 General warm up Practice 1 as practice 3 last week plus add in a passive defender Practice 2 Pass forward to striker who is holding the ball up at the edge of the penalty box, receive the pass from striker first time shot. Repeat using left foot Practice 3 – repeat as above plus a passive defender Practice 4 – 3 v 1 - aim is to create space to shoot from outside box Conditioned game – two touch only before you shoot Full coached game to finish

Weeks 5 and 6 General warm up Practice 1 - 2 attackers and one defender – aim to create space before shooting outside the box Practice 2 Headed clearance from defender - then it is 4 v 2 with active defenders. Attackers trying to create space in order to shoot from outside box Practice 3 – as above except 4 v 3. Attackers trying to create a pattern of play which leads to space to shoot

Full coached game with emphasis on shooting from outside box.

This is an example of different practices, there are many more to choose. Pupil task - select a theme which you are weak at and devise a six week programme similar to the lay out above. Google or text books etc will help you prepare a programme

Principles of Effective Practice

In order to ensure improvements take place - your training has to be effective. To plan and carry out an effective training programmer you must remember the principles of effective practice – they can be easily remembered in two ways

PERFECT

P – practices should be progressive – gradually more difficult Think of it like a ladder with small steps to the top E – practices have to be error free, otherwise bad habits occur and become difficult to fix R – set your self realistic targets. This will help to motivate you Example I want to increase the accuracy of my shots from outside the box from 30% to 60% F - I should receive immediate feedback from my coach /teacher. See separate sheet of feedback E – experience level – The practices should reflect my level of experience. Example when I become more experienced I will play more conditioned games etc rather than just practices C – concentration I need to focus on the task during the practices. If my practice becomes too long I will become mentally as well as physically tired. Short sharp practices with rest periods in between/ T – timed. Work to rest ratio Practice for 10/15 minutes then a rest period or conditioned games etc. Training programmes usually last around 6/8 weeks and you overload (make difficult) around every second week

SMARTER

S – Specific to the performer, the activity and the stage of learning M – Measuring set targets I set – 15 out 20 of my shots in training hit the targets A - Achievable - practices must be achievable in order to allow success and keep motivated R – realistic targets to achieve success T – time based targets can be achieved within a time limit E – exciting - a short challenging, and exciting training sessions is more productive than an over long one where you become bored and disinterested R – make a record of what your training goals are in your training diary – short term and long term goals

Explain how you used principles of effective practice to make your training more effective.

What effect did this have on your overall football performance? Classification of skills

Classifying a skill according to whether it is an open or closed skill is helpful in determining which types of practice are most likely to improve a specific skill

Closed skill – the performer is in control of all the factors which affect the way the skill is performed e.g. you are in control of the ball, the conditions remain the same etc

Open skill – the performer is not in control of all the factors; other factors out with the control of the performer will affect how the skill is performed

Closed- ______Open

Badminton Hockey Basketball football Serve penalty lay up volley

Choose one skill and explain why it is either a closed, open or in-between skill.

Describe where a direct free kick in football would be positioned on the spectrum (line) between open and closed skills. Explain your answer.

Choose another skill and explain why it is open or closed skill Factors which Impact Performance – Stages of Learning and Methods of Practice When learning and developing skills there are three important stages – the planning stage, the practice stage and the automatic stage

Planning stage (beginners) Get a mental picture of the skill/technique Understand the basics of what is to be learned Shadow the movement Break the skill down if possible Slow the skill down if possible Here, errors are common and feedback and encouragement are required You are shown a demonstration of a successful performance – you tube, teacher demonstration or a model performer, to gain an understanding of the basic movement pattern required Practice Stage Practice is repeated, so that you become more consistent in performing the skill. Keep repeating the practice until it becomes grooved Detect and correct errors Practice in a controlled environment e.g. work in a reduced court or under no pressure Pressure gradually increases as you improve Compare yourself with a model performer Here the number of mistakes you made gradually reduces, and you start to gain a fair degree of success. Feedback is a bit more detailed. You are trying to groove the skill until it becomes automatic

Automatic stage The opportunity to play conditioned games There is more pressure applied and decision making skills become more important Put the skill you have leaned into a game situation Greater attention is paid to other aspects of the game e.g. opponents position etc Here errors are less likely and there is a fluency and control evident in your play

These stages are progressive and each stage merges into the next. As your skill develops you gradually progress from the planning stage into the practice

If you have progressed too quickly then you may have to move back a stage

Types of practice for each stage of learning

The method of practice best suited for learning a skill depends greatly on what stage of learning the performer is at.

Planning stage – Shadowing, unopposed

Practice stage – Repetition drills, Gradual build up,

Automatic stage – Pressure training, Conditioned games Factors which Impact on Performance – Feedback

Feedback is information you receive about your performance – either during or after the activity. Without feedback learning and progression can not take place

There two broad types of feedback internal and external. Internal is what you feel about your own performance. External is information you receive from your teacher coach or fellow player. External includes, visual feedback (video) Verbal feedback Written feedback checklist, observation and match analysis sheets

In the early stages external feedback is important as the performer will have limited understanding of the skill and does not have a clear mental image of the skill. However internal feedback should still have a small role at this stage as the beginner needs to develop a feel for the skill. An expert performer may be able to rely more on internal feedback to decide if the skill feels correct or not though they will also extensively use external sources

Internal feedback is continuous - you know how effectively you are linking your series of sub routines. By using knowledge of performance and knowledge of results you will effective judgements about your performance

External feedback visual – video of your performance. Lots of advantages - its permanent, retrievable and can be replayed many times using the slow motion feature It allows you to see your whole performance helping you to identify your strengths and weaknesses and can complete an observational data sheet later on Written – your performance is based on written criteria which allows you to compare to a model performance For feedback to be effective the performer must be aware of the model performer. By comparing yourself to a model performer it highlights areas that you must work on to improve

Positive feedback is best and should be given immediately after the performance. It should tell what you have done well and offer suggestions for improvements.

Feedback should be specific and deal with one aspect at a time allowing you to focus on one problem at a time

Feedback Task Sheet

Feedback helps to motivate performers.

Give one example when feedback you received helped motivate you to further success

From feedback received, choose a skill and compare your performance to that of a model performer

Choose one type of feedback i.e. visual, verbal written and explain why you preferred it over the others

Describe what impact feedback has had on your performance in recent times and what impact did it have on your football What is meant by internal feedback?

Factors which Affect Performance – Emotional factors Confidence and Motivation We need confidence in order to achieve success - without it performers are often scared to try for fear of losing and become too anxious e.g. taking a penalty kick after having already missed one.

‘You only achieve what you believe’

Can you explain this quote?

Examples of high levels of self confidence Examples of poor self confidence

How self confidence helps performance Players with high levels of self confidence tend to Persevere even when things aren’t going to plan Show enthusiasm Be positive in their approach Take responsibility both in victory and defeat Techniques to improve confidence during practices

Positive self talk – when a performer talks positively during practice to eradicate a weakness identified in the game

Visualisation – performer mentally pictures himself achieving success. They visualise previous good performances to remind them of the look and feel of success: this takes place before the game/event. Often the performer plays music to help reduce anxiety.

Goal setting – to improve confidence we can reduce the expectation / target thus guaranteeing success and improved confidence. If players achieve short term goals and are moving towards long term goals then confidence grows

Confidence is a positive state of mind and a belief you can meet the challenge ahead – a feeling of being in control.

Pupil task – Can you give examples of this from your own playing experiences either in football or any other sport / or PE lesson

Often it is not the situation that directly affects confidence - it is the thoughts, assumptions and expectations which can build or destroy confidence

Pupil task – can you give examples from your own experiences when you have little self confidence when attempting something in sport / PE? In summary High self confidence Feelings Excited ,anticipation , calm, elated and prepared

Focus On the task and on self

Behaviour Gives maximum effort and commitment , willing to take realistic chances, positive reaction to set back as well as take responsibility

Low self confidence Thoughts Negative, defeatist, failure and doubt Feelings Tense, dread and fear Focus On less relevant factors, not willing to meet the challenge full on Behaviour Lack of effort likely to give up. Blame others or conditions Motivation ‘The desire to reach my agreed goals/target’

Players have to be fully committed/motivated in achieving their goals

Motivation can be negatively affected by thinking there is a lack of progress injury anxiety about performance becoming bored lack of commitment by other team members unlikely to reach my targets/aim

Players need to be motivated to continue to perform well A footballer being paid £5000 per week is a good reason to keep working hard

Motivated players want to do well; they enjoy performing, they welcome feedback and are not afraid of failure.

They set targets, enjoy a challenge and seldom give up

Pupil task From your own experiences explain how you became motivated to do well in a specific activity – what are your rewards?

Your answer could include Setting goals which are achievable Positive feedback from the coach

Describe an activity where you have poor motivation. Explain what the reasons for that lack of motivation are.

The following are emotional states associated with successful performances

Happy – feeling you can beat anyone Calm and nervous – accept that being nervous before a game is common

Anxious but excited – nerves and excitement come together

Confident – remembering all the successful best performances you have been involved with Factors Which Impact on Performance – Mental factors

Concentration Managing anxiety Levels of arousal

The increased stress of competition can cause players to react physically and mentally. Both in a positive and negative manner

Fill in the box below by giving examples of positive and negative behaviour caused by competition. An example has been completed for you

Situation Positive Negative Our team is losing 1 – 0 Work harder chase every Argue with team mates, with 5 minutes to go in the ball. Encourage my team blame other people. Tackle cup final mates even if they make opponent in a dangerous mistakes manner out of frustration

Concentration ‘The mental ability to focus on the task in hand.’

A footballer will have to focus in short bursts of concentration as well as for more sustained periods Pupil task Write out a list of (stimuli) things which a footballer may have to focus on during a game both as a defender and as an attacker

Repeat the task for another activity

Common distractions to concentration include Anxiety Mistakes Tiredness Weather Opponents negative thoughts

One way to maintain focus is to use trigger words - this word when it is shouted, instantly refocuses the player’s concentration

2 Managing Anxiety

Anxiety is a major factor which can have a negative impact on performance.

Many players can perform well in training but often suffer from performance anxiety on game day – sometimes called ‘choking’ Often they have extremely high expectations of their success

Pupil task

Describe / investigate a performance where you or a top performer choked during a game .What were the causes of it What was the impact on the performance? What did you/performer do to deal with it?

How to Reduce Anxiety Before the Game

Recognise ‘pre race nerves / jitters are normal Prepare mentally and physically - arrive in plenty of time to complete a long warm up Listen to motivational music to keep focused Visualisation – take few minutes to mentally rehearse what you do correctly. Visualise yourself succeeding

How to Reduce Anxiety During the Event

Focus on the task in hand rather than the outcome – avoid thinking too far in advance Force a smile!! – try to avoid negative thoughts. Your coach provides plenty of positive feedback

How to Reduce Anxiety After the Game

Recall the things you did well. Visualise success. Acknowledge but quickly dismiss things that hindered your performance Design a training programme - train as a group. Mimic the conditions you face in a game. Avoid pressure situations Coaches can often cause anxiety ‘the game is crucial’ But finally ENJOY the training, the game

3 LEVELS OF AROUSAL

In order to perform at your optimum (top) level you must mentally and physically at the correct level.

Too low a level of arousal – players appear demotivated and lazy Too high a level of arousal – players are wound up and hyper. They don’t focus on the task and frequently end up being red/yellow carded

If a player’s arousal level is low then performance is also low. The mind and body are aren’t energised and find it difficult to face the demands of the game, including lapses in concentration and a lack of motivation As arousal increases so does performance

However if a players becomes over aroused players again feel anxious and performances begin to fall. Increased heart rate, sweating, increased blood flow and increased adrenalin all interfere with the body’s ability to perform ie poor judgement and poor decision making .For example focusing on the chants of the crowd rather than focusing on your team mates the opposition or the ball leads to poor decision making etc.

To perform effectively your mental state must fall into the category somewhere between under aroused and over aroused.

Pupil task 1Think of a recent sporting event/game (professional or school) where a player was over aroused Describe how it affected the outcome of the game

2 Some activities are better performed at low arousal level – precision and control. Name one and explain your answer Other activities are performed better at high arousal levels. Name one and explain your answer

Ways to Increase Arousal i.e. to increase motivation 1 Set goals which are manageable 2 Visualisation – images of success etc 3 Music – listen to high energy music 4 Body language – try to project a positive and confident image

On the other hand

To decrease arousal i.e. to calm down before a game 1 Share your thoughts and feelings with someone 2 Talk about other things unrelated to the game before kick off 3 Keep away from anxiety provoking people 4 Visualisation – gentle thoughts 5 Routines - stick to normal routine

Not all strategies work for everybody