National 5National 5

PHYSICAL EDUCATIONPHYSICAL EDUCATION

Miss RobsonMiss Robson

The National 5 CourseThe National 5 Course

PerformancePerformancemarked by your teacher & possibly SQA verifiermarked by your teacher & possibly SQA verifier

(40% of your overall grade)(40% of your overall grade)

Factors Impacting Upon Performance Factors Impacting Upon Performance The Portfolio – marked by SQAThe Portfolio – marked by SQA

(40% of your overall grade)(40% of your overall grade)

Factors Impacting Upon PerformanceFactors Impacting Upon PerformanceWritten Unit Assessment – marked in schoolWritten Unit Assessment – marked in school

(20% of your overall grade)(20% of your overall grade)

FACTORS THAT CAN IMPACT FACTORS THAT CAN IMPACT UPON MY PERFORMANCE IN UPON MY PERFORMANCE IN

PE PE PHYSICAL PHYSICAL (fitness, skills or tactics)(fitness, skills or tactics)

MENTALMENTAL

SOCIALSOCIAL

EMOTIONALEMOTIONAL

Examples of Examples of PHYSCIAL (skill) factorsPHYSCIAL (skill) factors

In softball…In softball…– Batting, Throwing, Catching.Batting, Throwing, Catching.

In hockey…In hockey… – Passing, Shooting, Tackling.Passing, Shooting, Tackling.

In badminton…In badminton…– Serve, Overhead clear, Smash.Serve, Overhead clear, Smash.

How physical (skill) factors How physical (skill) factors might impact upon your might impact upon your

performance in PE…performance in PE… An example of a physical skill factor that impacts An example of a physical skill factor that impacts

upon my performance in softball is upon my performance in softball is throwingthrowing. This . This has a has a positive impact positive impact on my performance, because I on my performance, because I can throw accurately to my team mates who are on can throw accurately to my team mates who are on the bases. This makes it the bases. This makes it easy to put players in the easy to put players in the other team outother team out..

An example of a physical skill factor that impacts An example of a physical skill factor that impacts upon my performance in badminton is my upon my performance in badminton is my smashsmash. . This has a This has a negative effect negative effect on my performance, on my performance, because I struggle to play this powerful shot. This because I struggle to play this powerful shot. This means that it is means that it is easy for my opponent to return my easy for my opponent to return my shotsshots as they aren’t powerful as they aren’t powerful and I don’t often win and I don’t often win points against herpoints against her..

Question 1Question 1

Give an example of a physical Give an example of a physical (skill) factor and say how it (skill) factor and say how it effects your performance.effects your performance.

How I collected information How I collected information on my PHYSICAL (skill) on my PHYSICAL (skill)

factorfactor SCATTER DIAGRAMSCATTER DIAGRAM

– This is a sheet of paper with a picture of the This is a sheet of paper with a picture of the softball field.softball field.

– My teacher watched me batting in my game of My teacher watched me batting in my game of softball.softball.

– Every time I hit a fly ball (high in the air) she Every time I hit a fly ball (high in the air) she marked an ‘O’ on the paper where it landed.marked an ‘O’ on the paper where it landed.

– Every time I hit a ground ball (along the Every time I hit a ground ball (along the ground) she marked an ‘X’ on the paper where ground) she marked an ‘X’ on the paper where it was stopped.it was stopped.

– Every time I missed the ball she marked an ‘M’ Every time I missed the ball she marked an ‘M’ behind home base.behind home base.

Why I chose to use a scatter Why I chose to use a scatter diagram to collect information diagram to collect information on my physical (skill) factor, on my physical (skill) factor,

batting…batting… It gives me a permanent record of my batting. This means I It gives me a permanent record of my batting. This means I

can do another scatter diagram after I have practiced, then can do another scatter diagram after I have practiced, then compare the two to see if I have improved.compare the two to see if I have improved.

It is quick and easy and cheap to do. I only need a pen and It is quick and easy and cheap to do. I only need a pen and one sheet of paper. This means it doesn’t take time away one sheet of paper. This means it doesn’t take time away from my practicing.from my practicing.

It is also quick and easy to read. At a glance I can get an It is also quick and easy to read. At a glance I can get an idea of the strengths and weaknesses in my batting.idea of the strengths and weaknesses in my batting.

It gives reliable, quantitative information on the accuracy of It gives reliable, quantitative information on the accuracy of my batting.my batting.

Question 2Question 2

What does the scatter diagram bellow tell you about this What does the scatter diagram bellow tell you about this pupils batting in softball? pupils batting in softball?

– (Think about, hit/missed, high/low, short/far, right/centre/left.)(Think about, hit/missed, high/low, short/far, right/centre/left.)

xx

x x xx x x

x x ox x o

xx

M M M M M M MM M M M M M M

Approaches to developing Approaches to developing my PHYSICAL (skill) factormy PHYSICAL (skill) factor

GRADUAL BUILDUPGRADUAL BUILDUPGradual build up is used to learn a new skill. It is good for

learning complex or dangerous skills because the skill is learned in stages, with each stage becoming progressively more difficult. This means you can master part of the skill and become confident before moving on to a more difficult stage.

– EXAMPLE, SOFTBALL - BATTINGEXAMPLE, SOFTBALL - BATTING– Shadow practice.Shadow practice.– Batting using a stationary ball on a tee.Batting using a stationary ball on a tee.– Batting with my partner pitching a moving ball to me.Batting with my partner pitching a moving ball to me.– Batting with a faster pitch and a faster swing to generate power.Batting with a faster pitch and a faster swing to generate power.– Focusing on direction, hitting the ball early (in front of me) so that it goes Focusing on direction, hitting the ball early (in front of me) so that it goes

to the right.to the right.– Hitting the ball in line with my body so that it goes straight in front of me.Hitting the ball in line with my body so that it goes straight in front of me.– Hitting the ball late (behind me) so that it goes to the left.Hitting the ball late (behind me) so that it goes to the left.

Examples of Examples of PHYSICAL (tactical) PHYSICAL (tactical)

factorsfactors In badminton…In badminton…

– Depth in attack, Width in defence.Depth in attack, Width in defence.

In basketball…In basketball…– Width in attack, Depth in defence.Width in attack, Depth in defence.

In netball…In netball…– Individual or team strengths and weaknesses.Individual or team strengths and weaknesses.

How physical (tactical) How physical (tactical) factors might impact upon factors might impact upon your performance in PE…your performance in PE…

An example of a physical tactical factor that impacts upon my An example of a physical tactical factor that impacts upon my performance in badminton is performance in badminton is width in defencewidth in defence. This has a . This has a positive impact positive impact on my performance, because when I play on my performance, because when I play double with my partner I cover the left and she covers the double with my partner I cover the left and she covers the right or vice versa. This makes it right or vice versa. This makes it hard for our opponents to hard for our opponents to score points against us as we have both sides coveredscore points against us as we have both sides covered..

An example of a physical tactical factor that impacts upon my An example of a physical tactical factor that impacts upon my performance in netball is my performance in netball is my team strengths and weaknessesteam strengths and weaknesses. . This has a This has a positive effect positive effect on our performance, because our on our performance, because our CRE is a strength so we used man-to-man defence. This CRE is a strength so we used man-to-man defence. This means that it is means that it is hard for our opponents to create space hard for our opponents to create space as we as we didn’t give them any space when we were marking them even didn’t give them any space when we were marking them even towards the end as we didn’t get too tired.towards the end as we didn’t get too tired.

Question 3Question 3

Give an example of a physical Give an example of a physical (tactical) factor and say how it (tactical) factor and say how it effects your performance.effects your performance.

How I collected information How I collected information on my PHYSICAL (tactical) on my PHYSICAL (tactical)

factorfactor KNOWLEDGE OF RESULTSKNOWLEDGE OF RESULTS

– This is scores or results. This is scores or results. – For example:For example:

final score of my badminton match.final score of my badminton match. the number of times the softball landed in my target area when I was aiming the number of times the softball landed in my target area when I was aiming

to the right.to the right. my time in athletics for my 100m race.my time in athletics for my 100m race.

TEACHER / PEER FEEDBACK TEACHER / PEER FEEDBACK (KNOWLEDGE OF PERFORMANCE)(KNOWLEDGE OF PERFORMANCE)

– This is where my teacher or my partner tells me This is where my teacher or my partner tells me information about my performance.information about my performance.

– For example: For example: My teacher said that when me and my partner were using depth in attack in My teacher said that when me and my partner were using depth in attack in

badminton, I was too far back, this means that we missed shuttles that were badminton, I was too far back, this means that we missed shuttles that were played to the front of the court and lost a point.played to the front of the court and lost a point.

In softball, my team mate said to me that I need to transfer my weight more In softball, my team mate said to me that I need to transfer my weight more so that the ball goes further when I hit it.so that the ball goes further when I hit it.

Why I chose to use a Why I chose to use a knowledge of results to collect knowledge of results to collect

information on my physical information on my physical (tactics).(tactics).

This is statistical, factual and accurate information on my This is statistical, factual and accurate information on my performance. As it is not somebody’s opinion on how I performance. As it is not somebody’s opinion on how I performed I can fully rely on it.performed I can fully rely on it.

It gives me a permanent record of how I performed against It gives me a permanent record of how I performed against my opponent, this means that when I play the same my opponent, this means that when I play the same opponent again I can compare my two performances to see opponent again I can compare my two performances to see whether I have improved.whether I have improved.

It is quick and easy to see my score and I don’t have to It is quick and easy to see my score and I don’t have to spend a long time analysing data.spend a long time analysing data.

Why I chose to use teacher Why I chose to use teacher feedback to collect information on feedback to collect information on

my physical (tactics).my physical (tactics). Because my teacher can tell me what I am doing well and Because my teacher can tell me what I am doing well and

what I need to change to make my performance better what I need to change to make my performance better while I am performing, this means that I can make the while I am performing, this means that I can make the changes straight away rather than practicing the wrong changes straight away rather than practicing the wrong thing and waiting until next lesson.thing and waiting until next lesson.

Because a teacher will have good knowledge of the Because a teacher will have good knowledge of the activities that we do in PE therefore I can rely on what they activities that we do in PE therefore I can rely on what they tell me.tell me.

My teacher can give me specific and detailed feedback My teacher can give me specific and detailed feedback about what I am doing in my performance. For example about what I am doing in my performance. For example they will be able to see my body position and whether I they will be able to see my body position and whether I need to make changes of not.need to make changes of not.

Approaches to Approaches to Developing my Developing my

Physical (tactics) Physical (tactics) Opposed/Unopposed PracticesOpposed/Unopposed Practices

– I practiced using depth in attack by I practiced using depth in attack by doing target practices for my net doing target practices for my net shot and for my overhead clear.shot and for my overhead clear.

Examples of Examples of SOCIAL factorsSOCIAL factors

Cooperation

Team Work

Fair Play

Communication

Question 4Question 4

Which social factors effect your Which social factors effect your performance in hockey? performance in hockey?

Give at least one example of Give at least one example of a a factor that has a positive factor that has a positive effect of effect of your game and one your game and one example that example that has a negative has a negative effect on your effect on your game. game.

Approaches to Approaches to Developing my Social Developing my Social

FactorsFactors Partner/Group WorkPartner/Group Work

– I began working with a partner, passing and receiving.I began working with a partner, passing and receiving.– I then worked in a group of 3, doing a 3 man weave.I then worked in a group of 3, doing a 3 man weave.– I then worked in a group of 3 against 1 opponent.I then worked in a group of 3 against 1 opponent.– I then worked in a group of 3 against 2 opponents.I then worked in a group of 3 against 2 opponents.– I then worked in a group of 3 against 3 opponents.I then worked in a group of 3 against 3 opponents.

Use of Role ModelsUse of Role Models– During our small sided game we stopped and watched During our small sided game we stopped and watched

the best team in our class to see how they worked the best team in our class to see how they worked together. We then tried to copy what they did.together. We then tried to copy what they did.

– We also listened to what our teacher was telling us and We also listened to what our teacher was telling us and the shouts that she was making when we were playing, the shouts that she was making when we were playing, we then tried to make similar shouts and tried we then tried to make similar shouts and tried communicate more with each other during our games.communicate more with each other during our games.

– We also watched a video clip of professional hockey We also watched a video clip of professional hockey players. This showed us how to work together, for players. This showed us how to work together, for example if there was already a player with the ball the example if there was already a player with the ball the others would use the whole pitch and find a space to others would use the whole pitch and find a space to receive a good pass.receive a good pass.

Why I chose these Why I chose these approaches to develop my approaches to develop my

performanceperformance I used partner/group work because…I used partner/group work because…

– It is It is similar to what I will have to do in my gamesimilar to what I will have to do in my game, I will , I will have to work with and communicate with others.have to work with and communicate with others.

– Practicing working with others that I play with in my game Practicing working with others that I play with in my game makes me makes me more confident at working and communicating more confident at working and communicating with themwith them..

– Working Working along side my peers/team mates motivates me along side my peers/team mates motivates me to keep going instead rather than training on my own.to keep going instead rather than training on my own.

I used role models because…I used role models because…– It It gave me a clear picturegave me a clear picture, that could see, of what a , that could see, of what a

successful performance would be.successful performance would be.– Having this picture in my head means that I can close my eyes Having this picture in my head means that I can close my eyes

for a second in the warm up or at half time in my game to for a second in the warm up or at half time in my game to remember exactly what I should be doingremember exactly what I should be doing..

– Having this picture in my head also helped Having this picture in my head also helped motivate towards motivate towards achieving this successful performanceachieving this successful performance..

Question 5Question 5

A) Which social factor was your A) Which social factor was your weakness?weakness?

B) Which approach did you use to B) Which approach did you use to develop this weakness? Describe this develop this weakness? Describe this approach is as much detail as you can.approach is as much detail as you can.

C) Why did you choose to use this C) Why did you choose to use this approach?approach?