Pe Exam

• 3 Mental FIP


  Motivation, Concentration, Decicion making
• 3 Emotional FIP


  Anger, Fear, Trust
• 3 Social FIP


  Communication, Relationships, Role/Repsponsibility for performance
• 3 Physical FIP


  Power, Speed, Stamina
• 2 mental data collection methods

  Mental toughness questionnaire, SCAT
• 2 emotional data collection methods

  POMS, Emotional control record
• 2 social data collection methods

  Coach feedback, Team talk/Feedback, Ettiquette checklist
• 2 physical data collection methods

  General observation schedule, Scatter diagram
• 2 mental & emotional developmental approaches


  Visualisation, Positive self talk
• 2 social developmental approaches

  Team building games, team talks
• 3 physical developmental approaches

  Repetition drills, conditioned games, shadow practice
• Description of Shadow practice: physical developmental approach


  Used at cognitive stage

  
  

  Carried out when learning basic movements of skill. Performer uses no, or minimal equipment to master each 'sub routine' or part of skill before putting back together under pressure.
• Description of Repetition drill: physical developmental approach


  Used at associative stage.

  
  

  Repeating action of skill or technique over and over to learn skill by muscle memory. As skill is performed more and more our muscles become used to timing and co-ordination required to perform skill with fluency.
• Description of Conditioned game: physical developmental approach

  Used at autonomous stage.

  
  

  Specific rule or adaptation placed on game to create certain environment/conditions for improvement. Eg 2 points for smash (weakest shot) to increase use of it.
• Description of team building game: social developmental approach


  Mini games/challenges which force socialising with others. Require performers to talk to one another, work as team, negotiate roles and solve problems.

  
  

  Often out with usual sporting activity.

  
  

  Eg- hospital badminton, lily pad game, card clock
• Description of team talk game: social developmental approach


  Used before, during and after performance. Shirt convos involving while team, led by caption or leader. Usually begin by giving praise/highlighting positives, followed by next steps. Provide clarity first team in how to work well together.
• Description of positive self talk: mental & emotional developmental approach


  Talking done in your own head to yourself, about yourself and the things that happen to you. Your self talk can be an internal coach, encouraging you, boosting your confidence, believing in you and motivating you to achieve your goals.
• 2 MESP recording, monitoring and evaluation methods

  Training diary, feedback.
• Why should a performer collect information about their performance

  Identify strengths and weaknesses, monitor progress, set goals, permanent record
• What is quantative data (objective)


  Data collected that is numerical. Usually a number, distance or time.
• What is qualitative data & identify one

  (subjective, analytical tool)


  Data collected based off thoughts and opinions.

  Eg PPW
• What are recognised tests

  Tests with set rules and procedures,

  Tests with score given,

  Test where score/result can be compared to NORMS.

  Eg- SCAT, Mental toughness questionnaire
• What is subjective data


  Influenced by someone's opinion ans subject to own interpretation
• What is objective data


  Info gathered in controlled manner. Unbiased and involves protocols that need to be strictly followed.
• What does RAMP-V stand for and mean

  Reliable (method collects data in accurate & trustworthy way)

  
  

  Appropriate (method collects information on specific factor/sub factor in focus)

  
  

  Measurable (results from method can be kept as permanent record to refer to in future)

  
  

  Practical (method easy/quick to complete and analysis allows easy identification of positives or negatives)

  
  

  Valid (method collects information in way related to activity or role)
• When to use RAMPV in answer

  When answering questions about appropriateness or suitability of data collection methods
• What is a model performer

  The perfect way in which a skill or performance should be carried out. They can be a classmate, teacher/coach, or a professional.
• Advantages of a model performer

  They allow you to create a picture in your mind of how a skill/performance should be carried out,

  
  

  They can be used to motivate you ,

  
  

  They allow you to identify your own strength and weaknesses by comparing your performance to theirs,

  
  

  Allow you to set realistic, but challenging goals/targets
• Disadvantages of a model performer

  If a learner has limited knowledge of skill, it may lead to an inaccurate comparison,

  
  

  The performer might be too high-level for you. This may lead you to set unrealistic goals
• What does STOVI stand for (feedback Qs)

  Source- who provides feedback and how?

  (Intrinsic: thoughts & feelings about performance.

  Extrinsic: verbal, written, visual, knowledge of results).

  
  

  Timing- how soon after performance is feedback provided?

  (Immediate: during performance.

  Terminal: after performance).

  
  

  Order- is it provided to the performer with good things before bad? Order feedback is given in impacts how well it's received/accepted.

  (Positive: things to keep doing.

  Negative: things to stop doing).

  
  

  Volume- how much feedback is provided?

  How many points to feedback are given.

  (Enough to action, but not too much so that it becomes overwhelming).

  
  

  Information- is the feedback, objective/subjective,and is it only information or strategies?

  (Objective- open to interpretation.

  Subjective- factual.

  Information- pervades just information on positive/negatives.

  Strategies - provides detail of how to improve).
• Order of stages of learning

  Cognitive, Associative, Autonomous

  (Beginner, Intermediate, Expert)

  Progress through time and deliberate practice.
• Cognitive description


  Means thinking,

  Learning skill (creating schema),

  Lots of mistakes,

  Requires simple, external feedback,

  Requires closed environments to learn and practice
• Associative


  Means connecting things,

  Fewer mistakes (as schema builds),

  Requires encouragement (external feedback and start to develop internal feedback),

  Introduced to open environment but requires feedback.
• Autonomous


  Means automatic, no thinking,

  Less mistakes,

  Attention turns to tactics instead of practicing skill,

  Can be effective in open environments
• Key difference between 3 stages of learning

  Frequency of mistakes (lots at beginning but then less),

  Ability to fix mistakes (internal: feel and sight becoming self reliant or external feedback: coach, team, video analysis)

  Ability to perform skill in different environments (closed: for beginners, nothing or none impacting ability of game or open: game related, external factors can affect performance of skill).
• What does SMART acronym stand for

  Specific (to developer needs/performance demands/training priorities)

  
  

  Measurable

  
  

  Achievable (for performer so it's not too easy or difficult for their stage of learning)

  
  

  Recorded (format that allows for accurate monitoring- written down)

  
  

  Time-bound (clear point set for targets to be achieved)
• Benefits of goal setting

  Creates focus for training,

  
  

  increases motivation and determination,

  
  

  allows you to monitor progress to determine if it's working/needs progressed,

  
  

  Provide value feedback,

  
  

  Comparison of before and after,

  
  

  Monitor progress to see if it's not working/needs adapted
• What does the acronym VP-SMARTER stand for

  Variety (include wide variety of different approaches in training program)

  
  

  Progression (make session continually more challenging, with appropriate INTENSITY )

  
  

  Specific (approach must consider the stage of learning, strengths/weaknesses, TRAINING PRIORITIES, ACTIVITY/ROLE DEMANDS of performer)

  
  

  Measurable (each session should have a goal in which meeting them can be clearly identified)

  
  

  Achievable (each of these short term goals should be achievable, one that you can meet in the session)

  
  

  Realistic (appropriate chosen should be as game-like as possible for your stage of learning)

  
  

  Time (this refers to total DURATION & FREQUENCY obsessions, and time working, versus resting) - good work:rest ratio.

  
  

  Exciting (session should be exciting and you should enjoy them and want to continue training)

  
  

  Recorded (all sessions should be recorded in a training diary noting what's planned for what's completed)
• VP-SMARTER expanding other considerations

  Frequency - How often regular you train.

  
  

  Intensity - How hard you train

  
  

  Duration - How long your training sessions are

  
  

  Work: Rest Ration - How much time is spent work vs rest during the approaches used within a session

  
  

  Training Priorities - Addressing your main / urgent weaknesses, re-prioritising in response to monitoring / feedback
• When to use VP-SMARTER

  The principles of effective practices are what we consider when creating sessions for developing physical skills and tactics as well the mental, emotional and social factor.