Exam

• Data Collection Method: Mental toughness questionnaire


  A method I used to collect data on the mental factor was the mental toughness questionnaire. I completed the mental toughness questionnaire alone, in a quiet space to ensure I wouldn't become distracted. I also clarified any unknown words with my teacher before starting so I had a full understanding of what I was being asked. The questionnaire was in the layout of a table with different 30 statements which were split into 5 categories all of which contained 6 statements. After reading each scenario, I then responded by ticking either 'True' or 'False' depending on how I felt. After answering all statements, I counted my score to determine my score of mental toughness. I then analysed the results to determine my strengths and weaknesses. Finally, I kept my results in a safe place so that I could compare them to my retested results at the end of my PDP.
• Data Collection Method: SCAT


  A method I used to collect data on the mental factor was the SCAT. I completed the SCAT alone, in a quiet space to ensure I wouldn't become distracted. I also clarified any unknown words with my teacher before starting the test so that I had a full understanding of what I was being asked. The SCAT had 15 statements in the form of a questionnaire. After reading through each scenario, I would then answer with one of the 3 responses which were either 'sometimes', 'rarely' or 'often'. After completing all the questions, I clicked 'Analyse' at the bottom of the page to receive my score of anxiety while playing sport. I then kept my results in a safe space so that I could use them as comparison to my results after retesting at the end of my PDP.
• Developmental Approach: Visualisation


  One approach I've used to help the development of the mental factor is visualisation. I completed this alone, in my head both before and during my football match. I did this by repeatedly (about 3 times) picturing certain high intensity moments of my match, the steps I went through to complete it and the positive outcome. For example, I may visualise myself being about to take a penalty and would see the opponents goalkeeper bouncing on the line, near the noise of players trying to put me off and feel the wind blowing into my face.
• Developmental Approach: Positive self-talk


  One approach I've used to help the development of the mental factor is positive self-talk. I completed this alone, in my head both before and during my football match. To do this, I would repeatedly say positive phrases to myself in my head roughly 3 times over. An example of a phrase I used was "you've got this". I completed this before my match to try settle my nerves and during the match when I felt my motivation was lacking. I also completed this during stressful moments of the match such as when I was taking a free kick on the edge of my opponents box.
• Data Collection Method: POMS


  A method I used to collect data on the emotional factor was the POMS. I completed the POMS alone, in a quiet space to ensure I wouldn't become distracted. I also clarified any unknown words with my teachers so I would have a full understanding of what I was being asked. The POMS was in the layout of a table. It contained 65 statements down the left hand side. The statements were split into 6 groups; Anger, Confusion, Depression, Fatigue, Tension and Vigour. After reading each feeling, I would then answer with either 'not at all', 'a little', 'moderately', 'quite a lot', or 'extremely' based on wether or not I had felt that way in the past week. Once I had answered all of them, I then clicked 'Analyse' to receive my score and identified my strengths and weaknesses. Finally, I made sure to keep my results safe so that I could compare them to my re-tested results at the end of my PDP.
• Data Collection Method: Emotional control record


  A method I used to collect data on the emotional factor was the emotional control record. The questionnaire was in the layout of a table with different behaviour criteria along the left hand side. To the right there were 3 columns called 'behaviour occurrences' each heading a different game. And a second column named 'total'. My partner observed me playing 3 games of badminton and tallied each time I executed one of the actions under the column of the game. At the end of the game, my partner counted up my tallies and wrote a total number for each behaviour. I then analysed my data to identify my strengths and weaknesses. Finally, I made sure to keep my results safe so that I could compare them to my re-tested results at the end of my PDP.
• Developmental Approach: Visualisation

  One approach I've used to help the development of the emotional factor is visualisation. I completed this alone, in my head both before and during my football match. I did this by repeatedly (about 3 times) picturing certain high intensity moments of my match, the steps I went through to complete it and the positive outcome. For example, I may visualise myself being about to take a penalty and would see the opponents goalkeeper bouncing on the line, near the noise of players trying to put me off and feel the wind blowing into my face.
• Developmental Approach: Positive self-talk

  One approach I've used to help the development of the emotional factor is positive self-talk. I completed this alone, in my head both before and during my football match. To do this, I would repeatedly say positive phrases to myself in my head roughly 3 times over. An example of a phrase I used was "you've got this". I completed this before my match to try settle my nerves and during the match when I felt my motivation was lacking. I also completed this during stressful moments of the match such as when I was taking a free kick on the edge of my opponents box.
• Data Collection Method: PPW

  A method I used to collect data on the social factor was the PPW. I completed the PPW alone, in a quiet space to ensure I wouldn't become distracted. The PPW was in the layout of a wheel which had 8 different sections for each social sub-factor which were written as headings in each section. Each section then had 10 segments to represent a score. Closest to the inside was 1 which was the poorest and on the outside, 10 which was the strongest. After reading through each sub-factor, I would determine how strong or poor I felt in this and would colour in the wheel accordingly. For example, if I felt like I had excellent communication then I would colour in all 10 rings. After completing it, I then analysed my data to identify my strengths and weaknesses. Finally, I made sure to keep my results safe so that I could compare them to my re-tested results at the end of my PDP.
• Data Collection Method: Etiquette checklist


  A method I used to collect data on the social factor was the Etiquette checklist. The etiquette checklist was in the layout of a table with 12 different criteria listed down the left hand side. There were 3 separate columns for each match with the answers 'yes' or 'no' beside each criteria. To complete this, my partner would watch me playing 3 competitive matches against a new partner each time which were first to 21 points. They would then tick 'yes' or 'no' depending on wether or not I displayed that criteria. My marks were then tallied and I analysed my data to identify my strengths and weaknesses. Finally, I made sure to keep my results safe so that I could compare them to my re-tested results at the end of my PDP.
• Developmental Approach: Team-building games


  One approach I've used to help the development of social factors is team-building games in badminton. I used hospital badminton, I played this in my school PE hall on a doubles court. It was a 4vs4 match played with mix groups of people from my classes. To play, we played a game of badminton with the aim being to win points against the other team in order to make their players face the penalty as each time the shuttle hit the ground that the member of their team closest to the shuttle would have to face a penalty. Each penalty made the game increasing difficult for that player. The first penalty was to loose a leg meaning you had to hop, then another leg so that you were sat down. After that it was a hand so that you were limited to just one and if you were unable to hit it over after that, then you were out meaning you came off the pitch. The aim was to work together so that even players with 2/4 of the penalties could still remain in the game. The loosing team was the one that was first to loose all their players.
• Developmental Approach: Role models

  One approach I've used to help the development of social factors are role models in badminton. The role model I selected was the badminton player, Kirsty Gilmour. I read her about her online and watched videos of her performance. I then chose elements of her play that inspired me such as etiquette, codes of conduct and respect for self and others and discussed these sub-factors with my classmates. While playing my next badminton game, I tried to add these things into my play. One way I did this was by being respectful to my opponent. I did this by wishing her luck before the game, remaining respectful while winning points and thanking her for playing me after the game.
• Data Collection Method: General observation schedule


  A method I used to collect data on the physical factor was the general observation schedule in badminton.The general observation schedule was in the layout of a table. To complete it, my partner took separate videos of me playing 3 matches against my opponent. All the games were first to 21 points. After playing all the matches, I then watched the video back and used the GOS to tally down each time I performed each shot. Each tally would go to the left of the shot and in the column with 'effective', 'somewhat effective' and 'ineffective' depending on the outcome of the shot. After watching all 3 videos, I then calculated a percentage for the success rates of each shot. I then analysed my data to identify my strengths and weaknesses. Finally, I made sure to keep my results safe so that I could compare them to my re-tested results at the end of my PDP.
• Data Collection Method: Scatter diagram


  A method I used to collect data on the physical factor was the scatter diagram in badminton. The was in the layout of a Birds Eye view floor plan of my court. To complete it, my partner would video the court as my teammate would serve me my weakest shot from the other half of the court (mine was the smash). They would continue doing this until I had completed 10 successful smash shots. After doing so, I then watched the video back and marked a cross on the scatter diagram to show where on the court the shuttle had landed. Once I had done this will all 10 shots, I then analysed the data to determine the accuracy and success of the shots. Finally, I made sure to keep my results safe so that I could compare them to my re-tested results at the end of my PDP.
• Developmental Approach: Conditioned game

  One approach I've used to help the development of physical factors are conditioned games in badminton. To do this, I played a match against my opponent but such a specific rule set to allow me to work on a certain shot. I played this in my school PE hall against my training partner as I knew from previous matches that she was a similar skill level to me. The match was first to 21 points and played on a doubles court. The condition set on the game involved increasing the use of my smash as this was my weakest shot. We played that each time my opponent or I used the smash shot and won a point with it, then we could receive 2 points instead of just one. This encouraged me to use it more in order to gain points faster to win the game.
• Developmental Approach: Shadow practice


  One approach I've used to help the development of physical factors is shadow practice in badminton. I did this by going through the movements of my weakest shot with a racket but not a shuttlecock. I did this by repeatedly going through the movements needed to carry out the shot. This involved me doing the footwork involved and moving the racket to where I would be hitting and receiving the shuttle. As I was doing this, my partner was watching me while looking at a model performer checklist. They then gave me feedback after each try.