LOUDOUN ACADEMY PHYSICAL EDUCATION DEPARTMENT NATIONAL 5 PORTFOLIO PREPARATION Section 1: Understanding factors that impact on performance In this section you will learn about various Physical (Fitness) and Mental Factors that may impact on your performance. You will then need to provide a detailed explanation on the impact of two factors on your performance in two different activities. PHYSICAL (FITNESS) CARDIO RESPIRATORY ENDURANCE Cardio Respiratory Endurance (CRE) is the ability of the heart and lungs to provide the working muscles with oxygenated blood for a prolonged period of time. For example, CRE is important in longer distance swims. During these swims your body is working at a steady pace for a longer period of time. The energy required to do this is supplied aerobically, which requires your heart, lungs and blood system to supply oxygen to the working muscles throughout the swim. Therefore a high level of CRE delays the onset of fatigue / tiredness. This means that you will be able to maintain your technique and concentration levels for a longer period of time. Good CRE will also help you to maintain even splits (pace) throughout the swim and have enough energy for a sprint finish. Poor CRE results in you having to breathe more often or take longer deeper breaths during your swim in order to try and get the required oxygen to the working muscles. This in turn affects your technique meaning you start to swim less efficiently. MUSCULAR ENDURANCE Muscular Endurance is the ability of a muscle or group of muscles to perform repeated contractions for extended periods of time without tiring. If the muscles tire, due to poor Muscular Endurance, then the performer will be unable to make effective use of the muscles. For example, Muscular Endurance in the upper body is required when swimming for an extended period of time as you must be able to consistently use your arms to pull through the water for the duration of the race. SPEED Speed is the body s ability to perform an action in a short time. Speed can be split into two categories Whole body speed where your whole body performs an action quickly and Limb speed when a particular part of your body performs an action quickly. In swimming, speed is important in shorter distance races where you are working at your maximal pace to cover the distance as quickly as you can it can also be important in a longer distance race to produce a sprint finish at the end of the race.
STRENGTH Strength is the maximum force a muscle or group of muscles can exert at any one time. Strength can be further divided into Static Strength (muscles contract and hold one position), Dynamic Strength (muscles repeatedly apply force over a short period of time) and Explosive Strength or Power (muscles exert force in a short, fast burst). Dynamic Strength would be required when swimming short distances. Swimmers would require strong chest, arm and shoulder muscles when performing strokes like the freestyle, backstroke and breast stroke in order gain propulsion. Explosive Strength or Power is required when starting to give the swimmer the maximal force to propel them forward at speed to gain an advantage at the beginning of a race. FLEXIBILITY Flexibility (also known as suppleness) is the range of movement across a joint. There are two types of flexibility: static and dynamic flexibility. Static flexibility is necessary when you are holding a part of the body still. Dynamic flexibility uses the full range of movement across a joint for a short time within your overall performance. In swimming, dynamic flexibility is extremely important especially in the shoulder and ankle joints. This allows a wider range of movement and also allows you to place your limb in the most mechanically advantageous position. This will increase the stroke efficiency; allow optimum pull through the water and aid streamlining all of which can decrease the time taken to complete the swim.
MENTAL FACTORS LEVEL OF AROUSAL Level of arousal is the level of excitement, anticipation, stress, aggression, apprehension and nervousness. It refers to the state of mental preparedness for participation in an activity. It is important to be in the right frame of mind to perform. If your mental arousal is too low then you may not perform at your highest level as you may appear to be tired, disinterested or distracted. Then again if it is too high, you may become stressed due to expectations, the importance of the occasion or the number of people watching. If you are too psyched up or anxious you will not perform to your best, for example, false starting or increased muscle tension leading to poor technique when swimming. Performing in front of a crowd with everyone focussing their attention solely on you may also affect your level of arousal. ANXIETY An unpleasant state of inner turmoil often accompanied by nervous behaviour, restlessness, fatigue, concentration problems and muscular tension. All affect performance in a negative manner, and need to be managed or controlled to aid effective performance. Anxiety takes many different forms but within sport you may feel as though you are choking, you want to run away, cannot move your body in ways that you want. In short, you freeze when the moment matters. For example, you may perform well in practice but anxiety interferes with your performance in competition. It is normal to have pre-performance nerves and these can in fact help focus and prepare you for competition. But when the physical symptoms of anxiety are too great, they may seriously interfere with your ability to compete. Left untreated, it becomes a vicious cycle of negative thoughts and feelings followed by a poor performance. A recent example of Anxiety in Sport is Andy Murray when serving to win Wimbledon - 40 to 0 up in the final set, back to Deuce, then being break point down 3 times, before eventually winning. The thought of winning increased his anxiety and caused his performance to deteriorate, although in the end he was able to manage the anxiety and eventually overcome it to be successful. CONCENTRATION/FOCUS Concentration is the ability to stay on task. It is the ability to completely focus your attention on something for a period of time or pay particular attention to the task in hand. For example, if you are able to hold your concentration you are more likely to take in all the information you need to make good decisions like responding to your opponent or adapting to the environment. As you develop your level of competence within a sport you can start to shift your concentration from executing skills and techniques to the overall performance and other factors such as your opponent. For example, as well concentrating on your stroke production in swimming you must also remain focused on your target split times during the race.
Homework 1 Name Choose one of the following activities: Football, Hockey, Basketball or Netball Activity: 1. Explain how poor Cardio-Respiratory Endurance had a negative impact on your performance in the activity above. 2. Explain how Level of Arousal OR Anxiety OR Concentration had a negative impact on your performance in this same activity.
Section 2: Planning, Developing and Implementing approaches to enhance personal performance In this section you will learn about how and why the T10 Swim Test is used to gather information on Cardio-Respiratory Endurance (CRE). You will also learn how to develop your own personal performance in Swimming by planning and completing a suitable programme of work. Describing the T10 Swim Test Involves swimming as many lengths of the pool as possible in 10 minutes. Partner records split times every 40m An increase in the time taken to complete each split would indicate a poor level of CRE whereas consistent times would suggest a good level of CRE Split times were then plotted on a line graph to show differences in split times more clearly Partner also noted observed comments during the test. For example Partner also recorded the total distance swam which I compared with class-mates and national average ratings to show level of CRE. I compared my heart rate before and after the test to give an indication of how hard I was working. Why the T10 Test? It is a recognised test for gathering information on Cardio-Respiratory Endurance (CRE) It allows me to devise a suitable training programme aimed at improving my CRE It gives me a useful guide of my current fitness level. Establishing a benchmark for my fitness level gives me a permanent record of my performance I can repeat the test in the future and compare my results to identify if my training programme has been effective. Identifying my level of fitness also allows me to set realistic and attainable short and long term goals. Repeating the T10 swim test aids motivation as I see my results improving. Compare my results with national average ratings gives me an indication of my level of performance in relation to the rest of the country which again can be used to aid motivation. The T10 swim test is also a good choice as it very easy to set up with little equipment needed. What did you find? Summarise all of the information you gathered by describing and explaining the following data Split times (refer to line graph) Observed comments Overall test score and how it compared to class-mates / national average Pulse check before and after The Benefits of Interval Training It is specific to my chosen activity (Swimming) and also to developing my weakness (Cardio-Respiratory Endurance). It can be set at a suitable level taking into account my level of fitness. For example, I started session 1 of my programme by swimming 15 lengths (300m) as this was the distance I had swam in the T10. Work/rest intervals enables high intensity work to be undertaken with limited fatigue occurring. This means I am able to work harder and also stay in my training zone for longer. The rest periods ensure that I do not over train by working above my training zone. Progressive overload can be achieved very easily by carrying out more sessions (frequency), by working faster or by decreasing rest intervals (intensity) or by exercising for longer (duration). Interval training in the pool is more interesting than land based training which can help motivate me to work harder. Interval training is also easy to carry out as it does not require any specialist equipment.
Section 3: Monitoring, recording and evaluating performance development 3(a) Explain why it is necessary to monitor your performance development. (3 marks) It provides a permanent record of performance that can be compared at a later date It can show me whether progress is being made It gives me detailed information about my improved Cardio-Respiratory Endurance It allows me to make changes and adapt my programme It can show me whether the training method is appropriate and if it is at the correct intensity It can help motivation as I can see a visible improvement It will show me whether my short-term and long-term goals have been achieved. (1 mark should be given for each relevant point, or a development of a relevant point, including exemplification) 3(b) Describe how you monitored your programme of work (4 marks). Short and long-term goals Recording heart rate before and after each session Recording overall time for each session Repeated T10 swim test half way through and at the end of my programme and compared results Compared results with class-mates and national average ratings Internal feedback (personal thoughts and feelings) External feedback from partner / teacher 400m race (1 mark should be given for each relevant point, or a development of a relevant point, including exemplification) While you were carrying out your programme of work and monitoring it, you will have made decisions. 3(c) Explain the decisions you made (4 marks). After I completed session 1 of my training programme I realised that I was not working in my training zone for long enough in order to develop my Cardio-Respiratory Endurance as my first session only lasted 11 minutes 30 seconds. I therefore decided to increase the number of lengths from 15 lengths (300m) in session 1 to 18 lengths (360m) in session 2 so that I was working within my training zone for longer. This decision meant that I stayed in my training zone for closer to 15 minutes which is the minimum amount of time I need to be working for to develop my CRE. Another decision I made was to adjust my rest intervals as my teacher noticed that I was recovering very quickly in between each 40m repetition. I decided to take a pulse check during my rest interval in session 4 and this confirmed that my pulse had dropped to 120bpm which is below my training zone. I therefore decided to change my rest period from 45s in session 4 to 30s in session 5. This ensured that I would benefit from working in my training zone for the entire length of the session. Both decisions also made me more motivated to work harder as I felt the increase in lengths and adjustment to my rest periods made my training more of a challenge. (1 mark should be given for each relevant point, or a development of a relevant point, including exemplification)
Section 3: Monitoring, recording and evaluating performance development (continued) Choose another factor which you now consider relevant for your continued performance development. This factor must be different from the factors you explained in 1(a). You may draw on information you have gathered from monitoring and recording your performance development, any feedback you have received from others, or any self-evaluation you have carried out. 3(d) Explain this factor (2 marks) Describe Fear, Anger or Happiness as a development need and provide a brief explanation of how you know this factor requires development. 3(e) Explain what impact this factor might have on your performance in the future (3 marks). Use the bullet points over the page to help explain how your performance may improve in the future if you were able to overcome/improve the factor chosen in 3 (d). Include examples of how your performance may have improved.
EMOTIONAL FACTORS FEAR (affecting confidence / decision making) Fear means feeling frightened as a result of some sort of danger or threat. This can affect confidence and decision making make a person panic and do something unexpected. Manageable amounts of fear make sure a swimmer is well prepared for the demands of an important event. Fear of failure can also make sure that all training is completed to a high standard. Fear of this kind can also encourage a swimmer to try hard and not give up. Fear may also make a swimmer lose confidence in their ability and make them feel nervous. Fear of failure may prevent a swimmer from having the confidence to push themselves outside their comfort zone. The thought of making mistakes in front of team-mates, coaches and spectators can be so daunting that the swimmer sits inside their comfort zone just doing the bare minimum. Fear of losing might affect nerves and then make a swimmer react too quickly to the starter s gun moving a fraction of a second before the starter s gun goes off causing a false start. Panic can also come about as a result of fear making a swimmer respond by doing the wrong thing therefore leading to poor decisions. ANGER (affecting decision-making / concentration) Anger is a strong, uncomfortable emotion which arises as a result of being been offended or provoked. It can affect decision-making and concentration as wrong or rash decisions are taken. It can be something as simple as a performer shouting at themselves after a poor performance or over exerting themselves by not sticking to their race plan. Managed anger, in the correct measure, gives a swimmer a certain degree of determination. Anger without control will mostly affect performance negatively and will increase the amount of poor decisions made. For example, a swimmer may swim too fast in an early part of the race as they are worked up which affects their performance in the later stages. The ability to control anger comes from practicing in competitive situations which apply pressure to a swimmers performance levels such as racing against a much better swimmer. HAPPINESS (affecting confidence / resilience / determination) Happiness is a positive emotion that can help confidence, resilience, and determination. Good levels of confidence means a swimmer can go on and perform in front of large crowds because they believe they are capable of performing well. Being resilient and determined means having the ability to recover from negative performances, from injury and even negative feedback. Confidence can allow a swimmer to begin a performance in the right state of mind. This means they give their self the best possible chance of being successful right from the start. A swimmer who is resilient is adaptable. This means they are able to think on their feet and cope with the unexpected. This may include recovering from losing or being behind in a race. Being determined will make a swimmer work harder to overcome challenges and setbacks that happen during training and competitions.