St Peter the Apostle HS

St Peter the Apostle HS

PE DEPT

METHODS REGARDING

GATHERING INFORMATION

ON FACTORS

RECORDING AND MONITORING DEVELOPMENT SESSIONS

CONTENTS

Method / Pg
FEEDBACK
INTRINSIC/EXTRINSIC FEEDBACK / 3
GROUP FEEDBACK / 4
FITNESS TEST
12 MINUTE COOPER RUN / 5
BLEEP TEST / 6
STANDING BROAD JUMP / 7
STANDING VERTICAL JUMP / 8
GRIP TEST / 9
30m SPRINT TEST / 10
FLYING 30m SPRINT TEST / 11
SIT AND REACH TEST / 12
SIT UP TEST / 13
ILLINOIS AGILITY RUN / 14
OBSERVATION SCHEDULES
GENERAL OBSERVATION SCHEDULE / 15-16
FOCUSSED OBSERVATION SCHEDULE / 17
SCATTER GRAPH / 18
TIME RELATED OBSERVATION SCHEDULE / 19
DIARIES/RECORDS
DISCIPLINE RECORD / 20
PERSONAL REFLECTION DIARY / 21
TRAINING DIARY / 22
QUESTIONNAIRRES
TEAM DYNAMICS QUESTIONNAIRE / 23-25
SPORT EMOTION QUESTIONNAIRE / 26
SPORT COMPETITION ANXIETY TEST (SCAT) / 27
SPECIAL EQUIPMENT
HEART RATE MONITOR / 28

FEEDBACK

Feedback is information you collect about your overall performance (both in terms of the physical performance and also the emotional/mental state of the individual).

There are different types of feedback. The types you use depend on the type of task you are completing, the type of skill being performed and the nature of the activity and the level of pressure the performer may be experiencing.

Using feedback in a meaningful way is essential for performance improvement. It helps you coherently plan improvements to your performance and provides reinforcement about the successful parts of your performance, encouraging you to work towards further improvement and developing confidence and self esteem.

The main types of feedback you should understand are:

Internal (Intrinsic) Feedback

This can happen instantly during a performance but it could be completed before and after a performance using a personal reflection diary or questionnaire.

External (Extrinsic) Feedback

This usually comes from a coach/teacher or sometimes from team-mates. The feedback can cover many elements of the performance including Physical and Emotional factors

For example, in a badminton after performing a poor shot the

Performer will instantly recognise the formation of negative

thoughts and emotions. They will vent frustration and show signs

of anger. A coach will provide encouragement and advice from

the sidelines using agreed Key words and phrases to work against

the negative emotions.

“Focus!!” “You can do this!!” “Head up!!”

Effective Feedback

For feedback to be most effective it needs to be positive. Positive feedback focuses on what you did well and suggests how further improvements could be made.

Feedback also needs to be precise and accurate and be given as soon as possible after the activity or part of the game.

TEAM/GROUP FEEDBACK

USING FEEDBACK PROFILE

Fitness Tests – Before/Monitoring Training Programme

Cooper Test/12 Minute Run

(Cardio-Respiratory Endurance)

The test comprises of seeing how far an athlete can run/walk in twelve minutes using a 400m athletics track.

• The teacher starts the test and blows the whistle to stop after 12 minutes.
• This test should be run at a steady, constant pace that you can maintain for the full duration.
• A partner should record the total distance covered to the nearest 100 metres.

Date ______

Target Distance (set before test) ______

Distance Achieved during Test ______

Normative data for the Cooper Test

Age / Excellent / Above Average / Average / Below Average / Poor
Males 15-16 years / >2800m / 2500-2800m / 2300-2499m / 2200-2299m / <2200m
Females 15-16 years / >2100m / 2000-2100m / 1700-1999m / 1600-1699m / <1600m
Experienced Athletes
Gender / Excellent / Above Average / Average / Below Average / Poor
Male / >3700m / 3400-3700m / 3100-3399m / 2800-3099m / <2800m
Female / >3000m / 2700-3000m / 2400-2999m / 2100-2399m / >2100m

Multistage Fitness (Bleep) Test

(Cardio-Respiratory Endurance)

• The multistage fitness test, also known as the ‘bleep test’ measures your Cardio-Respiratory Endurance.
  
• The test involves continuous running between two lines, which are 20 metres apart.
  
• The ‘bleeps’ get progressively closer together as you proceed through the test.
  
• Your score is the level you reach and the number of shuttles you run at that level. You are ‘out’ when you miss two consecutive bleeps.

Name ______Date ______

Target Score (set before test) ______

Score Achieved during Test ______

Standing Broad Jump (Leg Power)

• Stand with your feet up to the start line.
• Crouch, lean forward and swing your arms to help you jump.
• Jump horizontally off two feet as far as possible.
• A class-mate should measure from the start line to the nearest point of contact (usually the heels).
• Repeat 3 times and record Best Score

Gender / Excellent / Above average / Average / Below average / Poor
Male / > 2.01m / 2.00 - 1.86m / 1.85 - 1.76m / 1.75 - 1.65m / < 1.65m
Female / >1.66m / 1.65 - 1.56 / 1.55 - 1.46m / 1.45 - 1.35m / < 1.35cm

Target Distance (set before test) ______

Best Distance Achieved during Test ______

Standing Vertical Jump/Sergeant Jump (Leg Power)

• chalk the end of your finger tips
• stand side onto the wall, keeping both feet remaining on the ground, reach up as high as possible with one hand and mark the wall with the tips of the fingers (M1)
• from a static position, jump as high as possible and mark the wall with the chalk on his finger tips (M2)
• a classmate then measures the distance from M1 to M2.

/
Gender / Excellent / Above average / Average / Below average / Poor
Male / >65cm / 50 - 65cm / 40 - 49cm / 30 - 39cm / <30cm
Female / >58cm / 47 - 58cm / 36 - 46cm / 26 - 35cm / <26cm

Target Distance (set before test) ______

Distance Achieved during Test ______

Hand Grip Dynamometer Test (Strength)

The Hand Grip Dynamometer Test is conducted as follows:

• The athlete using their dominant hand applies as much grip pressure as possible on the dynamometer
• The assistant records the maximum reading (kg)
• The athlete repeats the test 3 times
• The assistant uses the highest recorded value to assess the athlete’s performance

Gender / Excellent / Good / Average / Fair / Poor
Male / >56 / 51-56 / 45-50 / 39-44 / <39
Female / >36 / 31-36 / 25-30 / 19-24 / <19

Target Score (set before test) ______

Score Achieved During Test ______

30m Sprint Test (Speed)

This test requires the athlete to sprint as fast as possible over 30 metres

• The athlete warms up
• The assistant marks out a 30 metre straight section with cones
• The athlete starts on the teacher’s whistle and the assistant starts the stopwatch
• The assistant stops the stopwatch as the athlete’s torso crosses the finishing line
• The test is conducted 3 times
• The assistant uses the fastest recorded time to assess the athlete’s performance

Target Time (set before test) ______

Time Achieved during Test ______

Flying 30m Sprint Test (Speed)

This test requires the athlete to sprint 60 metres.

• The athlete conducts a warm up for 10 minutes
• The assistant marks out a 60 metre straight section (AC) with cones and places a cone at the 30 metre point (B)
• From a sprint start with appropriate start commands (on your marks, set, "GO") from the assistant the athlete sprints the 60m
• The assistant starts the stopwatch on the command "GO"
• The assistant records the time the athlete’s torso crosses the 30 metre point (B) and the 60 metre point (C)

The following table are national averages for 16 to 19 year olds .

Gender / Excellent / Above Average / Average / Below Average / Poor
Male / <4 / 4.0 - 4.2 / 4.3 - 4.4 / 4.5 - 4.6 / >4.6
Female / <4.5 / 4.5 - 4.6 / 4.7 - 4.8 / 4.9 - 5.0 / >5.0

Performer ______

Date ______

Target Distance (set before test) ______

Distance Achieved during Test ______

Sit and Reach Test (Flexibility)

The Sit and Reach Test is conducted as follows:

• The athlete warms up, then removes their shoes
• The athlete sits on the floor with their legs fully extended with the bottom of their feet against the box
• The athlete places one hand on top of the other, slowly bends forward and reaches along the top of the measurement scale on top of the box as far as possible holding the stretch for two seconds
• The assistant records the distance reached by the athlete’s finger tips
• The athlete performs the test three times
• The assistant calculates and records the average of the three distances and uses this value to assess the athlete’s performance

Target Distance (set before test) ______

Best Achieved Distance during Test ______

Sit Up Test (Muscular Endurance)

How to conduct the test

This test requires the athlete to perform as many sit-ups as possible in 30 seconds.

• The athlete warms up for 10 minutes
• The athlete lies on the mat with the knees bent, feet flat on the floor and their hands on their ears where they must stay throughout the test
• The assistant holds the athlete’s feet on the ground
• The assistant gives the command “GO” and starts the stopwatch
• The athlete sits up touching the knees with their elbows, then returns back to the floor and continues to perform as many sit-ups as possible in 30 seconds
• The assistant keeps the athlete informed of the time remaining

The assistant counts and records the number of correct sit-ups completed in the 30 seconds and uses this recorded value to assess the athlete’s performance

llinois Agility Run Test (Agility)

The Illinois Agility Run Test is conducted as follows:

• The athlete lies face down on the floor at the start point.
• On command, the athlete jumps to his/her feet and negotiates the course around the cones as fast as possible to the finish.
• A classmate records the total time taken from their command to the athlete completing the course.

Gender / Excellent / Above Average / Average / Below Average / Poor
Males 16-19 / <15.2 secs / 15.2 - 16.1 secs / 16.2 - 18.1 secs / 18.2 - 18.3 secs / >18.3 secs
Females 16-19 / <17.0 secs / 17.0 - 17.9 secs / 18.0 - 21.7 secs / 21.8 - 23.0 secs / >23.0 secs

Target Time (set before test) ______

Time Achieved during Test ______

General Observation Sheets

General Observation Sheets look at our overall performance in an activity and allow us to highlight both Strengths and Weaknesses in our game. This knowledge allows us to develop our tactical play as we can play to our strengths whilst trying to overcome our weakness.

Skill/Technique/Area of Game / Successful / Unsuccessful
High Serve
Low Serve
Underarm Clear
Overhead Clear
Backhand Clear
Drop Shot
Forehand Net Shot
Backhand Net Shot
Smash
Effective Footwork
Varied Shots

Main Area of Strength ______

Main Area of Weakness ______

Performer’s name______

Observer’s name______

Factor Focus______

Activity ______

Skill performed / Total performed / Successful / Unsuccessful / Percentage successful / Percentage unsuccessful

Main area of strength

Main area of weakness

Focussed Observation Sheet

After gathering information on your whole performance you can look more closely at your weaknesses with a view to improving this in the future. A Focussed Observation Sheet allows you to break down a skill into smaller parts so that you can have more detailed information on your performance.

We break down a skill into Preparation, Action, and Recovery phases (PAR)

Skill/Technique ______/ Successful / Unsuccessful
Preparation
Action
Recovery

Immediate Development Need ______

Scatter Graph (Observation Schedule)

On the diagram below plot (using an X) where each overhead clear lands, or would have landed.

Name:______Date:___

Technique: Overhead Clear

Name:______Date:___

Technique: Overhead Clear

Time Related Observation Schedule

Performers name ______

Observers Name ______

Time
Minutes / Get back to defend quickly / Stay between man and basket / Interception or steal / Rebounding / Passing accurately / Dribbling
success / Set Shot /

Lay Ups

0 - 2
2 - 4
4 - 6
6 - 8
8 - 10
10 - 12

Put a “ √ “ in the box every time you see the skill done successfully.

Put a “ X “in the box every time you see the skill done unsuccessfully.

PERSONAL REFLECTION DIARY – MENTAL OR EMOTIONAL

Performance Development Plan - Training Diary

Training Session No. ______Date:______

My Target for this session is: ______

Approach(es)/Method(s) used today:______

Teacher’s Signature / Date______

TEAM DYNAMICS QUESTIONNAIRRE

TEAM DYNAMICS QUESTIONNAIRE RESULTS

YOUR SCORE FOR YOUR OPINION ON YOUR TEAM'S TASK COHESION

Question / Result / Level of Task Cohesion
1 / EXCELLENT / > 54
3 / VERY GOOD / 37 - 54
5 / AVERAGE / 36
8 / BELOW AVERAGE / 18-35
10 / POOR / <18
14
16
18

YOUR SCORE FOR YOUR OPINION ON YOUR TEAM'S SOCIAL COHESION

Question / Result / Level of Social Cohesion
2 / EXCELLENT / > 54
4 / VERY GOOD / 37 - 54
7 / AVERAGE / 36
9 / BELOW AVERAGE / 18-35
11 / POOR / <18
13
15
17

My opinion of our Teams' Task Cohesion is that it is ______.

My opinion of our Teams' Social Cohesion is that it is ______.

SPORT EMOTION QUESTIONNAIRE

Below you will find a list of words that describe a range of feelings that sport performers may experience. Please read each one carefully and indicate on the scale next to each item how you feel right now, at this moment, in relation to the upcoming competition. There is no right or wrong answers. Do not spend too much time on any one item, but choose the answer which best describes your feelings right now in relation to the upcoming competition.

Not at all / A little / Moderately / Quite a bit / Extremely
Uneasy / 0 / 1 / 2 / 3 / 4
Upset / 0 / 1 / 2 / 3 / 4
Exhilarated / 0 / 1 / 2 / 3 / 4
Irritated / 0 / 1 / 2 / 3 / 4
Pleased / 0 / 1 / 2 / 3 / 4
Tense / 0 / 1 / 2 / 3 / 4
Sad / 0 / 1 / 2 / 3 / 4
Excited / 0 / 1 / 2 / 3 / 4
Furious / 0 / 1 / 2 / 3 / 4
Joyful / 0 / 1 / 2 / 3 / 4
Nervous / 0 / 1 / 2 / 3 / 4
Unhappy / 0 / 1 / 2 / 3 / 4
Enthusiastic / 0 / 1 / 2 / 3 / 4
Annoyed / 0 / 1 / 2 / 3 / 4
Cheerful / 0 / 1 / 2 / 3 / 4
Apprehensive / 0 / 1 / 2 / 3 / 4
Disappointed / 0 / 1 / 2 / 3 / 4
Angry / 0 / 1 / 2 / 3 / 4
Energetic / 0 / 1 / 2 / 3 / 4
Happy / 0 / 1 / 2 / 3 / 4
Anxious / 0 / 1 / 2 / 3 / 4
Dejected / 0 / 1 / 2 / 3 / 4

Scoring Instructions:

Anxiety = (uneasy + tense + nervous + apprehensive + anxious)/5 = ______

Dejection = (upset + sad + unhappy + disappointed + dejected)/5 = ______

Excitement = (exhilarated + excited + enthusiastic + energetic)/4 = ______

Anger = (irritated + furious + annoyed + angry)/4 = ______

Happiness = (pleased + joyful + cheerful + happy)/4 = ______

The response stem can be changed to refer to current or previous competition as required although the SEQ has only been currently validated for pre-competition use.

HEART RATE MONITOR

Your training zone for improving CRE is 70 – 80 % of you maximum

heart rate (maxHR). See example below:

MaxHR = 220 – your age (16) = 204bpm

70% of maxHR =142bpm

TRAINING ZONE

80% of maxHR =163bpm

In order for your continuous training to be effective, you must ensure that you are always working within your training zone.

Diagram: Shows Age against Heartrate. AEROBIC zone for CRE (70-80% of max) – Approx 140-160 BPM for 16 yr old.