Physical EducationQ&A by dot point

Matching appropriate data-collection methods to each of the four factors, including questionnaires and self-reflection for mental and emotional factors, observation schedules and peer or coach feedback for social and skill factors, and standardised tests and movement analysis for physical factors, and the difference between qualitative and quantitative data.

Judging the quality of data-collection methods using reliability, validity, practicability and appropriateness, the value of comparing results against a model performer, and the organisational issues to consider when gathering data.

Methods of collecting information on factors impacting on performance, including why data is gathered (the cycle of analysis), general and specific observation schedules, the use of recognised standardised fitness tests, and gathering both initial (baseline) and ongoing data.

Approaches to develop performance, including selecting appropriate approaches for each factor, the use of SMART targets, and the principles of effective practice such as progression from simple to complex and from practice to game-like conditions.

Methods of developing performance, including fitness training methods (continuous, fartlek, interval and circuit training) and skill-development methods (repetition or gradual build-up, and pressure drills), and matching a method to the factor being developed.

Planning a programme of work to develop performance, including using collected data to set priorities and targets, designing sessions that apply the principles of training, breaking a programme into phases, and adapting and implementing the plan.

The principles of training that make a programme effective, including specificity, progressive overload, the FITT principle (frequency, intensity, time, type), reversibility, and the need for rest and recovery to allow adaptation.

Emotional factors that impact on performance, including happiness and sadness (affecting confidence, self-belief, resilience and optimism), anger (affecting self-control and decision-making), fear and trust, and how managing emotions can have a positive or negative effect.

Mental factors that impact on performance, including the information-processing features (concentration, decision-making, problem-solving and anticipation) and the psychological traits (level of arousal, anxiety, mental toughness and motivation), and how each can have a positive or negative effect.

The fitness part of the physical factor, including the components of physical fitness (cardio-respiratory endurance, muscular endurance, strength, speed, flexibility and power) and skill-related fitness (agility, balance, co-ordination and reaction time), and how each can have a positive or negative effect.

The skills and tactics parts of the physical factor, including the quality of skills and techniques (accuracy, consistency, control and fluency, and repertoire) and the use of tactics and composition (width, depth, support, penetration, and recognising strengths and weaknesses), and how each can have a positive or negative effect.

Social factors that impact on performance, including communication, co-operation, roles and responsibilities within a team, etiquette and respect for rules, relationships and team dynamics, and inclusion, and how each can have a positive or negative effect.