EARLSTONHIGH SCHOOL

National 4/5 Physical Education

Pupil Information BookletPHYSICAL FACTOR

Name: _____________________

Teacher: ___________________1

Contents Page

Course Outline………………………………………. P4Assessment National 5………………………………. P5Assessment National 4………………………………. P7Cycle of Analysis…………………………………… p8Outline of all Factors………………………………… p9

Physical FactorPhysical Factors Table………………………………. P10Definition and impact on performanceCRE ………………………………………………….. p11Muscular Endurance..…………………...…………… p11Speed………………………………………………… p11Strength……………………………………………… p12Power………………………………………………… p12Flexibility …………………………………………… p12Coordination………………………………………… p13Agility……………………………………………….. p13Reaction time……………………………………….. p14Balance………………………………………………. P14Core stability………………………………………… p14

Cycle of Analysis Stage 1: InvestigateHow to collect data on your performance………….. p15Importance of collecting data on your performance… p15Types of data collection……………………………… p16Video………………………………………………….. p21Observation Schedules……………………………….. p22Match analysis sheet – badminton…………………… p23Match analysis sheet – basketball…………………… p24Match analysis sheet – hockey…..…………………… p25General Observation Schedule – swimming…………. P26General Observation Schedule – athletics……………. P27Scattergraph………………………………………….. p28

Cycle of Analysis Stage 2: AnalyseFitness testing……………………………………….… p29Strength……………………………………………….. p29

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Muscular endurance…………………………………... p29Flexibility…………………………………………….. p30Power………………………………………………….. p30Speed….……………………………………………….. p31CRE…...……………………………………………….. p31

Cycle of Analysis Stage 3: Developing a Training ProgrammeMethods of training……………………………….… p32Strength……………………………………………….. p32Muscular endurance…………………………………... p32Flexibility…………………………………………….. p33Power………………………………………………….. p33Speed….……………………………………………….. p33CRE…...……………………………………………….. p33Principles of Training………………………………... P34Developing a training programme…………………. P37An example of a CRE training programme…………… p38

Cycle of Analysis Stage 4: EvaluationEvaluating your performance……………………….. p40Positive impact on performanceStrength……………………………………………….. p40Muscular endurance…………………………………... p40Flexibility…………………………………………….. p40Power………………………………………………….. p41Speed….……………………………………………….. p41CRE…...……………………………………………….. p41

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Course Outline

June – July

1 theory period- Cycle of analysis

2 activity periods- activities not being covered in the course so can be assessed

August – October holidays

1 theory period- Physical Factor / Mental factor

1 activity period – choice between volleyball and rugby- Mental Factor

1 activity period – choice between basketball and hockey- Physical Factor: Fitness

October holidays – Christmas holidays

1 theory period- Unit assessment

1 activity period – gymnastics (can be used as a theory period also)- Emotional Factor

1 activity period – badminton- Physical Factor: Skills

January – Study leave

2 periods of theory- Preparations and final assessment- N4 = Factors Impacting on Performance Unit- N5 = Portfolio

1 activity period – choice between football and netball- Social factor

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Assessment- National 5

In order to achieve an overall course award you must: Pass a practical unit assessment Pass a written unit assessment

You are then graded in three areas: One-off practical performance in one activity- grade out of 40 marks Written task about planning for the one-off performance and a written task evaluating the

one-off performance, both graded out of 10 marks Portfolio of your knowledge and understanding going through the cycle of analysis for

factors impacting on performance – out of 40 marks and marked by SQA

Practical Unit AssessmentIn order to achieve a pass in each activity you must satisfy each of the following standards:

1.1 Selecting and applying straightforward movement and performance skills, with some complex actions, displaying consistency in control and fluency

1.2 Demonstrating body and spatial awareness with clear patterns and rhythms

1.3 Working co-operatively with others

1.4 Using and applying straightforward techniques and composition or tactics safely and effectively

1.5 Making appropriate decisions and straightforward adaptations in response to a range of variables

1.6 Demonstrating consistency of movement and performance skills in a range of performance contexts

Written Unit AssessmentIn order to pass this unit assessment you must show knowledge and understanding in the following areas:

Explain two factors that have an impact on your performance. Explain two methods you used to gather data on your performance Explain one strength and two areas for development Prepare a development plan to improve your weakness Implement your development plan and evaluate the sessions Show knowledge of at least two approaches to improve your weakness Provide evidence of monitoring your programme through different types of feedback Evaluate the effectiveness of your development plan Identify and explain two future development needs

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One-off PerformanceYou will choose one activity from the following list and you will be graded on this activity out of a possible 40 marks during one competitive game during school time:

Football Netball Hockey RugbyVolleyball Badminton Tennis AthleticsDance Basketball Gymnastics Mountain Biking

You will be graded on the following criteria:Standards 0 marks 1-2 marks 3-4 marks 5-6 marks 7-8 marksa) Performancerepertoire

Shows no evidence of abasicperformance repertoire

Applies a basicperformance repertoireoccasionally

Applies a basicperformance repertoirewith some consistency

Applies a basicperformance repertoireconsistently

Applies a broadperformance repertoireselecting and combiningsome skills appropriate tothe performance context

b) Controland fluencyof movementandperformanceskills

Shows no evidence ofeither control or fluencyduring the performance

Either control or fluencyare demonstrated duringthe performance

Both control and fluencyoccasionally demonstratedduring the performance

Both control and fluencyusually demonstratedduring the performance

Both control and fluencyusually demonstratedduring the performanceincluding responding tochallenges

c) Decision makingthroughouttheperformance

Shows no evidence ofappropriate decision makingskills

Demonstrates limited,appropriate decision makingskills in response toperformance demands

Demonstrates appropriatedecision-making skillsoccasionally, in responseto performance demands

Demonstrates appropriatedecision-making skillsthroughout performance inresponse to a range ofperformance demands

Demonstrates appropriatedecision-making skillsthroughout theperformance in response toa range of challengingperformance demands

d) Theeffectivenessof followingthrough ondecision making

Shows no evidence of8National 5 Physical Education: performance — assessment task 10effectiveness inperformance

Performs with limitedeffectiveness during theperformance

Performs effectivelyoccasionally during theperformance

Performs effectivelythroughout theperformance

Performs effectivelythroughout theperformance especially inresponse to challengingdemands

e) Extent towhich rulesandregulationsare followedandetiquette isdisplayed

Shows no evidence offollowing rules andregulations or displayingappropriate etiquette

Follows rules andregulations and displaysappropriate etiquetteoccasionally during theperformance

Follows rules andregulations and displaysappropriate etiquette atthe start of, during and atthe end of theperformance

f) Extent towhichemotions are

Shows no evidence ofcontrolling

Demonstrates control ofemotions

Demonstrates control ofemotions

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controlled onthe day oftheperformance

emotions duringthe performance

occasionallyduring the performance

throughout theperformance

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Planning and preparing written assessmentThe first written task is based on how you will plan and prepare for challenges that may affect you when performing in your practical one-off assessment. This section is worth 10 marks of your overall grade and is split up into the following areas:

Describe two personal challenges you need to prepare for Explain why these challenges might affect you in this performance Describe how you plan to prepare to overcome these challenges Carry out an appropriate warm-up

The second task is a written reflection based evaluating your one-off performance. This is also worth 10 marks of your overall grade and you will be asked to:

Evaluate your performance based on your plans and preparations Evaluate your overall performance

PortfolioThis is a large written piece of work which is sent off to the SQA to be marked and will be marked out of 40 marks. Over the course of the year you will gather evidence, knowledge and understanding of the cycle of analysis for a variety of activities and factors. In the portfolio you will be asked to:

Explain factors that impact on your performance Explain how you investigated these factors Explain how you developed your weaknesses Explain how you monitored your programme of work

Assessment- National 4

In order to achieve an overall course award you must: Pass a practical unit assessment Pass a written unit assessment

Practical Unit AssessmentIn order to pass this assessment you must achieve all of these standards in each activity:1.1 Selecting and safely applying a range of movement and performance skills, with some control and fluency 1.2 Demonstrating body and spatial awareness with some identifiable patterns and rhythms 1.3 Working co-operatively with others 1.4 Demonstrating techniques, composition or tactics safely 1.5 Making appropriate decisions and adaptations in response to variables 1.6 Demonstrating some consistency of movement and performance skills in straightforward contexts

Written Unit AssessmentIn order to pass this unit assessment you must show knowledge and understanding in the following areas:

Describe a method used to investigate factors impacting on performance Identify strengths and areas for development Identify factors that affect performance and describe ways to develop these factors Prepare and implement a development plan to improve your area for development Show your understanding of different types of feedback Explain how to monitor your performance

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CYCLE OF ANALYSIS

Throughout the N4-5 PE course you will be learning:

How to investigate your performance in activities in order to find out your strengths and areas for development.

How to plan and implement a suitable training programme to develop your weaknesses.

How to monitor and evaluate your performance.

This process is called the CYCLE OF ANALYSIS and is demonstrated in the diagram below:

1. Observe performance and collect data:This is where you gather information about your whole performance. Initial data is collected ideally in a competitive performance situation against an opponent of similar ability.

2. Collate the results and identify strengths and weaknessesThis is where you will analyse and interpret the initial data that you have collected to identify your performance strengths and weaknesses. In order to further investigate the specific weaknesses, focussed data can be collected.

3. Plan a training programme to improve weaknessesAt this stage of the cycle you will use the information you have collected to develop a training programme to develop your identified weakness. This must be relevant and specific to your own personal development needs.

4. Monitor training programme and performance.Finally and very importantly, you will monitor your programme to evaluate the effectiveness of it. You may need to adapt your programme if it is not having a positive effect of your performance.

Stage 1Observe

performance and collect data

Stage 4Monitor training programme and

evaluate performance

Stage 2Collate the results to identify strengths &

weaknesses. Focussed data can be collected at

this stage

Stage 3Plan a training

programme to improve weaknesses and carry out

training programme

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PHYSICAL, SOCIAL, MENTAL AND EMOTIONAL FACTORS

During your N4-5 PE course you will become very familiar with different FACTORS that can impact on your performance. There are four FACTORS that we will be concentrating on and within these FACTORS there are aspects that can affect your performance positively and negatively.

In the table below are examples of different Physical, Social, Mental and Emotional Factors which impact on performance that you will be learning about in N4-5 PE.

There will be a number of aspects under each FACTOR that you will be familiar with from your s3 course.

PHYSICAL

Endurance

Speed

Strength

Flexibility

Power

Agility

Coordination

Timing

Balance

Reaction Time

SOCIAL

Responsibility

Etiquette

Respect

Leadership

Cooperation

Contributing to a team/group

Compositional Requirements

Tactical Requirements

MENTAL

Level of Arousal

Managing Anxiety

Concentration/Focus

Motivation

Mental Rehearsal

Imagination

Flair

EMOTIONAL

Confidence

Self-Esteem

Independence

This booklet will now split into the four factors and go through the cycle of analysis for each factor in more detail.

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PHYSICALFITNESS TACTICS

SKILLS

In the table below is a list of all the PHYSICAL FACTORS that could affect your performance. You need to understand that aspects of fitness, skills and tactics all come under the same FACTOR of PHYSICAL.

FACTOR = PHYSICALFITNESS SKILLS TACTICSHockey /

BasketballBadminton Football / Netball

Physical FitnessCRE

Muscular EnduranceSpeed (Speed Endurance)Flexibility

Strength

Power

Skill Related FitnessCoordination

Agility

Reaction Time

Balance

Core Stability

Technical QualitiesTiming

Rhythm

Consistency

Special QualitiesImagination

Creativity

Flair

Adjustment

Quality of Performance

Control Fluency

Effort

Accuracy

Touch

Performance ConsiderationsPersonal S+W

Role Demands

Team S+W Opposition

Previous History

Environmental

Conditions

Principles of PlayWidthDepth

MobilityDelay

Penetration

Support

Communication

Tempo11

PHYSICAL – PHYSICAL FITNESSCardio Respiratory Endurance (CRE)

DefinitionThe ability of the whole body to work continuously for a long period of time without tiring.

Impact on Performance+ Ability to endure the whole performance at a high intensity+ Ability to continuously attack and defend effectively throughout a whole game+ Will not fatigue and therefore maintain high skill level, control, touch and concentration- Performer will become fatigued and out of breath more quickly and therefore be unable to keep up with play for example making runs into spaces and getting back to defend- As a performer becomes fatigued their decision making may be affected- With low levels of CRE, skill level may be affected

Muscular Endurance

DefinitionThe ability of a muscle or group of muscles to work continuously for a long period of time without tiring

Impact on PerformanceEach activity will use a muscle/ group of muscles repeatedly during a performance. The ability to use this group of muscles effectively over and over again requires high levels of muscular endurance and will allow a performer to continuously throw, run, pull and kick effectively. - If the group of muscles become fatigued you may not be able to fulfil your role or complete the eventto your highest ability. - For example, you will not be able to jump as high or as far towards the end of a long period of time; you will not be able to pull yourself through the water as efficiently in swimming.

Speed DefinitionThe body’s ability to perform and action or cover a distance in the shortest time possible

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Impact on PerformanceSpeed is required in individual and team activities.+ High levels of speed allows you to beat opponents to the ball, loose a marker, get into an effective attacking position to receive the ball and allows you to get into a defensive position quickly and effectively when required. + Speed endurance is also required in most activities as it is the ability to continuously make fast runs over a long period of time such as 400m and in team games.

Strength DefinitionStrength is the maximum force a muscle or group of muscles can exert at any one time.Strength can be static – when a muscle contracts and holds Strength can be dynamic – when muscles repeatedly apply a force over a short period of timeStrength can be explosive – applying maximum effort in one single action.

Impact on PerformanceStatic strength is essential in activities that require a performer to hold a position such as in gymnastics or resist a force such as the rugby scrum. + Having static strength allows the performer to hold their body in the fixed position more effectively.+ Dynamic strength is required in swimming in order to pull through the water as forcefully as possible. + High levels of explosive strength allows athletes to throw further, jump higher and jump longer distances.

Power DefinitionPower is a combination of strength and speed

Impact on Performance+ High levels of power can have a positive impact on your performance as it can allow you to perform a skill/action more effectively+ Having power allows you to smash/ hit/ kick a ball or shuttle faster with more strength giving your opponent less time to react

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+ In athletics having a fast run up allows you to generate a more powerful take off and this can impact how far or high you are able to jump and throw.

Flexibility DefinitionIs the range of movement across a joint.Some activities require static flexibility when you are holding a position.Some activities require dynamic flexibility when you require full range of movement across a joint for a short period of time.

Impact on PerformancePoor flexibility can ultimately result in straining or pulling a muscle.+ In subjective activities (awarded marks from judges) increased flexibility can gain performers more marks as they are able to perform skills more effectively.+ Increased flexibility allows a performer to gain more power in their kick/throw as they have a more effective follow through action.

PHYSICAL – SKILL-RELATED FITNESSCoordination Definition

The ability to control your body movements smoothly and fluently. To perform in a coordinated way, groups of muscles work in a specific sequence to create effective movement.Impact on PerformanceCoordination is particularly important in complex skills as there are many parts you have to join together for that skill to be effective.+ With increased coordination a performer is able to carry out a skill with more fluency, control and at speed+ For example, in order to gain the fastest time possible in the hurdles you must coordinate your stride length, number of strides between hurdles, the drive and extension of your leg over the hurdle, the lean forward and your opposite arm coming forward also.+ In order for a triple jumper to gain the maximum distance they have to coordinate arms and legs with control and fluency of the hop and step to generate as much speed and power right up until the jumping phase+ Coordination is needed in complex skills such as a basketball lay-up to ensure you do not travel with the ball by taking too many steps. You have to coordinate

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the bounce, catch, steps, jump and reach to basket.

Agility DefinitionAgility is the ability to change the position of the body quickly, precisely and with control. This uses a combination of speed and flexibility.

Impact on PerformanceAgility is important in any activity that you are required to change direction quickly whilst keeping balanced and in control.+ agility allows you to react to an unexpected situation+ agility allows you to turn quickly in order to dodge an opponent or avoid challenges+ agility also allows a player to change direction in order to get back in defence when possession is lost+agility can allow players to reach a shuttle or ball faster whilst also getting into the most effective position to return the ball or shuttle over the net.+ agility allows you to move your feet, body and centre of gravity into an effective position to remain balanced and in control.

Reaction Time

DefinitionReaction time is the interval of time it takes for a performer to choose a response to a stimulus and then perform the selected movements.

Impact on PerformanceA skilled performer has a quick reaction time by reacting to a stimulus, selecting a response and moving sharply.+ Having a good reaction time will allow you to start a race quicker than your opponent and therefore can be the difference between winning and loosing the race, especially in shorter distance events.+ Players on court have a very limited time to react to a ball/ shuttle in tennis, badminton, volleyball in order to be able to return it over the net effectively+ When performing you are constantly reacting to arange of stimulus such as the position/ speed of the ball and position of opponents.Your ability to pick up and process stimulus will affect your reaction time.

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Balance DefinitionBalance is the ability to retain the centre of gravity above the base of support when stationary (static balance) or moving (dynamic balance).Impact on Performance+ With high level of static balance you are able to hold your body in a certain position whilst remaining in full control. This can allow you to attempt more complex skills in gymnastics for example and gain a higher mark from judges.+With high levels of dynamic balance you are able to show control in more demanding situations such as when skiing over different terrain- with low levels of dynamic balance you will be less able to maintain control when reaching for a ball or when constantly adjusting your body position.

Core Stability

DefinitionThe ability to control the position and movement of the central portion of the body. This involves being in control of the muscles deep within the abdomen which connect the pelvis, spine and shoulders.

Impact on Performance+ Any activity that requires balance will require core strength+ with good core strength the muscles in your pelvis, lower back, hips and abdomen work together and this can allow you to be more powerful in all actions.- Poor core stability can result in lower back pain in particular and also leave you prone to injuries.

Stage 1 Cycle of Analysis - INVESTIGATE

COLLECTING INFORMATION (DATA) ON A PERFORMANCE

Why collect data on your performance?

By looking at your whole performance, in a game situation, against an opponent of similar ability you are able to establish your strengths and weaknesses in an activity.

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What types of data collection exist?

By collecting accurate data, you can focus firmly on improving your weaknesses that your data showed in your performance and you will not practice the wrong aspect of your performance.

Data collection also acts as a good method of monitoring your progress in an activity as you can complete it at the start of a programme of work / training programme and again at the end to measure improvement.

Collecting data in fitness allows you to find out exactly what level you are at and make sure your training is set at the correct level as well as allowing you to set goals and targets for motivation.

How can I ensure my data is useful?

In order for data collection to be useful it must be: Accurate (to provide a true reflection) this can be achieved by using someone

with knowledge of the activity to fill in the data collection. Relevant (to the performer and the activity) this can be achieved by looking at

a whole performance in a game situation, against an opponent of similar ability as well as the performance being of suitable length.

Reliable (consistent conditions) this can be achieved by using the same method at the start and at the end of your programme so results can be compared.

Objective (non-bias) this is not the opinion of someone but hard facts. Measurable (to enable comparison at a later date)

There are 2 main types of data collection: 1. subjective data collection2. objective data collection

1. SUBJECTIVE DATA – is data which has an element of personal opinion included. In Physical Education, this is usually data which is collected by yourself, e.g. a self analysis of your strengths and weaknesses in an activity.

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2. OBJECTIVE DATA – is more reliable data which is usually collected by an observer in a more controlled way, e.g. a match analysis or a recognised fitness test. If using a match analysis you could ensure the data was more reliable by playing against equal opponents, playing a full match and playing several games just in case you have a bad day! When using a recognised fitness test, it is important to ensure the conditions are always the same to ensure test results are reliable. It is also important the person recording the data has a good knowledge of the activity in order to make it valid results.

Eg scattergraph, observation schedule, match analysis sheet

Answer…

- consider who is going to be most honest and accurate- consider who will give a true reflection of your performance- have you considered someone else might have more knowledge

than you

Now you know why it is important to collect data on your performance, there are a few things to be considered to ensure the data you collect is relevant to you and your performance.

1. You firstly need to have a very good understanding of your roles and responsibilities of your preferred position. A few examples are given below:

Activity Position Main Role / ResponsibilityNetball Goal

Attack1. Shooting2. Setting up scoring opportunities3. Must have strong shooting and passing skills

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Why do you think it is more reliable to have someone else collect data for you?

Can you think why analysing

your performance by yourself may be

a problem?

Centre 1. move the ball from defence to attack2. restart the game in the centre circle3. must be quick and creative with passes

Volleyball Setter

Middle Blocker

1. create offensive scoring opportunities2. Block defensive shots

1. stop the opponents offence by blocking the other team’s hits2. Must also be able to attack and serve

Rugby Scrum Half

Prop

1. key player linking the forwards and the backs2. good speed, vision, awareness, quick hands and reactions to build attacks 3. controls when the ball is fed out to the backs from a scrum, ruck or moul

1. Stop the scrum from being pushed backwards, rather push the opposite team backwards2. Support or lift the jumper in a lineout to prevent the opposition from gaining possession of the ball3. Help secure the ball after a tackle and often hit the opposition defence at pace to draw their defenders in.

With an understanding of the different roles and responsibilities a position/ activity requires you can now start to consider:

2. The exact skills/techniques/ qualities you need to carry out these roles and responsibilities effectively.

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In order to find out what FACTORS are impacting on your performance you can now think about the different methods of gathering data. The method you choose will often depend on the activity and the data you want to collect.

Netball – Centre

Muscular Endurance

CRE

Agility

Passing

Speed

Tactics

Coordination

Concentration

100mFreestyleSwimmer

Co-ordinationAgility

Reaction TimeBalance

TacticsRace Strategy

Etiquette

Effort

StrengthStamina

SupplenessSpeed

Strength

ConcentrationStays calmConfidenceResilience

Skills and Techniques

Equipment

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Data Collection: Key things to remember and consider

Stage 1 in the cycle of analysis is when initial data is collected Can be referred to as general data, not specific to one area of your

performance, therefore looks at ALL FACTORS affecting your performance

This involves looking at your whole performance in a game situation This will allow you to analyse all your skills, techniques, roles and

responsibilities that you carry out in your performance

Ideally it will be a competitive performance against an opponent of similar ability

Can you think why it is important to be against an opponent of similar ability? What would happen if you were to play against Andy Murray or the New Zealand All Blacks??

The person carrying out the data collection will require a very good knowledge of the activity

This will allow you to collect more accurate data as they will have an understanding of effective and ineffective skills / techniques/ roles, responsibilities that you are carrying out.

Data collection can be used to monitor your progress in your training programme.

It is really important that the same method of data collection is used at the start and at the end to make it reliable. Would you be able to compare your results from week 1 to week 8 if you firstly used a scattergraph and then a match analysis sheet at the end?

Ideally it will be a competitive performance against an opponent of similar ability

Can you think why it is important to be against an opponent of similar ability? What would happen if you were to play against Andy Murray or the New Zealand All Blacks??

Collecting data will allow you to set yourself some targets and goals in your training programme

This can keep you motivated as you can see improvements in your performance even if you do not win or get a PB you can see you are on track and improving.

Before you decide on a method to use think about what you are trying to achieve using this method of data collection.

What information are you trying to collect?21

What do you as a performer actually need to be able to do to be effective in your activity / position?

What will you do with the data?

This will help you to choose a suitable method. There are many different data collection methods you can use but this course will highlight a few:

VIDEO SELF REFLECTION TEACHERS OPINION

DIGITAL ANALYSIS FITNESS TESTING OBSERVATION SCHEDULES

SCATTERGRAPHS MOVEMENT ANALYSIS SHEET MATCH ANALYSIS SHEET

MODEL PERFORMERS RUBRICS RESULTS ANALYSIS

For stage 1 in the cycle of analysis, we want to collect data on our whole performance and then at stage 2 analyse our weakness in more detail. This block we will concentrate on using methods appropriate for collecting data on our whole performance and then fitness in particular.

VIDEO OBSERVATION SCHEDULES MATCH ANALYSIS FITNESS TESTING

You must be able to describe 2 methods of data collection you used when investigating your performance. For each method you need to be able to explain:

Why you chose this method – why was this method appropriate How you used this method The positive and negative points of using this method What you found out from using this method – strengths/ areas

for development The factors that therefore impacted on your performance Give examples of how you knew your strengths and areas for

development

Methods of Gathering Data: Video

Why: - This method is useful as it allows me to watch my performance back and see for myself what I did right and what I was doing wrong/ struggling to perform

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- You can pause, rewind, play in slow motion and repeatedly play the video allowing analyses to take place in depth

How: - Somebody with knowledge of the activity and an understanding of what I am trying to achieve from the video films my performance.- My whole performance is filmed in a game situation against an opponent of similar ability to me- This allows all my skills, techniques, roles and responsibilities to be analysed.

Positives of using this method Negatives of using this method+ I can see a visual picture of my performance highlights and mistakes

+ Pause, rewind, replay to fill in written data effectively

- rely on technology working

- Time consuming watching it back to analyse your performance.

- you may not be able to see whole pitch / court in video

The following you tube clip of the Commonwealth Games netball final in Delhi, 2010 highlights how many rules and regulations there are. Therefore it is essential someone with knowledge of the game is watching and filming.

http://www.youtube.com/watch?v=IBz3RuIRORg

The following you tube link is a hockey game in Edinburgh when England played Scotland in 2012. This clip highlights some of the problems when using video as the angle is not always the bets to see all players and if they are fulfilling roles and responsibilities.

http://www.youtube.com/watch?v=5sXR12Zq8vg

The following you tube clip is from Sochi 2014, USA vs Sweden in the semi finals. This clip highlights the fast pace of the game and how difficult it is to analyse the goal at real life speed, therefore highlighting the importance of using the pause, rewind and replay of video technology.

http://www.youtube.com/watch?v=bj0Em5sxyjQ

Methods of Gathering Data: Observation Schedules

Why: - This method allows me find out my strengths and weaknesses in my performance based on all the skills, techniques, roles and responsibilities I should perform effectively.

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- It allows me to clearly see exactly what my weakness is and at what point in the game- It gives me a permanent record to compare future performances to

How: - someone with a knowledge of the activity watches my whole performance in a competitive game against an opponent of similar ability- Each time I perform a skill, technique, role or responsibility a tick or a cross is placed under that heading depending if was performed successfully or not.- This can be split up for time in the game or each set or quarter.- At the end of the game a total is calculated showing the number of successful against the number of unsuccessful.

Positives of using this method Negatives of using this method+ Can show all factors that have an impact on performance

+ easy to see the exact strengths and weaknesses

+ you can base results on time and when you performed well/ not so well in the game

- rely on someone filling it out to have a good knowledge of the activity to know when something was successful and not.

- Need to perform the skill/technique/ role or responsibility on enough occasions to get reliable results.

Observation Schedules can look very different depending on: The activity The information you are trying to collect How you are collecting the information

Over the next few pages are examples of different observation schedules that you can use.

Match Analysis can be classified as type of Observation Schedule.

Things to consider when making up an observation schedule:

Have you included all skills / techniques / roles / responsibilities that you require for your specific activity and your position

Have you included a key that is clear and easy to use

Is time an important factor? Is this included?

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After Game 1: strengths = what factor was the strength, then what aspect of this factorI know this because = give specific examples from the data you have gathered

weaknesses = what factor was the weakness, then what specific aspect of this factorI know this because = give specific examples from the data you have gathered

After Game 2 : Improvements made = Analyse and compare your results from game 1 and 2 to make evaluative comments with evidence from the data gathered

Match Analysis Sheet – BADMINTONName:Game 1 Date: This is the first time you play an opponent of similar ability Game 2 Date: preferably playing same opponent after completing programme

Key - Y Effective = You would give a description of what an effective shot would be, eg forced opponent to play a defensive shot; or won the point N Less Effective = You would give a description of what an ineffective shot would be, eg opponent could play an attacking shot; shuttle landed outLow/ short Serve High / long Serve Over Head Clear Drop Shot Smash Movement around

courtGame 1 Game 2 Game 1 Game 2 Game 1 Game 2 Game 1 Game 2 Game 1 Game 2 Game 1 Game 2

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Match Analysis Sheet – BASKETBALLName: Date: Position:

KEY: Y = effective:

N = less effective:

TIMEMinutes

PASSING SET SHOTS LAY UPS REBOUNDS SETTING UP ZONE

DEFENCE

MAN TO MA

MARKING

DRIBBLING

1st Quarter

2nd Quarter

Total Y= /N= /

Y= /N= /

Y= /N= /

Y= /N= /

Y= /N= /

Y= /N= /

Y= /N= /

3rd Quarter

4th Quarter

Total Y= /N= /

Y= /N= /

Y= /N= /

Y= /N= /

Y= /N= /

Y= /N= /

Y= /N= /

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Match Analysis Sheet – HOCKEY

Name: Date: Position: Defender

KEY: Y = effective:

N = less effective:

TIME

Minutes

BEAT THE OPPOSITON

TO THE BALL

MARKING EFFECTIVELY

GET BACK INTO OWN HALF

WHEN POSSESSION

HAS BEEN LOST

SUPPORT BALL

CARRIER

TACKLING PASSING CLEAR THE BALL

FROM DEFENSIVE

CIRCLE

1st Half

0-5 Y Y Y N Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N

6-10 Y Y Y Y Y Y Y Y Y Y Y N Y Y Y Y Y Y Y Y Y Y Y Y Y N Y Y Y Y Y Y Y Y Y Y N N Y

Y Y Y N

11-15 Y Y N N Y N Y Y Y Y N Y N N N Y N Y Y Y Y Y N Y Y Y Y N N Y Y Y Y

Y N

16-20 Y Y Y N Y N N Y N N N Y Y Y Y Y N N Y Y Y Y

Total Y= 17/20N= 3/20

Y = 16/20N = 4/20

Y= 8 /14N= 6 /14

Y= 18 /21N= 3 /21

Y= 15/17N= 2 /17

Y= 30/36N= 6 /36

Y= 6 /9N= 3 /9

2nd Half

0-5 Y N N Y Y Y Y Y N Y Y N Y Y N N N Y Y Y Y Y N Y Y Y N Y N N N Y N Y

Y

6- 10 Y N N Y Y N N N N N Y Y N N Y N N Y N Y Y N N N N N

N

11-15 N Y N N N N N N Y Y N N N N N N N N Y N Y Y N Y Y N N N Y Y

N N Y

16-20 N N Y N N N N N Y Y N N N N N Y Y N N Y N N Y N

Total Y= 7 /18N= 11 /18

Y= 10 /25N= 15 /25

Y= 3 /12N= 9 /12

Y= 10 /20N= 10 /20

Y= 4 /9N= 5/9

Y= 12 / 28N= 16 / 28

Y= 3 /7N= 4 /7

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Personal Performance Initial Analysis: 100m Front Craw Swimming

Swimmer Date

Observer

Entry (circle one) Dive Seated Dive Slip Entry In Water

Distance (m) Time SplitNumber of

Strokes Taken

Number of breaths taken

Observer Comment

0-25

25-50

50-75

75-100

Overall Time

Technique Success Criteria / X

Body PositionBody should be streamlined

There should be a smooth turn of the head to breath

Arm ActionFrom high elbow, hand enters water in front of head, thumb first

Hand pushes down and pulls through the water

Leg Action The feet and legs should maintain a steady, propulsive kicking action just below the surface

Swimmers Effort(Observer: mark point on continuum)

0 % 100 %

Swimmers Comment(How did you feel?)

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Observation Sheet: Athletics 800m

Name: _________________________ Observer: ________________________

Time: Position in Race:

Ask a partner to watch you compete; s/he must watch carefully so that the information is ACCURATE.

Factor Distance Race 1 Split Race

2Split

Aerobic Endurance

200m split – record the time in the next column

Aerobic Endurance

400m split – record the time in the next column

Aerobic Endurance

600m split – record the time in the next column

Aerobic Endurance

800m split – record the time in the next column

Aerobic EnduranceTactics

Where in the field are you after the break?

Aerobic EnduranceTactics

Where in the field are you at the bell?

Aerobic EnduranceTactics

How many times do you overtake in the race?

Aerobic EnduranceTactics

How many times are you overtaken in the race?

TimingTactics

When do you start your sprint finish? 50m/100m/200m/300m

Anaerobic EnduranceTactics

Is your sprint finish close with any other athletes?

Anaerobic EnduranceTactics

If your finish is close – do you win?

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Methods of Gathering Data: Scattergraph

How: - A diagram of the pitch / court is drawn out- Somebody with knowledge of the activity watches me perform in a competitive game against an opponent of similar ability- Each time I perform a skill/ technique the observer marks on the diagram using a key- This can be from where the shot/ skill was performed or where the shot/skill went

Why: - This method can allow me to see on a pitch/court where I took successful and unsuccessful shots from

- It can allow me to see where my shots landed and therefore if successful / unsuccessful- It allows me to clearly see exactly what my weakness is, rather than it just being a skill such as shooting or forehand or smash, but allows me to see if the problem is specifically when I take that shot from a particular area on the court- It is a visual picture of my performance that I can easily analyse

Positives of using this method Negatives of using this method+ I can analyse my skills/techniques in more detail as it shows where my shots were taken from/ went and if good /bad

+ It is a visual picture, easily analysed

- the key can become complicated

- Cannot tell difference between when in the game these shots were taken

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Things to consider when making and using a scattergraph:

What information are you trying to collect

Have you included a key that is simple and clear to use eg the different skills/ shots

Have you considered how you will show if a skill/ shot was successful or not?

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Stage 2 Cycle of Analysis - ANALYSE

Once you have gathered data on your whole performance using a:- Match analysis sheet- Observation schedule- Scattergraph- Video

You need to be able to look at your data and explain:- 2 strengths in your performance- 1 weakness in your performance

If your weakness is an aspect of fitness, you need to be able to use another method of gathering data to investigate this weakness further. In order to do this, we can use a fitness test. This will allow you to find out your specific level of fitness and then make up a specific training programme:

Strength

Testing strength:There are a number of tests for strength and you need to know the type of strength important for your activity before you choose the relevant test.

Static strength test: using a grip dynamometer - measures the strength in the hand/forearm

Dynamic strength test: Squat thrusts- measures your ability to repeat the exercise (do not confuse with ME)

Explosive strength test: 2 footed jump- measures the strength in your legs

Why use fitness tests?

- Testing your initial level of strength can allow you to compare your results to national averages. - This gives you an indication if your level of strength is a factor of your performance you need to develop or not.- allows you to compare future test results to ensure improvements are being made.

Muscular Endurance

Testing Muscular Endurance:

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You can use a number of tests to measure muscular endurance in different muscle groups in the body.All tests follow the same procedure: how many of one exercise you can repeat in one minute.

Testing muscular endurance in the arms:- how many press ups you can do in 1 minute

Testing muscular endurance in the legs:- how many squats you can do in 1 minute

Testing abdominal muscular endurance:- how many sit ups you can do in 1 minute

Why use fitness tests?

- Testing your initial level of muscular endurance can allow you to compare your results to national averages. - This gives you an indication if your muscular endurance is a factor of your performance you need to develop or not.- allows you to compare future test results to ensure improvements are being made.

Flexibility

Testing flexibility:The most common test for flexibility is the sit and reach test.This tests the flexibility in the hamstring and hip.

Why use fitness tests?

- Testing your initial level of flexibility can allow you to compare your results to national averages. - This gives you an indication if your level of strength is a factor of your performance you need to develop or not.- allows you to compare future test results to ensure improvements are being made.

Power

Testing power:There are two common tests used for measuring power.

1. Vertical jump test2. standing long jump

These tests are a measure of the explosive power in the legs. Additional distance and height can be achieved by using the arms.

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Why use fitness tests?

- Testing your initial level of power can allow you to compare your results to national averages. - This gives you an indication if your level of strength is a factor of your performance you need to develop or not.- allows you to compare future test results to ensure improvements are being made.

Speed

Testing speed:Speed is usually measured by timing a sprint over a short distance. The distance can be 20m or 40m.

Why use fitness tests?

- Testing your initial level of speed can allow you to compare your results to national averages. - This gives you an indication if your level of strength is a factor of your performance you need to develop or not.- allows you to compare future test results to ensure improvements are being made.

Cardio-Respiratory Endurance

Testing cardio respiratory endurance:There are a number of common tests for cardio respiratory endurance that will allow you to compare your results to the national average:

- Bleep test- 12 minute cooper run

Why use fitness tests?

- Testing your initial level of cardio respiratory endurance can allow you to compare your results to national averages. - This gives you an indication if your level of strength is a factor of your performance you need to develop or not.- allows you to compare future test results to ensure improvements are being made.

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Stage 3 Cycle of Analysis -DEVELOP TRAINING PROGRAMME

You now need to be able to write an 8 week training programme that is specific and relevant to your weakness. In this case, it is your aspect of fitness that you tested in stage 2 with a fitness test.

Before you write an 8 week programme you need to understand:1. Relevant methods of training to improve the aspect of fitness2. Principles of training that will ensure your training programme is progressively getting

harder each week.

1. Methods of training

Strength

Training to improve strength:

Weight training is a suitable method of training to improve strength.In order for weight training to be effective you use:

- Low repetitions (number of times you repeat the exercise)- High Intensity (heavy weight)

Muscular Endurance

Training to improve muscular endurance:

Circuit training is an effective method of training to improve muscular endurance in all muscles in the body.During circuit training you will choose 6-8 exercises that alternate working the muscles in the legs/ arms/ core. You will work for 45 seconds at the first station before getting 15 seconds rest to move on the next exercise at the next station.

For example:

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Weight training is also a suitable method of training to improve muscular endurance.In order for weight training to be effective you use:

- High repetitions (number of times you repeat the exercise)- Low Intensity (light weight)

Flexibility

Training to improve flexibility:

Stretching is the most effective method of training to improve or maintain your levels of flexibility.Stretching can be- Static: holding a stretch for a period of time

Dynamic: using movement across a joint such as leg swings or shoulder rotationIn order for training to be effective stretches must be held for a minimum time of 30-45 seconds and the stretching routine should be carried out at least 4-5 times a week.

Power

Training to improve power:

Power is a combination of speed and strength. Therefore to improve power you must train to improve the strength in the required muscles as well as doing exercises to improve speed.

Weight training is a suitable method of training to improve power.In order for weight training to be effective you use:

- Low repetitions (number of times you repeat the exercise)- High Intensity (heavy weight)- Remember exercises should be completed at speed.

Speed

Training to improve speed:

In order to train to increase speed you must improve the strength in the major muscle groups required in your activity. When training to improve speed you are working anaerobically (without oxygen) therefore you will rest for 4 times as long as you worked for. This may be that you do sets of 5 second sprints with a 20 second rest period.

Cardio-Respiratory Endurance

Training to improve cardio respiratory endurance:

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There are a number of methods of training suitable for improving your levels of cardio respiratory endurance. Training for cardio respiratory endurance involves working aerobically (with oxygen).

- Continuous TrainingMust be for a minimum of 20 minutesMust be continuous swimming, cycling or runningHeart rate is maintained in a training zone of 65-80% of your maximum heart rateMust be completed at least 3-4 times a week

- Fartlek TrainingContinuous running / swimming / cycling which includes short bursts of sprinting

followed by slower recovery then repeatingThis type of training can also develop speed endurance

Jog Run

Sprint

- Interval TrainingYou are exercising for a period of time and then have a period of rest to recover.For example, you would run a 400m in a set time then have 90 seconds to recover before repeating the 400m again for 4 sets.

2. Principles of training

Principles of training are very important when planning and implementing a physical fitness training programme. In order for the training programme to be effective you must apply the following principles:

Frequency Intensity Duration Progressive Overload Specificity Reversibility

Frequency

Frequency establishes how often you train within your training programme.

E.g. An individual who is training to improve their cardio respiratory endurance would need to train three to four sessions per week.During training the individual must work within their training zone for 20 to 30 minutes in order to training effectively.

Intensity

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Intensity determines how hard you work within your individual sessions during your training programme.

Setting high levels of intensity is important when training to improve many aspects of fitness.

Intensity can be adapted by altering the work/rest ratio during training.

E.g. An individual training to improve cardio respiratory endurance could reduce rest periods during training sessions in order to increase intensity of training. Wk 1 - 4x8 min run with 2 min rest – 50% of max speedWk 2 - 4x8min run with 1 min 45 secs rest – 50% of max speed

If an individual was training to improve strength they may increase the intensity of their weight training sessions by increasing the weight lifted every two weeks within their programme.

Wk 1/3 – bench press – 15kg, 20 repsWk 4/6 – bench press – 20 kg, 20 reps

Duration

Duration defines the length of time you train for within individual training sessions or the duration of your training programme.

Short, intensive training sessions will help improve anaerobic fitness. Longer, moderately intensive sessions will help improve aerobic fitness.

E.g. An individual training to improve their cardio respiratory endurance may decide to train for 20 to 30 minutes in their individual training sessions. Their overall training programme may last for a period of 10-12 weeks.

Progressive Overload

Progressive overload is a vital principle of training. It is crucial to apply this principle to ensure that you are continuing to progressive and improve throughout your training programme.

When implementing PO you should gradually increase the demands of your training programme.

If PO is not applied to your training programme training will plateau and will not continue to improve.

Training demands can be increased by varying:

Frequency

Intensity38

Duration

Specificity

Specificity is the key principle of training to apply to any training programme. Specificity ensures training is relevant to:

Your training needs Your training goals The activity you are training for Your level of fitness Your ability level

Reversibility

Reversibility applies if training ceases, which may happen due to injury or illness. Your body will loose the level of fitness reached through training quickly and as a

result of not training will revert to the condition it was before the start of your training programme.

If you don’t use it, you will loose it!!

Overtraining

Overtraining occurs when an individual training trains so hard leaving the body with no time to recover.

Athletes sometimes train longer and harder in order to improve however they leave their bodies with in adequate rest or recovery time.

If overtraining occurs this will cause a decrease in performance therefore no benefit will be seen from training.

To remember the Principles of Training we use:

F.I.D.O.S.R

F - frequencyI - intensityD - durationO - overloadS - specificityR – reversibility

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Training Programme

Things to consider:

1. How long do you have8 weeks

2. What is your end goalEg to improve my levels of CRE and to achieve level 10 in the beep test

3. What is the purpose of this training programmeEg to improve CRE to ensure that towards the end of a 40 minute football match I am still able to....

4. What stage are you at when starting outEg level 7 in the beep test

5. How many sessions a week can you commit to complete the training programmeEg train for football Tuesday / Thursday, so have Monday / Wednesday / Friday for fitness sessions

6. How do you make it specifica. To your weakness – method of training is specific to your aspect of fitnessb. Your activity – eg when playing football you will sprint, jog and walk throughout

a match: fartlek could be appropriate

7. Is it progressively getting harder- have you overloaded your traininga. Frequency – have you moved from 3 sessions to 4?b. Intensity – this could be adding in hill runs / increasing the weightc. Duration – have you increased the length of time running for / number of sets

8. How do you monitor the programmeDo you complete a fitness test half way through the programme to make sure it is working?

9. Is it interesting?Have you used a variety of appropriate methods

10.How will you remain motivated?Have you set short term goals?

11.Are you training within / out-with the activity?Within – your football training sessions or rugby training sessions (the activity that you are training for)Out- with – if you are training to improve your CRE for football, training out-with your activity would be continuous runs / swims/ cycle or fartlek training

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This is an example of a training programme that could help improve CRE for a football player:Day /Week

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Week 1

Continuous RunI = 65-75% MHRFlat course, no hillsD = 20 minutes

Team Football Training

Fartlek TrainingI= varied as sprint short side / jog long side / walk medium side of triangleD = 20 minutes

Team Football Training

Match day

REST

Frequency = 2 sessions

Week 2

Continuous RunI = 65-75% MHRMainly flat course, 1 small hillD = 24 minutes

Team Football Training

Fartlek TrainingI= varied as sprint short side / jog long side / walk medium side of triangleD = 24 minutes

Team Football Training

Match day

REST

Frequency = 2 sessionsOverload = Increase duration from 20 to 24 minutes / included 1 small hill in continuous runWeek 3

Continuous RunI = 65-75% MHRMainly flat course, 1 small hillD = 28 minutes

Team Football Training

Fartlek TrainingI= varied as sprint short side / jog long side / walk medium side of triangleD = 24 minutes

Team Football Training

Interval TrainingD = 10 sets of 40metre runs I = run as fast as can – 2 min rest

Match day

REST

Frequency = 3 sessionsOverload = Increase duration from 24 to 28 minutes in continuous run / increase frequency 2 sessions to 3Week 4

Continuous RunI = 65-75% MHRSeries of small hillsD = 32 minutes

Team Football Training

Fitness Test: same test as completed before the training programme started. Exactly the same conditions.

Team Football Training

During training same interval session as week 3 but with a football - dribbling

Fartlek TrainingI= varied as sprint short side / jog long side / walk medium side of triangleD = 28 mins

Match day

REST

Frequency = 3 sessions plus fitness testOverload = Increase duration from 28 to 32 minutes and included hills in continuous run / increase fartlek duration from 24 to 28 minutesWeek 5

Continuous RunI = 65-75%

Team Football

Fartlek TrainingI= varied as

Team Football

Interval Training

Match day

REST

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MHRSeries of small hillsD = 36 minutes

Training sprint medium side / jog long side / walk small side of triangleD = 32 mins

Training D = 12 sets of 40metre runs I = run as fast as can – 2 minute rest between

Frequency = 3 sessionsOverload = Increase duration from 32 to 36 minutes / increase fartlek duration from 28 to 32 minutes / Added two sets to interval sessionWeek 6

Continuous RunI = 65-75% MHRSeries of small hills and 1 large hillD = 40 minutes

Team Football Training

Fartlek TrainingI= varied as sprint medium side / jog long side / walk small side of triangleD = 36 mins

Team Football Training

Interval TrainingD = 14 sets of 50 metre runs I = run as fast as can – 2 minute rest between

Match day

REST

Frequency = 3 sessionsOverload = Increase duration from 36 to 40 minutes / increase fartlek duration from 32 to 36 minutes / Added two sets to interval session and increased distance in interval sessionWeek 7

Continuous RunI = 65-75% MHRSeries of small hills and 1 large hillD = 44 minutes

Team Football Training

Fartlek TrainingI= varied as sprint long side rectangle / walk short / sprint long / jog short repeatD = 36 mins

Team Football Training

Interval TrainingD = 16 sets of 50 metre runs I = run as fast as can – 2 minute rest between

Match day

REST

Frequency = 3 sessionsOverload = Increase duration from 40 to 44 minutes and included 1 large hill in continuous run / changed fartlek to rectangle to include more sprints / increased interval by 2 setsWeek 8

Continuous RunI = 65-75% MHRSeries of medium hills and 1 large hillD = 48 minutes

Team Football Training

Fartlek TrainingI= varied as sprint medium side / jog long side / walk small side of triangleD = 38 mins

Team Football Training

Fitness test:Same test as completed before training programme and also week 4. Completed in exactly the same conditions.

REST Match Day -Fill out same method of gather data

Frequency = 2 sessions plus fitness testOverload = Increase duration from 44 to 48 minutes and increased small to medium hills/ increased fartlek by 2 minutes

Fitness tests: - Must be the same fitness test to allow for comparisons to be made- The same conditions include:

Using the same equipment Completing it in the same area eg outside / inside Following the correct protocol

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Stage 4 Cycle of Analysis -EVALUATE

Now you have completed your training programme, it is important that you re-test using the same fitness test. This will allow you to compare your results to previous tests and check that your training programme has been successful.

It is also important that you complete the same observation schedule or match analysis sheet or scattergraph etc to compare and see if in a game/ performance situation, your aspect of fitness is now having a positive impact on your performance.

From evaluating your whole performance again, you can now see areas of strength and possible new areas for development. You need to be able to explain how they impact on your performance.

Strength

Impact on performance:

With an increase in strength you should be able to carry actions out more effectively in a number of activities.

- hold a balance in the correct position for longer- be more effective in stopping the opposition in a scrum- swim faster as you are able to use more force against the water- jump higher or further- throw a longer distance

Muscular Endurance

Impact on performance:

With an increase in muscular endurance you should be able to carry actions out more effectively in a number of activities for longer without your muscles feeling tired.

- cycle faster for longer- swim further- row further- Perform skills more effectively at the end of a game eg forehand in tennis

remains strong even after 3 sets.

Flexibility

Impact on performance:

With an increase in flexibility you should be able to carry actions out more effectively and efficiently in a number of activities.

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- Increased flexibility in the hips allows your kicking technique to be more effective.

- Increased flexibility in the hips also allows your hurdling technique to be more efficient

- Increased flexibility in the back can improve your high jump technique- Increased flexibility in the shoulders can allow a more efficient stroke in

swimming- Increase in flexibility across a range of joints will have a positive affect on

your skill level and performance in gymnastics.

Power

Impact on performance:

With an increase in power you should be able to carry actions out more effectively in a number of activities.

- increased power will allow you to jump further- increased power will allow you to jump higher- increased power will allow you to throw further

Speed

Impact on performance:

With an increase in speed you will see an improvement in your overall performance:- you will be able to beat a defender to get to a ball- out run the opposition when with the ball- you will be able to get the ball/ shuttle to be able to play a return shot- you will have a faster run up to take off for gymnastics and athletics- you could have greater speed in the arms or legs for striking objects

Cardio-Respiratory Endurance

Impact on performance:

Increasing your levels of Cardio respiratory endurance will have a positive impact on your performance.

- You are able to maintain a high skill level throughout the game- You are able to concentrate on all aspects of the game more effectively than

when tired- You will make less mistakes - You are able to cope with the demands of the activity, for example you will

be able to mark effectively and keep up with opponents throughout the game.

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