The Physical Factor

Higher PE - The Physical Factor

1. INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock The Physical Factor HIGHER PE

2. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. This PPT will be consider everything PHYSICAL FACTOR. This will guide you through some of the key areas you have covered and will be an essential study guide. After each key area you will be provided with exam type questions relevant to the key area. You should attempt these and return/submit to your teacher.

3. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. How the Physical Factor Impacts Performance How the Physical Factor Impacts other Factors HOW and WHY we Collect information on the Physical Factor HOW and WHY we Set Goals in the Physical Factor What Physical Approaches we use and Why How we Record and Monitor Progress in the Physical Factor CONTENTS

4. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Answer the questions on: Slide 10 (allocate yourself 12 minutes to answer this) Slide 15 (allocate yourself 18 minutes to answer this question) Slide 28 (allocate yourself 12 minutes per question) Slide 45 (allocate yourself 12 minutes per question) TASKS

5. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. The Physical Factor Within the Physical Factor there are a number of features that can impact upon a performance. See below: FITNESS (PHYSICAL AND SKILL RELATED) SKILLS TACTICS CRE TIMING WIDTH SPEED RHYTHM DEPTH POWER CREATIVITY ROUTINES AGILITY FLEXIBILITY ACCURACY STRENGTH CONTROL REACTION TIME BALANCE

6. How does the PHYSICAL FACTOR IMPACT PERFORMANCE?

7. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Within section 1 of the exam it is unlikely you will be asked about the impact a factor has on a performance but it is highly likely to be asked such a question in section 3 – the scenario section . W hen writing your answers for factors impacting on performance, you want to gain some real depth so consider: the impact it initially had on you the impact it then had on the game/performance t he impact this could have on the opposition You will be able to do this if you follow our PEgI structure.

8. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Positive Agility example: ‘Having high agility levels in rugby was great when playing on the wing (POINT).  When I was carrying the ball, I was able to fake to go one way to put my opponent off balance then quickly change direction to exploit the space I created (EXAMPLE).  This lead to me getting past defender and driving into space to score a try (IMPACT).’ – 1 mark awarded In the point we can see the activity has been mentioned, the terms ‘high’ agility and ‘ great’ have been used so we know it is positive . In the example we can see how it affected the performer as he/she could fake to go one way In the impact we could then see how it affected the opposition as he/ she could then run past the defender and drive in to space.

9. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Negative Agility example:   ‘Having poor agility hindered my performance in tennis (POINT).  After returning my opponents shot to the back left of the court, I was not able to quickly change direction and reach their next shot in to the back right of the court (EXAMPLE).   This lead to me being unable to chase down his shot and losing the rally (IMPACT).’ . In the point we can see the activity has been mentioned, the term poor agility and hindered have been used so we know it is negative. In the example we can see how it affected the performer as he/she could not change direction to reach the next shot In the impact we could then see how it affected the performance as they could then not chase down the shot resulting in a lost point.

10. Question section Explain the impact the physical Factor could have on a performance (4) Considering the previous two examples and the features identified on slide 6. Aim to answer this question. Make your point (identify factor, feature, activity plus positive or negative terminology) Present your example (how does the feature affect you? what are you able/unable to do?) Write your impact (how does this affect the rest of the performance? How might affect your team or opponents?)

11. How does the PHYSICAL FACTOR IMPACT ANOTHER FACTOR?

12. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. A factor can affect many aspects of a performer and their performance. The impact can affect other features that may be MENTAL, EMOTIONAL AND SOCIAL. For example should a performer have low levels of CRE this will impact the performers physical performance as well as impacting How they think during the performance (Mental) How the feel during the performance (Emotional) How they interact during the performance (Social) The examiner is looking for you to demonstrate a deeper understanding of the factor. You have scratched the surface when you consider how it impacts your physical performance but when you start to consider how it impacts your mental, emotional and social state, you are demonstrating a deeper understanding of the role of the factor.

13. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Imagine you are being asked the following question: Analyse the impact the physical factor may have on each of the other three factors (6) You must first consider what is needed to analyse. Here you should include three areas to your answer similar to how you structure PEgI answer. = PARAGRAPH 1 = PARAGRAPH 2 = PARAGRAPH 3 IDENTIFICATION IMPLICATION IMPACT

14. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Example and answer Analyse the impact the physical factor may have on any other factor of your choice (1) Low levels of  CRE in the physical factor  can lead to a loss of motivation in the mental factor in the last set of a long tennis match ( Identification ). It is likely that as the performer begins to tire and their legs begin to hurt, they lose the desire to keep pushing through the pain barrier to reach shots ( Implication ). This can then lead to the performer not chasing down shots into the corner and losing easy points in rallies ( Impact )

15. Question section Analyse the impact the physical Factor could have on each of the other three factors (6) Considering the previous two example and aim to answer this question. Identify what factor is being affected because of the physical factor. Implicate the physical factor by presenting a situation where the performer is being affected by the physical factor. Offer a detailed impacts explaining what is happening to the affected factor as a result.

16. HOW and WHY we collect information on the Physical Factor

17. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Having learnt how the physical factor can impact on performance, it is time to assess your levels of performance in the physical factor. This occurs in a process referred to as either collecting information/data collection or data gathering and is the first step on the Cycle of Analysis which lies at the heart of our course. First of all we will consider why it is important to collect information/gather data on a performance. We will then consider the methods/tests/tools we use to collect information We will then describe, explain, analyse and evaluate each of these methods/tests/tools.

18. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Why is it important to collect information on the physical factor? EXAMPLE IMPACT Collecting information allows a performer to identify their physical strengths and weaknesses. This can lead to a performer being able to create an appropriate personal development plan (PDP) that is specific to their physical weakness and sport. It can also allow the performer to set the physical approaches at the correct intensity and ensure they work at the correct level. Collecting information will also provide the performer with a baseline measurement of their physical performance. This means the performer will always have a reference point to look back upon to see if they have improved when they re-test. Such comparisons can offer confidence and motivation boosts which can lead to them putting in 100% effort. Collecting information can allow the performer to gain data that will guide their target setting This can then allow the performer to set achievable and realistic physical goals that can boost their motivation. This will ensure their effort remains high because the target will be with their reach

19. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. HOW can we collect information? WHAT types of information can we use? Quantitative Data Qualitative Data Quantitative data provides objective information with no personal opinion attached. This data type is usually in the form of quantities such as scores, numbers, times, distances etc. Examples include: General Observation Schedule Focused Observation Schedule Multi-Stage Fitness Test Illinois Agility Test Qualitative data is open to subjectivity as opinions play a role due to you, a partner or a coach providing/recording information. Examples include: Questionnaires Mental Self Reflection Sheet Internal Thoughts and Feelings Teacher Feedback

20. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. HOW did we collect information on the PHYSICAL FACTOR = General Observation Schedule

21. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Describing the GOB

22. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Benefits of the GOB = EXPLAIN Benefit Impact A reason I used this tool was because it was reliable . It allows me to collect information across all of the skills that are used in the activity… This means that Another reason why I used this tool was because once completed it as then permanent record of information with my baseline results… This means that Another reason I used this tool was because it was practical . This tool was easy to understand and complete. The completed tool then provided me with quantitative data… This means that Another reason why this tool was useful was because it was valid and reliable . The information collected came from a total of three matches/performances against opponents of a similar ability… This means that

23. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Limitations of the GOB = ANALYSE AND EVALUATE

24. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Explain why you could use this method to collect data on the physical factor. (4) ‘I used the GOB because it was practical as the table was very clearly laid out with easy to understand headings.   This meant I knew I would have little difficulty completing the GOB and this therefore would lead to me providing me with accurate results of my skilled performance.’ ‘I also used the GOB because it was practical as it was very easy to interpret my data.   This meant it was easy for me to identify my strengths and weaknesses as I simply looked at the percentages of successful and unsuccessful skills. This then lead to me carrying out a Focused Observation Schedule to understand why my weaknesses were weak.’ ‘Another reason why I used the GOB was because it was valid as it involved me playing against opponents of a similar ability.   This meant it replicated the conditions I normally played in and showed me performing at my typical levels to give me a true understanding of my capabilities.’ (3 marks)

25. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Analyse how suitable this method is in collecting data on the physical factor. (4). ‘It is important that I have a high knowledge levels of the activity when carrying out the GOB.   This is because it will allow me to correctly identify what skill/technique is being performed at what level of effectiveness and therefore ensure that I place tallies in the correct boxes to provide me with an accurate overview of my strengths and weaknesses.’ However I must ensure that bias does not influence the results as this will lead to incorrect data that I cannot rely upon. ‘Another important thing to take into consideration when completing the GOB is the level of opposition I play against.   This is because if I were to play against opponents of a lower ability than me, I may be under less pressure than what I typically would be and my skill levels may look higher than what they actually are.’ ‘Finally, it is important that I am observed in at least 3 matches when completing the GOB.   This is because if I were observed playing in just 1 match, I may have an off-day and therefore gain an inaccurate collection of my results on my skilled performance which can then lead to me incorrectly identifying a skill as a weakness and starting a pointless development plan.’

26. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Evaluate how effective this method was in collecting data on the physical factor. (4) ‘The GOB was fairly effective in collecting data on the physical factor.’ ‘One benefit of the GOB was its practicality as it was very easy for me to complete a well laid out table.  This meant I highly trusted the data I gained as it was unlikely that I made any mistakes and I felt confident that I was accurately identifying my strengths and weaknesses.’ ‘‘A second benefit of the GOB was that it was a permanent record which made it measurable.  This meant it was highly effective in helping me make comparisons between my baseline data and my halfway re-testing to measure any improvements in my game.’ ‘However, the GOB was slightly limited in that it’s appropriateness could be questioned as it did not show me why skills of mine were weak.  This meant that although I knew why a skill was weak, I did not know why and this negatively impacted my motivation as I then had to do even more data collection with a Focused Observation Schedule before I could even consider a development plan.’ 3 marks

27. Question Section Describe one method you could use to collect data on physical factors. (4). Explain why you could use this method to collect data on the physical factor. (4) Analyse how suitable this method is in collecting data on the physical factor. (4). Evaluate how effective this method was in collecting data on the physical factor. (4) Referring to pages 51-56 in your support booklet (accessible via TEAMS page) can you answer the following questions

28. HOW and WHY we DO WE SET GOALS IN THE Physical Factor

29. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Before creating your physical PDP, you need to know what you want to achieve. It is therefore vital that we set goals for both the short and long-term to guide our planning. The goals we set are informed by the data we have gathered at the start of the Cycle of Analysis. The next few slides will consider: Why do we set goals? How do we set effective goals? What goals can we make? Why might we reprioritise goals?

30. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. EXAMPLE IMPACT A performer should set goals when planning their development plan as it will give each training session a specific focus This means performers can fully concentrate on a specified weakness that they need to improve as it can help them select relevant approaches that complements their goal.’ A performer should also set goals when planning their training programme as it can be used to boost their motivation levels This means performer will really want to achieve the goals they have selected and will give 100% effort into every session and also ask their coach for further feedback in order to improve It can also lead to performers doing extra training outside the training ground to further bolster their weaknesses.’ Setting goals can also help a performer track and monitor their progress This means performers can assess how effective their development plan is by seeing if they have been reaching their goals. It can lead to them getting a confidence boost and setting even higher goals in the future to ensure they do not hit a plateau or lead to them investigating why this has been happening and adapting their plan to make it more relevant to their performance levels.’ Why do we set goals?

31. Goals cannot be picked at random - for them to be effective they require clear thought and planning. Therefore, whenever we set goals we should follow the SMART acronym. Under each heading write down why you think you need to consider these when planning effective goals. SMART SPECIFIC MEASURABLE ADJUSTABLE REALISTIC TIMED Speak with your class teacher in person or via email. HOW do I set goals?

32. Explain what a performer may consider when setting goals for physical factors. (4). ‘A performer may follow the SMART acronym when setting goals for physical factors.’ ‘Their goal should be a specific one that is not written as a general statement. This means they can focus more closely on a certain element of their physical weakness and give them a clear aim to focus upon which can lead to them improving that area.’ – 1st mark ‘Their goal should also be measurable and contain figures (quantitative) that can be compared against. This means it will be easier for them to measure if they have met their physical goals and can help them when considering their next goal as they simply adjust the figures based on the success of the previous session.’ - 2 nd mark ‘Their goal should also be adjustable and not set in stone. This means they can take into account issues such as illnesses, injuries or performance plateau’s that crop up and the goal can take this into consideration and be amended to better suit the performer.’ – 3 rd mark The performer should also ensure their goal is realistic to their ability levels. This means they can set a target that is challenging but not overstretching which can ensure that they remain motivated in their pursuit of improvement. This can then lead to them giving 100% in all sessions as they know that improvements are within their reach and they will be willing to keep persevering even when the going gets tough.’ – 4 th mark Finally the goals set should follow a timescale . Goals should be planned for the short term and the long term as this will provide the performer with a clear training focus and end objective. This will ensure the performer can plan training appropriately. – additional mark Speak with your class teacher in person or via email.

33. Goals can be set for either a prolonged period of time (long-term goals) or a shorter duration (short-term goals). It is important however that you apply the SMART acronym to your goals in order for them to be considered as effective. Speak with your class teacher in person or via email. WHAT type of goals can I make?

34. LONG-TERM GOAL : I CAN… Provide a SPECIFIC focus to my goal Provide a TIME- BOUND focus to my goal SHORT-TERM GOAL : I CAN… Provide a SPECIFIC focus to my goal Provide a TIME-BOUND focus to my goal Provide a MEASURABLE focus to my goal Speak with your class teacher in person or via email.

35. By the end of my 6 week development programme I want to improve my CRE levels in football so I can continue to stay with my opponent when defending at the end of the game and maintain a high skill level throughout my performance. LONG TERM EXAMPLE PHYSICAL By the end of my 6 week development programme I want to improve my decision making so that I do not give away possession of the ball by passing to a team mate who is being marked or taking a shot when my team mate is in a better position to shoot. This allows the other team an easy opportunity to intercept or gain possession of the ball. LONG TERM EXAMPLE MENTAL Long-term goals are usually static in nature and represent an aim you wish to achieve by the end of your development plan. It is important that you apply the letters S(pecific), (R)ealistic* and T(ime-bound) to such goals. Look at the examples below. SPECIFIC TIME BOUND Long Term Goal Setting

36. SHORT TERM EXAMPLE PHYSCIAL By the end of today’s fartlek training session I want to have my heart rate at 155bpm at least twice during the session. By the end of today’s visualisation session I want to clearly imagine myself making an effective pass to a team mate in space In 3 different attacking situations. SHORT TERM EXAMPLE MENTAL Short-term goals should act as stepping stones towards achieving your overall aim and nudge you further along the pathway in pursuit of your long-term target. Short-term goals are much more dynamic in nature and owe a great deal to effective monitoring of performance and feelings. Ensure that you apply the letters (S)pecific, (M)easurable, (A)djustable*, (R)ealistic* and (T)ime bound to these goals. Take a look at the examples below. SPECIFIC TIME BOUND MEASURABLE Short Term Goal Setting

37. A performer may need to re-prioritise goals if they find a new and more important weakness . This will mean this new weakness is have a more detrimental impact on their performance and as such will need to redirect their attention. In doing so, this will mean they are focus their attention on a priority. A performer may need to re-prioritise goals if they are finding their training boring . For example, after two weeks I found shadowing drills to be demotivating and started my session off negatively. This meant that drills were not as effective and my footwork was not executed with enough intensity. I changed my approach to be more suited to my ability. A performer may need to re-prioritise goals if they have set a goal that is too easy . If the goal is too easy to achieve the performer will feel an initial spike in performance and confidence level however this will be short lived. As a result the performer will not progress fully and will experience a plateau in their performance standard. A performer may need to re-prioritise goals if they have set a goal that is too hard . If the goal is out with the reach of the performer they will not achieve the goals. As a result the performer will experience failure which will hinder the performer’s confidence levels. WHY reprioritise a goal

38. WHAT Physical Approaches we use and why

39. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Physical Approaches Once we have completed our data collection and then consider what we want to achieve in terms of targets and goals we then need to carry out a number of approaches to improve our performance. The next few slides will consider: Gradual Build Up and Repetition Drills We will consider how we describe these approaches We will consider how we would explain their suitability We will analyse and evaluate them

40. Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Describing Gradual Build Up

41. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Benefits of Gradual Build Up = EXPLAIN

42. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Analyse an approach used to develop the physical factor. (4) This approach is important because it breaks a skill in to smaller parts. This allowed the performer to learn this complex skill without being overwhelmed and would offer them time to groove the technique. However, it is important to move through the stages once each stage has been achieved because the approach can be boring as it is not game like. Should boredom arise then the performers effort levels will be impacted. This approach is important because it can be made appropriate to various performers stages of learning. This means that a performer can carry out the approach at a stage that suits them. In doing so, allows them to work at their own pace which could relieve elements of frustration if they are ready to move on but others aren’t. However, it is important to consider that others may feel demotivated as some may not move through the stages as quickly as others and may feel that they are ‘left behind’.

43. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] Speak with your class teacher in person or via email. Evaluate how effective this approach was in developing your physical performance. (4). Gradual Build Up was fairly effective in developing my physical performance. First of all, I liked that I was able to change and adapt the sessions with ease. Once I had achieved a stage I was able to move on to a more difficult stage and this progression kept me interested. In addition, I found it an easy approach to carry out and measure. I knew that before moving on I had to perform 5 consecutive spikes under the conditions of each stage. This target kept me motivated. However, I did not like how it didn’t reflect a game situation. In a game the play is much more fast-paced and there are lots of things to think about. The approach did not reflect this as everything was broken down set step by step and I wasn’t able to break the skill down step by step when in a game

44. Question section 1. Describe an approach used to develop your physical performance (4) 2. Explain why you used this approach to develop the physical factor. (4) 3. Analyse an approach used to develop the physical factor. (4) 4. Evaluate how effective this approach was in developing your physical performance. (4). Using pages 72-74 could you answer the following questions referring to Repetition Drills.

45. HOW and WHY we record and monitor progress in the Physical Factor

46. Regardless if a performer is a beginner such as a pupil in S1 or an elite level athlete, it is vital that they track their progress when developing any weakness for a whole host of reasons. In carrying out such monitoring and evaluating processes, performers can use a wide range of methods. Speak with your class teacher in person or via email. Monitoring Progress

47. Speak with your class teacher in person or via email. Explain why it is important to collect information on performance (4) Monitoring allows a performer to see if their performance development plan is working. This means they can see if they are meeting each short-term goal and adapt the approaches they are using if they find they are not meeting their targets to make it more relevant to their performance levels.’ Monitoring allows a performer to identify what approaches are working for them. This means they can use these approaches again in future development plans should they be appropriate for developing that new weakness.’ WHY should we monitor our progress?

48. Speak with your class teacher in person or via email. Monitoring allows a performer to measure their progress and enables them to make comparisons between pre and post results. This means they can measure their progress and gain a confidence boost if they see improvements have been made which can lead to them setting more challenging goals to ensure they do not plateau.’ Monitoring allows a performer to identify any new weaknesses that may be a priority. This means that rather than get complacent, they will focus on new weaknesses and develop other areas of their performance by taking it back through the cycle of analysis.’

49. . Regardless of the factor (Mental, Emotional, Social or Physical) you will always use the Training Diary to record progress and within this training diary you have a number of monitoring methods that are QUANTITATIVE and QUALITATIVE. Speak with your class teacher in person or via email. What does the training diary look like? What information does it contain? How did you complete it? What did you fill in at the beginning of the lesson? What did you fill in during the lesson? What did you fill in at the end of the lesson? Describing a Training Diary

50. (01/06/2020) (15/06/2020) Mrs Shaw’s email [email protected] (20/10/2020) Speak with your class teacher in person or via email. Speak with your class teacher in person or via email. Describe one method used to monitor progress in the physical factor (4 ) One method I used to monitor my progress was a Training Diary.’ (Starting sentence) ‘ My training diary was set out on an A4 sheet that I kept with my class work. At the top of each page it had the date and then it contained spaces for my session objective, a description of what I did, my feelings during the session and my next steps below as well as an area for my short term goal’ (what it looked like) ‘At the beginning of the lesson I wrote down my short term target in to my training diary in order to provide a focus for my training. Thereafter I carried out my approach. During the session I would return periodically to my training diary to input my progress. Immediately after each session, I wrote down exactly what I did in chronological order without missing anything out. I then recorded how I felt about my session. An example of this was that I felt very bored doing stage 1 and 2 of gradual build up because it was tedious performing at the same pace for a long time. After doing this, I wrote down my next steps based on how I thought my session went. With the above example, I wrote down that I should move on to stages 3 and 4 in my next session training because it would be more interesting with an increased challenge .’ ‘ I finished by reading over the information I wrote down and used it to help me set a realistic goal for my next session.

51. Speak with your class teacher in person or via email. Explain how this method was appropriate for monitoring your progress. (4). ‘The Training Diary was appropriate for monitoring my progress as it was very easy to use and I was able to take it to training with me. This meant that I was able to check it during training to ensure I was using the correct approaches at the correct stages .’ ‘The Training Diary was also appropriate because it kept all recorded information inside a booklet. This meant that all information was kept in one place meaning it was unlikely to get lost and easy to find any information on previous sessions .’ ‘ Another reason why the Training Diary was appropriate was because it acted as a permanent record. This meant that I was able to look back at previous sessions and test results to see if I improved. If I found I had, it would have boosted my motivation and confidence levels to keep giving 100% to improve even more .’ ‘Finally, the Training Diary was appropriate because I was able to complete it immediately after training. This meant that my feelings were still fresh and I could accurately insert information. This therefore enabled me to correctly set my next steps in relation to my performance levels and feelings .’

52. Speak with your class teacher in person or via email. Analyse how effective this method was in monitoring your progress. (4). ‘It is important that you complete the Training Diary immediately after each session. This is because if you did it later, thoughts and feelings from the session may not be fresh in your mind meaning your entries are not valid. However, completing it when information is fresh in your head can lead to you noting this down and help you act on your feelings to make appropriate changes in your next session.’ ‘It is also important that you take the Training Diary to training with you. This is because if you did not and you forgot what you were doing, you may end up doing the wrong approaches at the wrong intensities. However, taking the Training Diary with you will ensure you are carrying out the correct sessions which will therefore mean you are more likely to be working at your correct level.’

53. Speak with your class teacher in person or via email. Analyse how effective this method was in monitoring your progress. (4). ‘Another important thing about doing the Training Diary is that you get a teacher to check over your entries to ensure they are correct. This is because you may not give yourself enough credit and write only negative comments in your diary. However, having a teacher read over your entries can ensure that the information in your diary is correct which can help you accurately track your progress.’

54. Speak with your class teacher in person or via email. Evaluate how effective this method was in monitoring your progress. (4) The Training Diary was fairly effective in monitoring my progress.’ ‘It was effective in that it acted as a permanent record which meant I was able to compare my re-tests to my initial baseline data to see if I improved. This was helpful in that it boosted my motivation and confidence levels when I found I had improved.’ ‘It was also effective in that it kept everything in one place inside a booklet. This was helpful because no   sheets were lost and I was able to easily locate information from previous sessions to see how a certain approach worked.’ ‘However, it was quite limited in that I did not always complete the Training Diary straight after training which lead to me forgetting exactly how I felt. This lead to some of my information being inaccurate and invalid as a result.’ I t was also limited in that I sometimes forgot to take it to training with me which meant that all of my sessions were not recorded. This lead to some important monitoring information being missed out and me not being able to make some necessary changes in future sessions.’