BTEC Level 3 National Sport Teaching Resource Pack … · Scheme of work BTEC National Sport Unit 17 Psychology for sport performance Broad aim: ... Assessment 1 Assessing personality
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Sport psychology is becoming increasingly prevalent in modern sport. It is seen as something which could provide athletes with an extra edge to their performances that has not yet been fully utilised. Its acceptance in sport is now often referred to in professional domains with athletes and coaches attributing success and failure to factors such as concentration, motivation and just being ‘mentally ready’. Therefore, the aim of this unit is to develop learners’ knowledge, understanding and skills within sport psychology, examining specifically how it can be used to benefit the performance of individuals and teams in sport. This unit forms part of the BTEC Sport and Sport and Exercise Sciences sector suite.
On completion of this unit, learners should:LO1 know the effect of personality and motivation on sports performanceLO2 know the relationship between stress, anxiety, arousal and sports performanceLO3 know the role of group dynamics in team sportsLO4 be able to plan a psychological skills training programme to enhance sports performance.
Unit contentsThe scheme of work for this unit (page 2) links to the following resources to help you deliver Unit 17.
L01 L02 L03 LO4
Lesson plan LP17
Activity sheet AS1, AS5 AS2, AS5 AS3 AS4
Stretch and support E1 E2, E3 E4 E5
PowerPoint PPT17 PPT17 PPT17 PPT17
Video V17 V17 V17 V17
All of these resources can be found on the accompanying At Work CD-ROM, as well as an editable version of the scheme of work, answers to the activity sheet questions and questions in the student book.
Links to other unitsThis unit can be used to benefit learning in other units. Where learners are investigating different leadership styles and group dynamics in sport, this unit can be used to benefit learning in sports coaching and sports leadership. When learning about motivation, learners can use this knowledge and understanding to benefit learning in instructing physical activity and exercise, exercise for specific groups and exercise health and lifestyle.
BTEC Level 3 National Sport
Unit 17 Psychology for sport performance
Unit overview Credits: 10 Sub Dip/Dip/Ext Dip
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
Unit 17 Psychology for sports performance BTEC Level 3 National Sport
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
Unit 17 Psychology for sports performance BTEC Level 3 National Sport
AS1 Conducting personality assessments with individualsWork in pairs. In the space below, write down the sport that your partner currently plays as their main sport. If they do not currently play a sport, write down a sport that they used to play or the sport that they are most interested in.
You are going to carry out a personality assessment on your partner (your ‘client’). Give your partner the following instructions before they start the assessment: ‘You need to answer the following questions yes or no. You should answer them quickly and you should answer them based on how you usually behave, feel or act. You need to answer all of the questions.’
Personality assessment
1 Do you seek excitement regularly? Yes/No
2 Do you need people around you to cheer you up? Yes/No
3 Do you find that you just go ahead and do things rather than thinking them over before you do them?
Yes/No
4 If you say you will do something, do you always do it? Yes/No
5 Do you find that your moods swing? Yes/No
6 Are you willing to do almost anything for a dare? Yes/No
7 Do you get shy when you want to talk to an attractive stranger? Yes/No
8 Do you occasionally lose your temper? Yes/No
9 Would you rather read something instead of meeting somebody new? Yes/No
10 Can your feelings be easily hurt? Yes/No
11 Do you sometimes think things you don’t want anybody to know about? Yes/No
12 Do you prefer have a few close friends to many distant friends? Yes/No
13 Do you find yourself daydreaming a lot? Yes/No
14 Do you only have good habits? Yes/No
15 Can you enjoy yourself at a lively party? Yes/No
16 Are you tense? Yes/No
17 Are you mainly quiet around other people? Yes/No
18 Do you gossip? Yes/No
19 Do thoughts and ideas running through your head keep you awake at night? Yes/No
20 Do you like having to pay close attention to work or tasks? Yes/No
21 Do you shake a lot? Yes/No
22 Would you always declare everything at customs and excise on your way back from holiday, even if you know that you wouldn’t get caught?
Yes/No
23 Do you like doing things where you have to act quickly? Yes/No
24 Do you find yourself worrying about bad things that could happen to you? Yes/No
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
25 Have you ever turned up for an appointment late? Yes/No
26 Would you talk to a stranger because you like talking to people so much? Yes/No
27 Do you have aches and pains that bother you? Yes/No
28 Are there some people that you are acquainted with that you don’t like? Yes/No
29 Are you self – confident? Yes/No
30 When people are inspecting work you have done, does it hurt when they fins things wrong with it?
Yes/No
31 Can you be the life of a party? Yes/No
32 Do you talk about things you know nothing about sometimes? Yes/No
33 Do you find yourself worrying about your health? Yes/No
ScoringFor each answer your client gave that corresponds to the ones below, give them one mark. Give them two separate scores out of 12, one for their E score and one for their N score. The E score describes to what extent your client is introverted or extroverted, with a score closer to 1 meaning that they are more introverted and a score closer to 12 meaning that they are more extroverted. The N score describes how stable or unstable (neurotic) your client is. This relates to their thoughts and emotions, with a score closer to 1 meaning that they are more stable and a score closer to 12 meaning that they are more unstable.
E Score N Score
Question number
Response Marks Question number
Response Marks
1 Yes 2 Yes
3 No 5 Yes
6 Yes 7 Yes
9 No 10 Yes
12 No 13 Yes
15 Yes 16 Yes
17 No 19 Yes
20 No 21 Yes
23 Yes 24 Yes
26 Yes 27 Yes
29 Yes 30 Yes
31 Yes 33 Yes
E Score = N Score =
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
You now need to chart your client’s score to get an indication of their personality type and characteristics. To do this you will need graph paper, a ruler and a pencil. Use the example below to help you.
Based on the personality assessment that you just conducted with your client, answer the following questions:
1. What personality characteristics does your client show?
2. Based on the personality characteristics your client displayed, do you think that your client is suited to the sport they play? Justify your answer.
Type A/Type B personalities
Statement Score Statement
I don’t mind leaving things uncompleted temporarily
1 2 3 4 5 6 7 I must get things completed as soon as I have started them
I don’t hurry to get to appointments
1 2 3 4 5 6 7 I’m never late for appointments
I’m not competitive 1 2 3 4 5 6 7 I’m very competitive
I let others finish speaking before I start to speak
1 2 3 4 5 6 7 I interrupt others in conversation
I don’t hurry, not even when I’m under pressure
1 2 3 4 5 6 7 I’m always in a hurry
I can wait calmly for things 1 2 3 4 5 6 7 I don’t like waiting because I get uneasy
I’m laid back and easy going 1 2 3 4 5 6 7 I’m always going at full speed
I do one thing at a time 1 2 3 4 5 6 7 I try to do more than one thing at a time
Introverted
Extroverted
Stable Unstable
0
0 1 2 3 4 5 6 7 8 9 10 11 12 N Score
E Score
12
Example: E Score = 3N Score = 7
34567
89101112
carefreelivelyeasygoing
responsivetalkative
outgoingsociable
touchyrestless
aggressiveexcitable
changeableimpulsive
optimisticactive
passivecareful
thoughtfulpeaceful
controlledreliable
even-temperedcalm
quiteunsociable
reservedpessimistic
soberrigid
anxiousmoody
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
I’m very deliberate in my speech 1 2 3 4 5 6 7 I’m speak quickly and use a lot of hand gestures
I want to be satisfied with myself, I don’t need recognition from others
1 2 3 4 5 6 7 I want recognition from others when I have done a good job
I do things slowly 1 2 3 4 5 6 7 I do things quickly
I’m relaxed 1 2 3 4 5 6 7 I’m restless
I can talk openly about my feelings
1 2 3 4 5 6 7 I tend to keep my feelings to myself
I’m interested in a lot of things 1 2 3 4 5 6 7 I only have a few interests
I’m content and happy in life 1 2 3 4 5 6 7 I’m always pushing myself further
I never set myself targets and deadlines
1 2 3 4 5 6 7 I set myself lots of targets and deadlines
I feel little responsibility 1 2 3 4 5 6 7 I always feel responsible
I judge things more on quality than quantity
1 2 3 4 5 6 7 I judge things more on quantity than quality
I’m very casual about my work 1 2 3 4 5 6 7 I take my work very seriously
I’m not very precise 1 2 3 4 5 6 7 I’m very precise and pay attention to detail
My total score is:
If your client scored 0–29, they are a Type B personality who is normally relaxed and copes well with •stressful situations.
If they scored 30–59, they are a Type B personality who is generally relaxed and copes adequately •with stress.
If they scored 60–79, they are a mixed personality who needs to be careful when displaying Type A traits.•
If they scored 80–109, they are a Type A personality who is generally less relaxed and more prone to •stress-related issues and illnesses.
If they scored 110–140, they are a Type A personality who is very restless. They are in a high risk group for •stress-related illnesses and could be more prone to stress-related heart problems.
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
AS2 Stress process analysisBelow is an example of the stress process. Working in groups, produce a diagram of positive and negative pathways that can result from a sport-specific event, such as the demand of a free throw in Basketball placed on a player.
Demande.g. free throw in Basketball with the scores level and 10 seconds left
Perceptionof demand by athlete
Positive
or
Negative
Increasedarousal levels
Eustress
or
Distress
Outcome
Increasedperformance
Reducedperformance
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport
Stretch and supportTo support each of the following activities tutors could direct learners towards particular textbooks, journals or
websites. Tutors should provide support when learners are developing arguments and allow for group work so that
learners can develop ideas with peers.
E1: Personality and sports performanceMore able learners could be advised to use different theories of personality to explain the relationship between personality and sports performance. Those learners who require further stretching could be advised to look at the strengths and limitations of each of the different theories of personality, as well as looking at the degree of empirical support for the different theories, so that they can evaluate the relationship between personality and sports performance.
E2: Motivation and sports performanceMore able learners could be advised to use different theories of motivation to explain the relationship between motivation and sports performance. Those learners who require further stretching could be advised to look at the strengths and limitations of each of the different theories of motivation, as well as looking at support for the different theories, so that they can evaluate the relationship between motivation and sports performance. Learners could also examine how extrinsic motivation can influence intrinsic motivation, both positively and negatively.
E3: Arousal and sports performanceAfter describing the three theories of arousal and the effects on sports performance, learners could then provide sports-based examples of each of the different theories. To further stretch learners, they could be requested to form an argument relating to which of the different theories best explains the relationship between arousal and performance, and to justify their answer. Tutors could support learners through this activity by structuring it as group work based around discussion topics so that learners can verbalise opinions about different theories before trying to write them down.
E4: Group dynamics and performance in team sportsAfter they have identified the four factors which influence group dynamics and performance in team sports, learners could be directed towards providing sport-based examples of how each of the different factors could influence group dynamics and sports performance. To support this process, tutors could use video clips of different sporting situations so that learners can apply their theoretical learning to a practical context. Learners could be directed towards examining each of the different factors and trying to form arguments about which factor is the most important, and providing support for their arguments. Learners could base their arguments around the same video clip so that there is a continuation of knowledge development in a familiar context.
E5: Psychological skills training (PST) programmeAfter producing their outline plan of the PST programme, learners could provide an in depth explanation the techniques that they plan to use with their athlete e.g. an imagery routine including the frequency and mode of delivery. Learners that require stretching further still could start to look at why they are going to use the particular techniques with their chosen athlete. This should take the form of looking at the needs of the athletes and looking at the purpose and functions of different techniques and then forming a link between the two. To support learners with this process, the tutor may need to direct learners to particular textbooks and websites as well as helping learners to develop arguments about different topics.
Sample pages from BTEC Level 3 National Sport Teaching Resource Pack. Samples material is draft only and subject to final approval.See more samples at: www.pearsonfe.co.uk/btecsport