Factors Impacting Performance Unit
The general aim of this Unit is to develop learners’ knowledge and understanding of mental, emotional, social and physical factors that impact on personal performance in physical activities. Learners will consider how these factors can influence effectiveness in performance. They will develop knowledge and understanding of a range of approaches for enhancing performance and will select and apply these to factors that impact on their personal performance. They will create and carry out personal development plans, modify these and justify decisions relating to future personal development needs.
Learners who complete this Unit will be able to:
1 Analyse and evaluate factors that impact on performance in physical activities
2 Evaluate the process of personal performance development
Performance Skills Unit
The general aim of this Unit is to enable learners to develop a broad and comprehensive range of complex movement and performance skills through a range of physical activities. They will select, demonstrate, apply and adapt these skills, and will use them to make informed decisions. They will also develop their knowledge and understanding of how these skills combine to produce effective outcomes. Learners will develop consistency, precision, control and fluency of movement. They will also learn how to respond to and meet the demands of performance in a safe and effective way. The Unit offers opportunities for personalisation and choice through the selection of physical activities used for learning and teaching.
Learners who complete this Unit will be able to:
1 Demonstrate a broad and comprehensive range of complex movement and performance skills in physical activities
Course Assessment
Component 1 — performance 60 marks (40 performance, 20 planning and evaluating performance)
The purpose of this performance is to assess the learner’s ability to plan, prepare for, perform and evaluate their own personal performance in one physical activity. This performance will give learners an opportunity to demonstrate the following skills, knowledge and understanding:
- planning, developing, implementing and evaluating performance
- selecting, demonstrating and safely applying a broad and comprehensive range of complex movement and performance skills in challenging contexts
- decision-making and problem-solving in challenging contexts
The performance consists of three stages: Planning and preparation, Single performance and Evaluation. The context of the single performance must be challenging, competitive and/or demanding.
For the Planning and preparation stage, learners must be able to explain the relevance of two challenges they will face in their single performance and explain how they will prepare to meet these challenges. During the Single performance stage, learners must demonstrate complex movement and performance skills, related to their chosen physical activity. They must show that they understand and can respond to the different nature and demands presented by the single performance and follow the rules, regulations and etiquette that apply to their chosen physical activity. The Single performance has to be of sufficient duration to allow learners to demonstrate the required skills. ‘Sufficient duration’ will be whatever the norm is for the chosen physical activity. For the Evaluation stage, learners will carry out an evaluation in relation to the challenges they identified in the Planning and preparation stage.
Component 2 — question paper 40 marks
The purpose of this question paper is to assess the learner’s ability to integrate and apply knowledge and understanding from across the Units. It will give learners an opportunity to demonstrate the following skills, knowledge and understanding:
- analysing factors that impact on performance
- explaining a range of approaches for developing performance
- analysing the recording, monitoring and evaluation of performance development
The question paper will have two Sections and all questions must be attempted.
Section 1 will have three questions, each worth 8 marks. The questions will sample from three broad areas, related to the skills, knowledge and understanding. One different factor impacting on performance (from mental, emotional, social and physical) will be specified within each question in Section 1.
Section 2 will have one question worth 16 marks, based upon a scenario. The scenario can be any size and may include text, images, graphs or other information. This question will draw from one or more of the three broad areas of skills, knowledge and understanding. Two factors impacting on performance (from mental, emotional, social and physical) will be sampled in Section 2. The factor not assessed in Section 1 will be assessed in Section 2, along with a second factor (from mental, emotional, social and physical) chosen by the learner. Therefore, all four factors impacting on performance (mental, emotional, social and physical) will be sampled every year.
Methods of Gathering Information – MESP gathering data SATPE
Factors Impacting Performance – MESP explained
Approaches to Develop Performance – Developing PerformanceResources
Candidate Guidance – CANDIDATE GUIDANCE
Factors Impacting Performance Booklet – FIP assessment tool (H)
Football & Emotions Booklet – Football Physical and Emotional Booklet
Badminton & Mental Booklet – Badminton Physical and Mental Booklet
Basketball & Social Booklet – 3-basketball-physical-and-social-booklet
Mandatory Knowledge Booklet – 4-mandatory-knowledge-booklet
Recording Monitoring & Evaluating – 5. Recording, Monitoring and Evaluating Performance Booklet
