1. Date/
Learning
Session Learning objectives Resources Learning outcomes
activities/Assessment
No.
Starter: ‘I am…’ Consider 10
14th Sept Section B: Psychological honest statements and how they
aspects that optimise sum up personality .notebook: Personality; Trait theory;
performance Main: Sports Psychology, help Interactionist theory
review examples of sport
or hindrance Handouts: Abstracts; Eysenck; EPI task; Case
psychology research
1/2 • Definition of Plenary: Definitions. Study: Colin Jackson; Tiger Woods; POMS; SCAT
question the uses of
personality psychology in a variety of
Starter: What are ‘traits’?
sports
Main: Complete EPI task, Psychology The Science if Mind and Behaviour – Gross R
pp114-5. pp614 - 9 restate the term
Evaluate EPI and 16PF Psychological dynamics of sport and exercise - Gill, D ‘personality’
Applying psychology to sport – Woods, B
Plenary: Case Study: Colin appraise its relationship
Psychology in practice: Sport – Woods, B
3/4 Jackson Journal of Applied Sport psychology – on shelves to sport including its use
Journal of sport and exercise psychology on shelves as a predictor of
• Interactionist
http://www.psychwww.com/sports/index.htm performance
Starter: Recap definitions
perspective Why use psychology in sport?
Main: Hollander’s structure of Outline the trait
personality http://www.pponline.co.uk/encyc/psychology.htm approach and explain its
Lewin’s formula B= f (PE) articles about psych in sport limitations
Plenary: Court Case: http://www.personalitypage.com/ how does your
Harlequins Defence via trait and personality affect your life choices?
Outline the interactionist
interactionist theories approach and explain its
http://www.selfhelpmagazine.com/article/sports-
relationship to
performance
performance
Articles covering much of psych syllabus
1

2. Date/
Learning Learning
Session Learning activities/Assessment Resources
objectives outcomes
No.
Starter Identify measurement methods and
21st Sept • use of identify pros and cons .notebook: Measurements of Personality Discuss the various
Main SCAT; SPQ; POMS complete all tests. Handouts: SCAT and POMS measures
personality methods used to
Evaluate tests; Evaluate procedure used in class;
1/2 testing measure personality
Discuss how such tests could be implemented with
• Profile of mood .notebook Achievement Motivation; and evaluate their
a range of elite performers (based on own sports)
3/4 Plenary Map own POM scores onto iceberg profile Developing behaviours effectiveness
states (POMs)
and evaluate in relationship to own performance Textbook Explain the profile of
http://www.sportsconfidence.biz/SPQ_sampl mood states or
achievement
Starter recap AS knowledge of motivation e_report.pdf SPQ profile of Tiger Woods iceberg profile and
motivation: Main discuss what makes a successful performer;
• motives to Identify own reasons for striving in and out of
evaluate its
achieve (Nach) sport. Are you n.Ach or n.Af?; Identify relationship to
and avoid failure characteristics of n.Ach and n.Af performers performance
(Naf), and Plenary Identify factors which contribute to the Explain the concept
• the decision making n competitions of achievement
characteristics of motivation
Starter Explore graph of Achievement Motivation
each Outline the
Main Achievement Goal Theory: identify outcome
• incentive value and task oriented goals; Evaluate Acievement Goal characteristics of
and probability of Theory; Re-evaluate Are you n.Ach or n.Af? personality types
success Plenary Identify coaching strategies to enhance classified as ‘NAch’
• development of life long performance and ‘NAf’
approach and Suggest factors which
avoidance contribute to the
behaviour adoption of each
behaviour pattern,
including ‘incentive
value’ and ‘probability
of success’
Discuss the effect
that approach
behaviour and
avoidance behaviour
has on performance
Suggest strategies to
develop approach
behaviour
2

3. Date/
w/b 5th Learning Learning
Intro: recap cue utilisation: tennis .notebook Stress and Anxiety Learning
Identify the characteristics and
Session Resources
OctNo. objectives activities/Assessment
match .notebook Controlling anxiety causes of stress outcomes
Main: Define Stress refer to
Starter: Discuss own experiences of Understand the impact of stress
1 / 228th
w/b Controlling anxiety Psychology knowledge; Identify
emotion and performance .notebook Arousal on sporting performance term
Explain the
September • Arousal
different types of anxiety: Discuss arousal continuum; models
Main: Stressors +ve/-ve; Explore Explain the ‘arousal’ forms of
different
somatic; cognitive, trait and understanding by group work Discuss
extend of stress (Selye + McGrath); .notebook Zones and Performance anxiety including somatic,
Outline and
1/2 drive, inverted U on applying variables to the such aschanges to Advanced PE and Sport -
• state and identify types of and cognitive, trait and state anxiety
evaluate different
and catastrophe personality, ability and in and of task to
stress levels types out of Honeybourne, Hill and theories of arousal,
theories each theorycompetition Moors including Drive
3/4 Outline methods to measure
• measuring anxiety: Plenary: Compare apply stress toeach link
Plenary: and evaluate self, Motivation in Sport and Exercise – Roberts.
Exercise Psychology – Willis theory, Inverted-U
anxiety levels for individual
3/4 theory. to SCAT and Campbell Willis and Campbell
Exercise Psychology –
observations;
Applying Psychology to sport – performers theory and
• questionnaires; SCAT ,
practical Stress and Performance in Sport – Jones and Catastrophe theory
applications physiological recap Drive Theory: successful stress Wood
STA1, CSAI 2,and Starter: Intro: Recap causes/types of Hardy
impact on Main: Complete STAI, SCAT Applying Psychology to Sport – Woods
penalty taker Sport Motivation – Hodge (on Discuss the
measures
performance Main: Define Zone of Optimal Sports peak performance)
Psychology A self-help Guide – Bull relationship between
• Zone of Optimal Performance; View and discuss Gold Minds– B Miller (mental preparation) arousal levels and
Functioning and changing levels of arousal; Identify sporting performance
peak flow factors and coaching strategies in a http://news.bbc.co.uk/sport1/hi/football/skills/418 Outline the concepts
experience changing arousal levels; Define and 8836.stm Psych in penalty shots of the zone of optimal
apply concepts of Attentional functioning and peak
Narrowing to 2 different sports; flow experience
Define and apply concepts of Peak Explain the term
Flow to 2 different sports ‘attentional narrowing’
Plenary: Apply all to own Suggest strategies to
performance; consider control control arousal levels
strategies
3

4. Date/
Learning
Session Learning objectives Resources Learning outcomes
activities/Assessment
No.
Intro: Recap causes/types of stress
w/b • cognitive techniques: Main: Complete STAI, SCAT, .notebook Stress Suggest strategies to combat
evaluate; Discuss management Management
12th Oct imagery, mental rehearsal strategies to combat cognitive
techniques: Cognitive and Somatic;
and stress management RAYG Qs anxiety and control arousal levels
Construct thought stopping routine for
1/2 -attentional control and cue self; Illustrate outcome and Outline how to use goal setting
utilisation, thought stopping, performance goals for self; Construct Case Studies: Inside the effectively to help reduce levels of
self-talk SMARTER goals for comp sporting mind: BBC Sports anxiety
• somatic techniques: Plenary: Whole group exchange ideas: Academy
Discuss
biofeedback, centring,
breathing control and muscle Explain what is meant by the
Starter: Recap personalities: Picture
relaxation Board term ‘attitude’
• Goal-Setting: characteristics Intro: Define Attitudes: partner  whole Describe the components of an
of effective goal setting group attitude
3/4 Main Attitude Objects: explore own Outline the factors influencing the
responses to ‘objects’ through Triadic .notebook Formation of
Attitudes formation of an attitude and how
Model (female bodybuilders, spiders, Attitudes
• Definitions and components they influence behaviour
chocolate)  own labelled model
of an attitude Understand the importance of
Plenary: Triadic models 2 different .notebook Measuring
• influences on formation of an developing positive attitudes
sports; 2 non-sporting objects +ve/-ve Attitudes
attitude and influences on Starter: Recap validity/reliability towards specific attitude objects
behaviour Main: Design 1 of each Qs; Persuasive and the impact a negative attitude
• changing attitudes through Communication/Cognitive Dissonance can have on performance
cognitive dissonance and role play Describe the methods used to
persuasive communication Plenary: begin constructing debate assess attitudes and evaluate their
points “Can attitude be used to predict effectiveness
behaviour” – continue on VLE
4

5. Date/ Learning Learning activities/Assessment Learning outcomes
Learning
Session objectives objectives
Learning Resources
Resources Learning outcomes
activities/Assessment
No.
w/b 19th
OCt 3rd
w/b Test practice Feedback on all Qs
Moderation: exam conditions Practice paper Practice A2 style Qs
Nov Assessment Q+A Feedback Marked papers Outline the reasons why performers might
w/b 9th feedback Recap using cognitive dissonance and become aggressive with specific reference to
Explain the methods
1/2 Assessment Day persuasive communication 4 theories .notebook Changing Attitudesinstinct theory/ Frustration-Aggression
Nov • theories of aggression, Starter: Discuss .notebook Causes, used to change an
hypothesis, Cue Arousal theory/Aggressive Cue
Recap/complete
instinct theory; Main: Draw theories, incl. own Assessment paper
Control, Consequences Recap all psych including
attitude to date
Attitudes hypothesis and Social Learning theory
1/2 frustration-aggression experiences  Group feedback cognitive dissonance and
Explain the consequences of aggressive actions
hypothesis, social learning Plenary: Debate: How could persuasive
3/4 Suggest strategies to control reactive
theory and aggressive cue aggressive behaviour be controlled? aggressive behaviour communication
theory Intro: What is aggression? .notebook Aggression
Starter: Key words from range of definitions  Explain the term ‘self efficacy’
• strategies to control
Aggression group definition Discuss the factorsDifferentiate between
which contribute to the
aggression an aggressive and an
development of self-efficacy
• definitions Main: Assertion or Aggression? Video  http://www.kidsfirstsoccer.com/violence.ht
differentiation; What is the area of ambiguity, m Suggest strategies assertive act
to develop levels of self
and types:
Confidence
discussion + examples; match up task; efficacy Understand the
• channelled
self-confidence and self Intro: Mohammed Ali confidence TERM
HALF or
3/4 and Characteristics of each type with own
bragging? http://news.bbc.co.uk/sport1/hi/funny_old ‘social facilitation’ and ‘social
.notebook Self Efficacy Explain the terms difference between
efficacy; Bandura’s model
experiences; _game/1494252.stm inhibition’ hostile/reactive
instrumental and Starter: How would you build
- determinants Plenary: What causes aggression? – examples Outline the different groups which affect
aggression and
aggression,self efficacy confidence in difficult situations
changes in from own experience performers channelled/instrumental
difference (boxing scenarios – Haye vs
• social facilitation and Discuss the relationship between social
aggression
between Valueva, Calzhage etc)
inhibition facilitation, arousal levels and performance
aggression Main: Own experiences of effects of
• evaluation apprehension; confidence; Self efficacy - sporting
and assertion
Explain the term ‘evaluation apprehension’
Baron’s distraction- examples  model; Outline Baron’s Distraction-Conflict Theory
conflict theory; home field Social Facilitation/inhibition: discuss Discuss the implications of ‘home field
advantage advantage
(Hollie Steel)
• strategies to eliminate the What is the home field advantage? Suggest strategies to develop self-confidence
adverse effects of all the and minimise the adverse effects of social
Why does it occur?
above on performance facilitation
Plenary
5

6. Leadership Intro: recap AS for success and failure:
Intro: Reasons info: teaching Explain the term ‘attribution’
w/b 16th
• Attributionassociated with leaders
qualities theory validity
styles  leadership styles: role .notebook Leadership
.notebook Attribution Explain the term implications for the correct
Understand the ‘leadership’
Starter: Key Terms for topic – discuss and use of attributions
Outline the qualities of a good leader
23rd
Nov • • types of leadership: autocratic,
Weiner’s model and its play theory
write up. Discuss the different types of attribution with
Explain the different types of leader
Nov application to sporting
democratic, laissez faire Starter: Post It! Chars of a good .notebook Models of specific reference to Weiner’s model
Main: Use Weiner’s model to explain Discuss the effectiveness of different
• situations
effectiveness of leadership leader; video clips Leadership
sporting behaviours; discuss role of coach Explain the term ‘self serving bias’
types of leadership styles and highlight
1/2 • stylesbetween attribution and
link Main: Nature vs nurture: guess
Plenary: Gap fill Outline the importance of attribution
situations where they are most
• task persistence
prescribed and emergent what the Use Self-serving bias – link to Worksheet Leadership recap
Starter: theories will say: Great retraining
effective
• leaders
attribution retraining; self Man/Social Learning/other: debate
recap Weiner and coach’s role Explain the difference between helplessness
Outline concept of learned
serving bias
• Fiedler’s Contingency model - which is ‘best; retraining – draw model
Main: Attribution S+C: Fiedler emergent strategies to avoid learned
Suggest and prescribed leaders
• learned helplessness, general prescribed/emergent/third way –Learned
using own experiences to analyse; helplessness
Outline and evaluate Fiedler’s
task and person orientated and Contingency definition leadership and
Explain the model of of a group
and specific guesstimate; – use wall display to discuss
Helplessness draw Fiedler’s model
Chelladurai’s multi-dimensional all previous, traits, confidence etc Outline and characteristics
describe its evaluate Chelladurai’s
using examples from own sport;
model. Plenary: How could a coach Multi-dimensional model of leadership
Outline the stages of group formation
Group Success draw Chelladurai’s model using
prevent/reverse LH? Discuss Carron’s antecedents and their
• group formation and dynamics; examples from own sport .notebook Group
Section A: Applied physiology to Intro: Boardblast! What is a group? Define on group cohesion
impact ‘energy’
Carron’s antecedents Plenary: exammakes a successful group?
Starter: What Qs Dynamics
optimise performance Differentiate between task and social
Identify the sources and locations of
• factors affecting cohesion; co- Main: Carron model. As a coach how would .notebook Energy group
Worksheet: systems cohesion
energy within the body
Energy systems
operation and co-ordination Intro: New a new group?
you manage section: Learning Task dynamics
cards: energy systems Steiner’s model of group productivity
Explain the role of ATP in providing
3/4 • • Energy sources and systems:
task and social cohesion Objective: giant killers?; Effects of
Cohesion: Q+As components
S+C Trait/Interactionist energy for movement for poor group
and identify reasons
• fats, carbohydrates and
Steiner’s model of potential and Starter: Fuel use in exercise
task/social cohesion on success/motivation Theory recap Identify thesuch as faulty energy
performance predominant processes
proteins; locations within the Plenary: Discuss new homework strategy
Main: identify and explain energy system used related to eliminate faulty
Suggest strategies to the type,
actual productivity; faulty processes
body continuum in different sports; week.
– 2 types of Q and research each duration and intensity during a given
group processes; strategies to activity the terms ‘Ringelmann effect’ and
Explain
• factors affecting their use,
overcome faulty processes Apply It! Make an energy system! ‘social loafing’
• related to intensity and duration
Ringlemann effect and social ATP resynthesis: what fuels/how? Describe strategies to 0vercome social
ofloafing - strategies to overcome
the exercise Plenary loafing
• resynthesis of ATP
social loafing
6