How can psychology affect performance?

Brooke Meadows – S00192742

Jyasmin Ferro – S00240810
Stephanie Woods – S00200297

We all confirm and agree that we did equal work on this

assessment task.
Page 3 - Rationale
Page 4 – Lesson 1: Motivation
Page 9 – Lesson 2: Motivation
Page 15 – Lesson 1: Anxiety and Arousal
Page 24 – Lesson 2: Anxiety and Arousal
Page 33 – Lesson 1: Psychological strategies
Page 39 – Lesson 2: Psychological strategies
Page 44 - Appendix
Rationale:

This unit of work aims to correspond with the stage 6 PDHPE syllabus of the HSC, Core 2 topic Factors Affecting
Performance. This particular unit of work will work through dot points associated with the critical question:
How can psychology affect performance? Where students will learn about how ‘motivation’ and ‘anxiety and
arousal’ affect an athlete's performance, and strategies that can be used to enhance motivation and manage
anxiety. By the end of this unit of study, students will:
• Learn to evaluate different performance scenarios and how to link particular styles of motivation with
a sport
• Know how to explain the difference between anxiety and arousal, in relation to sports performance
• Learn how certain psychological strategies can be employed through case studies, to enhance
motivation & manage anxiety, which can lead to a better performance.

Athletes face great challenges throughout their journey to attain excellency in their sport. There are many
determinants that go into an athlete having peak performance outcomes such as intense hours of training,
injury rehabilitation, stress and anxiety of competitors and depression from defeat (Vallerand & Losier, 1999) .
Peak performance does not only occur by physical factors or talent; Positive psychological aspects, such as
motivation also contribute to an excellent performance. Psychological aspects such as anxiety may have a
negative impact on performance (Vallerand & Losier, 1999).
According to research, there are two main types of motivation that influence athletes into a positive mindset
on achieving excellent performance in their sport. There is intrinsic motivation in which the athlete engages in
the sport out of their internal reasoning and feelings such as pleasure. On the other hand, the athlete may
engage in sport due to extrinsic motivation, where they are driven by perks such as rewards and other tangible
prizes (Vallerand & Losier, 1999). The lessons on motivation aim to scaffold the concept of ‘motivation’ in
relation to athletes and sports performance. The first lesson on motivation used PowerPoint presentation as
the central source to scaffold the meaning of motivation, and how it is a psychological factor that affects an
athlete’s performance; following a worksheet to assess the students’ knowledge on what they learned. The
second lesson on motivation uses a movement activity to help facilitate discussion on different motivation
types when they are combined (e.g. Positive intrinsic, negative intrinsic etc…), following a worksheet with
questions to evaluate the students’ knowledge on what they have learned on motivation. The last central
activity is a case study, which aims to assess how the students can use their knowledge of the lessons to
evaluate sport/athlete scenarios and link it to particular types of motivation.

The lessons on anxiety and arousal provide the opportunity for students to develop an understanding of the
different psychological aspects that can affect an athlete’s performance. Lesson 1 focuses on breaking down
the learning content for the student’s and using engaging group and individual activities to help students
retain their knowledge and understanding. Lesson 2 is focused on the practical application of the knowledge
and information the students have been provided with in the previous lesson. This provides the students with
an opportunity to put theory into practise and provide a better understanding of the different sources of
anxiety and stress. Thus, providing a better demonstration for the students to experiment and observe how
psychology can affect an individual’s performance

The last lessons on the strategies to enhance motivation incorporate practical application and theory together.
The students will be able to understand the evidence behind each strategy and put them into practise. The
lessons are based on practical activities to ensure the students have a deeper understanding and cater for all
types of learners as simple descriptions don’t always sink into students and the use of ICT will also assist in
catering for diverse learners. Following the closure of all activities, higher thinking will be promoted with self-
evaluation questions to have the students assess which strategy works best for them and they then possess
the knowledge on how to incorporate this into their performances. Following all lessons, the students will
understand the syllabus content and how to apply it into real life situations.
 HSC CORE 2: Factors Affecting Performance

Jyasmin Ferro

Class: year 12 Lesson 1 Time: 50 mins

Key Learning Area: Lesson Topic: How can psychology affect performance?
HSC Core 2- Factors affecting performance - Motivation

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

One or two only. Please note the syllabus
reference number AND write out in full.
H16 devises methods of gathering,
interpreting and communicating
information about health and physical
activity concepts
Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
• Define what motivation means in sport
• Be able to explain types of motivations
• that different motivations have on athletes
Strategies which will be used to assess
learners’ attainment of learning outcomes.
Should be linked to each learning indicator.
- Teacher facilitated discussion
throughout presentation slides
- Reflection questions throughout
lesson
- Work sheet with questions to assess
knowledge gained throughout lesson
- Homework reflection sheet/ short
research task to assess how well
students understood content

Any safety issues to be considered: Resources:

Trip hazards - Motivation PowerPoint presentation
- Tables and chairs organized appropriately - ICT or hardcopy worksheet x 1
- Bags placed under desks - ICT device for research
-
ICT
- Students have laptops shut at all times
unless teacher instructs otherwise.
- During the use of ICT, ensure students are
using safely and appropriately.

Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
Class line-up outside room, once T is
present and gives instruction, Ss may enter
classroom & set up for lesson.
Once settled, T takes role.
*All phones placed in bags- warnings given
out to students who have not complied with
rule- after 1 warning, phone taken for
remainder of lesson*
DEVELOPMENT
Motivation PowerPoint
- How motivation relates to
psychology
- Briefly introducing aspects of
psychology that affects performance
(motivation, anxiety& arousal etc…)
- Questions to reflect on during the
lesson about MOTIVATION
§ What is it?
§ What does it mean to you?
§ Does it help you improve?
§ Do you need it?
§ When do you need it?
- Linking motivation psychology to
athletes
- How athletes are affected
with/without motivation
- MOTIVATIONAL quotes
- Introduce 4 types of motivation :
LESSON SEQUENCE
Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(mins) (How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
2 mins T commences lesson, and introduces the topic by getting
students to write down learning intentions on first slide. T
makes sure to state *no phones rule*
“Learning Intentions
• What motivation means in sport
• Different types of motivations
• Effects that different motivations have on athletes “
Motivation PowerPoint Motivation PowerPoint
20 mins
T to go through PowerPoint sides and facilitates verbal - Motivation PowerPoint
discussions where questions are present on the slides. presentation
T follows through the slides, facilitating other discussion when
Ss asks questions, doesn’t understand- and picks random
students to think critically about certain points/ critical
discussion questions/ casual questions
Critical questions in PowerPoint
- What are examples of internal or external
factors?
- Can pain and pleasure exist at the same time?
Why yes/no?
- What influences our actions and behaviors?
- How can this concept be applied to athletes?
- What would happen to an athlete who does
not have motivation?
 Intrinsic - What is an example of a motivated athlete?
Extrinsic
Positive Motivational quotes slide
Negative (T aims to probe questions from students which suggest
- Positive & negative explanation intrinsic & extrinsic ideas of motivation before coming to
- Risks of negative motivation this topic):
- Types of intrinsic and extrinsic Example:

- So are you saying this quote comes from

*No laptops open through this within the individual?
discussion period* - What is this quote aiming to say?
- So in this quote, is it more about satisfaction
that the individual has succeeded or is it more
about gaining a reward or title?

Positive, Negative, Intrinsic & extrinsic slides

Probe questions:
- What do you think an example of this type of
motivation is?
- Why do you think negative motivation is risky for
some individuals?
- Etc….

Motivation Worksheet/ questions 20 mins Motivation Worksheet/ questions Motivation Worksheet & questions
Content assessed: T hands out worksheets hardcopy/ via “Google
- Psychology Classroom” (depending if students use ICT as central
- Psychological affects on source).
performance
Ss are to work individually using knowledge gained from
- Motivation
PowerPoint. Allow students 10 minutes to not use ICT to
help them. After 10 mins, students are allowed to use
ICT devices to research questions that they can’t
answer.

Questions:
 1. Psychology:

I. What are examples of internal or external factors that affect

individuals & their circumstances?

II. Can pain and pleasure exist at the same time in the form of
motivation? Why yes/no?

III. What influences our actions and behaviors?

IV. How can this concept be applied to athletes?

2. Psychological effects on Performance:

i) List the factors under each key term relating
to psychological effects on performance.
ii) List the psychological strategies that can be
used to either enhance motivation or manage
anxiety

3. Motivation

i) Write the definition of motivation

ii) What would happen to an athlete who does
not have motivation?
iii) What is an example of a motivated athlete?
iv) Evaluate and summarize the 4 types of
motivation, and provide one simple example,
and link it with athletes (e.g. Extrinsic- Money
reward for winning).

a) Positive:
b) Negative:
c) Intrinsic:
 d) Extrinsic:

CLOSURE

Homework Task 5 mins Homework Task Motivation worksheet& questions

Homework! Question 1: Reflection If students don’t need more time on the last activity, they may
(Last section of worksheet) start question 1 of the Homework task (Reflection questions):

What is motivation?

What does it mean to you?

Does it help you to improve? How does it/doesn’t it?

Do you need it? Why/why not?

When do you need it?

Homework! Question 2: Reflection 3 mins After students have spent some time on reflection questions,
(Last section of worksheet) tell them they must finish the rest at home if not completed.
T also introduces question 2 of research task & must complete
before next lesson. Question:

1. Short research task: research the journey of a

well-known athlete of an Aboriginal/Torres Strait
Islander background, and determine what kind of
motivation has been the most prominently present
throughout their sporting career. You can mention
more than one type of motivation. Make sure you
provide some real examples of the athlete.
(This can be a short paragraph or a few dot
points- will be discussed in class)

HSC CORE 2: Factors Affecting Performance


Class: Year 12
Key Learning Area: HSC Core 2- Factors
affecting performance
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
H17 selects appropriate options and
formulates strategies based on a critical
analysis of the factors that affect
performance and safe participation
Any safety issues to be considered:
Trip hazards
- Tables and chairs organized appropriately
- Bags placed under desks
-
ICT
- Students have laptops shut at all times
unless teacher instructs otherwise.
Jyasmin Ferro
Lesson 2 Time: 50 mins
Lesson Topic: Lesson Topic: How can psychology affect performance?
Motivation: Positive Intrinsic, Positive Extrinsic, Negative Intrinsic & Negative Extrinsic
Indicators of Learning for this lesson: Assessment:
Behaviours that contribute toward achievement of outcome(s). Strategies which will be used to assess
Quote syllabus numbers. Must be clear, specific, observable. learners’ attainment of learning outcomes.
Curriculum Content Strands may be used as headings. Should be linked to each learning indicator.
By the end of this lesson, the students will: - Teacher facilitated discussion
throughout presentation slides
- Know what the 4 types of motivations are - Work sheet with questions to assess
- Establish what the appropriate forms of motivation knowledge gained throughout lesson
are in certain scenarios. - Case study to demonstrate that they
- Be ab are able to evaluate scenarios and
use critical understanding to
demonstrate a certain type of
motivation
- Students demonstrate research
skills while working on their
worksheets & case study
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
- Motivation 2 PowerPoint presentation
- Motivation 2 worksheet/ questions x 1 (hard copy or hand out via Google Classroom)
- ICT device for research
- labelled motivation signs
 - During the use of ICT, ensure students are
using safely and appropriately.

LESSON SEQUENCE

Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(mins) (How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Class line-up outside room, once T is 2 mins T commences lesson, and introduces the topic by getting
present and gives instruction, Ss may enter students to write down learning intentions on first slide. T
classroom & set up for lesson. makes sure to state *no phones rule* & *laptops away for the
Once settled, T takes role. time being*.

*All phones placed in bags- warnings given “Learning Intentions

out to students who have not complied with • Know what the 4 types of motivations are
rule- after 1 warning, phone taken for • Evaluate athlete scenarios and establish what the
remainder of lesson* appropriate forms of motivation are in certain
scenarios.”
*All laptops should be shut for this whole 5 mins
introductory part of the lesson- except
students who need to type in some answers
for homework sheets. Every student needs
to be engaged; all phones placed in bags*

Re-cap last lesson: Re-cap last lesson:

PowerPoint slide to facilitate this discussion
• Intrinsic motivation
• Extrinsic motivation
• Positive motivation
• Negative motivation
5 mins
T facilitates a brief non-formal discussion with probe
Motivation 2 PowerPoint slide
questions on
What is:
• Intrinsic motivation
• Extrinsic motivation
• Positive motivation

Homework task discussion
PowerPoint slide to facilitate this discussion
- Answer questions that any Ss had
trouble with
DEVELOPMENT
Motivation 2 PowerPoint presentation
- MOTIVATION (Intrinsic/ extrinsic/
positive/ negative) combinations
explained
Movement Activity: What motivates you?
- Teacher places labelled
motivation signs in 4 corners of
classroom
- Read out the 4 statements at
random
- Allow students to discuss with each
other why they are moving to
certain corners
• Negative motivation
Homework task discussion
T spends a brief time facilitating some questions for students Motivation 2 PowerPoint slide
who struggled with homework questions, by engaging students Motivation Worksheet & questions
who have answered the questions already, by getting them to
explain the answers to their class mates.
5 min Motivation 2 PowerPoint presentation Motivation 2 PowerPoint
presentation
T explains the link between combining types of motivation
words, to create ITS OWN MEANING through the method of
combining.
5 min Movement Activity: What motivates you? labelled motivation signs
T asks all Ss to shut laptops & stand up, have a nice stretch.
Explains the rules of the activity…
“ I am going to place these labels in these corners…. I will read
out one statement at a time, of which you will move to the side
of the room that you think the statement belongs to; we will
discuss the answers when we sit down.”
T reads out each statement, allowing students to discuss with
each other why they believe the statement links with the
certain motivation type.
After activity is completed, Ss will be asked to sit on the floor in Motivation 2 PowerPoint
5 mins a circle at the front of the classroom. T will flick to the slide presentation
with the statements on it. The answers will be discussed as a
group.
Once T ends discussion, T will flick to the slide with the
answers to the statements. T will then ask:
“ Put your hand up if you got the **** statement correct?” –

Motivation 2 worksheet/ questions
- Combined motivation types
- Research definitions
- Create short scenario
- Link a type of motivation with an
athlete & justify
Motivation 2 worksheet/ questions
Case study question: ATSI/ Australian
athlete research question on appropriate
motivation type.
*GROUP WORK*- groups of 2
Quiet talking allowed, about the case study.
until all statements are asked about.
Motivation 2 worksheet/ questions
Motivation 2 worksheet/
T will give students some time to answer all of the questions questions
on the worksheet except case study question (unless early
10 mins finisher). Ss are allowed to work together after 5 mins on the
questions.
QUESTIONS:
1. Evaluate the table and answer the following
questions.
i. List the different combinations of types of
motivation.
ii. Use your ICT devices to research the
definitions of each appropriate type of
motivation.
iii. Chose one type of combined motivation and
create your own short scenario. Make sure you
include all elements of the type of motivation.
iv. Which type of motivation would be preferred
by athletes? Give reasons for this.
Motivation 2 worksheet/ questions
Case study question Motivation 2 worksheet/
questions
T will tell students to get into groups of 2 only (with the
10 mins exception that there’s an odd number, there will be one group
of 3). Quiet talking is allowed.
Ss are informed that if activity is not completed in this lesson, it
will be a homework task to be completed with group mate
(suggest shared google doc) and will be checked over in the
next lesson by teacher.
CLOSURE

Motivation 2 PowerPoint presentation 3 mins Motivation 2 PowerPoint presentation Motivation 2 PowerPoint

- Motivation Test T ask Ss to pack up and take ‘Motivation Test” for fun. Ss who presentation
finished case study task early may attempt the test early.

T remind students to get case study tasks finished for

homework if it has not been completed.
Reference List

12PDHPE HSC COURSE CORE 2: Factors affecting Performance. Focus Question 2. How can Psychology
affect performance? (2014). IN: SlideShare (slide 45-57). Retrieved 20th August 2019 from,
https://www.slideshare.net/MsRatusau/hsc-pdhpe-core-2
Core Two Free Study Notes; Factors Affecting Performance. Improving PDHPE. Retrieved 20th August
2019, from http://www.improvingpdhpe.com/hsc-notes/core-two-free-study-notes-factors-affecting-
performance/
Critical Question 2, How can psychology affect performance? Weebly. Retrieved on 21st August 2019,
from https://mdcc12pdhpe.weebly.com/critical-question-2---how-can-psychology-affect-
performance.html
HSC PDHPE: Motivation. Word Press. Retrieved on 21st August 2019, from
https://hayleydean1.wordpress.com/motivation/
Motivation. Improving PDHPE. Retrieved 19th August 2019, from
http://www.improvingpdhpe.com/hsc-notes/motivation-2.
Roberts, G. C., Treasure, D. C., & Conroy, D. E. (2007). Understanding the dynamics of motivation in
sport and physical activity: An achievement goal interpretation.
What motivates me? Seemypersonality. Retrieved on 21st August 2019, from
http://www.seemypersonality.com/personality.asp?p=Motivation-Test#q1

Class: Year 12
Key Learning Area:
HSC Core 2 – Factors affecting performance
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students will understand the impact of psychological aspects such as motivation through previous lessons. The students will have an understanding how
sporting performance can be impacted in different aspects and in different ways. The students have an understanding of health issues.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full..
- H10 – designs and implements
training plans to improve
performance
- H11 – designs psychological
strategies and nutritional plans
in response to individual
performance needs
Any safety issues to be considered:
- Ensure room is clear of any
hazards
- Ensure bags are placed under
the desks and are not a trip
hazard
Lesson Plan Format
Date: Time: 50 minutes
Lesson Topic: Lesson 1 of 2
How can psychology affect performance?
- Anxiety and Arousal
Indicators of Learning for this lesson: Assessment:
Behaviours that contribute toward achievement of outcome(s). Strategies which will be used to assess
Quote syllabus numbers. Must be clear, specific, observable. learners’ attainment of learning outcomes.
Curriculum Content Strands may be used as headings. Should be linked to each learning indicator.
By the end of this lesson, the students will: All assessments will be informal
- Students will be able to define anxiety and arousal, - The students will be assessed on
their understanding of anxiety in
including state and trait anxiety.
performance in the investigation
- Students will be able to explain the difference activity.
- Students will demonstrate their ability
between anxiety and arousal in terms of the effects on
to determine athlete’s methods of
performance managing anxiety during
performance.
- Students will be able to determine aspects within
- Students will be address the
sport performance that can contribute to stress, differences and identify the different
types of actions through the
anxiety or arousal.
YouTube videos and focus questions
about managing anxiety.
Note: In lesson 1 anxiety and stress will be covered.
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
YouTube (2 x videos – links in lesson sequence)
PowerPoint
Athlete Investigation Homework Sheet
 - Ensure students are briefed on
the appropriate use of the
internet
Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and
values addressed in each section.
Link to your Indicators of Learning.
INTRODUCTION
Class lines up outside the room,
once T is present the Ss can enter
the classroom and sit at their seats.
Ss to get all required equipment out
of their bags.
Once settled, greet the class and
mark the roll.
Anxiety and Arousal PowerPoint
Corners Activity - Scenarios
(These are examples, additional
scenarios may be used)
- Standing at the starting line
of a race
- Kicking a conversion in
football
- Standing at the batter’s
plate waiting for the pitch
- Taking a shot in basketball
- A penalty shootout in
soccer
- Standing up in class for a
presentation
- Being put on the spot to
PDHPEnet
LESSON SEQUENCE
Timing Teaching Strategies / Learning Resources and Organisation:
(mins) Experiences:
(How it is taught)
Write detailed steps showing what the
teacher (T) will do and what students
(Ss) will do.
T commences planned lesson structure.
2 mins
T begins the lesson with introducing the Anxiety and Arousal PowerPoint
topic of Anxiety and Arousal, following on
8 mins from the lessons on motivation this is Ss to be in the middle of the classroom, and moving towards the
another aspect of how psychology can corners in response to the stimuli.
impact on performance.
T to observe from the front of the classroom, and walk around to
T is to ask all students to get out of their observe where necessary.
seats and come to the centre of the
classroom. T explains how the activity At the conclusion of the activity Ss are to return to their seats.
will work to the students.
Ss are to listen to the scenario read out
by the T and they are to choose the
corner which they believe is the best
response for the feeling they have in that
particular situation.
Ss have the options of the corners being:
 answer a question by a
teacher
- The crowd cheering you on
during a race
- Your friends and family
wishing you luck before a
game
- Watching your favourite
team play try and score
excited/adrenaline, unaffected, anxious
and stressed.
The T is to have the second slide of the
PowerPoint displayed during this activity
so Ss can see which corner is for which
response.
T to read out the scenarios and allow the
Ss to have time to move to their chosen
corner.

At the conclusion of the scenarios T is to

ask Ss why they believe that different
students responded to the scenarios
differently. T leads the conversion into
the next discussion by posing the
question about “Is there a difference
between being anxious and being
stressed”.
DEVELOPMENT

Anxiety and Arousal PowerPoint 5 mins T to open discussion with Ss in regards Ss to be in their seats, T to be walking around and interacting with
continuation to what anxiety is (slide 3). Allow the Ss Ss throughout the discussion.
to contribute their ideas about what
What is anxiety? anxiety is.

Suggested answers: Follow up this discussion with the T

- Where you feel worried providing the students with the definition
- Makes you want to bite of anxiety (slide 4). T can comment about
your nails or something how some of the feelings or behaviours
else to feel in control we associate with anxiety are actually
- Upset related to stress.
- Agitated
- Nervous T can question Ss if they are surprised
- Unsure by this definition
- Uneasy
- Scared

Anxiety In Sport
3 mins
Trait Anxiety – characteristic of a T to address anxiety in sport (slide 5), Ss to be in their seats, T to be walking around and interacting with
person introducing the concepts of Trait and Ss throughout the discussion.
State Anxiety – arises in a particular State anxiety. T to prompt the Ss for their
situation ideas on what they think the difference
between the two types of anxiety are.

Define trait anxiety T to provide Ss with definition and

Define state anxiety information on trait anxiety and state
anxiety. This is to demonstrate to the Ss
the difference between the two forms of
anxiety.

Brainstorm Activity 5 mins T to create a brainstorm on the board, T to be near the whiteboard throughout discussion, writing down
What are some sporting situations allow students to be called upon to the Ss ideas during the brainstorm activity. T to scan the classroom
that an athlete might experience provide their answers. to maintain supervision and ensure understanding and behaviour
state anxiety? expectations are being met.

Suggested answers:
- Running a race
- Performing in front of a
crowd
- Scoring a try in football
- Converting a try in football
- Serving in tennis
- Returning the ball in
volleyball
- Swimming across an ocean
- Competing in an unknown
place
- Hearing the start gun in a
race

Successful anxiety management –

YouTube Video

Focus Questions:
1. What did Mark do well
during the shoot out?
He remained calm and
waited for the ball to be
kicked before moving. He
didn’t jump the gun and try
to guess where the kicker
6 mins T to demonstrate successful YouTube Clip – Australia vs Uruguay (Penalty Shoot out)
management of state anxiety to the Ss https://www.youtube.com/watch?time_continue=7&v=rhM1t0XyB08
through the use of a YouTube video. T to
allow the clip to play through showing the
difference between the two keepers and T to place themselves in a position that allows supervision and
their ability to remain in control of their monitoring of all students throughout the video clip.
anxiety. T to ask and discuss focus
questions with the Ss.
 was going to shoot the ball.
2. Do you think both
keepers handled the
pressure well?
Both the keepers handle
their anxiety different, as
being in a penalty shootout
would provoke a lot of state
anxiety for some athletes.
Mark handled his anxiety
better than the Uruguay
keeper.
3. What type of anxiety
would the keepers be
experiencing in this
situation?
The keepers would be
experiencing anxiety, as the
anxiety is arises due to the
pressure of the sporting
situation of the penalty
shoot-out.
4. What sort of techniques
could be used in this
situation to manage the
anxiety?
The keepers could use
relaxation techniques like
deep breathing before as
they stand in the goal
waiting for the shot, to calm
themselves and try and
block out the crowd. They
could also use visualisation
to help assist them in
remaining calm throughout
their sporting performance.

YouTube Clip – Usain Bolt gets disqualified

Example of not managing anxiety – T to demonstrate a lack of management
https://www.youtube.com/watch?v=zFb6OTmy0wc
YouTube Video of state anxiety to the Ss through the use
6 mins of a YouTube video. T to allow the clip to
Focus Questions: play through showing the moment where
1. What was different in the the athlete allows the anxiety to affect T to place themselves in a position that allows supervision and
attitude of the athletes him and become disqualified. T to ask monitoring of all students throughout the video clip.
between the two videos? and discuss focus questions with the Ss.
Usain was very confident in
himself and was very
charming towards the
crowd. He walked with flair
and confidence as if he had
already won the race. In the
other video the athletes
remained calm and not
cocky about their sporting
abilities.
2. What factors could have
affected Usain’s
performance?
Some factors that could
have affected Usain’s
performance include:
- The crowd
- Overconfidence
- Anxiety
- Adrenaline not
controlled
- Pressure on
himself to perform
well
- Pressure of
expectations on his
performance
3. Could these factors have
been avoided?
These factors could not
have been avoided,
however they could have
been minimised and their
impact reduced. A lot of
factors cannot be avoided
but the athletes can use a
range of techniques during
their performance to assist
them in managing their
anxiety.
 4. What techniques could
have been used to avoid
and limit the anxiety
affecting his
performance?
Relaxation techniques can
be used to help calm the
athlete and block out the
distraction from the crowd.
The athlete can also use
visualisation techniques to
visualise the start and finish
of the race to keep a
positive and relaxed
mindset. Mental rehearsal
could have been used and
breathing strategies.
5. What type of anxiety is
being shown in this
video?
State anxiety is being
shown in this video and the
impact it can have on an
athlete’s sporting
performance when that
state anxiety is not
managed properly.

Stress 6 mins T to define stress to the Ss, using the T to walk around the classroom to ensure students are
definition provided. This relates back to understanding the content being provided to them
Define stress some aspects that Ss may have believed
was considered anxiety.
Sources of stress
T to provide Ss with information relating
Signs of Stress to sources of stress, particularly an
athletes source of stress.
Methods to cope with Stress
T to briefly touch on the signs of stress
Suggested Answers: with the Ss, referring to the PowerPoint.
Relaxation Techniques
- Deep breathing T to discuss different methods to cope
 - Meditation with stress, including: relaxation
Mental Rehearsal techniques, mental rehearsal,
- Speaking positive thoughts visualization and developing
before and during sporting concentration skills. T is to ask the
performance students if they could think of any
- Having a key word which examples for any of the four different
you have conditioned methods to cope with stress, After the Ss
yourself to feel calm with provide their examples, T to ask if they
Visualisation could see any of the athletes in the
- Visualising the end YouTube videos use any of those
outcome to address anxiety different techniques.
concerns during sporting
performance
- Visualise any concerns and
throw them away inside
your head, to remove them
from your mind
Developing concentration skills
- Set tasks to develop
concentration skill levels
- Build up the ability to
remain focus and drown out
background noise.

Group work activity – Factors of 5 mins T to spilt the class into groups of 3. Each T to walk around the classroom, supervises the groups and
stress or anxiety in sport group will be allocated a different. T to confirming the students understanding of the task. T to assist any
explain to the Ss that they, as a group, student having trouble understanding the content or the task.
Examples of sports: need to come up with as many possible
- Soccer factors that could contribute to stress or
- Netball anxiety within their particular sport.
- Basketball
- Volleyball T to ask each student from the group to
- Track events (choose one) let the class know one factor that they
- Field events (choose one) came up with about their allocated sport.
- Football
- Golf
- Tennis
- Boxing
CLOSURE
Recap Lesson and discuss
Athletic Investigation Homework
Questions:
What is the difference between
state and trait anxiety?
- State anxiety arises in a
particular situation but trait
anxiety is considered a
characteristic of the person
What is the difference between
anxiety and stress?
- Stress occurs when under
pressure and are brought
on by sources such as
expectations, lack of
support or financial stress,
etc.
- Anxiety is a psychological
response to nervousness of
worry and a sense of
unease.
4 mins T to summarise the lesson to the Ss, Athletic Investigation Sheet
reaffirming what has been taught during
the lesson. T can ask students questions T to walk around and hand out homework sheet to Ss and confirm
to gauge their understanding of the their understanding of the task.
content provided throughout the lesson.
T to introduce the homework task and
provide each student with the homework
brief. T to inform Ss that this homework
will be due the next lesson. T tells Ss
about the Athletics investigation, where
they are required to become detectives
to try and find evidence of athletes that
manage their anxiety well during their
sporting performance and evidence of
athletes that don’t manage their anxiety
well during their sporting performance. T
to refer back to the YouTube videos the
Ss were shown and use them as
examples of what the Ss are looking for.
T to ask Ss if they have any questions, if
any questions once answered T can
instruct students to pack up.
Class Concludes.

Class: Year 12
Key Learning Area:
HSC Core 2 – Factors affecting performance
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students will understand the impact of psychological aspects such as motivation, anxiety and stress through previous lessons. The students will have an
understanding how sporting performance can be impacted in different aspects and in different ways. The students have an understanding of health issues.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full..
- H10 – designs and implements
training plans to improve
performance
- H11 – designs psychological
strategies and nutritional plans
in response to individual
performance needs
Any safety issues to be considered:
- Ensure room is clear of any
hazards
- Ensure bags are placed under
the desks and are not a trip
hazard
- Ensure students are briefed on
the appropriate use of the
Lesson Plan Format
Date: Time: 50 minutes
Lesson Topic: Lesson 2 of 2
How can psychology affect performance?
- Anxiety and Arousal
Indicators of Learning for this lesson: Assessment:
Behaviours that contribute toward achievement of outcome(s). Strategies which will be used to assess
Quote syllabus numbers. Must be clear, specific, observable. learners’ attainment of learning outcomes.
Curriculum Content Strands may be used as headings. Should be linked to each learning indicator.
By the end of this lesson, the students will: All assessments will be informal
- Students will be able to define anxiety and arousal, - The students will be assessed on
their understanding of anxiety and
including state and trait anxiety.
arousal in the practical application
- Students will be able to explain the difference activity.
- Students will demonstrate their ability
between anxiety and arousal in terms of the effects on
to apply their understanding to
performance practical application.
- Students will demonstrate the ability
- Students will be able to apply their understanding to a
to determine the difference between
practical situation, utilising practical application to anxiety and arousal and the impact it
has on performance.
demonstrate their ability.
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
YouTube (2 x videos – links in lesson sequence)
PowerPoint
Anxiety and Arousal Worksheets
- Anxiety and arousal – baseline test
- Anxiety and arousal – activated test
 internet Anxiety and arousal – relaxed test
-
- Ensure equipment is being used Anxiety and arousal – test tables
-
correctly and students are
following procedures PDHPEnet

LESSON SEQUENCE

Lesson Content / Indicators of Timing
Learning (What is Taught): (mins)
Note key skills, concepts and
values addressed in each section.
Link to your Indicators of Learning.
INTRODUCTION
Class lines up outside the room,
once T is present the Ss can enter 2 mins
the classroom and sit at their
seats.
Teaching Strategies / Learning Resources and Organisation:
Experiences:
(How it is taught)
Write detailed steps showing what the
teacher (T) will do and what students (Ss)
will do.
T commences planned lesson structure.

Ss to get all required equipment

out of their bags.

Once settled, greet the class and

mark the roll.

Anxiety and Arousal Recap 4 mins T to start off the class with a discussion to T to address Ss and try to ensure all Ss are participating in the
Questions: recap with the Ss to see what they discussion.
remember from the last lesson on anxiety
What is anxiety? and stress. T to confirm and collect
“A feeling of worry, nervousness, Athletic Investigation homework given out
or unease about something with an during last lesson.
uncertain outcome.”
What are some sporting
situations that an athlete might
experience state anxiety?
Suggested answers:
- Running a race
- Performing in front of a
crowd
- Scoring a try in football
- Converting a try in football
- Serving in tennis
 - Returning the ball in
volleyball
- Swimming across an
ocean
- Competing in an unknown
place
- Hearing the start gun in a
race
What is the difference between
state and trait anxiety?
- State anxiety arises in a
particular situation but trait
anxiety is considered a
characteristic of the person

What is the difference between

anxiety and stress?
- Stress occurs when under
pressure and are brought
on by sources such as
expectations, lack of
support or financial stress,
etc.
- Anxiety is a psychological
response to nervousness
of worry and a sense of
unease.

DEVELOPMENT
Anxiety and arousal PowerPoint 5 mins T to teach Ss about arousal in sport Anxiety and Arousal PowerPoint (Opened at Slide 19 for lesson 2)
performance through the use of
PowerPoint.

Anxiety and Arousal – Practical
Application Activity
Questions:
Which test do you think people
will perform better in, the
baseline testing, the activated
testing or the relaxed testing?
Answers for this question will vary,
34 T to instruct the Ss to remain seated until
mins all instructions have been given for this
task.
T to instruct that all Ss need to attempt
the test individually and without
assistance from other Ss, apart from
having someone perform the reaction test
with you.
Anxiety and Arousal – Baseline test worksheet
Anxiety and Arousal – Activated test worksheet
Anxiety and Arousal – Relaxed test worksheet
Anxiety and Arousal – Test Table worksheet
Activation YouTube video – People are awesome 2015
https://www.youtube.com/watch?v=skVhHlAixyY
Relaxation YouTube video – Mindfulness meditation
but going off sporting performance
when activated the athlete should
perform better. This may differ for
each individual.
Do you think these results will
differ depending on the type of
test being used?
Yes, the results may vary between
individuals as some individuals are
naturally inclined to be better at
some task, whether these may be
physical or creative tasks. Also,
individuals will react differently to
stimuli, causing results to differ.
What are some factors that may
affect these results?
- Individual factors (eg. More
naturally inclined to
physical or creative tasks)
- Nerves
- People assisting others
throughout the testing
process
https://www.youtube.com/watch?v=dEzbdLn2bJc
T to provide the Ss with the baseline test
sheet and the test table sheet. During the activities and testing stage T should walk around the
class assisting the Ss in performing the different tests. T should
T to ask Ss to hypothesise which test they ensure proper use of the equipment and ensure Ss are
will have the better performance in understanding the task and its relation to their learning.
(baseline, activated or relaxed). T to ask if
they believe the type of test will affect
whether the performance is affected.
Baseline Tests
T to instruct Ss in the following way:
T to ask Ss to perform a strength using
the hand dynamometer. T instructions to
the Ss for the use of the dynamometer
include:
To use the hand dynamometer have your
elbow at a right angle tucked into your
side, fingers wrapped around
dynamometer and squeeze. Record result
in the table provided.
T to instruct students to perform a
reaction time test. The instructions the T
should give the Ss include:
The person next to you will help you
perform a reaction time test. Sitting
upright in your chair, place your forearm
on the table so it extends over the table’s
edge. Place your thumb and index
(pointer) finger on either side of the ruler
that your partner is holding vertically.
Note: The number 1 on the ruler should
be closet to your hand. Your partner will
hold it 2 cm above your fingers and
release the ruler without telling you.
Record the number on the ruler that your
fingers align with. Perform 3 times,
recording each attempt on the table
provided.

T to instruct Ss that they will be

performing a creative test. T to instruct Ss
will the following:

You will have 1 minute to complete the

creative test, you have to answer and
solve as many as you can. There is one
word that goes with each of the three
options provided, write this word on the
sheet provided to you.

T to go through the answers to the

creative task, so Ss can get there result
out of eight to note down on their test
result sheet.

T to play the YouTube video (insert

name) to the Ss, in preparation for the
activated test.

T to hand out the Activated test sheet to

the Ss.

Activated test – after video

T to instruct Ss in the following way:

T to ask Ss to perform a strength using

the hand dynamometer. T instructions to
the Ss for the use of the dynamometer
include:
To use the hand dynamometer have your
elbow at a right angle tucked into your
side, fingers wrapped around
dynamometer and squeeze. Record result
in the table provided.

T to instruct students to perform a

reaction time test. The instructions the T
should give the Ss include:
The person next to you will help you
perform a reaction time test. Sitting
upright in your chair, place your forearm
on the table so it extends over the table’s
edge. Place your thumb and index
(pointer) finger on either side of the ruler
that your partner is holding vertically.
Note: The number 1 on the ruler should
be closet to your hand. Your partner will
hold it 2 cm above your fingers and
release the ruler without telling you.
Record the number on the ruler that your
fingers align with. Perform 3 times,
recording each attempt on the table
provided.

T to instruct Ss that they will be

performing a creative test. T to instruct Ss
will the following:

You will have 1 minute to complete the

creative test, you have to answer and
solve as many as you can. There is one
word that goes with each of the three
options provided, write this word on the
sheet provided to you.

T to go through the answers to the

creative task, so Ss can get there result
out of eight to note down on their test
result sheet.

T to play the YouTube video (insert

name) to the Ss, in preparation for the
relaxed test.

T to hand out the relaxed test sheet to the

Ss.

Relaxed Test – after video

T to instruct Ss in the following way:

T to ask Ss to perform a strength using

the hand dynamometer. T instructions to
the Ss for the use of the dynamometer
include:
To use the hand dynamometer have your
elbow at a right angle tucked into your
side, fingers wrapped around
dynamometer and squeeze. Record result
in the table provided.

T to instruct students to perform a

reaction time test. The instructions the T
should give the Ss include:

The person next to you will help you

perform a reaction time test. Sitting
upright in your chair, place your forearm
on the table so it extends over the table’s
edge. Place your thumb and index
(pointer) finger on either side of the ruler
that your partner is holding vertically.
Note: The number 1 on the ruler should
be closet to your hand. Your partner will
hold it 2 cm above your fingers and
release the ruler without telling you.
Record the number on the ruler that your
fingers align with. Perform 3 times,
recording each attempt on the table
provided.

T to instruct Ss that they will be

performing a creative test. T to instruct Ss
will the following:

You will have 1 minute to complete the

creative test, you have to answer and
solve as many as you can. There is one
word that goes with each of the three
options provided, write this word on the
sheet provided to you.
 T to go through the answers to the
creative task, so Ss can get there result
out of eight to note down on their test
result sheet.

CLOSURE
Results of activity 5 mins T to conclude lesson with discussing the T should be walking around the class addressing different Ss to
Questions: results of the Ss had in all 3 tests. get a range of results and opinions from the experiment.
Which test did you perform
better in? (baseline, activated or T to ask Ss questions about the activity.
relaxed)
This result will vary between
individuals. No homework from this lesson. Ask
Which test type did you do students to bring the equipment to the
better in? Did this change front and pack up their belongings.
between tests?
This result will vary between Class concludes.
individuals.
From this experiment do you
feel that anxiety and arousal can
impact on performance?
Why/why not?
This experiment demonstrates that
some tasks you can perform better
in when activated for example the
strength test. But with other tasks
like the creative task it is easier to
perform better in a composed
relaxed state. Why does it affect it?
– well with the activated tests it is
harder to concentrate on the
creative task and try to come up
with the words that match as you
are hyped up and don’t slow down
to process the words correctly.
Do you think this activity helped
you to build a better
understanding of the impact of
anxiety and arousal on
performance?
This is an individual opinion.
However, this test is very effective
in providing students with a
practical application of the theories
learnt.
References
Australia vs. Uruguay (16/11/2005 - Sydney) World Cup Qualifier 2006 - Play Off (Penalty
Shootout). (2019). Retrieved 23 August 2019, from
https://www.youtube.com/watch?time_continue=7&v=rhM1t0XyB08
How to Overcome Sports Performance Anxiety. (2019). Retrieved 23 August 2019, from
https://www.psychologytoday.com/au/blog/meaningful-you/201309/how-overcome-
sports-performance-anxiety
HSC Core 2. (2019). Retrieved 23 August 2019, from https://www.ratusaupdhpe.com/hsc-
core-2.html
library, E., projects, S., Grade, F., & Test, R. (2019). Reaction Time: The Ruler Drop Test |
Science project | Education.com. Retrieved 23 August 2019, from
https://www.education.com/science-fair/article/biology_oops/
Mindfulness Guided Meditation - 5 Minutes. (2019). Retrieved 23 August 2019, from
https://www.youtube.com/watch?v=dEzbdLn2bJc
Optimal Arousal. (2015). Retrieved 23 August 2019, from https://www.pdhpe.net/factors-
affecting-performance/how-can-psychology-affect-performance/anxiety-and-
arousal/factors-affecting-performancehow-can-psychology-affect-performanceanxiety-
and-arousaloptimal-arousal/
People Are Awesome 2015 - OFFICIAL. (2019). Retrieved 23 August 2019, from
https://www.youtube.com/watch?v=skVhHlAixyY
Sources of Stress. (2019). Retrieved 23 August 2019, from https://www.pdhpe.net/factors-
affecting-performance/how-can-psychology-affect-performance/anxiety-and-
arousal/sources-of-stress/
Trait and state anxiety. (2019). Retrieved 23 August 2019, from
https://www.pdhpe.net/factors-affecting-performance/how-can-psychology-affect-
performance/anxiety-and-arousal/trait-and-state-anxiety/
Trait and state anxiety. (2019). Retrieved 23 August 2019, from
https://www.pdhpe.net/factors-affecting-performance/how-can-psychology-affect-
performance/anxiety-and-arousal/trait-and-state-anxiety/
Usain Bolt is disqualified in the Men's 100m Final. (2019). Retrieved 23 August 2019, from
https://www.youtube.com/watch?v=zFb6OTmy0wc
 Lesson Plan Format

Brooke Meadows

Lesson 1 OF 2

Class: Year 12 Date: Time: 50 minutes

Key Learning Area: HSC Core 2- Factors Lesson Topic: How can psychology affect performance?
affecting performance
Psychological strategies to enhance motivation and manage anxiety

Recent Prior Experience Students should be familiar with definitions and concepts of motivation, anxiety and arousal to now deepen their understanding on
how to manage anxiety and enhance motivation.

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

One or two only. Please note the syllabus
reference number AND write out in full..
- H11 designs psychological strategies
and nutritional plans in response to
individual
performance needs
Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
- Students will be able to confidently define motivation and
anxiety
Strategies which will be used to assess
learners’ attainment of learning outcomes.
Should be linked to each learning indicator.
- The students will be able to
complete the tasks in an
appropriate manner

- H17 selects appropriate options and
formulates strategies based on a critical
analysis of the factors that affect
performance and safe participation.
- Students will be able to understand the importance of
strategies to use to decrease anxiety and enhance motivation - students will be able to
demonstrate their understanding
of the strategies
- Students will have an understanding on what sort of
techniques they can incorporate into performance
- students will address the
 importance of these strategies

Any safety issues to be considered: Resources:

- Ensure room is clear of any - Youtube videos
hazards - Powerpoint
- Cueing evaluation sheet
- Pens
- Sand bags
- Hula hoops

LESSON SEQUENCE

Lesson Content / Indicators of Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
Learning (What is Taught): (mins) (How it is taught)
Note key skills, concepts and values Write detailed steps showing what the teacher
addressed in each section. Link to your (T) will do and what students (Ss) will do.
Indicators of Learning.
INTRODUCTION
T commences class and powerpoint once all Powerpoint
Introduce students to the class and have students are seated
all seated. T to observe from the front of the classroom and walk
Recap on last two lessons about around if necessary.
motivation and anxiety and have students 5 mins
raise hand to answer.

- Who can define motivation?
- Who can define anxiety?
- Does anyone know why there are
strategies in place to assist in
decreasing anxiety and enhance
motivation in sport?
T begins lesson with powerpoint with the first
questions recapping on the last two lessons on
motivation and anxiety.
S to raise hands to answer and to brain storm
answers
All questions and answers provided on
the PowerPoint that is shown at the
beginning of the lesson
DEVELOPMENT
Powerpoint continuation and introducing
strategies that athletes use to enhance
motivation and manage anxiety.
- Concentration/.attention skills
Show video of throwing for example.
- Mental rehearsal/ visualization
skills
Show video of Michael Phelps for
example
Introduce activity 1 on concentration
skills:
Cueing.
Students are each given a self-evaluation
form for performance using cues and not
using cues. The cueing task is to jump,
skip, hop. Students will take turns at
performing this sequence calling out the
cues and then not calling out anything at
all and will assess which one they
perform better in.
Focus questions:
- Why is cueing important?
- What sort of sport would be
beneficial in? (possible answers
include golf, basketball, throwing
sports)
T to explain next steps and a brief description of
what lesson will consist of.
- Powerpoint
T is to continue slides on powerpoint and start - Cueing worksheet
discussing different strategies. - Youtube throw cue
T to show videos of an athlete using cues to https://www.youtube.com/watch?v=vdAbRz62
perform an action tCQ
10 S to watch whole video -
T is to discuss strategies on mental rehearsal - Youtube Michael phelps
and visualization skills and show video of https://www.youtube.com/watch?v=iwnMrB7
Michael phelps as an example G6Uk
T is to explain both of the activities before
asking students to leave their seats
T moves to either the front or back or the room
where there is the most space and get students
in a line
S to perform jump, skip, hop while speaking out
the cues
20 T to ensure they all perform and remain in their T to walk around and observe and assist if necessary
mins own space
T to assess their use of cues and assist if
necessary
S to then perform the movements with no cues
once all students have completed the first trial
T to assist if necessary
T to ask all students to be seated to complete
form
S to use self evaluation sheet to assess
whether cueing or no cueing made an effect on
better performance
T to ask students how they went and which they
performed better in
T to ask focus questions
S to raise hand to answer
T gets all students to stand out of their seats
again and form two lines at the back of the

Introduce Activity 2 on mental rehearsal/
visualization.
Students are separated into two groups.
One group will use visualization and the
other group are not to do any. Both
groups will be throwing a sand bag into a
hula hoop. Both students start off with
their back facing the hula hoops. The
student who is using visualization is given
30 seconds to look at the hula hoop and
visualize the throw while the other student
has their back turned. Once all students
have had a go at both then evaluate with
focus questions
Focus questions:
- Which group do you think
performed better?
- What effect does visualization
have on performance? Possible
answers could include: better
success rate, being able to react
to a negative stimulus if played
through head.
classroom to prepare for next activity
- Sand bags
20 mins - Hula hoops
T to set up two hula hoops at the end of the
classroom
T to explain activity 2 and ensure students are
separated into two groups
S are lined up in a visualization group and non-
visualization group
S in visualization group are to face the hula
hoop and given 30 seconds to visualize how
they are going to throw. Once 30 seconds is up,
turn around. Non visusaliton group has their
back turned to the hula hoop.
T to ensure students following rules property
and counting to 30 seconds. Turn around after
count so both are facing back to the hula hoop
S to both throw once the teacher has said go
and must throw within one second
S to complete one-two goes of each group and
evaluate which they did better in with focus
questions
T to get all students seated after all performed
T to ask focus questions to promote higher
thinking
S raise hand to answer
T to have class remain seated ready for next
lesson
CLOSURE
Re-cap on strategies learnt to enhance
motivation and assist in decreasing
anxiety in performance and discuss
investigation homework
T to ask self evaluation questions
S raise hands to answer
T discuss homework
S to remain seated for next lesson

Question on self evaluation:

What did you think about those activities?

Did they help you understand the
important of strategies?
Would you use any of these strategies
during your own performance?

Discuss homework:
Students are to research a sport/athlete
of their choice that use strategies to
enhance their performance and assist in
anxiety management

(add further pages as required)

 Brooke Meadows

LESSON 2 OF 2

Class: Year 12 Date: Time: 50 minutes

Key Learning Area: HSC Core 2- Factors Lesson Topic: How can psychology affect performance?
affecting performance
Psychological strategies to enhance motivation and manage anxiety
Recent Prior Experience Students should be familiar with definitions and concepts of motivation, anxiety and arousal and now deepen their understanding on
how to manage anxiety and enhance motivation. Students should be familiar with some techniques already introduced including concentration cueing skills and
mental rehearsal. Visualization.

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

One or two only. Please note the syllabus Behaviours that contribute toward achievement of outcome(s). Strategies which will be used to assess
reference number AND write out in full.. Quote syllabus numbers. Must be clear, specific, observable. learners’ attainment of learning outcomes.
Curriculum Content Strands may be used as headings. Should be linked to each learning indicator.

- H11 designs psychological strategies By the end of this lesson, the students will:
and nutritional plans in response to - Students will understand the importance of strategies used to - The students will be able to complete
individual decrease anxiety and enhance motivation the tasks in an appropriate manner

performance needs
- Students will have an understanding on relaxation techniques - students will be able to demonstrate
- H17 selects appropriate options and and goal setting and practice performing both their understanding of the strategies
formulates strategies based on a critical
analysis of the factors that affect
- Students will be able to write their own short- and long-term - students will address the importance
performance and safe participation
goals. of these strategies

Any safety issues to be considered: Resources:

- Ensure area is free of any
 hazards - Pen and paper
- Ensure first aid kit is close - Powerpoint
- Goal setting worksheets
- Breathing and relaxation techniques script sheet

LESSON SEQUENCE

Lesson Content / Indicators of Learning Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(What is Taught): (mins) (How it is taught)
Note key skills, concepts and values Write detailed steps showing what the teacher (T) will do and
addressed in each section. Link to your what students (Ss) will do.
Indicators of Learning.
INTRODUCTION
T to commence class and have powerpoint slides on the - Powerpoint
Introduce students to the class and have all board.
seated T to ask students questions from last lesson to promote critical Teacher to walk around classroom if
Recap on last lesson following 5 mins thinking necessary
concentration skills and mental rehearsal S to raise hand to answer
skills T to continue powerpoint with examples of relaxation
techniques and goal setting and explain activities that are
- Why are these important? going to be completed
- Can any one remember the process S to remain seated
of both and how the benefit an
athlete?

Continue powerpoint

DEVELOPMENT
T to present powerpoint on what relaxation techniques are and - Powerpoint
Powerpoint continuation of examples of the introduce goal setting and the importance - Relaxation scripts for
stretagies including S to remain seated and raise hands if any questions breathing and muscle
- Relaxation techniques (deep T to conclude descriptions and have students all lay down on relaxation
breathing, progressive relaxation) their backs with space between each student
- Goal setting (short and long term 5 mins T to read out script of deep breathing
goals) S to follow the teachers instructions
T keeps the students in the same position to flow straight into
Introduce activity 1 on relaxation the second activity of progressive relaxation
techniques: T to read out script of
Breathing techniques that have students 15 mins S to follow instructions with no noise
practicing deep breathing. Once breathing T to conclude script and have students remain laying down to Teacher to walk around and
techniques are finished, flow straight into answer focus questions while they are still calm observe
activity two while students are in the same S to raise hand to answer
position and follow with progressive muscle T gets students seated for next activity
relaxation.

Focus questions on self evaluation

- Which relaxation technique did you 5 mins
find worked better for you?
- Are you relaxed?
- Would you use these strategies for
your own sporting performance?
- Do you think these strategies would
benefit athletes suffering from pre
performance anxiety or stress?
(possible answers: yes, assisting
with cognitive anxiety levels,
relieving nerves and stress, helping - Powerpoint
athletes stay calm) T to get all students seated to explain what next activity is - Goal setting spreadsheets
T to hand out goal setting worksheet
S to complete what their short term and long term goals are
15 mins T to ask for examples
Activity 2- S to share if appropriate
Goal setting T to ask focus questions
Students are to practice writing their own S raise hands to answer
goals with long term and short term. If no T advise students to remain seated for next lesson
time to complete this task students can
finish for homework.

CLOSURE
T to have students seated and prepare for questions
Recap on todays lesson with questions that
focus on critical thinking
- What was your favorite strategy?
- Would you feel confident in teaching
someone else these strategies?
5 mins T to ask questions
S to raise hands to answer
S to remain seated for next lesson
References:
Stress management technique. Retrieved 21st August 2019 from,
https://howtoadult.com/371195-stress-management-techniques-for-sports.html
Goal setting. Retrieved 21st August 2019 from,
https://www.pdhpe.net/factors-affecting-performance/how-can-psychology-affect-performance/psychological-strategies-to-
enhance-motivation-and-manage-anxiety/goal-setting/
Goal setting. Retrieved 21st August 2019 from,
https://believeperform.com/goal-setting/
Flying High while still on the ground. Retrieved 22nd August 2019 from,
https://www.nytimes.com/video/players/offsite/index.html?videoId=100000002720727
Youtube. Accessed 23rd August 2019
https://www.youtube.com/
Coping strategies in elite sport. Retrieved 23rd August 2019
https://believeperform.com/coping-strategies-in-elite-sport/
Manage anxiety. Retrieved August 23rd 2019
https://hayleydean1.wordpress.com/psychological-strategies-to-enhance-motivation-manage-anxiety/
Evaluation of unit (Core 2: affects of psychology on
performance)
Directions: complete the following review sheet on your perspective of the lesson.
5 – Well above grade level/standard; truly exemplary work going above and beyond expectations
4 – Above average grade level/standard output; a good effort has been given

3 – At grade level/standard; standards have been met at minimum capacity

2 – Slightly below grade level/standard expectations; a stronger effort or remedial efforts and
instruction may be needed

1 – Below grade level/ low expectations.

How well did the teacher address the unit effectively ?

- Were explanations clear/ well explained?
- Did the activities link with the explanations effectively?

5 4 3 2 1

Did the teacher get through the lessons in a timely manner?

- Didn’t spend too long on certain activities
- Length of activities not too tedious
5 4 3 2 1

Were you engaged throughout the lessons?

- Activities were interested and drew you in
- You feel that you learned effectively through the lesson
5 4 3 2 1

Were the learning outcomes understood by yourself and your peers?

- Teacher linked learning outcomes clearly with the lesson content
5 4 3 2 1

Student review comments

* One area I truly loved about the lesson was*
*One possible area of improvement to consider is . . .
HSC CORE 2- Factors Affecting Performance

How can psychology affect performance: Motivation

1. Psychology:

I. What are examples of internal or external factors that affect individuals & their
circumstances?

II. Can pain and pleasure exist at the same time in the form of motivation? Why yes/no?

III. What influences our actions and behaviors?

IV. How can this concept be applied to athletes?

2. Psychological effects on Performance:

i) List the factors under each key term relating to psychological effects on performance.

Motivation Anxiety & Arousal

> >
> >
> >
> >

ii) List the psychological strategies that can be used to either enhance motivation or
manage anxiety

>

>

>

>
 3. Motivation

i) Write the definition of motivation

ii) What would happen to an athlete who does not have motivation?

iii) What is an example of a motivated athlete?

iv) Evaluate and summarize the 4 types of motivation, and provide one simple example, and
link it with athletes (e.g. Extrinsic- Money reward for winning).

a) Positive:

b) Negative:

c) Intrinsic:

d) Extrinsic:

HOMEWORK!
1. Reflection: Write these questions in your book/ in a document in your ICT device.

What is motivation?

What does it mean to you?

Does it help you to improve? How does it/doesn’t it?

Do you need it? Why/why not?

When do you need it?

2. Short research task: research the journey of a well-known athlete of an Aboriginal/Torres

Strait Islander background, and determine what kind of motivation has been the most
prominently present throughout their sporting career. You can mention more than one type
of motivation. Make sure you provide some real examples of the athlete.
(This can be a short paragraph or a few dot points- will be discussed in class)
POSITIVE INTRINSIC POSITIVE EXTRINSIC

NEGATIVE INTRINSIC NEGATIVE EXTRINSIC

As a detective, you have been chosen to search for the following evidence and report
back through writing a discussion brief for the other detectives. The brief must
analyse the two forms of evidence you find, and at least address the questions
below. It is expected that the brief be ½ a page per form of evidence, printed and
brought to class next lesson.

We require:
• Evidence of an athlete managing their anxiety well during a sporting
performance
• Evidence of an athlete not managing their anxiety well during a sporting
performance

When undertaking this investigation consider the following:

• What types of methods did the athlete use to manage their anxiety?
• What types of methods could the athlete have used to manage their anxiety
better?
• Why do some athletes cope better under pressure?
• How can anxiety impact on an athlete’s performance?

Evidence Methods:
• YouTube Video
• Article
• If other ideas or evidence methods
please consult with me

**Note: The examples must be different to the ones provided during this lesson.
 Anxiety and Arousal Anxiety and Arousal
Can these effect performance? Can these effect performance?
BASE LINE TESTING – 3 Tests
ACTIVATED TESTING – 3 Tests
1. Strength Test
1. Strength Test
Perform a strength test using a hand
Perform a strength test using a hand
dynamometer. To use the hand
dynamometer. To use the hand
dynamometer have your elbow at a
dynamometer have your elbow at a
right angle tucked into your side,
right angle tucked into your side,
fingers wrapped around
fingers wrapped around
dynamometer and squeeze. Record result in the table
dynamometer and squeeze. Record result in the table
provided. provided.
2. Reaction Time
2. Reaction Time
The person next to you will help you
The person next to you will help you
perform a reaction time test. Sitting
perform a reaction time test. Sitting
upright in your chair, place your forearm
upright in your chair, place your forearm
on the table so it extends over the table’s
on the table so it extends over the table’s
edge. Place your thumb and index
edge. Place your thumb and index
(pointer) finger on either side of the ruler
(pointer) finger on either side of the ruler
that your partner is holding vertically.
that your partner is holding vertically.
Note: The number 1 on the ruler should be closet to your hand.
Note: The number 1 on the ruler should be closet to your hand.
Your partner will hold it 2 cm above your fingers and release the
Your partner will hold it 2 cm above your fingers and release the
ruler without telling you. Record the number on the ruler that your
ruler without telling you. Record the number on the ruler that your
fingers align with. Perform 3 times, recording each attempt on the
fingers align with. Perform 3 times, recording each attempt on the
table provided.
table provided.
3. Creative Test
3. Creative Test
__________ rocking / wheel / high __________ garbage / beer / pint
__________ food / forward / break __________ sense / courtesy / place
__________ night / wrist / stop __________ boot / summer / ground
__________ show / life / row __________ flower / friend / scout
__________dream / break / light __________ French / car / shoe
__________aid / rubber / wagon __________ piece / mind / dating
__________ chamber / mask / natural __________ age / mile / sand
__________ flake / mobile / cone __________ stick / maker / point
 Anxiety and Arousal Anxiety and Arousal
Can these effect performance? Can these effect performance?
TESTING TABLES
RELAXED TESTING – 3 Tests
1. Strength Test
1. Strength Test
Perform a strength test using a hand Base Line Test Activated Test Relaxed Test
dynamometer. To use the hand
Strength Result
dynamometer have your elbow at a
right angle tucked into your side,
fingers wrapped around
dynamometer and squeeze. Record result in the table
provided.
2. Reaction Time
The person next to you will help you 2. Reaction Time
perform a reaction time test. Sitting Base Line Test Activated Test Relaxed Test
upright in your chair, place your forearm
on the table so it extends over the table’s Trial 1
edge. Place your thumb and index
(pointer) finger on either side of the ruler
that your partner is holding vertically. Trial 2
Note: The number 1 on the ruler should be closet to your hand.
Your partner will hold it 2 cm above your fingers and release the Trial 3
ruler without telling you. Record the number on the ruler that your
fingers align with. Perform 3 times, recording each attempt on the
table provided.
3. Creative Test
3. Creative Test
Base Line Test Activated Test Relaxed Test
__________ cracker / fly / fighter __________ fox / man / peep
Creative Result
__________ cane / daddy / plum __________ light / birthday / stick
(Score out of 8)
__________ print / berry / bird __________ dust / cereal / fish

__________ cadet / capsule / ship __________ right / cat / carbon

 Anxiety and Arousal Anxiety and Arousal
Can these effect performance? Can these effect performance?
BASE LINE TESTING – 3 Tests
ACTIVATED TESTING – 3 Tests
1. Strength Test
1. Strength Test
Perform a strength test using a hand
Perform a strength test using a hand
dynamometer. To use the hand
dynamometer. To use the hand
dynamometer have your elbow at a
dynamometer have your elbow at a
right angle tucked into your side,
right angle tucked into your side,
fingers wrapped around
fingers wrapped around
dynamometer and squeeze. Record result in the table
dynamometer and squeeze. Record result in the table
provided.
provided.
2. Reaction Time
2. Reaction Time
The person next to you will help you
The person next to you will help you
perform a reaction time test. Sitting
perform a reaction time test. Sitting
upright in your chair, place your forearm
upright in your chair, place your forearm
on the table so it extends over the table’s
on the table so it extends over the table’s
edge. Place your thumb and index
edge. Place your thumb and index
(pointer) finger on either side of the ruler
(pointer) finger on either side of the ruler that your partner is
that your partner is holding vertically. Note: The number 1 on the
holding vertically. Note: The number 1 on the ruler should be closet
ruler should be closet to your hand. Your partner will hold it 2 cm
to your hand. Your partner will hold it 2 cm above your fingers and
above your fingers and release the ruler without telling you. Record
release the ruler without telling you. Record the number on the
the number on the ruler that your fingers align with. Perform 3
ruler that your fingers align with. Perform 3 times, recording each
times, recording each attempt on the table provided.
attempt on the table provided.
3. Creative Test
3. Creative Test
___chair___ rocking / wheel / high __can__ garbage / beer / pint
___fast__ food / forward / break ___common_ sense / courtesy / place
___watch_ night / wrist / stop __camp___ boot / summer / ground
___boat___ show / life / row ___girl__ flower / friend / scout
__day__dream / break / light __horn__ French / car / shoe
___band___aid / rubber / wagon __game__ piece / mind / dating
__gas__ chamber / mask / natural __stone_ age / mile / sand
___snow___ flake / mobile / cone __match___ stick / maker / point
 Anxiety and Arousal Anxiety and Arousal
Can these effect performance? Can these effect performance?
TESTING TABLES
RELAXED TESTING – 3 Tests
1. Strength Test
1. Strength Test
Perform a strength test using a hand Base Line Test Activated Test Relaxed Test
dynamometer. To use the hand
Strength Result
dynamometer have your elbow at a
right angle tucked into your side,
fingers wrapped around
dynamometer and squeeze. Record result in the table
provided.
2. Reaction Time
The person next to you will help you 2. Reaction Time
perform a reaction time test. Sitting Base Line Test Activated Test Relaxed Test
upright in your chair, place your forearm
on the table so it extends over the table’s Trial 1
edge. Place your thumb and index
(pointer) finger on either side of the ruler
that your partner is holding vertically. Note: The number 1 on the Trial 2
ruler should be closet to your hand. Your partner will hold it 2 cm
above your fingers and release the ruler without telling you. Record Trial 3
the number on the ruler that your fingers align with. Perform 3
times, recording each attempt on the table provided.
3. Creative Test
3. Creative Test
__fire___ cracker / fly / fighter __hole____ fox / man / peep
Base Line Test Activated Test Relaxed Test
__sugar____ cane / daddy / plum __candle___ light / birthday / stick
Creative Result
(Score out of 8)
___blue___ print / berry / bird ___bowl__ dust / cereal / fish

__space____ cadet / capsule / ship __copy___ right / cat / carbon

How well did you perform in the hop, skip, jump without speaking cues? Rate out of 5

How well did you perform in the hop, skip, jump while speaking cues? Rate out of 5

Does the use of cues help with your performance?

Do you use cues in your personal sporting activities?

DEEP BREATHING SCRIPT

- Lie down on your back in a comfortable position

- Place your hands on your stomach, to your side, or on your chest
- Take a slow, easy, deep breathe through your nose and count one, two, three, four, five
- While inhaling, imagine the inhaled air as being clean, crisp, and cleansing.
- Exhale slowly for a count of one, two, three, four five
- While exhaling, visualize all stress leaving your body go limp and relaxed from head to toe
- Take another slow, deep breathe in through your nose and count to five
- Exhale slowly for a count of one, two, three, four, five
- Take a long deep breathe into your chest. Notice what muscles are involved, the sensation at
the pause and the feeling of relaxation that comes with the release.
- Now take a break. Stop controlling your breathing and breathe naturally.

PROGRESSIVE MUSCLE RELAXATION SCRIPT

Lie down in the same position. Arms should be by your side and head tilted back

- Starting from our head, wrinkle our forehead and brow. Release as our body goes limp
- Tense your eyes and face, squeezing the eyes very tightly, go completely limp, let your eyes
remain closed
- Clench your jaw and press your tongue to the roof of your mouth. Release, and go limp
- Now tense your neck by pressing your head backwards. Hold, and release.
- Now think about your arms. Tense your arms and think of them becoming relaxed and
release any tension out of them.
- Moving to our torso, tensing our abs and thinking about them becoming relaxed and release
- Now moving onto our legs. Tense your quadriceps and think about the relaxation when
released.
- Now moving to our feet, think about our feet becoming relaxed as we tense and relieve
tension.
- Continue to lay and take a deep breath counting to one, two, three and release slowly
S – SPECIFIC

M – MEASURABLE

A – ACHIEVEABLE

R – RELEVANT

T – TIMELY

A short term goal refers to something that can be realized in a shorter period of time such as a day,
week or month.

A long term goal refers to a goal that takes a longer period of time to achieve

Write 3 short term goals that would be important to you:

1.

2.

3.

Write 3 long term goals that would be important to you:

1.

2.

3.

What are some excuses you may face trying to accomplish these goals?

What are some strategies to ensure you stay on track and achieve your goals?