📋 Chapter 4: Planning for Optimum Performance

Needs analysis, the 8 performance factors, analysis tools, goal setting and designing a training programme

1. Needs Analysis

Needs Analysis The process of determining what qualities are necessary for the athlete, the sport, or a combination of both. Conducting a needs analysis benefits athletes by enabling them to understand the requirements of their chosen sport — so they can train appropriately for those specific demands.

💡 Analogy A needs analysis is like checking the recipe before you start cooking. You figure out exactly what ingredients (fitness components, skills, tactics) you need BEFORE you start training — instead of guessing and missing something important.

Once the needs analysis is complete, athletes and coaches can then plan a training programme that specifically targets each area identified.

Exam question: "What is a needs analysis? Explain why it is important when planning a training programme for a named athlete." — Link each identified need to a specific training method or component of fitness.

2. The 8 Factors That Influence Personal Performance

🧠 Memory Trick – The 8 Factors S-S-P-H-P-N-B-C = Skill & Technique · Structures & Strategies · Performance Fitness · Health Fitness · Psychological Preparedness · Nutrition · Biomechanics · Choreography
"Some Smart People Have Perfect New Body Composition!"

1️⃣ Skill & Technique Development ▶

Skill & Technique Development Being able to execute the required movement patterns of the sport with consistency, efficiency and accuracy enables a performer to compete effectively. Skill development requires deliberate, targeted practice over time.

Analysis methods: Video analysis, ipsative tests (comparing athlete to themselves over time), skill feedback sheets, self-assessment sheets, data analysis.

2️⃣ Structures & Strategies ▶

Structures & Strategies Methods that teams and individuals use to maximise their chance of success in an event. Structures = formation/set-up. Strategies = tactics/game plan. (Links to Chapter 3A)

Analysis methods: Video analysis, discussion/self-reflection, data analysis.

3️⃣ Performance-Related Physical Fitness ▶

Performance-Related Physical Fitness Agility, balance, coordination, speed, reaction time and power are key factors that determine performance in physical activity and sport. These are qualities that directly affect HOW WELL you perform skills.

Agility

Ability to change direction quickly and accurately while maintaining control.

Balance

Maintaining stability in static or dynamic positions.

Coordination

Using different body parts together smoothly and efficiently.

Speed

Ability to move quickly from one point to another.

Reaction Time

Time between a stimulus and the start of a movement response.

Power

Combination of strength and speed — explosive force output.

4️⃣ Health-Related Physical Fitness ▶

Health-Related Physical Fitness Components of health-related fitness are crucial for athletes involved in specific sports. Includes: cardiovascular/cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition. E.g. muscular strength for a powerlifter; cardiorespiratory endurance for a marathon runner.

🧠 Memory Trick – Health vs Performance Fitness Health fitness = how HEALTHY you are (endurance, strength, flexibility)
Performance fitness = how SKILFULLY you perform (agility, speed, reaction time)

5️⃣ Psychological Preparedness ▶

Psychological Preparedness Understanding the different psychological influences before, during and after events allows athletes to prepare themselves to deal with specific situations. This enables athletes to use psychological tools to enhance rather than hinder performance. (Links to Chapter 2C)

Analysis methods: SCAT Test (Sports Competition Anxiety Test), CSAI-2 Test (Competitive State Anxiety Inventory — measures cognitive anxiety, somatic anxiety and self-confidence).

CSAI-2 – Competitive State Anxiety Inventory A validated test used to measure an athlete's state anxiety before a competition. It separately measures cognitive anxiety (mental worry), somatic anxiety (physical symptoms) and self-confidence — giving coaches a detailed picture of the athlete's psychological readiness.

6️⃣ Nutrition ▶

Nutrition (Performance Planning) Exploring hydration, macronutrient requirements, timing of meals, energy system considerations and sports supplements — and how each can be tailored to meet the specific demands of the athlete's sport. (Links to Chapter 2D)

7️⃣ Biomechanics ▶

Biomechanics The study of the movements and forces experienced by the body during sport. By understanding biomechanics, athletes can train appropriately — improving technique efficiency and reducing injury risk. Includes analysis of body position, angles, forces applied and movement patterns.

💡 Analogy Biomechanics is like the engineering analysis of how a car moves — understanding forces, angles and mechanics so you can make it faster and more efficient while reducing wear and tear (injury risk).

8️⃣ Choreography ▶

Choreography One of the key considerations when designing dance sequences. Performers or choreographers create sequences of movements that the dancer will use for their performance. Choreography combines compositional elements (space, dynamics, rhythm, relationships) to create an aesthetic performance.

Analysis methods: Video analysis, observation, data analysis.

3. Performance Analysis

Performance Analysis Methods The approach used to gather information about performance. Examples include: fitness tests, observation, video analysis, questionnaires, skill feedback sheets.

Performance Analysis Tools Specific instruments or software used to carry out performance analysis. Examples include: On Form app (video analysis software), Sit and Reach Box (flexibility measurement), Vertex (jump height measurement).

🧠 Memory Trick Method = HOW you collect the information (e.g. video analysis, fitness testing)
Tool = WHAT you use to collect it (e.g. stopwatch, GPS tracker, Hudl software)

Ipsative Testing

Ipsative Test A test where an athlete's current performance is compared to their own previous performance — rather than against others. Used to track individual improvement over time. Highly useful for skill and fitness development tracking as it focuses on personal progress regardless of where the athlete is relative to their peers.

💡 Analogy An ipsative test is like your own personal high score in a video game — you're competing against yourself, not others. Every improvement is a win, no matter how you compare to other players!

4. Objective vs Subjective Data

Objective Data A measurement that can usually be presented as figures. It is a true and accurate measurement not influenced by personal feelings or opinions. Examples: time recorded in seconds, distance jumped in metres, heart rate in beats per minute.

Subjective Data Based on feelings and opinions. The impressions and personal judgement of the observer are used. Examples: a coach's opinion of the quality of a free-kick technique, a judge's score in gymnastics, a physiotherapist's assessment of pain levels.

🧠 Memory Trick Objective = Observable facts (numbers, measurements — no opinion involved)
Subjective = Someone's viewpoint (opinion, feelings, interpretation)
Think: "Objective = Objects you can measure. Subjective = Subject to someone's opinion."

Type	Definition	Example in Sport
Objective	Measurable, fact-based, numerical	100m sprint time = 10.82 seconds; VO2 max = 65ml/kg/min
Subjective	Opinion-based, qualitative assessment	Coach says "your tackling technique looks sloppy"; gymnastics judge awards 8.5 for execution

A very common exam question: "Give one example of objective data and one example of subjective data collected during performance analysis in your chosen sport." Always link your examples to a SPECIFIC sport.

5. Setting Performance Goals

Goal-setting frameworks help athletes and coaches create meaningful, achievable goals that drive performance improvement.

🎯 SMART Goals ▶

SMART Goals Specific · Measurable · Achievable · Relevant · Time-bound. A framework for setting goals that are clear, realistic and trackable. (Links to Chapter 2C)

🎯+ SMARTER Goals ▶

SMARTER Goals An extended version of SMART. Adds: Evaluated (regularly reviewed to check progress) and Revised (adjusted based on evaluation — if the goal is too easy or too hard, it is updated). SMARTER goals are better for long-term planning as they build in a review process.

Letter	Meaning
S	Specific – clearly defined goal
M	Measurable – can be tracked with data
A	Achievable – realistic given current level
R	Relevant – matters to the athlete's sport/goals
T	Time-bound – has a clear deadline
E	Evaluated – regularly reviewed for progress
R	Revised – updated/adjusted based on evaluation

❓ The 3 W's Goal Framework ▶

The 3 W's A simple goal-setting framework: What (what do I want to achieve?), When (by when?), Why (why does this goal matter to me?). The 'why' is especially important — it links the goal to intrinsic motivation, making the athlete more likely to persist.

🔍 SWOT Analysis ▶

SWOT Analysis A structured method for evaluating an athlete's or team's current position. Stands for: Strengths (what we do well), Weaknesses (areas for improvement), Opportunities (external factors we can take advantage of), Threats (external factors that could hinder us). Used to inform goal setting and training planning.

✅ Strengths

Internal positives. E.g. excellent passing technique, strong aerobic base, experienced team.

❌ Weaknesses

Internal areas to improve. E.g. poor set-piece defence, low speed endurance, inconsistent shooting.

🌟 Opportunities

External positives. E.g. upcoming training camp, new strength coach, opposition has key player injured.

⚠️ Threats

External negatives. E.g. bad weather disrupting training, league restructuring, rival team improving rapidly.

💡 Analogy SWOT is like a health check-up for your performance. Your doctor (coach) looks at what's healthy (strengths), what needs treatment (weaknesses), what lifestyle changes you could make (opportunities) and what health risks you need to watch out for (threats).

6. Designing a Training Programme

A well-designed training programme applies the principles of training within a periodised structure, using appropriate training methods and types of practice.

SPORT + RAID – Extended Principles of Training

🧠 Memory Trick SPORT (Specificity, Progression, Overload, Reversibility, Tedium) + RAID
Rest · Adaptation · Individual Difference · Diminishing Returns

Adaptation The physiological changes that occur in the body as a result of training. When overload is applied consistently and progressively, the body adapts — becoming stronger, faster or more efficient. Adaptation is the GOAL of all training. Rest is what allows adaptation to actually take place.

💡 Analogy Adaptation is like calluses forming on your hands when you do manual work. Your body says "this is being stressed regularly — I'd better toughen up here!" That toughening is adaptation.

Methods of Training: Whole, Part, Whole-Part-Whole

Whole Practice Method The skill is practised in its entirety from start to finish, as it would be performed in a real game or event. Best used for simple, continuous skills that cannot easily be broken down. E.g. practicing a full basketball layup from dribble to release.

Part Practice Method The skill is broken down into its individual components and each part is practised separately. Best used for complex skills that have distinct phases. E.g. practising the run-up, the jump and the landing of a high jump separately.

Whole-Part-Whole Practice Method The athlete performs the whole skill first to get a feel for it, then isolates the specific part that needs improvement (part practice), then returns to performing the whole skill incorporating the correction. Best of both worlds — context is maintained while specific faults are corrected.

🧠 Memory Trick Whole = one big go at the whole skill (best for simple skills)
Part = break it into pieces (best for complex skills)
Whole-Part-Whole = try it → fix the broken bit → try the whole thing again
Think: "W-P-W = a sandwich: bread (whole) → filling (part fix) → bread again (whole)!"

Examiners often ask: "What method of practice would you use for a complex skill in your chosen sport? Justify your answer." W-P-W is usually the best answer for complex skills with distinct phases.

7. Types of Practice

📌 Fixed Practice ▶

Fixed (Blocked) Practice The same skill is repeated over and over again under the same conditions without variation. Best used for closed skills that are performed in a predictable environment. E.g. repeatedly practising a penalty kick from the same spot. Builds a strong movement pattern through repetition.

🔄 Variable Practice ▶

Variable Practice The skill is practised under a variety of conditions and situations — changing the environment, opposition, distance or angle. Best used for open skills performed in unpredictable environments. E.g. practising a tennis serve from different positions, at different speeds, against different opponents. Develops adaptability.

💡 Analogy Fixed practice = practising your signature on paper until it's perfect. Variable practice = practising your signature in different conditions (wet paper, pen running out, someone watching) — more realistic to real life!

⏱️ Massed Practice ▶

Massed Practice The skill is practised in long, continuous blocks with little or no rest between repetitions. Best suited to simple skills and for building performance under fatigue (which replicates late-game conditions). Risk of fatigue reducing quality of practice if used for complex skills.

☕ Distributed Practice ▶

Distributed Practice The skill is practised with regular rest intervals between repetitions or sessions. Best for complex skills, beginners, young athletes or when fatigue would reduce the quality of practice. The rest intervals give the nervous system time to consolidate the movement pattern — leading to better long-term learning.

🧠 Memory Trick Massed = Mass of reps, no breaks (like cramming — works short-term, risky for complex skills)
Distributed = Distributed with breaks (like spaced revision — better for long-term learning!)

🧠 Mental Practice ▶

Mental Practice (Mental Rehearsal / Imagery) Practising the skill in the mind — mentally rehearsing the execution of a movement without physically performing it. Reinforces neural pathways associated with the skill. Particularly useful when physical practice is not possible (injury, travel) or as part of a pre-performance routine. Highly effective when combined with physical practice.

💡 Analogy Mental practice is like a flight simulator for pilots — you're training your brain to "fly" the skill without actually being in the plane. The brain's neural pathways are activated almost as effectively as in real physical practice!

Type	Definition	Best For
Fixed	Same skill, same conditions, repeated	Closed skills (penalty, free throw)
Variable	Skill in varied conditions/situations	Open skills (passing in a game)
Massed	Long blocks, minimal rest	Simple skills, simulating fatigue
Distributed	Practice with regular rest intervals	Complex skills, beginners
Mental	Mental rehearsal without physical movement	Pre-performance, injury recovery

8. Reflecting In and On Practice

Reflection is a critical component of performance improvement. Without structured reflection, athletes cannot identify what worked and what needs to change.

Reflection 'In' Practice Reflecting during the activity — making real-time adjustments to decisions, technique or tactics while the performance is happening. (Links to Chapter 3C — Reflection 'in' action)

Reflection 'On' Practice Reflecting after the activity — reviewing the performance, identifying strengths and areas for improvement, and using that knowledge to inform future training and performance. (Links to Chapter 3C — Reflection 'on' action)

What to Reflect On

Objective Measures

Stats, times, distances, scores — measurable data collected during the performance.

Subjective Impressions

How did it feel? Coach's qualitative feedback on technique, decision-making, tactical execution.

Goal Progress

Are short-term goals being met on time? Does the long-term goal need to be revised?

Training Load

RPE scores, volume, intensity — to detect early signs of overtraining or undertraining.

Use the WSN model (What? → So What? → Now What?) to structure any reflection question in the exam. It shows the examiner that you understand the purpose of reflection — not just describing what happened, but learning from it.

🧠 Chapter 4 Quick Quiz

🏃 Chapter 5A: Physical Activity Participation

Benefits of PA, concepts of physical activity, barriers, supports and measuring participation

1. What is Physical Activity?

Physical Activity Any body movement that is produced by the muscles of the body and results in the expenditure of energy. This is a broad definition — it includes everything from a casual walk to elite sport competition.

Health Enhancing Physical Activity (HEPA) Activities such as PE or other sports that are of sufficient intensity and duration to benefit health. HEPA goes beyond ordinary everyday movement — it actively improves health outcomes.

Well-being A combination of mental and social elements which contribute to a person's overall sense of fulfilment. Well-being is not just about being physically healthy — it encompasses mental health, social connections and life satisfaction.

💡 Analogy Well-being is like a three-legged stool. Physical health, mental health and social connections are the three legs — if any one is weak or missing, the stool (your well-being) is unstable!

2. Levels of Physical Activity & Guidelines

Moderate-Intensity Physical Activity Activity that will increase heart rate, body temperature and breathing rate. You can hold a conversation but will feel the effort. Examples: brisk walking, dancing, gardening, cycling at a comfortable pace.

Vigorous-Intensity Physical Activity Activity that makes you breathe hard and fast. If working at this level, you will not be able to say more than a few words without pausing for breath. Examples: running, fast swimming, fast cycling, competitive sport.

🧠 Memory Trick Moderate = Can talk in full sentences (brisk but manageable)
Vigorous = Can only say a few words (hard, breathless effort)
Try the "Talk Test" — if you can sing, it's light! If you can talk, it's moderate! If you can't talk, it's vigorous!

Irish PA Statistics (Key Exam Facts!)

📊 Key Statistics from SLÁN & CSPPA Studies

Only 3 in 10 adults are meeting the recommended PA guidelines
Only 1 in 5 primary school children are meeting the guidelines
Only 1 in 10 post-primary students are meeting the guidelines — with girls' rates even lower

These are powerful statistics to include in exam answers about barriers to physical activity.

Recommended Guidelines

📋 Adults (18+ years) At least 150 minutes of moderate-intensity OR 75 minutes of vigorous-intensity aerobic activity per week, plus muscle-strengthening activities on 2+ days per week.

📋 Children & Adolescents (under 18) At least 60 minutes of moderate to vigorous physical activity every day. This should include aerobic activity and muscle/bone-strengthening activity on at least 3 days per week.

3. Personal, Social & Economic Benefits of Physical Activity

🧍 Personal Benefits ▶

Physical Benefits

Improves heart function
Improves the efficiency of the body systems (e.g. increased lung capacity)
Reduces the risk of chronic illness such as heart disease, type 2 diabetes and cancer
Prevents the onset of obesity
Enables a person to carry out everyday tasks without getting tired

Mental Benefits

Reduces stress and increases energy levels
Releases feel-good hormones in the body, such as serotonin, which have a positive impact on mental health
Enables a person to control their emotions and work productively

Serotonin A feel-good hormone (neurotransmitter) released during physical activity that positively impacts mood, reduces anxiety and contributes to a sense of happiness and well-being. Often called the "happiness chemical."

👥 Social Benefits ▶

Provides opportunities to make friends through sporting experiences
Encourages the development of cooperation and teamwork skills
Increases self-esteem and self-efficacy
Enables people to be socially active and supported — they may feel part of a club or group
Encourages family and friends to become active as they see both the health and social benefits

💰 Economic Benefits ▶

Improves the health of the population — lower healthcare costs for the state
Creates job opportunities in the sport and leisure sector
Increases workplace productivity
Lowers transport costs as more people cycle or walk to school/work
Has a positive impact on weight levels — prevents chronic diseases, leading to a healthier and more productive population
Provides opportunities for businesses through sponsorship, advertisements and sports marketing

💡 Analogy The economic benefits of PA are like preventative maintenance on a car — it costs money upfront (facilities, programmes) but saves far more in the long run by preventing expensive breakdowns (hospitalisation, lost productivity).

Know at least TWO personal (one physical + one mental), TWO social and TWO economic benefits for the exam. Link each benefit to a specific example where possible.

4. Concepts of Physical Activity

Play Enables people (mainly children) to be involved in physical activity where the activity is centred on fun and enjoyment. Free play acts as a stepping-stone for young children to become involved in organised sport. Play enables children to improve their physical literacy and fundamental movement skills. Develops gross motor skills, problem-solving, creativity and social skills.

Physical Literacy The motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life. A child with high physical literacy is more likely to remain active throughout their life.

Gross Motor Skills Whole-body movements which involve large muscle groups. Examples: walking, running, standing, jumping. These are foundational movement skills developed through play in early childhood.

Leisure & Recreation Leisure activities are non-serious and informal in nature — winning is not important. Participation is a matter of choice — it is up to the individual to use their spare time to get involved. Can be physically energetic, flexible in nature and self-regulated. E.g. joining a leisure centre and doing a 20-minute swim after work. Has positive effects on health, well-being, stress relief and self-esteem.

Physical Education (PE) Formal physical activity taught during school time in instructed lessons led by a teacher. The aim of PE is to enable students to gain the knowledge, awareness, confidence, motivation, attitudes, skills and abilities to be active in whatever way they choose. Primary: develops physically literate children. Post-primary: develops positive attitudes towards PA and increases participation opportunities.

Mass Participation Sports Large-scale competitions or activities where individuals of various skill levels come together to participate. Often attract a significant number of participants and spectators. Provides a personal challenge for participants of all abilities. Examples: Dublin Marathon, triathlons, Tough Mudder, Couch to 5K programmes.

Outdoor & Adventure Activities Recreation that takes place outdoors, mainly in natural settings. Often focused around excitement or managed risk. Extreme sports would be a category here. Examples: rock climbing, kayaking, orienteering, mountain biking, cliff diving.

Sport Physical activity that involves physical exertion and skill where individuals or teams compete against one another for entertainment. The main type of organised physical activity that people engage in, ranging from recreational to elite level.

🧠 Memory Trick – The 6 Concepts P-L-P-M-O-S = Play · Leisure & Recreation · Physical Education · Mass Participation · Outdoor & Adventure · Sport
"Pretty Lively People Make Outstanding Sportspeople!"

Concept	Key Feature	Example
Play	Fun, unstructured, child-centred	Children playing tag at break time
Leisure & Recreation	Informal, non-competitive, self-chosen	Going for a swim after work
Physical Education	Formal, school-based, teacher-led	Leaving Cert PE class
Mass Participation	Large-scale, all abilities welcome	Dublin City Marathon
Outdoor & Adventure	Natural settings, element of risk	Rock climbing, kayaking
Sport	Competitive, physical exertion, skill	County Hurling Championship

5. Barriers & Supports to Physical Activity

Barrier (to Physical Activity) A circumstance or an obstacle that could prevent the progress of an individual in engaging with physical activity.

Common Barriers to Physical Activity

⏰ Lack of Time

Study, work and family commitments leave little time for physical activity — especially common among teenagers during exam years.

💰 Cost

Gym memberships, equipment and sports club fees can be expensive, creating financial barriers for many families.

📍 Access

Poor transport links, lack of local facilities or unsafe environments limit where people can exercise.

😰 Lack of Confidence

Fear of embarrassment, low self-efficacy or previous negative experiences in PE can discourage participation.

📱 Technology/Sedentary Culture

Social media, gaming and streaming services compete with physical activity for leisure time.

🤝 Social Norms

Peer groups who are not active or cultural factors can reduce motivation to participate.

🤕 Injury or Disability

Physical limitations can prevent participation in certain activities without appropriate adaptations.

🏫 School Environment

Limited PE time, poor facilities or lack of extracurricular sports options act as school-based barriers.

Support (for Physical Activity) The act of giving assistance to an individual to enable them to be successful in engaging with physical activity.

Key Supports for Physical Activity

Local Sports Partnerships (LSPs) An initiative of Sport Ireland. There is a network of 29 LSPs across Ireland. They focus on promoting physical activity at local level — getting people active, removing barriers, providing community opportunities and improving the physical and mental health of the nation.

Active Travel Cycle lanes and 'Safe Routes to School' set up to allow people walk, run or cycle to school/work rather than using motorised transport. Promotes incidental physical activity as part of everyday routine.

National Governing Bodies (NGBs) Independent bodies who train and deploy coaches, organise representative level sport and provide pathways from local to national to international competitions. Examples: GAA, FAI, IRFU, Athletics Ireland.

Exam question: "Identify two barriers to physical activity participation for a specific group (e.g. post-primary girls) and suggest a support that could address each barrier." Always match the support directly to the barrier identified.

6. Measuring Physical Activity – Methods & Devices

The ability to track physical activity is a key influence on participation levels — the psychological effect of recording exercise supports goal setting and achievement, resulting in increased motivation.

Methods of Collecting PA Data

Self-Report Questionnaire The person answers a set of questions based on their own activity levels. A good way of collecting data as long as the questions are specific and answers are provided truthfully. Limitation: relies on honest and accurate self-reporting — people may over- or under-report.

Activity Diary A person keeps a personal account of the physical activity they do each day — recording type, duration and intensity. Provides detailed, longitudinal data on participation patterns. Useful for identifying patterns and barriers.

Devices Used to Measure Physical Activity

Device	What It Measures	Use in Sport
Pedometer	Step count	Tracking daily walking activity; encouraging 10,000 steps per day goal
Accelerometer	Velocity, position, and movement across three axes (tilt, orientation, inclination). Many fitness wearables have an inbuilt accelerometer.	Detailed movement analysis; used in sports science research and wearables
Heart Rate Monitor	Heart rate continuously throughout activity	Athletes use these to ensure they are in the correct training zone for their fitness goal
GPS Device	Average positions, distance covered, incline/decline, speed	Used by professional athletes and teams to gather comprehensive performance data
Smart Watch	Heart rate + accelerometer + GPS + sleep data = overall health picture	Provides a comprehensive daily health and activity overview for athletes and general population

🧠 Memory Trick Pedometer = Peds (feet/steps) — it counts your steps like counting footsteps!
Accelerometer = Acceleration — measures how fast you're moving and in which direction
GPS = Global Positioning System — tells you WHERE and HOW FAR

Know the difference between a pedometer and an accelerometer — a common confusion! A pedometer only counts steps; an accelerometer captures multi-directional movement data. Smart watches combine multiple devices in one.

🧠 Chapter 5A Quick Quiz

🌟 Chapter 5B: Promoting PA & Pathway to Excellence

Strategies to promote PA, role models, national policy, NGBs, LSPs, LTAD and specialisation

1. Strategies to Promote Physical Activity Participation

Target Specific Behaviour Programmes designed to improve physical activity should have that as their sole focus. If programmes try to cover all bases (tobacco, alcohol, nutrition etc.) simultaneously, they do not tend to be as successful.

Multicomponent Approach While targeting physical activity levels, it is important to come at it from different angles. E.g. to improve activity in schoolchildren: introduce a walk-to-school club, create opportunities to be active at lunch, change the PE curriculum, link with the community to provide more opportunities.

Improve Enjoyment, Attitudes and Motivation For long-lasting changes to a group's physical activity levels, people need to have activities they enjoy and that they will be motivated to continue AFTER a programme ends. The focus should be on making PA intrinsically rewarding.

Include Participants in Decision-Making If people feel they have been involved in creating a physical activity programme in the first place, they are more likely to take part and stay motivated. Giving participants ownership increases engagement and commitment.

Target Group Tailoring Strategies to improve physical activity levels should be tailored to the needs of the specific target group. E.g. strategies for primary school-aged children will be very different to those for adults aged 60+. One size does not fit all!

💡 Analogy Promoting PA effectively is like marketing a product — you wouldn't advertise children's toys the same way you advertise retirement financial plans! You need to know your audience (target group) and speak directly to their needs and interests.

Exam question: "Describe two strategies that could be used to promote physical activity in a specific target group." Pick TWO from the above list and link each clearly to the specific group named in the question.

2. People Who Promote Physical Activity

There are many people involved in young people's lives who encourage them to be active: parents, PE teachers, coaches, athletes, supporters and others.

Characteristics of People Who Promote PA

💪 Motivated

Have a strong desire to be physically active and encourage others to do the same.

🌟 Role Model

Are physically active themselves — lead by example, not just instruction.

🎉 Enthusiastic

Enjoy physical activity and helping others achieve their goals.

📚 Knowledgeable

Understand the importance of physical activity and its benefits to people.

🤝 Respected

Admired for their efforts within physical activity and for getting people active.

😊 Approachable

Friendly — people can ask them for advice on how to be physically active.

Role Model Someone whose behaviour, habits and achievements can be emulated by others — especially young people. Role models encourage young people to engage in physical activity. Traits of a sporting role model: respect for others, positivity, honesty, knowledge and insight into activity, skilled performer and good communicator.

💡 Analogy A role model is like a lighthouse — they don't push ships, but their light guides others towards a better destination (an active, healthy lifestyle).

3. National Sports Policy 2018–2027

National Sports Policy 2018–2027 Sets out the vision for Irish sports and defines the actions required to achieve the goals. Sport is identified as having positive contributions to: health and well-being, social and community development, economic activity, educational performance, and life-long learning.

Three High-Level Goals

Goal 1: Increased Participation

Increased participation among Irish children and adults in physical activity and sport.

Goal 2: Excellence

Increase in the number of Irish athletes achieving world-class results at the highest level of competition.

Goal 3: Improved Capacity

Increased collaboration between governing bodies; improved training for all levels of professionals and volunteers.

Key Actions of the National Sports Policy

Action	What It Involves
Action 2	Collaboration with the Department of Education, teachers and NGBs to ensure PE develops physically literate children.
Action 4	Development of an information campaign to help parents/guardians encourage their children to be physically active.
Action 6	Sport Ireland develops initiatives with NGBs, LSPs, schools, the CARA centre and other parties to address participation among adolescents and young adults.
Action 7	Stronger promotion among teachers and parents of the positive relationship between sports participation and exam performance — to reduce drop-out during exam years.

Know all three Goals and at least TWO Actions of the National Sports Policy. These are frequently examined — you may be asked to explain how the policy promotes PA at national level.

4. Role of Schools in Promoting Physical Activity

Provide PE lessons that are engaging in both competitive and non-competitive settings
Extracurricular activities and sports clubs
Provide facilities and equipment to be active at break and lunch times
School competitions (inter-schools leagues, Gaelic games, athletics etc.)
Provide links with the community — schools often bring coaches from local clubs into the school to coach

How Schools & Communities Can Work Together

🤝 Link with LSPs

Local Sports Partnerships provide workshops or guest speakers to schools and open doors for future participants.

🚲 Active Transport Infrastructure

Safe walking/cycling routes and bike shelters near schools encourage students to cycle or walk — building activity into daily routines.

🏆 Partnership with Local Clubs/NGBs

Schools host market-style events where local clubs provide information — students discover what's available nearby and how to get involved.

👨‍👩‍👧 Parent Education

During parent evenings, schools emphasise PA promotion and its importance. Parents have a central role in reinforcing healthy habits students learn in school.

5. Local Sports Partnerships (LSPs)

Local Sports Partnerships (LSPs) An initiative of Sport Ireland. There is a network of 29 LSPs across Ireland. They promote opportunities for physical activity and sport for all at local level.

What LSPs Aim To Do

Get people active
Remove barriers in sport and physical activity
Provide opportunities for everyone in the community to be physically active
Improve the physical and mental health of the nation

Role of Local Authorities

Local authorities take many approaches to promote physical activity in a community: providing safe walking and cycling routes, increasing access to sporting facilities, organising physical activity events. These require many stakeholders — community groups, parents, teachers, schools, young people and sometimes government involvement at policy level.

6. Role of National Governing Bodies (NGBs)

National Governing Body (NGB) An independent body that trains and deploys coaches, organises representative-level sport and provides pathways from local to national to international competition. NGBs take the form of sports clubs in local communities. Examples in Ireland: GAA, FAI, IRFU, Athletics Ireland, Badminton Ireland, Swim Ireland.

The goal for many NGBs is to provide a training programme that guides players/athletes towards sporting excellence. These pathways lead through local → county → provincial → national → international level.

🏈 IRFU (Irish Rugby Football Union) ▶

Provides physical activity opportunities for people across Ireland through local rugby clubs
Club structures provide competitive teams at all age levels and in many cases for both genders
Competitions run at local, national, provincial and international levels
Developed tag rugby and touch rugby to counteract the contact barrier and increase participation
Provides funding to help clubs install all-weather facilities for year-round play

⚽ FAI (Football Association of Ireland) ▶

Local: Coordinates various amateur leagues. Programmes designed to target specific groups, e.g. 'Soccer Sisters' to increase female participation
National: Wide variety of leagues from local/county/regional to national league and cup competitions
International: Provides international competitions for schools, under-15s through to under-21s, senior players and programmes like Street Leagues and Football For All

Football for All / Soccer Sisters FAI programmes designed to encourage participation from groups who are traditionally underrepresented in football — e.g. women and girls (Soccer Sisters), people with disabilities and people from disadvantaged communities (Football for All).

Provision & Support of Excellence in Sport

🎓 Coaching

NGBs and Sport Ireland offer courses to coaches to provide expertise needed to develop young athletes and guide them on their journey within their sport.

🏟️ Facilities

NGBs and Sport Ireland provide funding to local sports clubs to install facilities (e.g. all-weather pitches) to aid in the development of young athletes.

7. Long-Term Athlete Development (LTAD) Model

Long-Term Athlete Development (LTAD) Model A framework that provides a pathway for athletes from participation in sport as young children all the way through to elite performance or lifelong active participation. It recognises that athletes develop at different rates and that training should be appropriately tailored to each stage of development. The model guides coaches and NGBs in providing the right type of training, competition and recovery at the right age.

💡 Analogy The LTAD model is like the educational system — just as you can't do Leaving Cert topics in Junior Infants, you can't give elite training to 8-year-olds. Each stage builds on the previous one and prepares you for the next.

LTAD Stages

Stage	Age (Approx.)	Focus
1. Active Start	0–6 years	Fun, basic movement, play. Develop love of movement.
2. FUNdamentals	6–9 (boys), 6–8 (girls)	Learn fundamental movement skills (run, jump, throw, catch) through fun activities. No early specialisation.
3. Learn to Train	9–12 (boys), 8–11 (girls)	Golden age of skill learning. Develop sport-specific skills and physical literacy. Broad participation in multiple sports encouraged.
4. Train to Train	12–16 (boys), 11–15 (girls)	Build physical capacities (aerobic base, strength). Focus is on developing fitness and technique. May start to focus on 1–2 sports.
5. Train to Compete	16–23 (boys), 15–21 (girls)	Sport-specific training intensifies. Develop performance skills, tactics and mental preparation. Compete regularly.
6. Train to Win	19+ (boys), 18+ (girls)	Elite performance focus. Maximise sport-specific fitness, skill, tactics and psychological preparedness to win at the highest level.
7. Active for Life	Any age	Transition from competitive sport to lifelong physical activity — coaches, officials, recreational sport.

🧠 Memory Trick – LTAD Stages A-F-L-T-T-T-A = Active Start → Fundamentals → Learn to Train → Train to Train → Train to Compete → Train to Win → Active for Life
"A Fun Life Takes Time To Truly Achieve!"

Common exam question: "Explain the importance of the LTAD model for athlete development." Key points: age-appropriate training, avoids early burnout, builds solid physical literacy base, maximises long-term potential.

8. Early vs Late Specialisation

Early Specialisation When a performer exclusively trains and competes in their chosen physical activity from an early age — focusing on one sport only, typically before the age of 12.

Late Specialisation When a performer engages in a number of physical activities and waits to specialise — sampling multiple sports throughout childhood and early adolescence before committing to one sport, typically after age 12–15.

Aspect	Early Specialisation	Late Specialisation
Age of Focus	Before age 12	After age 12–15
Advantages	Early skill development; may gain competitive edge earlier; suited to some sports (gymnastics, diving, figure skating)	Develops broader physical literacy; reduces burnout risk; develops transferable movement skills; may have longer career
Disadvantages	Higher risk of burnout and dropout; overuse injuries more common; limited development of transferable skills; may peak early then decline	May be slower to reach elite level in some sports; potential gap in sport-specific skill development during key years
Best Suited To	Aesthetic sports (gymnastics, figure skating, diving) where peak performance occurs at a younger age	Most team sports and endurance events (GAA, soccer, rugby, athletics) where physical maturity is important

💡 Analogy Early specialisation is like planting a seed in a small pot — it grows quickly at first but soon runs out of space and nutrients. Late specialisation is like planting in open ground — it takes longer to show, but the roots grow deep and the plant thrives for much longer!

⚠️ The LTAD Model supports Late Specialisation The LTAD model recommends that children sample multiple sports during the FUNdamentals and Learn to Train stages. Broad-based participation builds physical literacy and reduces the risk of early burnout — two of the most important factors for long-term athletic success.

A very common exam question: "Compare early specialisation and late specialisation. Which does the LTAD model support and why?" Answer: The LTAD model supports late specialisation because it builds broader physical literacy, reduces injury and burnout risk, and leads to greater long-term development.