Higher Education Assessment Brief STUDENT NAME: ASSESSMENT DETAILS: PSYCHOLOGICAL TRAINING PLAN COURSE: Foundation Degree in Golf Management - Year 2 YEAR: 2016-2017 LENGTH: 15 -20 Mins REF NO: 5019/3 Wt: 30% SUBJECT TUTOR: Jamie Hutton MODULE TITLE(S): The Analysis of Golf Performance ASSESSMENT OUTCOMES COVERED: 5019/3 2. To consider the various psychological factors that underlie competitive performance DATE OF ISSUE: 29th Jan 2017 SUBMISSION DATE: Formative – 2nd February 2017 Final Pres14th March 2017 Feedback -30th March 2017 SUBMISSION: To James Kitten at 10.00am , 1 x hard copy and 1 x E-copy to Turnitin WORK SUBMITTED AFTER THE DEADLINE WILL BE TREATED AS NON-SUBMISSION INTERNAL VERIFICATION OF ASSESSMENT – SEE ALSO IV FORM C Is the level appropriate? Are the activities/ tasks valid? Is there relevance to the grading criteria? Is the assessment brief clear? Is this assessment to be cross-marked this year? YES / NO YES / NO YES / NO YES / NO YES / NO Additional comments from Internal Verifier: SIGNED INTERNAL VERIFIER: DATE: PRINT NAME: FINAL AGREED MARK: 1st Assessor Signature: 2nd Assessor Signature: STUDENT'S CONFIRMATION OF AUTHENTICITY: I confirm that this is my own work Student's Signature: Date: ASSESSMENT AIM AND INSTRUCTIONS Scenario Those who play golf will realise that it is a psychologically punishing game. There are several reasons for this. Firstly, golf is one of the few games where you, the player, are responsible for what happens to the ball and the final outcome. Hitting a golf ball is in itself a complex and very precise skill, where the slightest error can prove disastrous. Added to this, it is a stationary ball game, which means that the mind can easily wander as you are not required to react quickly as you do in many other sports. Therefore, all golfers are faced with the great challenge to try and master their minds rather than letting their minds master them. This assignment will provide candidates with the opportunity to see how some of the top golfers go about this. At the U.S. Open: '' The person I fear most in the last two rounds is myself'' (Tom Watson) Task 1 This assignment will help you to come to terms with how you prepare, perform and evaluate your mental golf game and your overall golf performance. It should also help you to improve your approach to the game and allow you to develop your mental game as well as your physical game. During the year all students are required to maintain a psychological diary. This will consist of round by round evaluations that help you to monitor your performance from a mental perspective. You will also be expected to monitor your course playing statistics so that you can evaluate your performance from a broad perspective. These evaluations will be required for Task 2. Task 2 Students are required to present their findings/conclusions by way of a 15 - 20 minute presentation to the tutor.( Marks will be deducted if the candidate does not stay within the time allocated). This will be supported by the actual golf round evaluations and statistics as appendices. It is expected that the playing statistics be summarised in graph form so that the general trends of performance are clear. Each student is also required to present a personal psychological plan that will help them develop their mental game. This plan should be drawn out of the evaluations and supported by a SWOT analysis. To gain higher grades it is expected that students consider background research that helps them to explain and understand how their performance and development is affected. Consideration should be given to psychological theories in relation to your own findings. All of this should be mentioned within the presentation. It is expected that a valid bibliography is included at the end of the presentation. Wt < 40 (refer) 40 – 49 50 – 59 60 – 69 > 70 Presentation 15% • Little evidence of planning and structure • Does not stay within the 3-5 minute excess for the presentation. • Some evidence of planning and structure • Some level of confidence shown. • Manages to only miss the presentation timing by 3-5mins • Good overall structure with clear understanding of key concepts • Reasonable levels if confidence • Manages to adhere to the presentation timing requirement. • Very good understanding and clear presentation of key concepts and findings. • Excellent level of confidence combined with clear outcome and explanation of concepts. Evaluation of the psychological factors 70% • Little evidence of evaluations made • Brief and sketchy links seen when dealing with the psychological factors • Evidence of evaluations linked to stats & performance • Reasonable understanding seen when linking the psychological factors on a personal level. • Basic plan in place • Well structured presentation that is well related to the theories • Good evidence of personal evaluations with some links to stats. • Valid and personal plan in place • Very clear and logical arguments put forward that support the evaluations • Very specific reference made to the individuals and some psychological theory • Very realistic plan in place. • Evidence of creative thinking that shows some originality when completing the tasks. • Highly relevant links made to the context of psychology. • Excellent plan that draws on the majority of the SWOT points made Wt < 40 (refer) 40 – 49 50 – 59 60 – 69 > 70 Use of English language (spelling, grammar). Technicianship of referencing to Harvard method. Appropriateness of presentation, layout. 15% No evidence that elements of this criterion have been addressed to any reasonable extent. Poor range and number of sources, poorly referenced in the text and bibliography, some lack relevancy. Reasonable structure and layout to the work. Fair range and number used only partly referenced in text and bibliography correctly as many sources are relevant . Clear structure to the work that is relevant to the subject . Good range and number used, in the majority of cases well referenced in text and bibliography. Good use of English throughout. Very well thought out structure to the work. Extensive range and number used precise, nearly wholly correct and consistent referencing in text and bibliography. All sources are highly relevant and all appear to have been critically analysed for their validity and appropriateness. 1st ASSESSOR Marking Criteria Assessor's Comments Mark Presentation 15% Evaluation of the psychological factors 70% Sourcing of information and referencing (a wide range of critically selected references fully documented in the text and bibliography using the Harvard Standard) 15% How the work could be improved: TOTAL 1st Assessor's name: 1st Assessor's signature: Date: 2nd ASSESSOR Marking Criteria Assessor's Comments Mark Presentation 15% Evaluation of the psychological factors 70% Sourcing of information and referencing (a wide range of critically selected references fully documented in the text and bibliography using the Harvard Standard) 15% 2nd Assessor's name: 2nd Assessor's signature: Date: INTERNAL VERIFICATION OF ASSESSMENT OUTCOME Is the Principal Objective met? YES / NO Is the range/content covered? YES / NO Are the Transferable Skills covered? YES / NO Are grading decisions valid? YES / NO The student has been provided with clear and constructive feedback on the assessment outcomes, to the appropriate level, within the appropriate timescales. Internal Verifier signature: Date: EXTERNAL VERIFICATION OF ASSESSMENT OUTCOME Is the Principal Objective met? YES / NO Is the range/content covered? YES / NO Are the Transferable Skills covered? YES / NO Are grading decisions valid? YES / NO The student has been provided with clear and constructive feedback on the assessment outcomes, to the appropriate level, within the appropriate timescales. External Examiner signature: Date: