Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
244 Cards in this Set
- Front
- Back
|
Health
|
A state of mental, physical and social well-being
|
|
|
Fitness
|
The ability to cope with everyday demands
|
|
|
Stamina
|
The ability to delay the onset of fatigue
Component of most games due to duration of continuous movement Concerned with the ability to transport and use O2 for energy Tested by the multistage fitness test |
|
|
Muscular endurance
|
The ability of muscles to keep contracting
A component of most games due to repeated actions Concerned with the ability to not build up lactic acid in muscles Tested by the multistage situp test |
|
|
Strength
|
The ability to move resistance
A component of most games due to heavy resistance Concerned with the ability to exert maximum force Explosive (power)/dynamic (endurance)/static Tested using a dynameter |
|
|
Speed
|
The ability to move part/whole body quickly
A component of most games due to the need to move quickly and generate power Concerned with using fast twitch muscle fibres Tested by sprints |
|
|
Power
|
The ability to move resistance quickly
A component of most games due to the need to move large body parts/whole body quickly Concerned with moving the body quickly Tested by the vertical jump |
|
|
Flexibility
|
The ability to move a joint through a large range of motion
A component of most games due to the need to stretch to reach Concerned with limits to movement Tested by the sit and reach test |
|
|
Reaction
|
The ability to respond to a stimulus quickly
A component of most games due to a need to respond quickly Concerned with speed of information processing Tested by ruler drop |
|
|
Agility
|
The ability to change direction quickly
A component of most games due to the need to change direction quickly Concerned with combining speed and coordination Tested by the illinois agility run |
|
|
Balance
|
The ability to stay stable
A component of most games due to the need to maintain control whilst moving Concerned with the base of support and centre of mass Tested by the stork balance test |
|
|
Food classes
|
Carbohydrate - energy
Fat - slow release energy Protein - growth and repair Vitamins - regulate metabolism/facilitate energy release Minerals - Calcium provides structure in boens and teeth/iron is needed for RBC production Water - medium for reactions Dietary fibre - digestion |
|
|
Coordination
|
The ability to perform smooth and accurate motor tasks
Tested by trying to juggle 3 tennis balls |
|
|
Relationship between health and fitness
|
Athlete may be physically fit but emotionally unstable - fit but not healthy
|
|
|
Consequences of obesity
|
Arthritis
Heart disease Angina Diabetes Loss of stamina Loss of speed |
|
|
Obesity
|
An accumulation of excess body fat that may impair health (over 30%)
|
|
|
BMI
|
Body weight in kg / Body height in m squared
|
|
|
Tidal volume
|
The amount of air moving in and out during normal breathing
|
|
|
Expiratory reserve volume
|
The maximal amount of air expired in addition to TV
|
|
|
Vital capacity
|
The maximum amount of air breathed in and out
|
|
|
Inspiratory reserve volume
|
The maximal amount of air inspired in addition to TV
|
|
|
Residual volume
|
The amount of air left in the lungs after breathing out
|
|
|
Diffusion
|
The process by which substances move from an area of high concentration to an area of lower concentration
|
|
|
Gas exchange at muscles
|
O2 diffuses from blood into muscles
Combines with red pgiment - myoglobin - an oxygen store O2 used to produce energy CO2 produced as a waste product Diffuses from muscle into blood |
|
|
Control of breathing
|
Levels of blood CO2/acidity
Detected by chemoreceptors Respiratory centre in medulla Sends nerve impulses to diaphragm/intercostals Causes contraction - breathe in Stop sending impulses - contractions stop - breathe out |
|
|
Transport of CO2
|
5% in plasma
20% combines with haemoglobin 75% combines with water forming bicarbonate ion |
|
|
Transport of O2
|
Heart to arteries to muscles
Enters RBC Combines with haemoglobin Forms oxyhaemoglobin Depends on amount of O2 present |
|
|
Saturation of haemoglobin
|
When lots of O2 available all haemoglobin becomes fully saturated
When not much O2 around oxyhaemoglobin splits releasing O2 into muscles |
|
|
Forming oxyhaemoglobin
|
In lungs there is lots of O2 so haemoglobin becomes fully saturated with O2
Oxygenated blood goes to muscles In muscles there is less O2 so O2 leaves the haemoglobin - dissociates |
|
|
Extraction of O2
|
Lots of oxygen rich blood delivered to muscles
Need for muscle to remove this oxygen Diffrence between O2 content of artery approaching/vein leaving muscle =a-VO2 diffrence - increases during exercise |
|
|
Oxygen into muscles
|
Oxygen combines with pigment - myoglobin - O2 store
Used in aerobic process to make energy In the form of ATP |
|
|
Circulatory systems
|
Pulmonary: Lungs to hearth to lungs
Systemic: Heart to body to heart |
|
|
Arteries
|
Thick
Muscular walls Blood from heart High pressure Elastic |
|
|
Capillaries
|
Tiny
Very thin walls Diffusion of substances in/out |
|
|
Veins
|
Thin walled
Low pressure blood Carry blood to heart Venous return |
|
|
Pressure and velocity
|
Large CSA/more friction = slow velocity/high pressure
|
|
|
Starling's law of the heart
|
The same volume of blood will return to the heart as that leaves it
|
|
|
Venous return
|
Valves in veins
Blood only flows one way Muscle pump Respiratory pump Suction pressure of heart |
|
|
Vasodilation
|
Pre-capillary sphinters relax
Vessels dilate Additional blood flow Active muscles Controlled by sympathetic nerve impulses from brain |
|
|
Diastole
|
Diastole = period of relaxation of heart muscle
During diastole the relaxed heart msucle allows the chambers to fill with blood |
|
|
Systole
|
Systole = period of contraction of heart muscle
SAN sends impulses through cardiac tissue in atria - causes atria to contract Muscular wall prevents contraction of ventricles Impulses reach AVN Impulses go through bundle of HIS in septum Impulses spread through bottom of heart via Purkinje fibres Ventricles contract |
|
|
Cardiac output
|
The volume of blood pumped by the left ventricle of the heart in one minute
Q = SV x HR |
|
|
Stroke volume
|
The volume of blood pumped by the left ventricle of the heart in one minute
Determined by venous return and elasticity/contractility of myocardium |
|
|
Heart rate
|
Number of beats of ther heart per minute
|
|
|
Heart rate in response to exercise
|
Anticiaptory rise - due to hormonal action of adrenaline, happens as person tends to get excited before start
Sharp rise - during anaerobic work due to proprioceptor sensory stimulation, also due to continuous release of hormones/skeletal muscle pump Steady state - some recovery of O2 debt Continued high HR - due to maximal workloads continuing to stress anaerobic systems, produce lactic acid/O2/K which stimulate chemoreceptors Rapid recovery - due to cessation of proprioceptive stimuli/skeletal muscle pump/withdrawal of hormones Slow recovery - clearance of metabolites e.g. lactic acid |
|
|
Regulation of heart rate
|
Chemoreceptors - located in blood vessels, detect chemical changes, stimulate heart rate via cardiac accelerator nerve
Adrenaline - increases strength of ventricular contractions/stimulates HR |
|
|
Cardiac Hypertrophy
|
Result of regular aerobic training - heart becomes larger/stronger
SV larger - bradycardia HR slower Maximal exercise - increased SV + increase in HR = increased Q During recovery - HR decreases mroe rapidly |
|
|
Starlings Law
|
Same volume of blood must enter the heart as leaves it during a period of time
Blood is incompressible fluid Mechanism for return of venous blood to the heart once it has flown around body/given up energy to muscles/organs |
|
|
Cardiovascular drift
|
SV increases/HR decreases - Q remains constant
Need to transfer excess heat - moved by blood during vasodilation Evaporation = primary rout for heat dissipation - as fluid/sweat evaporates heat is lost Loss of fluids = decreased plasma volume - decreased SV Reduced SV initiates compensatory HR increase to maintain nearly constant Q |
|
|
Class 1 lever
|
Fulcrum in middle
Triceps/elbow/forearm Atlas/neck (nodding) |
|
|
Class 2 lever
|
Load in middle
Load bigger than effort Achilles tendon/calf Used in most running/walking movements |
|
|
Class 3 lever
|
Effort in middle
Mechanical disadvantage Effort bigger than load Most common |
|
|
Force arm
|
Shortest perpindicular distance between fulcrum and effort
|
|
|
Resistance arm
|
Shortest perpendicular distance between fulcrum and resistance
|
|
|
Frontal plane
|
Movements that are sideways
Frontal axis |
|
|
Sagital plane
|
Movements that are forwards/backwards
Transverse axis |
|
|
Transverse plane
|
Movements that are rotational
Longitudinal axis |
|
|
Knee articulating bones
|
Femur
Tibia |
|
|
Elbow articulating bones
|
Humerus
Radius Ulna |
|
|
Skill
|
Learned behaviour to bring about pre-determined results with maximum certainty often with the minimum outlay of time, energy or both as a result of evaluating information and decision making
Has an objective Is learned Is efficient Is aesthetically pleasing Consistentely succesful Result of recieving/evaluating info |
|
|
Ability
|
Inherited, stable traits which determine your ability to acquire skills. Specific abilities are needed to perform a skill
|
|
|
Motor ability
|
Series of genetically inherited traits that determine an individual's coordination, balance and speed of reactions
|
|
|
Perceptual ability
|
to be able to take in information, recognise it and make sense of it
|
|
|
Cognitive skill
|
Use of the brain to reason/problem solve as a result of learning and experience
Selecting what to do Develops as we learn from experiences E.g. tennis player makes better decisions when they have played opponent before and evaluated strengths/weaknesses |
|
|
Perceptual skill
|
Selecting, interpreting and making sense of the information from our senses
Developed as a consequence of maturation E.g. tennis player responds to call of team mate despite background noise |
|
|
Psycho-motor skill
|
Movement decided upon and controlled by the brain
E.g. being able to combine/coordinate muscle contractions/relaxations to control movement e.g. badminton overhead clear |
|
|
Open skill
|
Affected by the environment or performed in a dynamic changing situation or environment
|
|
|
Closed skill
|
Performed in a stable and unchanging environment, which has little or no impact on the skill
|
|
|
Externally paced skill
|
Initiated by something other than the performer, the pace is dictated by factors other than the performer
|
|
|
Self paced skill
|
Performer decides when the movement is begun and the pace of the movement
|
|
|
Gross skill
|
Strong or powerful movement using major muscle groups, fine control is not possible or required
|
|
|
Fine skill
|
Small or precise movement showing high levels of accuracy and coordination using small muscle groups
|
|
|
Discrete skill
|
Movement with a clear beginning and end
|
|
|
Serial skill
|
A series of specific movements chained together in a sequence
|
|
|
Continuous skill
|
No clear beginning or end, one end phase of the movement blends into the start phase of the next cycle
|
|
|
Input
|
Seeing, hearing and feeling, all the things that are going on around you, known as perceiving the situation or the relevant environmental features
E.g. basketball pass - reciever needs to take in all around him Information comes from the display (the environment that surrounds the performer) |
|
|
Perception
|
The process of acquiring, selecting and organising sensory information
|
|
|
Proprioception
|
Information about the movement of our body in space; its balance, position of limbs etc
|
|
|
Selective attention
|
The process of picking out and focusing on those parts of the display that are relevant to our performance
|
|
|
Detection
|
The process of registering stimulus by the sense organ
|
|
|
Comparison
|
The process of referring the stimulus to the memory to compare with previously stored stimuli
|
|
|
Recognition
|
The process of finding corresponding stimuli in the memory
|
|
|
Short-term Sensory Store
|
Large capacity temporary store for all incoming sensory information
Receives info from sense organs about the display Selective attention occurs |
|
|
Short term memory
|
Relates to what we are thinking about at any given moment in time - created by our paying attention to an external stimulus/internal thought
Perception occurs Recieves info from STSS Compares info to/from LTM Receives feedback during skills Initiates motor programmes Decision making |
|
|
Short-term Sensory Store characteristics
|
Huge capacity
Requires immediate attention or is lost Temporary memories last for half a second or less |
|
|
Short term memory characteristics
|
Only has attended info
Limited capacity; 5-9 items Limited duration - info retained for up to 60 seconds DCR perception occurs Rehearsed info goes into LTM If attention is directed elsewhere, info lost within 30 seconds |
|
|
Long term memory
|
A store of past experiences of almost limitless capacity and long duration
Store of past experiences Store of motor programmes Mental images of movements to be performed Only correct/relevant info stored Info moved to/from STM |
|
|
Long term memory characteristics
|
Unlimited capacity
Requires rehearsal to be retained Meaningfulness Speed of learning Overlearning |
|
|
How to improve memory
|
Practise
Meaningfulness - link info to previously learned info Mental rehearsal Chunking (storing groups of items as single pieces of info) Chaining (simplifying an action by reducing it into smaller links in a chain of events) |
|
|
How to improve selective attention
|
Cue identification
Increase intensity of stimulus e.g. brighter ball Motivate/arouse performer Refer to past experiences/transfer of skill Practise with distractions Make stimulus meaningful |
|
|
How to make mental rehearsal effective
|
Relax before
Mental picture using all senses See self through mind's eye Evaluate movements/mentall experience consequences |
|
|
Reaction time
|
the time between the onset of a stimulus and the start of a response
|
|
|
Simple reaction time
|
The time taken to respond to a single stimulus
|
|
|
Choice reaction time
|
The time taken to select the correct stimulus to respond to - more = longer
Hicks law |
|
|
Response time
|
Reaction time + movement time
|
|
|
Anticipation
|
The ability to predict future events from early signals/past events
Can speed up reaction time Good performers start running motor programmes before the stimulus is fully recognised |
|
|
Factors affecting reaction time
|
Age
Gender Stimulus intensity Height Arousal levels Importance of cues Anticipation |
|
|
Psychological refractory period
|
About what happens when after an initial stimulus, there is a presentation of a second stimulus - slows down the processing of information causing a time lag between the relevant stimulus and appropriate response
|
|
|
Single channel hypothesis
|
A performer can only attend to one thing at a time, so info is processed sequentially
|
|
|
Motor programmes
|
General movement patterns stored in the long-term memory
Contain all the information required to make a movement: Which muscles to use The order in which muscles are used The phasing/degree of contraction of muscles Formed through repetition of movements |
|
|
Subroutines
|
The segments which go towards building a whole movement pattern/programme
|
|
|
How to improve response times
|
Detecting the relevant cues
Eliminating alternative choices Decision making Change in attentional focus Controlling anxiety Creating optimum motivation Warm-up |
|
|
Cognitiv phase of learning
|
Initial learning of basic skill
Understanding of the activity Analysis of techniques Use of models |
|
|
Associative phase of learning
|
Focus on movement
Comparison of action with model Error detection and correction Skill still inconsistent |
|
|
Autonomous phase of learning
|
Action automatic
Attention can be given to environmenal aspects of activity Focus on tactics/strategy |
|
|
Causes of learning plateau
|
Limited ability of performer
Training tasks too difficult Transitional period before development of a more complex skill Injured/over-trained Bored Fatigues Coaching reached limit of ability Less-well motivated Having reached a certain level, improvement requires more time/intensity of focus |
|
|
Ways of avoiding learning plateau
|
New goals
Praise New responsibility Regular rest Maintaining motivation Explaining the plateau Providing feedback Varying types/methods of training Re-establishing physical fitness Looking at technial development for possible variations/improvements Improving coaching knowledge Changing way a skill is taught |
|
|
Motivation
|
The driving and striving to succeed, to win, to improve performance and to pursue goals
|
|
|
Intrinsic motivation
|
The internal drives or feelings that make us do things - enjoyment, pride, satisfaction
|
|
|
Extrinsic motivation
|
The feelings coming from rewards externally delivered
|
|
|
Operant conditioning
|
Manipulating behaviour to shape the correct response through the use of reinforcement
Based on trial and error with the correct response reinforced Can be used to learn from a demonstration To be effective reward will closely follow correct response |
|
|
Positive reinforcement
|
Uses praise and rewards to achieve the desired result
|
|
|
Negative reinforcement
|
Rewards are withdrawn if there is a poor performance
|
|
|
Punishment
|
Inflicting retribution on a learner who performs it incorrectly - breaks a bond between the learner's learning process and an incorrect performance
|
|
|
Insight theories
|
Where the learner has a sudden leap of understanding and experiences a rapid improvement in performance
|
|
|
Schmidts schema theory
|
Generalised motor programmes exist which can be modified by taking in info while a skill is being performed
Recall schema: Stored information about how to produce a movement, made up of the initial conditions and the response specification Recognition schema: Information that allows the performer to evaluate their movement - made up of sensory consequences (KP) and response outcomes (KR) |
|
|
Social learning theory
|
Learning by copying others because we wish to be socially accepted
Demonstration - followed by the learning process which includes: Attention (learner takes note of demonstration) Retention (learner remembers demonstration) Motor reproduction (learner attempts to copy movement) - motivated to do so Matching performance (successful reproduction of skill) |
|
|
Observational learning theory
|
Learning from a skill by copying or modelling ourselves on another person
Learn via watching and then imitating what is seen Imitation more likely if model is: Seen as relevant Complies with social norms Similar in age/ability Behaviour is: Reinforced Succesful E.g. tactics of nadal likely to be copied |
|
|
Positive transfer
|
Occurs when learning of one skill is enhanced by learning of another skill
e.g. learning a golf stroke may be enhanced by cricketing ability |
|
|
Negative transfer
|
The effect of the previously learned skill is damaging to the learning of the new skill
e.g. tennis player who spend the winter playing badminton then tennis technique becomes too wristy |
|
|
Zero transfer
|
There is no effect on current learning from previous learning
|
|
|
Bilateral transfer
|
When there is a transfer from one limb to another
e.g. helping a player kick a ball with non-dominant foot by relating it to more skilful performance of dominant foot |
|
|
Proactive transfer
|
When what the learner is practising has an effect on a later skill
|
|
|
Retroactive transfer
|
When learning of a skill is affecting a skill that was learned in the past
|
|
|
Goals are either
|
Outcome orientated
Performance orientated Process orientated |
|
|
Goals should be
|
Specific
Measureable Accepted Realistic Incremental Challenging but achievable Progressively more difficult Training goals should be planned around overall goals Time phased Exciting Recorded |
|
|
Characteristics of play
|
Fun
Spontaneous Rules/space are changeable Not strictly structured Intrinsic value Can also be serious Allows an individual to be in a fantasy world Can be childlike |
|
|
Benefits of play
|
For children:
Test boundaries Experience risk whilst safe from harm Teaches social rules Fosters independence/self-esteem Develops respect for each other Offers opportunities for social interaction For adults: Escape reality Be childlike Opportunity for creativity |
|
|
Characteristics of physical education
|
Compulsory
Recognises that extra-curricular sport/physical recreation in the school day may inspire desireable knowledge/values Sport/recreation/education elements |
|
|
Benefits of physical education
|
Improves health/fitness
Develops physical skills Opportunity to improve communication skills and teamwork |
|
|
Characteristics of leisure
|
Engaged during free time
Freely chosen activities Used for ease/relaxation Done for enjoyment |
|
|
Characteristics of recreation
|
Engaged dyuring free time
Freely chosen activities Used for ease/relaxation Done for enjoyment To refresh mind/body Recuperating from other obligations Recreating - being creative, activities for self-fulfilment |
|
|
Characteristics of active leisure
|
Engaged during free time
Freely chosen activities Used for ease/relaxation Physically active Can be competitive/uncompetitive Done for enjoyment |
|
|
Benefits of active leisure
|
Allows you to relieve mind of worries/obligations
Get enjoyment out of it Do what you want Allows you to be more productive in work time Improves health Keeps you in acceptable physical condition |
|
|
Characteristics of outdoor and adventurous activities
|
Reliance on self/others
Adrenaline rush Risk/danger In the natural environment Involving crucial decision making Not bound by rules Challenging Conquests An escape |
|
|
Benefits of outdoor and adventurous activities
|
Sense of freedom
Handling risk Leadership and response to leadership Crucial decision making Appreciation of environment Self-reliance Trust in others Escape from pressures of an urban lifestyle Sense of danger Cross-curricular links with geography |
|
|
Characteristics of sport
|
Officials
Competitive Extrinsic rewards Physical prowess Physical commitment Highly organised rule structure Involves an element of sportsmanship |
|
|
Benefits of sport
|
Individual:
Release of tension Developing health/fitness/skills Learning to accept decisions of others Working with/elading others Developing sense of fair play Society: Socialisation of individuals Prevention of anti-social behaviour Improvements in international relationships Improvements in social morale |
|
|
Characteristics of the public sector
|
Capital funding provided by taxation/lottery
Facilities are to financially break even Local authorities will have a sport/leisure development plan Use is subsidised for poor Management policies set by local authorities for the good of the community Day-today management of the facilities may be a private company, must adhere to community provision constraints within the contract Dual use |
|
|
Advantages of the public sector
|
Underpinning requirementt to act in the public good for national/local community
Resources allocated from taxation for this purpose Not driven by profit Good local provision = improved health/reduced crime |
|
|
Disadvantages of the public sector
|
Funds may be insufficient to provide good quality activities
Local authorities do not have same financial freedom as private sector to borrow money to invest in facilities for future Local authorities in economically disadvantaged areas have less to spend on recreational facilities |
|
|
Characteristics of the private sector
|
Foremost objective is profit
Provides high quality facilities Membership/admission charges are higher than the public sector High value goods/services for better off members of community No public service commitment |
|
|
Advantages of private sector
|
Can react quickly to meet a demand
Can meet individuals needs Can restrict membership to avoid overcrowding |
|
|
Disadvantages of private sector
|
High costs of joining = out of reach for less well off
Restriction of numbers - waiting lists Degree of social exclusivity/hidden discrimination Sport may suffer from image of exclusivity and so people may not wish to participate |
|
|
Characteristics of voluntary sector
|
Operates on a not-for-profit basis
Players pay to play through match fees/subscriptions Support roles filled with volunteers Grant aid received from Lottery/Sports England/NGB Funds raised through social activities Surplus income retained within club |
|
|
Advantages of voluntary sector
|
Whole range of activities at all kinds of level available
Enthusiastic people can provide a lacking opportunity Rarely an economic disincentive for people Lot of financial support from government/business community |
|
|
Disadvantages of voluntary sector
|
Unplanned and relatively uncontrolled
Does not have an equal opportunities remit Continuity cannnot be guaranteed Financial support cannot be guaranteed Can still be socially exclusive |
|
|
Best value
|
Government policy
Requires bidding process to be held for local authority servies Service contracts awarded on basis of best value for money Bidders survey public to find out what they want Monitoring processes set up to measure service delivery in relation to agreed standards |
|
|
Rational Recreation
|
Provision of activities for the lower classes whose work/leisure time had become strictly limited
Sudden boom in sport Mainly due to industrial revolution Transport/communication improved - enabled competitions/fixtures to develop Media helped spread publicity about fixtures/events |
|
|
1902 Model Course
|
Three central components
Delivered by NCOs Improving health/fitness Weapon familiarity Discipline/obedience |
|
|
1904 syllabus
|
Sound educational principles
Some military exercises continued Based on scientific principles Linked with health/physical fitness Strong disciplinary approach Use of simple apparatur depending on availability |
|
|
1909 syllabus
|
Introduced following first world war
Less formal - enjoyment/creative elements seen as important Aimed to provide enjoyment/play for under 7s, and more therepeutic work for over 7s |
|
|
1933 syllabus
|
Contained games
Increased significance of skills Group work at end of lesson First step in recognising importance of individual child - encouraged extension of play activities for older children Playground/small equipment - physical training to physical education Individual activities such as cartwheels with gymanstic skill dependant on available apapratus Competitive fun element |
|
|
Post 1945 Syllabus
|
Many schools bombed - rebuilt with indoor/outdoor sports facilities
War fought in diffrent way - commando techniques using assault courses gave idea of adventurous apparatus Double revolution - idealistic aims of freedom of individual/gender equality Well being of individual child first Educational gymnastics/modern dance - engage interest/imagination |
|
|
Social control
|
Mechanism where one group within society attempts to control another group
6th formers controlled yougner boys - playing of games kept the boys undr control |
|
|
Athleticism
|
Fanatical devotion to both the physical side of playing sport, but also the development of moral integrity
|
|
|
Industrial revolution
|
Preiod in history when the development of machines led to much greater production of materials, and the need to have a skilled workforce to run those machines
|
|
|
Gentleman amateur
|
Played sport for pleasure; played to a strict mormal code - fair play
|
|
|
Codification
|
Formalising of the rules of a sport
|
|
|
Characteristics of KS1
|
Fundamental motor skills
Sequences of movement Individual/pair work Understand/recognise effect of exercise on body |
|
|
Characteristics of KS2
|
Furthering of motor skills
Co-ordination developed More complex movement patterns Experience/understand/maintain sustained periods of exercise |
|
|
Characteristics of KS3
|
Refine motor skills
Learn rules/tactics of games Learn more complex movements Learn how to prepare for/recover from activities |
|
|
Characteristics of KS4
|
Undertake diffrent roles
Prepare specific training programmes Refine skills/tactical knowledge Understand theoretical principles on which exercise programmes are based |
|
|
Factors affecting PE provision in schools
|
Available finance
Time available Resources available Availability of dual use facilities Enthusiasm/knowledge of teachers Emphasis placed by schools on particular sports |
|
|
Factors affecting pupils experienceperformance in PE
|
Value placed on sport by own particular school
Amount of time spent on PE Range of activities on offer Experience/attitudes of teachers Availability of funds for PE Availability of extra-curricular programme Availability of resources/facilities |
|
|
Efects of school-club links
|
Major increase in participation
Improved success in international competition - feel good factor associated with winning |
|
|
PESSCLS
|
Eight strands including SSPs. Sports colleges and Step into sport
Main aim: to improve the participation of 5-16 year olds in physical activity Will be expected that all children will spend at least 2 hours per week on high quality PE/sport Government putting into place plans for five hours of quality sport per week for this age group - the '5 hour offer' |
|
|
School Sports Partnerships
|
Groups of schools working together to develop PE and sport opportunities for all young people
Partnership development manager - usually based in sports colege School Sport Co-ordinators - concentrates on day-to-day task of improving school sport opportunities Primary link teachers - improve quantity/qualityof PE in their own schools |
|
|
Sports colleges
|
Established by Youth Sports Trust
Bring into action the government policy on school academies for sport in the age group 11-16 Extra funding fro facilities/staff to improve participation and develop excellence in sport amongst their pupils Trageted for the 2 hours per week of PE/sport Aim to improve expertise of staff and make all possible use of new technologies |
|
|
Active sports
|
Sport England initiative
Aimed at encouraging an increase in participation through liasion between local providers such as schools/clubs and community groups Active schools - opportunities for children to participate at foundation level Active communities - looks at reducing the post-student gap World class programme - looks at talent identification |
|
|
Sports Leaders UK
|
Purpose is to increase the quality/quantity/diversity of young people engaged in volunteering and leadership
Provides opportunities for young peoploe aged 14-19 to obtain a qualification Enccourages volunteering in community activities and aims to reduce youth crime by including vulnerable young people in positive activities Four qualifications: JSLA CSLA HSLA BELA |
|
|
TOPS programme
|
Youth Sports Trust roganised programme
Includes equipment for each targeted age group, and the training/provision of teachers to deliver the activities Top Tots Top Start Top Play Top Sports Top Skill Top Sportsability |
|
|
Wholse Sports Plans
|
Plans that have to be produced by each NGB for the whole of a sport (grass routes - elite)
Identifies how the NGB will achieve its vision Used by Sport Enfland to provide funding/resources Provide Sport England with opportunity to measure how NGBs are delivering their sports |
|
|
NGBs
|
Responsible for:
Establishing rules Organising national competitions Coaching within each individual sport Picking teams for international competition |
|
|
Sport England
|
Government funded agency responsible for developing a world-class sport system
Aims to encourage participation/talent development Grow (increased participation), Sustain (maintain participation), Excel (developing talent support systems) |
|
|
Youth Sport Trust
|
Organisation with responsibility for developing school sports
Works with range of partners - Sport England/Sports Leaders Believes youngsters should: Receive an introductiont o PE and sport be able to experience/enjoy PE as a result of high-quality teaching/resources Be able to progress along a structured pathway of sporting opportunities Develop a sporting lifestyle/foundation for lifelong participation |
|
|
Discrimination
|
Treating people differently through prejudice
|
|
|
Prejudice
|
Holding a preformed judgement or opinion of someone based upon irrational, incomplete or inaccurate stereotypical views
|
|
|
Stereotype
|
An oversimplified view of someone, a standardised image
|
|
|
Barrier to participation
|
An obstacle placed in an individuals way by others, themselves or a member of their community or family that is a deterrent to participation or personal development in a sport or physical activity
|
|
|
Inclusiveness
|
Including people of all kind within an activity or group
|
|
|
Equal Opportunity
|
An equal chance to participate regardless of gender, sexual preference, age, race and social class
|
|
|
Barriers for disability
|
Lack of confidence
Low income levels Poor access to facilities Low levels of media coverage - fewer role models Low levels of funding Fewer competitions/clubs Myths/stereotypes |
|
|
Solutions for disability
|
Provide opportunities for success
Increase investment to make more affordable Provide transport to facilities Increase media coverage Increase funding from National Lottery More competitions at all levels/more clubs for disabled in wider variety of sports Educate people |
|
|
Barriers for Socio-economic class
|
Less disposable income - less to spend on sport
Stereo-types causing people to feel they will be rejected/discriminated against Less leisure time available for recreation Geographical location lacking facilities Lack of contacts to introduce them to a new sport |
|
|
Solutions for Socio-economic class
|
Local community schemes e.g. Sport Action Zones
Aims to: Work to help those that excel succeed in their chosen sport Work with young people involved in anti-social behaviour Work with community health services to support people in poor health Provide education, training and support for community sports workers Set up local sports clubs where none exist Make sports centres more accessible |
|
|
Barriers for ethnic groups
|
Conflict with religious observances
Higher value placed on education Racism Fewer role models Lower self-esteem/fear of rejection |
|
|
Solutions for ethnic group
|
Training more ethnic minority sports teachers/coaches
Ensuring there is single-sex provision for Muslim women Publicising/punishing severely any racist abuse Organising campaigns against racism in sport Making mroe provision in PE programmes for diffrent ethnic preferences e.g. relaxing kit rules |
|
|
Barriers for gender
|
Stereotypical myths
less media coverage - fewer role models Fewer sponsorship opportunities Lower prize money Negative effect of school PE programmes lack of time due to work/family responsabilities Lack of disposable income Fewer female coaches/officials |
|
|
olutions for gender
|
Greater social acceptance of women having jobs/financial independence
Increased media coverage Positive female role models to aspire to Education to refute stereotypical myths More women qualified to coach/officiate More clubs/competitions to enter |
|
|
Principle of training: Specificity
|
Individual
Activity Energy system |
|
|
Principle of training: Progression
|
Amount of overload needs to increase progressively
As adaptations occur increase overload Avoid overtraining Moderation is important |
|
|
Principle of training: Overload
|
Frequency
Intensity Time Type |
|
|
Principle of training: Reversibility
|
Fitness lost quicker than gained
2 weeks off = 3/4 weeks to regain |
|
|
Principle of training: Tedium
|
Vary training
Use cross training Use training diary |
|
|
Principle of training: Frequency
|
Amount of training
|
|
|
Principle of training: Intensity
|
Load
Reps Range Duration Sets Recovery Frequency Speed |
|
|
Principle of training: Time
|
Aerobic: 20-30 mins for starter, 45-60 mins for fit
Anaerobic: 45-60 mins low intensity, 20-30 mins high intensity |
|
|
Principle of training: Type
|
Continuous - aerobic
Interval - anaerobic/variable Weights - strength Circuits - variable Plyometrics - power Mobility - flexibility |
|
|
Borg Scale
|
Subjectuve
Rating of Perceived exertion Correlates to heart rate |
|
|
Heart rate as a measure
|
Max = 220-age
Moderate intensity = 50-70% High intensity = 70-85% |
|
|
1 rep max
|
Measures strength
|
|
|
Fitness testing requirements
|
Specific to sport
Valid Reliable Accurate Sensitive |
|
|
Reasons for fitness testing
|
Provides measurement of starting level
Shows strengths/weaknesses Shows improvement Provides motivation/information Measures progress/success of training Provides variation |
|
|
Maximal/sub-maximal testing
|
Based on stamina
Maximal - works to exhaustion e.g. multi-staged fitness test - more accurate but problems of injury/fatigue and need for motivation Sub-maximal - not to exhaustion e.g. step tests - limited accuracy; estimates stamina |
|
|
Limitations of fitness testing
|
Effects may interfere with current programme
May cause injury May cause fatigue Results may cause psychological harm |
|
|
Making tests specific
|
Use same:
Energy systems Method of locomotion Intensity Direction of movements Equipment |
|
|
Making tests valid/reliable
|
Valid - measure what it is supposed to measure
Test protocol should be same action as used in activity Reliable - needs to produce same results when repeated Diffrences in result should be due to variations in fitness not in test Limitations to accuracy of measurements |
|
|
Benefits of warmup
|
better O2 delivery to muscles
Faster metabolism increases enzyme activity improving energy production Improved blood flow by reducing blood viscosity Increased sensitivity of nerve receptors - improved alertness Increased efficiency of heart Improved psychological preparation - controls anxiety Movement rehearsal Increased muscle temperature improves elasticity/speed/force of contraction Reduces injuries |
|
|
Benefits of cool down
|
Clears waste products e.g. lactic acid
Reduces chances of DOMS Prevents blood pooling Reduces adrenaline levels Allows HR to fall gradually |
|
|
Active stretching
|
Hold stretched position with no assistance
Improves flexibility/strength |
|
|
Passive stretching
|
Stretch held by partner/apparatus/self
Good for cooling down Good for healing after rehabilitation |
|
|
Static stretching
|
Stretch held
Isometric contractions applied against a force Quick way to improve flexibility |
|
|
Ballistic stretching
|
Stretch by bouncing
|
|
|
Dynamic stretching
|
Muscle moved through full range of motion in more gradual/controlled way
|
|
|
Safe Practise
|
Flexibility must be sport specific - use the muscles you use in your activities
Gradually increase intensity of stretch Only ever stretch warm muscles Never hold a painful stretch Don't bounce Balance/equalise - work both agonist and antagonist |
|
|
Continuous training
|
No rest/break
Normally associated with developing aerobic capacity Duration should be at least 20 minutes Adjusting effot can very intensity Should be at least 3 times a week to benefit E.g. 30 min swim Benefits: Trains cardio/muscular endurance Needs no specialist equipment Highly suitable for fat burning Time efficient Can be sport specific Less chance of injury as lower intensity Negatives: Can lead to tedium May not be sport specific |
|
|
Interval training
|
Periods of alternating exercise/rest - versatile
Enables the individual to perform considerably more work with greater physiological benefits Can vary duration/intensity/sets/reps/recovery Variables govern the adaptive response produced - enables individual to select required intensity of work to stress the relevant energy system Benefits: Sport specific Effective in establishing levels of required fitness for both anaerobic and aerobic Individual able to perform more work during session due to rest periods Negatives: Can lead to over-training/chronic injury Takes longer due to rest periods |
|
|
Weight training
|
Form of interval training
Can be used to develop strength and strength endurance depending on reps/sets/rest Four groups of exercise: shoulders/arms, trunk/back, legs, all body Benefits: Can be sport specific Trains cardio/muscular/endurance Easy to measure improvements from previous session Negatives: Needs access to equipment Issue of safety Can cause chronic injury through repetitive impact |
|
|
Circuit training
|
Type of interval training
Provides all-round body fitness Characterised by a number of exercises/stations performed in succession so that diffrent body parts are exercised succesively Normal organised for a set time period at each station Benefits: Can be sport specific Trains cardio/muscular/endurance Enables large numbers to train Easy to measure improvements from previous session Time efficient Costs: Needs access to equipment Can cause chronic injury through repetitive impact |
|
|
Plyoemetrics training
|
Type of power training
Involves eccentric-to-concentric actions at 100% effort Designed to improve elastic strength Muscle performs an eccentric contraction quickly so that the loaded agonist muscle stretches slightly prior to conecntric action Stimulated adaptation within the neuromuscular system Benefits: Maximises muscle development by improving power/elastic strength Can be very sport specific Negatives: Because of repetitive nature can cause chronic repetitive trauma injuries Because of vigorous nature can cause acute injuries |
|
|
Mobility training
|
AIms to improve the range of motion over which muscles can act and joints can operate
Work on the stress-overload principle by forcing the contractile tirruses to operate at full stretch Best done during cool down - muscular system more relaxed/muscle temp slightly higher Benefits: Helps prevent potential injury Sport specific training can improve performance Negatives: Can lead to hyper-flexibility Extreme range of motion isn't necessary in many sports activities |
|
|
Command teaching style
|
Teacher makes all the decisions
Benefits: Good for learners Simple skills Safety Control Negatives: Discourages individuality Little help with open skills |
|
|
Reciprocal teaching style
|
Teacher decides what is taught - learners work in pairs
Benefits: Learners communicate Instant feedback Develops self-confidence Negatives: Demanding May encourage faulty technique Assumes reasonable skill levels |
|
|
Discovery teaching style
|
Learner solves problem set by teacher
Benefits: Good when variety of correct solutions Helps with self-confidence Negatives: Time consuming Needs to be kept to ask and prerformer specific |
|
|
Problem solving teaching style
|
Teacher sets problem for learners to solve
Benefits: Increases understanding and motivation Works with individuals and groups Good to create decision-making Negatives: Learners need confidence Time consuming |
|
|
Determinants of whether skill shoudl be taught as whole or part
|
Type of skill being taught
Complexity of skill Classification of skill Environment Ability of performer Motivational level of performer |
|
|
Whole Practise
|
The whole skill - no breakdown into parts
Established feel Used for complex skills with high organisation Benefits: Appreciation of flow/feel Develops own schema Used for skills with high organisation - hard to break down/fast Maintains motivation |
|
|
Part Practise
|
Isolate and practise parts
Used for complex skills with low organisation Benefits: Best for complex/serial tasks Can work on specific weaknesses Builds confidence and experience Can remove danger Stages of success - motivation |
|
|
Progressive part practise
|
Practise parts
Chain them back together in order E.g. Gymnastics routine Establishes continuity |
|
|
Whole part whole practise
|
Attempt whole skill
Improve part Repeat whole Establishes kinesthesis Maintains coherence |
|
|
Determinants of massed or distributed practise
|
Fatiguing/boring skill
Experience of learner Skill level of learner |
|
|
Massed practise
|
Better for experienced
Fitter Simple skills Highly motivated Limited time |
|
|
Distributed practise
|
Better for beginners
Less fit/motivated Can develop schema For continuous/gross skills For complex skills Rest for mental rehearsal |
|
|
Mental rehearsal
|
Learner - creates mental picture
Expert - part of warm up - focusing Some evidence of nerves being stimulated Best used with physical practise |
|
|
Visual guidance
|
Good for learners
Demonstration Models Images for LTM |
|
|
Verbal guidance
|
On its own or with visual
Suitable for all performers |
|
|
Manual guidance
|
Supporting
Directing (forced response) |
|
|
Mechanical guidance
|
Mechanical aid
E.g. stabalisers on bike |
|
|
Feedback
|
Receipt of information about movment and its outcome
|
|
|
Intrinsic feedback
|
Information received by sense organs in muscles, tendons and ligaments
Proprioceptors Body awareness or kinesthesis Improves as performer learns skill |
|
|
Extrinsic feedback
|
From outside of themselves
Most used by beginners E.g. from coach/team mats/crowd/officials |
|
|
Other forms of feedback
|
Terminal - end of movement
Concurrent - during movement Positive - praise to encourgae Negative - critical to remedy Delayed - after the event KR - success of outcome KP - success of movement |
|
|
Which feedback when?
|
Cognitive:
Extrinsic KR Terminal Positive Autonomous: Intrinsic KP Concurrent Negative |
