Download Physical Education

Physical Education
for CCEA GCSE
SECOND EDITION
Workbook
2
Derek Prentice
Section 7 PE for CCEA GCSE p76-92
Effects
The effects of exercise and training and physical activity on the body (p76–)
In this section be prepared to go back and forth between the body systems to find your answers.
7.1 The body systems work together to allow you to perform physical tasks, events or sports. The body systems that
are most involved in this are given below. Draw simple diagrams to represent these systems.
The respiratory system
7.2
The circulatory system
The musculatory system
Muscles do the work. They produce the movement. They are the engine of the body. (p82)
Cardiac muscle moves _______________________________________
__________________________________________________________
Smooth muscle moves _______________________________________
__________________________________________________________
Skeletal muscle moves _______________________________________
Muscles need oxygen and nutrients to be able to work. How do they get their supply of oxygen? How do they
produce the energy and what happens to the waste products?
7.3
Consider the process and write in the correct words below. (p76, 79)
The respiratory system transfers _________________ from the outside air into the blood.
The circulatory system transports oxygen and ____________________ to the working muscles.
The musculatory system uses the _____________________ and _______________________ to produce energy.
The circulatory system transports the waste product _________________ ________________ to the lungs.
The respiratory system transfers the carbon dioxide from the _______________________ into the outside air.
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7.4 Annotate (add notes to) the diagrams to explain how the respiratory system gets oxygen into the blood. (p77)
Inspiration
²
CO
Diffusion
BRONCHIOLE
O²
O²
ALVEOLI
O²
CO
²
O²
CO²
²
CO
O²
CAPILLARY
NETWORK
CO²
O²
CO²
O²
O²
CO²
CO²
CO² O²
O²
²
CO
7.5 Annotate the diagram to explain how the circulatory system delivers the oxygen and fuel to the muscles and
takes away the waste products. (p80)
LUNGS
HEART
ALL BODY
TISSUES
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10.2 Planning a training programme to develop peak physical fitness for events,
sports or positions within sports
In planning a training programme for peak physical fitness you follow seven steps. These steps are similar to those
for planning a health-related exercise programme. However, what you have to consider and the decisions you have to
make are often more complex.
Read about how you apply the seven steps on pages 125–128. In addition to this, read how the SMARTER principle
can help you check that your decisions are appropriate and effective (page 128). When you understand all of this,
study the example of the training programme (Pages 128–129) and the explanations of the decisions made in
planning it (p130–134). When you have done this, answer 10.2.1 below.
10.2.1 Take each of the seven steps in turn and evaluate how well each step has been applied to your training
programmes/experiences for competitive events/sports. Provide evidence to support your evaluations.
Step1: Applying the principle of specificity ___________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Step 2: Applying the principle of variety _____________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Step 3: Applying the principle of overload ___________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Step 4: Applying the principle of progressive overload __________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Step 5: Applying the principle of rest/recovery ________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Step 6: Applying the principle of peaking ____________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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Step 7: Applying the principle of maintenance ________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
10.2.2 Study the example of planning a training programme for a specific event.
(pages 128–134 give the profile; the challenge; the training programme; the
explanations for the decisions and the application of the SMARTER principle.)
Having successfully run the 10 km in 40 minutes, the person feels that they could do an
even better time and agrees with you that a target of 38 minutes for the next 10 km race
would be realistic. You have a further six weeks to prepare the person. Go through the
process of planning the six weeks of training for the person. Explain your decisions.
Week
Sunday
Monday
Tuesday
1
Run 6 km
4:30 min/km
27 mins
(Recovery)
Rest
Run 10 km
4:15 min/km
42 mins
Wednesday
Fartlek run
35 mins
Thursday
Run 15 km
4:20min/km
65 mins
Friday
Saturday
Run 7 km
4:00 min/km
28 mins
Run 15 km
4:20 min/km
65 mins
2
3
4
5
6
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11.4.7 State the type of practice that the following examples best demonstrate.
Example
Type of practice
Practising taking penalties without a goalkeeper
Practising set shots in basketball from the same spot
Practising visualising yourself performing the tennis serve
Practising the run-up for long jump
Practising how to deal with situations that may arise
Practising the throw-up for a tennis serve
Practising where dribbling is not allowed in playing basketball
Practising shot selection in badminton for different situations
Practising a forward roll
Practising the options possible for hits/taking free kicks
Practising in different situations
Practising that can be done anywhere
Practising where no long kicks are allowed in Gaelic football
Practising breaststroke, then leg kick only, then breaststroke
Practising a chest pass in netball
Practising long jump, then the take-off, then the long jump
You can have a continuous block of practice or spaced practice over a number of weeks.
11.4.8 A continuous block of practice is more suited to learners who _______________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
11.4.9 Spaced practice over a number of weeks is more suited to learners who _______________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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