Download GCSE PHYSICAL EDUCATION Revision Booklet

GCSE
PHYSICAL EDUCATION
Revision Booklet
Welshpool High School
Contents Page
Contents Page
Section A: Factors affecting performance, participation and provision in sporting and
health activities
1. Performance
Page No
a)
b)
c)
d)
e)
f)
Reasons for exercise – health and fitness
Fitness components
Evaluation of fitness
Principles of training
Methods of training
Application of training
21
7
9
13
14
15
2. Participation and Provision
a)
b)
c)
d)
e)
Factors affecting participation
Provision
Sponsorship
Media
Deviance in Sport e.g. Drugs
16
17
19
19
20
Section B: The physical, psychological, tactical and technical influences on health, fitness
and well-being, lifestyle choices and performance
3. Physical Influences
a)
b)
c)
d)
e)
f)
g)
h)
i)
Health - fitness - exercise - lifestyle choices
Energy Systems
Skeletal System
Muscular System
Cardiovascular System
Respiratory System
Short term and long term benefits of exercise
Minimising risk
Nutrition
21
23
26
29
33
34
35
38
39
4. Psychological Influences
a) Motivation
b) Adherence
c) Goal setting
43
44
45
5. Technical and Tactical Influences
a)
b)
c)
d)
e)
f)
g)
Skill
The learning process
Information processing system
Feedback
Guidance
Practice
Technological Developments
47
49
50
51
52
52
54
2
Exam Tips
 Look through the whole paper in the first 5 mins, make sure you check the back
page/last question
 After the video questions, look through the paper, you might want to answer the
questions you know or 6 mark questions first when you are fresh
 Read the question carefully, underline/highlight key words
 Always look at the number of marks available, read over your answers, have you got
enough points for the number of marks available
 Always plan your 6 mark answers – spider diagram, bullet point, table
Layout of the Paper
Section A (50 marks)
Q1 and 2 – Video Questions (32)
Before the video is shown you will have 5 minutes to read through the questions, you can
not write in this 5 minutes, but use the time wisely.
You will be shown two video clips and they will each be shown three times. You will be
asked questions on the following topics:
 Definitions of components of fitness – sporting example
 Methods of training
 Fitness testing – procedures and monitoring fitness
MAKE SURE YOU GO INTO THE EXAM KNOWING EVERY DEFINITION FOR THE
COMPONENTS OF FITNESS – YOU KNOW THERE IS ALWAYS QUESTIONS ON THESE AREAS
You will be asked to explain/describe how a component of fitness is used in the DVD, this is
normally a 2 mark question. To get full marks, first you need to give the definition and then
explain where it is used in the video clip
3
Q3 – Participation and provision (18)
There will be 2 extended writing questions – always plan your answer to make sure you
have got 6 points, you can use the following methods to plan:
 Table
‘Little has been done in recent years to increase participation In sporting activity.’ Discuss
this statement.





For
Tradition and culture, still male
dominated sports
Access e.g. still need to travel
distances to facilities living in a
rural area
The nation is still unhealthy, big
obesity problem
Disabilities e.g. less clubs available
Finance - some sports still
expensive e.g. golf





Against
Government initiatives e.g. 5x60
Campaigns to fight racism e.g.
Show racism the red card
Gender e.g. womens only gym and
swim sessions
Events like the Olympics – role
models
School lessons – National
Curriculum
 Spider diagram
‘Participation in sport and exercise is influenced by a number of factors.’ Discuss.
Body Image
Media/role
models
Access to
facilites
Olympics/e
vents
Parents
Participation
Peer
group/friends
Health
Opportunities
Teachers/
coaches
4
(6)
 Bullet Points
Discuss the risks associated with a sedentary lifestyle.








(6)
Health issues
Obesity
Joints
Blood pressure
High cholesterol
Heart disease/problems
Stress reduction
Well being o Physical
o Social
o Mental
Section B (50 marks)
This section will cover the following topics:
 Physical Influences
 Psychological influences
 Technical and Tactical Influences
Read the questions carefully, if it is asking you to tick two boxes make sure you tick two etc.
There will be two to three 6 mark questions again in this section. See above section on how
to plan these effectively.
5
Some key terms used in examination questions
Account for Explain the process or reason for something being the way it is.
Analyse Explore the main ideas of the subject; show why they are important and how they
are related.
Assess To judge or decide the amount, value, quality or importance of something.
Comment on Discuss the subject, explain it, give an opinion on it.
Compare Show similarities and/or differences.
Conclude Decide after reasoning.
Contrast Show the differences.
Define Give the meaning of.
Describe Give a detailed account of.
Discuss Explore the subject by looking at is advantages and disadvantages and arrive at a
conclusion.
Evaluate Give an opinion after assessed different points of view.
Explain Describe giving reasons and causes.
Give reasons for Explain how and why something is that way.
Identify Recognise something.
Illustrate Show by explaining and given examples.
Indicate Point out, make something known
Justify Give good reasons for offering a conclusion.
List An item-by-item record.
Outline Concentrate on the main bits of the topic.
Summarise Give the main points of an idea or argument.
6
Section A
Factors affecting exercise, performance, health, well-being and lifestyle choices
1. Performance - Components of Fitness
Components of fitness are split into Health and Skill related fitness – REMEMBER BEEFS
AND BSPARC!!!!
Muscular
trength
HEALTH
RELATED
ndurance
Cardiovascular
lexibility
ndurance
ody
Composition
peed
oordination
SKILL
RELATED
eaction
Time
ower
gility
7
8
Coordination
Reaction Time
Agility
Power
Speed
Balance
Strength
Flexibility
Endurance
Cardiovascular
Endurance
Local Muscular
Body Composition
Component
Ruler drop test
Alternate hand
throw
The time it takes to respond to a stimulus
The ability to use two or more body parts
together
Tennis
Starting
gun 100m
Winger in
Rugby
Illinois agility
test
The ability to change direction at speed
Athletics
e.g. High
Jump
Vertical Jump
Standing Long
Jump
The ability to use strength and speed
Power = Strength x Speed
100m
Beam in
Gymnastics
g
Weightliftin
Gymnastics
Marathon
Cycling
Sporting
Example
Sumo
30/50m sprint
Stork Stand Test
1 rep max/
Handgrip
dynamometer
Sit up bleep test
Press up test
Multistage
fitness test
12 min cooper
run
Sit and Reach
Skinfold test
Fitness Test
The fastest time to complete the test
The ability to maintain stability/equilibrium
The ability to overcome a resistance
The range of movement around a joint
The ability of the body to sustain exercise
The ability of a specific muscle of group of
muscles to sustain exercise
The body make up, bone, muscle, fat
Definition
SAQ
SAQ
SAQ
Fartlek Training
Training
Plyometric
Interval Training
Mobility training
Weight Training
Training
Mobility/Flexibili
ty training e.g.
PNF
Continuous
Weight Training
Method of
Training
Evaluation of Health and Fitness
Fitness Testing
Motivate
Strenths and
Weaknesses
Compare
Why Test
Fitness
Basline
Improvement
Current State
When listing test procedures for fitness tests always remember to include the following:
 Warm Up
 Equipment needed
 Procedures – including measurements etc.
 Record and compare results to national averages
Monitoring exercise
 Diary keeping
 Pedometers
 Calorie counting
 Heart rate monitors
 Health screening/questionnaires
 Blood pressure
Validity
make sure it tests what you are supposed to be testing e.g. multi stage fitness
test is valid test for endurance. Can compare to recognised results table.
Reliability results are consistent, can be retested. Correct procedures carried out.
9
Test Name: 12 minute Cooper Run
Component: Cardiovascular Endurance
Equipment: Running track, stop watch
Procedures:
1. Warm up
2. Run around a track as many times as you can
in 12 minutes
3. Record distance and compare results to
national averages
Test Name: Multistage fitness test
Component: Cardiovascular Endurance
Equipment: Multistage fitness test CD and CD
player, cones
Procedures:
1. Warm up
2. Mark out a 20m area
3. Start the CD
4. Run in time with the beep, if the athlete fails
to reach the end of the shuttle before the
beep twice they have to withdraw from the
test
5. Record level and compare results to national
averages
Test Name: Sit Up test
Component: Muscular Endurance
Equipment: Mat, stopwatch
Procedures:
1. Warm up
2. Lie flat on mat with knees bent, feet flat on
floor and hands by their ears. Assistant holds
athletes feet on the ground.
3. On the command ‘GO’ start the stopwatch.
Perform as many sit ups in 30 seconds as
possible.
4. Record number of sit ups and compare
results to national averages
Test Name: Press Up Test
Component: Muscular Endurance
Equipment: Mat, stopwatch
Procedures:
1. Warm up
2. Lie on the ground, place hands by the
shoulders and straighten the arms. Lower
the body until the elbow reaches 90° and
then extend arms back to start position
3. On the command ‘GO’ start the stopwatch.
Perform as many press ups in 30 seconds as
possible.
4. Record and compare results to national
averages
Test Name: Sit and Reach Test
Component: Flexibility
Equipment: Sit and reach box or bench and metre
ruler
Procedures:
1. Warm up
2. Remove shoes and place feet flat on sit and
reach box. Place hands on top of each other,
slowly reach forward as far as possible and
hold stretch for two seconds.
3. Record distance reached by finger tips,
record average of three attempts and
compare results to national averages
Test Name: Handgrip Dynamometer Test
Component: Strength
Equipment: Grip dynamometer
Procedures:
1. Using the dominant hand, apply as much grip
pressure as possible on the dynamometer.
2. Record the maximum reading in kg
3. Repeat the test three times
4. Record the highest value and compare
results to national averages
10
Test Name: Standing Stork Test
Component: Balance
Equipment: Stopwatch
Procedures:
1. Warm up
2. Lift the right leg and place the sole of the
right foot against the side of the left leg. On
the command ‘GO’ start the stopwatch and
the athlete raises the heel of the left foot to
stand on their toes. Hold the position for as
long as possible, record time and then
change legs.
3. Record time and compare results to national
averages
Test Name: 30m sprint
Component: Speed
Equipment: Flat surface, measuring tape, stopwatch
Procedures:
1. Warm up
2. Mark out a 30m straight
3. Athlete starts in their own time, stopwatch
starts when foot strikes starting line, and
finishes when torso crosses the finishing line
4. Record time and compare results to national
averages
Test Name: Standing Long Jump Test
Component: Power
Equipment: Mat, tape measure
Procedures:
1. Warm up
2. Place feet behind line, crouch down and
using arms and legs jump as far as possible,
landing with both feet.
3. Measure distance from back of foot.
4. Record distance and compare results to
national averages
Test Name: Vertical Jump Test
Component: Power
Equipment: Vertical Jump Board
Procedures:
1. Warm up
2. Athlete stands side onto wall. Reach up as
far as possible and adjust vertical jump board
3. Mark fingers with chalk, jump as high as
possible and mark the board with the tips of
fingers
4. Record distance jumped and compare results
to national averages
Test Name: Illinois Agility Test
Component: Agility
Equipment: Non-slip surface, 8 cones, stopwatch
Procedures:
1. Warm up
2. Set up course as detailed in the diagram
3. Lie face down on the floor at the start
4. On the command of ‘Go’ start the
stopwatch, the athlete jumps to their feet
and completes the course
5. Record time and compare results to national
averages
Test Name: Ruler Drop Test
Component: Reaction Time
Equipment: Metre ruler
Procedures:
1. Assistant holds the ruler at zero between the
outstretched index finger and thumb of
athletes dominant hand
2. Assistant drops ruler, and athlete catches the
ruler as quick as possible.
3. Record the distance between the bottom of
the ruler and the top of the athletes thumb
where ruler has been caught
4. Record and compare results to national
averages
11
Test Name: Alternate hand throw test
Component: Coordination
Equipment: Tennis ball, stopwatch
Procedures:
1. Warm up
2. Athlete stands two metres away from wall
3. On the command of ‘Go’ start the
stopwatch, the athlete throws a tennis ball
with their right hand and catch with the left,
then throw with the left hand and catch
with the right. Continue this for 30 seconds.
4. Record number of catches and compare to
national averages
12
Health and Fitness Exercise Programmes
Health Related Programme
Fitness Related Programme
 Lower intensity
 Shorter duration
 Higher intensity
 Longer duration
Principles of Training
pecificity
rogression
verload (frequency, intensity, time, type – FITT)
eversibility
edium
You need to be able to understand and apply these principles when developing a health or
fitness programme. You should be able to meet the needs of the individual by thinking
about:
 Intensity
 Duration
 Type of exercise e.g. swimming when returning from injury
Specificity
Training must be matched to the needs of the sporting activity to
improve fitness in the body parts the sport uses
Progression
Start slowly and gradually increase the amount of exercise and keep
overloading, but don’t progress too quickly or you risk injury.
Overload (FITT)
Fitness can only be improved by training more than you normally do
FITT - frequency, intensity, time, type
Reversibility
Any adaptations that take place as a result of training will be reversed
when you stop training
Tedium/Variance
Keep the training varied to maintain interest and stop boredom
When planning a training programme, use the FITT principles to add in the detail:
Frequency – decide how often to train
Intensity – choose how hard to train
Time – decide how long to train
Type – decide which methods of training to use
13
Methods of Training
Continuous Training
Fartlek
Continuous
Interval Training
Circuit
Weight
Interval
Plyometric
Mobility Training
Static
Dynamic
Active
PNF
Altitude Training
You need to be able to do the following:
 Describe how methods of training can develop components of fitness
 What type of exercises are involved in each method of training
 The benefits of training to the individual
M.O.T
Description
Fartlek
training
'Speed play' training involves varying your times, distances, speed and the
type of terrain over which you run, walk, cycle or ski.
It improves aerobic and anaerobic fitness.
Continuous
training
Involves working for a sustained period of time without rest. Low to
medium intensity keeping the heart rate constant.
It improves cardio-vascular fitness.
Circuit training Involves performing a series of exercises in a special order called a circuit.
Each activity takes place at a 'station'.
It can be designed to improve speed, agility, coordination, balance and
muscular endurance.
Weight
training
Uses weights to provide resistance to the muscles.
It improves muscular strength (high weight, low reps), muscular
endurance (low weight, high reps, many sets) and power (medium weight
and reps performed quickly).
Interval
training
Involves alternating between periods of hard exercise and rest. It can
involve reps and sets.
It improves speed and muscular endurance.
Plyometric
training
Eccentric muscular contractions, jumping over obstacles, landing and
rebounding. Develops power.
Mobility
training
Involves mobility/flexibility exercises that increase range of motion. Can
help reduce risk of injury.
This method is normally found in the warm up. PNF stretching moves
joints to their maximum range, using a resistance (partner).
Altitude
training
Is aerobic training high above sea level, where oxygen levels are lower. It is
used to increase aerobic fitness quickly.
SAQ
Speed, Agility and Quickness. Involves activities like quick feet through
ladders.
14
Application of Training
Training Session




Warm up
Skill development
Small sided game
Cool down
Reasons for Warming Up:
• Gradually increase heart rate, increase blood supply to muscles
• Gradually increase body temperature
• Reduce the risk of injury
• Move muscles and joints in ways that will be used in activity
• Introduce skills to be used in competition
• Increase intensity
• Mentally prepare the performer
Reasons for Cooling Down:
• Gradually decrease body temperature
• Remove waste from body
• Allow muscles to relax
• Prevent muscle soreness (DOMS – delayed onset muscle soreness
Training Cycle (Periodisation)
Training consists of three parts:
Sport:
When planning a
training programme
you need to peak
at specific times of
the year. Therefore
the programme will
change in intensity
and activity
PRE - SEASON
Specific fitness for activity
or sport. Skill development
PEAK SEASON
Skill and tactics maintenance
CLOSE SEASON
Rest, level of general and
basic fitness. Area of weakness
15
Participation and Provision
Participation
Factors that affect my participation in sport/physical activity – positive or negative
Family
Initiatives
e.g. 5x60
Friends
Coaching
Social
Race
School
Me
Facilities
Age
Transport
Gender
Finance
Other influences might include:







Physical education programme
National curriculum
Extra curricular sport e.g. 5x60 initiative
Risks associated with sedentary lifestyle e.g. heart attack, diabetes
Access – disabled
Media coverage – role models, events e.g. Olympics
Deviance e.g. drug taking to improve performance
YOU NEED TO BE ABLE TO PROVIDE EXAMPLES FOR EACH OF THESE, MAKE SURE YOU
CAN EXPLAIN EXAMPLES.
16
Provision – the action of providing or supplying something
1. Target groups – women, OAPs, social-economic groups, youth, disabled
2. Government policies – sports council, mass participation, elite performance, health,
education etc.
3. Funding – different forms of grants, TV rights, sponsorship, subs etc.
Target Groups
Women
 Barriers facing women – access, lack of time, childcare, money, body image, lack of
confidence, lack of role models, lack of media coverage.
 Initiatives – Sport Wales – Climbing Higher/Creating an Active Wales
 Equal opportunities – male dominated sports are being broken down, women how
box in the Olympics, womens football world cup, womens rugby and cricket.
 Increase media coverage – e.g. Wimbledon, Olympics, Womens Football World Cup
 Role Models – Jessica Ennis Hill, Rebecca Adlington, Ellie Symmonds, Nicole Adams
 Creches available in some sports centres
 Women only gym/swim sessions
Disabled





National Governing bodies are actively providing more opportunities
Integrated/adapted sports now available e.g. blind football, wheelchair basketball
Disability sports are now of a higher profile e.g. Paralympics
Adapted equipment e.g. bell balls for partially sighted
Adapted rules
OAPs
 Free swim for over 60s
 Walking football for over 50s
 Mentro Allan – encouraging the use of the natural environment, walking etc
Social economic groups
 Street Games – takes sports clubs to the doorstep in disadvantaged communities
17
Race
Initiatives:
 Show racism the red card
 ‘Kick it out’ – let’s kick racism out of football
Incidents of racism:
 Luis Suarez was given an 8 match ban and a £40,000 fine after racially abusing
Manchester United’s Evra.
 In Euro 2012 Croatian Football Federation was fined £65,000 after fans directed racial
abuse at Italian striker Mario Balotelli
Funding
How sports clubs can be funded








Donations
Fund raising
Sales of merchandise/kit
Sponsorship
Grants
TV rights
Entrance fees
Membership fees
Other types of funding available:
 Sports Wales – the sports council fund Governing bodies, Government initiatives like
Climbing higher, 5x60 and Dragon Sport
 National Lottery funding – funded our Astro in Welshpool
Types of grants available:
 Community Chest – sports clubs can apply for up to £1500 to help fund coaching,
equipment etc.
 Powys FANS scheme – for athletes representing their region, they can have free
access to the gym
 Elite Cymru/Talent Cymru – support for aspiring athletes
18
Sponsorship
Why do businesses sponsor sport?
 Advertising
 Media
 Publicity
 Increased Sales






How does the sport benefit?
Money/funding
Kit
Facilities
Equipment
Coaching
Publicity
Media Coverage











Positive
Promotes sport
Entertainment
Creates role models
Encourages participation
Creates sponsorship
Educates people
Informative – fixtures – news – results
Fundraises – TV rights
Minority sports made more popular
TV technology – repeats – red button
Performance analysis






Negative
Sportspeople want to win at all costs
Media pressure on teams, players
Loss of privacy
TV influences change the sport e.g.
cricket
Over sensationalistic – just to
entertain
Live attendance can drop
Reasons for lack of Women Sport in the media






Tradition that men play sport, watch sport, women stay at home
History
Men more interested in sport
Men watch more sport
Women’s sport gets less sponsorship
Fewer female role models
19
Recent changes have meant that:
 Women have equal coverage in some events e.g. Olympics, Wimbledon
 More events being televised e.g. Womens Football World Cup
 More female role models e.g. Jessica Ennis Hill
Deviance in Sport e.g. Drugs
Performance enhancing drugs should be
legalised
 Would make it more fair as athletes
are already competing against
athletes that take drugs
 If medically supervised would make it
safer
 Make the competition more equal
 Can help athletes cope with pressure
 High level of performance
 Some drugs cannot be detected
Performance enhancing drugs should not be
legalised
 Health implications, death
 Creates negative role models
 Bad message to give to children
 Morally wrong
20
Section B
The physical, psychological, tactical and technical influences on health, fitness and wellbeing, lifestyle choices and performance
Physical Influences
Health and Physical Fitness
Health
Fitness
The complete state of physical, social and mental well-being, not merely
the absence of disease
The ability to meet the demands of the environment
Exercise
A form of leisure-time physical activity that is usually performed on a repeated
basis over an extended period of time (exercise training) with a specific
external objective such as the improvement of fitness, physical performance or
health.
The relationship between health, fitness and exercise:
 A person cannot be seen to be healthy unless they are physically fit. This means
EXERCISE provides the link and is crucial to a person’s health.
 A person can be FIT but not HEALTHY. The social and mental aspects must be
developed alongside the physical
REASONS FOR EXERCISE:
Physical
 Losing weight
 Improved body
shape/image
 Improved posture/muscle
tone
 Look good/feel good
 Bone strengthening
 Improved flexibility
 Cardiovascular
improvement
 Less prone to injury or
disease
 Increase life expectancy
Mental
Social
 Meeting people and
making new friends
 Increased confidence
 Teamwork and
cooperation development
 Challenge
 Fulfilment
 Increase of self worth
 Mix with people of similar
interests
 Promotes the ‘feel-good’
factor
 Can provide excitement
 Give enjoyment
 Can relieve stress, tension
and aggression
 Can heighten
emotions/exhilaration
 Develop sense of being
part of something
 Provide opportunity for
success
 Life problems can be
forgotten
 Provides new challenges
 Satisfaction of own
performance
21
The importance of an active, healthy lifestyle
Sedentary lifestyle
inactive lifestyle, insufficient exercise – can lead to the following:
 Cardiovascular diseases
 Hypertension
 High Cholesterol levels
 Angina
 Atherosclerosis
 Thrombosis
 Certain cancers
 Obesity
 Anxiety related disorders
 Back pain
 Back pain and osteoporosis
 Type 2 diabetes
Adherence
you need to be aware of strategies to ensure people stick to a healthy
lifestyle. See section on adherence.
22
Energy Systems
Aerobic respiration – means respiration ‘with oxygen’. When exercise is not too fast and at
a constant, steady rate, the heart can keep the muscles fully supplied with oxygen.
Anaerobic respiration – means respiration ‘without oxygen’. If the exercise is fast or
intense and done in short bursts, the heart cannot supply oxygen to the muscles as fast as
the cells are using it.
There are 3 sources (energy systems) that the body can use:
1.ATP/ PC or CP System
Anaerobic Pathway
2. Lactic Acid System
3. Aerobic System
Aerobic Pathway
Characteristics of the 3 energy systems:
Energy
System
Aerobic/
Anaerobic
Fuel/
Energy
Source
Byproduct
Exercise
intensity
Duration
ATP/ PC
Anaerobic
ATP/ PC
Creatine
High
(Flat Out)
10 – 15
Seconds
Sprinting,
athletic field
events,
weightlifting.
Small muscular
stores of ATP
and PC are
exhausted
quickly leading
to a rapid
decline in
immediate
energy.
Lactic
Acid
Anaerobic
Glycogen
Glucose
Pyruvic
Acid/
Lactic Acid
High
Intensity
Up to 3
minutes
400m
800m
Racket
sports.
Lactic acid is a
by-product and
can cause rapid
fatigue.
Aerobic
Aerobic
Fat/
glucose
mixture
Water/
CO2
Low
3
minutes
onwards
Long
distance
running/
cycling.
This system is
limited by
availability of O2
Sporting
Examples
NOTES
The source of energy used will depend on:
1. Type of physical activity 2. Intensity of physical activity 3.Duration of physical activity
23
MAXIMUM HEART RATE (MHR)
MHR = 220 – AGE
e.g. a 15 year old boy
220 – 15 = 205
TRAINING ZONES
 To improve aerobic fitness the exercise should be maintained between 60 and 80% of
the MHR
 To improve anaerobic training you need to work above 80%
TRAINING THRESHOLDS
 Aerobic threshold is the level of exercise where the intensity is sufficient to produce
aerobic training effects – 60%
 Anaerobic threshold is the point where the anaerobic training effects come into play
– 80%
A – Maximum Heart Rate
B – Anaerobic Training Zone – 80% +
C – Anaerobic Training Threshold – 80%
D – Aerobic Training Zone – 60 – 80%
E – Aerobic Training Threshold – 60%
F – No improvement zone
G – Resting Heart Rate
What information can Heart Rate tell you?
B is the fittest athlete because:
•
•
•
•
24
Lower resting heart rate
Quicker recovery rate
Heart rate increases more
steadily
Lower heart rate reached at
peak
Energy System Key Terms
VO2 Max
The maximum amount of oxygen that the body can consume and utilise in one
minute
O2 Debt
The need for extra Oxygen after strenuous exercise. The body pays off this O2
debt by gulping air into the lungs and panting.
25
Skeletal System
The functions of the skeletal system are:
• Providing SUPPORT for the movement taking place.
• PROTECTING vital organs against impact and injury.
• Producing RED BLOOD CELLS which help carry O2 (Oxygen) for exercise.
• Providing points for MUSCULAR ATTACHMENT – ORIGIN/ INSERTION.
• Allowing MOVEMENT through the JOINT and LEVER systems.
Joints – Joints are the place where 2 bones meet, they enable the body to move.
There are three classifications of joints:
1. Immovable Joints – fixed joints – no movement possible e.g. Skull and Pelvis
2. Slightly movable joints e.g. vertebrae, ribs and sternum
3. Freely movable joints/synovial joints – most of the joints in our body, greatest range
of movement e.g. knee, elbow, shoulder
A synovial joint:
Tendon (this
joins muscle to
bone)
Muscle
Patella
(kneecap)
Femur
Synovial fluid (oils or
lubricates the joint helping
it to move more easily)
Cartilage (smooth,
slippery, reduces
friction, helps to
reduce shock)
Ligament
(tough strip of
tissue joining
bone to bone)
Tibia
Tendons – attach muscle to bone
Ligaments – Attach bone to bone
Cartilage – Protects the bone, shock absorber
26
There are six types of joint:
TYPE OF
JOINT
Ball and
socket
Hinge
Pivot
Condyloid
Saddle
Gliding
BODY LOCATION
TYPES OF MOVEMENT
Hip
Shoulder
Flexion/ extension, rotation, abduction, adduction
Elbow
Knee
Neck
Wrist
Ankle
Thumb
Hands
Feet
Flexion/ extension
Rotation
Flexion/ extension, abduction, adduction
Flexion/ extension, abduction, adduction
Gliding movements – where 2 bones with flat surfaces slide
on each other
27
Types of Movement:
Type of
Movement
Movement
Sporting
Example
Bicep Curl
FLEXION
Reducing the angle at the joint (bending)
Throwing a dart
EXTENSION
Increasing the angle at a joint (straightening)
ROTATION
Breathing in Swimming
Butterfly
A circular movement
made by a joint.
ABDUCTION
Goal keeper
The sideways movement at the
hip and shoulder joints away
from the body
ADDUCTION
Rings in gymnastics
The movement at the hip or
shoulder joints towards the body
CIRCUMDUCTION
A circular movement, combining
flexion, extension, abduction and
adduction.
28
Bowling in cricket
Muscular System
Types of muscles and functions of the muscular system are:
 Muscles help with posture. Regular exercise will tone muscles and help improve
posture. This reduces strain on the other parts of the body
 Voluntary muscles – make the body move. They are attached to the skeleton and can
be controlled
 Involuntary muscles – work our internal organs. Outside of our control e.g. the
cardiac muscle makes up the heart and never tires.
Muscles in action:
 Muscles can PULL by contraction, they cannot push.
 Muscles always work in pairs or groups, they are called antagonistic pairs.
 When one muscle contracts, another will relax
 The muscle that contracts (brings the bones together) is called the agonist or prime
mover
 The opposite muscle that relaxes is the antagonist.
Origin
Triceps are relaxing
The ANTAGONIST
Bicep is contracting
The AGONIST or PRIME
MOVER
Insertion
Muscles are have two ends and are attached to bones by TENDONS.
1. The end that attaches to the fixed bone is called the ORIGIN.
2. The other end is called the INSERTION is attached to the moving bone
29
TYPES OF MUSCLE CONTRACTION
Muscles contract to produce movement. The contractions can produce a range of
movements:
ISOTONIC
ISOMETRIC
Muscle
contracts to
cause
movement
Concentric
contraction
Muscle
shortens as it
contracts
Ends of
muscle move
closer
together
Muscle remains
the same length
Eccentric
contraction
No movement as
a result
Muscle
lengthens but
is still under
tension
e.g. the plank
Ends of
muscle move
further apart
e.g. bicep curl
Key Terms
The strength of muscles can be increased through training. Strength training makes muscles
grow thicker, allowing them to contract with more force
Hypertrophy
Atrophy
When muscles increase in size
When muscles waste away (wither)
30
Muscle Fibres
There are 2 main types of muscles fibres:
1) Slow twitch
2) Fast twitch
Bicep
muscle
Fast
Twitch
(White)
Slow
Twitch
(Red)
The type of muscle fibre can often determine performance in different physical activities
FAST TWITCH
SLOW TWITCH
SIZE
LARGE
SMALL
COLOUR
WHITE
RED
SPEED OF CONTRACTION
QUICK
SLOW
FORCE GENERATED
LARGE
SMALL
QUICK
SLOW
(Work without O2 – anaerobically)
(Good O2 supply)
POWER, STRENGTH, EXPLOSIVE
EVENTS e.g. 100m, Shot put
CV ENDURANCE ACTIVITIES e.g.
Marathon
FATIGUE
PHYSICAL ACTIVITY
31
Muscles and Joints as Levers
The lever system in the body is formed wherever a muscle is attached to a bone. The
muscles use the bones as the levers against which they work to cause movement.
FUNCTIONS OF A LEVER
Generates more force to
move larger weights
Produces a greater range
of movement
Increases speed at which
the body moves
All levers have the same characteristic:
P/F
Pivot or Fulcrum
The point of movement e.g. joints
L/R
Load or Resistance
Body weight or external weight
E
Effort
Muscle
3rd Class Lever System
In the 3rd class lever, the effort E is between the fulcrum F and the load L.
E
F
L
Effort
Fulcrum
Load/resistance
F
Advantages of the 3rd class lever are:
 Can gain speed of movement of the load
 The longer the lever, the greater the force at the end e.g. tennis racket, golf club
32
Cardio-vascular System
HEART
BLOOD
BLOOD VESSEL
Cardiovascular System
Functions:
 Supply and transport oxygen to the body
 Body temperature control – moves your blood nearer the skin to cool the body
quicker
 Protection from disease
Key Terms:
Heart Rate – the number of times the heart beats in one minute
Stroke Volume – the amount of blood forced out of the heart per beat
Cardiac Output – the amount of blood pumped out of the heart in one minute
Cardiac Output Q = Heart Rate × Stroke Volume
CO = HR × SV
Blood Pressure - the force of blood against the blood vessels walls. The average blood
pressure reading is 120/80.
Factors which can affect blood pressure are:
 Age, sex, exercise intensity, stress, circulatory system, fitness
Ways in which blood pressure can be reduced:
 Regular exercise, sensible diet, avoid stress, medication
Vascular Shunt – the re-distribution of blood around the body to increase supply of oxygen
to your muscles
Vasodilation – The widening of the capillaries, causing the skin to redden and heat to be
radiated from the skin
Vasoconstriction – capillaries become narrower, reducing heat loss. Muscles begin to shiver, small
contractions provide heat.
Sweating – sweat evaporates from the skins surface, cooling the body down
33
Cardio-respiratory system
The process of breathing is called Respiration
Function:
 Supplies oxygen to enable energy to be released
 Removes carbon dioxide from the body
Key Terms:
Respiratory rate – How many breaths taken in one minutes
Tidal volume – Amount of air taken in or out with each breath
Vital capacity – The maximum amount of air that can be breathed out after breathing in as
deeply as you can
Residual volume – the lungs are never completely empty, the air that is left in the lungs
after breathing out
Total lung capacity – Vital capacity + Residual volume
Maximum aerobic capacity (VO2 max) – the maximum amount of oxygen taken in,
transported and used in one minute. It is a predictor of aerobic fitness, the fitter athlete will
be able to make much greater use of oxygen that is inhaled
34
Effects of Exercise
Short Term effects:
Stroke Volume Increases –
Output per heartbeat
Cardiac output increases –
Output per Minute.
Cardio-Vascular
Effects
Blood flow is faster and redistributed to working
muscles.
Vasodilation and vasoconstriction
Heart rate
increases
Temperature control:
 Sweating
 Skin Reddening (vasodilation)
Minute volume
increases – volume of
air breathed in and out
in one minute
Respiratory rate increases
Cardio - Respiratory
Effects
Gaseous exchange increases -more O2 is
released into the muscles and more CO2
is removed.
Breathing gets
deeper
35
Increased muscle contraction
Muscles use more oxygen
Muscular / skeletal
Effects
Muscles might start
to ache
Lactic acid is created
36
Long term effects of exercise:
Heart becomes
stronger and larger
- contracts with
greater force
Increased stroke
Volume – pumps
less times
Lower resting
heart rate
Increases cardiac
output
Cardio-Vascular
Effects
Increase in red blood
cells more 02 transported
Arteries larger and more
Elastic – blood pressure
reduced
Recovery rate
improves
Increased number
of capillaries
Greater tolerance to
Lactic acid
Breathing becomes
more efficient
Respiratory muscles
become stronger – diaphragm
and intercostal muscles
More O2
less fatigue
Cardio - Respiratory
Effects
Improved lung
capacity
Tidal volume and
Vital capacity
increases
Number of alveoli increases more efficient
gaseous exchange
Muscles hypertrophy
increase in size
More O2 into the
bloodstream and
more CO2 out.
Muscles become
stronger
Cartilage thickens
Muscle strength
and endurance increase
Stronger tendons/ ligaments
VO2 increases
Muscular / skeletal
Effects
Training thresholds
change as
fitness improves
Better muscle tone
Flexibility at joints
increases
Joints become
more stable
Muscle fibres
increase in size
37
Bone width and
density increases
Minimising risk
The following need to be carried out to create a safe environment for adopting an active,
healthy lifestyle.








Appropriate and specific warm up/cool down
Specific rules, laws, codes of conduct, safety procedures e.g. shin pads, gum shield
Appropriate levels of ability/participation
Current skills/techniques – specific to activity e,g. be able to safely tackle in rugby
Using equipment correctly
Using appropriate and specific equipment to use/wear
How to gather, use and respond to information about the environment
Good health and physical fitness
38
Fuel for Exercise:
People exercise to:
 foster a healthy lifestyle
 improve fitness and/or sporting performance
Basal metabolic rate (BMR) - The amount of energy needed just to keep you alive.
Balanced diet – is based around good foods, eating 5 vegetables/fruits per day. A balanced
diet should consist of 7 components
Carbohydrates
Water
Fats
Protein
BALANCED DIET
Fibre
Vitamins
Minerals
Protein
15%
Fats
30% - 25%
Carbohydrates
55% - 60%
39
Component
CARBOHYDRATES
FATS
PROTEINS
WATER
Importance to Health and Sport
 Main source of energy
 Broken down into glucose and stored as glycogen
 Immediate energy source
 Slow release energy when there is a lack of
carbohydrates
 Fats are used during Aerobic work
 Extra fat is stored in the body
 This can lead to obesity and high cholesterol levels
 Used as an energy source when carbohydrates and fat
stores have been used up
 Proteins are needed for the repair and growth of body
tissues
 Helps body maintain a constant temperature during
exercise
 Sweat is evaporated from the skin to cool body down
 The more water than is lost, it can lead to dehydration
and heatstroke
 Performance is seriously affected by water loss
.
VITAMINS
 Only small amounts needed
 Help resist infections
 Help with growth and repair of muscle tissue
MINERALS
 Found in a variety of food e.g. calcium in milk, which
can strengthen bones
FIBRE
 Fibre keeps the digestive system working correctly
 Helps with food absorption
 Makes you feel full so you eat less
40
Energy Balance
ENERGY BALANCE
Energy in
(eating)
=
=
Energy in
Energy out
(physical activity)
>
Energy used
WEIGHT GAINED
Energy in
<
Energy used
WEIGHT LOST
There is a direct link between HEALTH, FITNESS, and EXERCISE.
• OBESE – normally 20% over the Food Standards Agency guide of weight for height.
• Health risks – Heart disease, cancer, diabetes, osteoarthritis and other problems are likely
if obese.
• UNDER WEIGHT – ANOREXIA NERVOSA – where people do not eat as the see themselves
as fat – leads to excessive weight loss.
• BULIMIA – people eat a lot but the vomit – weight loss which needs addressing
immediately.
41
BODY TYPE – BODY SHAPE – BODY COMPOSITION - Determine how effective you are at a
physical activity
There are 3 SOMATOTYPES:
MESOMORPH
ENDOMORPH
ECTOMORPH
Each of the somatotypes can be changed by DIET, EXERCISE and TRAINING
ENDOMORPH
ECTOMORPH
MESOMORPH




Wedge-shaped body
Muscled arms and legs
Very little body fat
Wide
shoulders/narrow hips
 Pear shaped body
 Lots of fat
 Wide shoulders and
hips





Little muscle
Very thin and lean
Long arms/legs
Little fat
Narrow shoulders/hips
MESOMORPH
ENDOMORPH
ECTOMORPH
Power
Weight
Endurance
Strength
Limited movement
Height
Contact
Type of activity e.g. Sumo
Type of activity e.g. High Jump
Type of activity e.g. Rugby
42
Psychological Influences
Motivation
MOTIVATION
1. What makes a person act
2. The amount of enthusiasm and determination a
person has for physical activity
3. A combination of the drive within us to achieve
goals and the outside factors which affect it
Motivation is responsible for:
1.
2.
3.
4.
The selection and preference for activity
The persistence at the activity
The intensity and effort put into the performance
How well or how badly a person will perform
There are two types of motivation:
Intrinsic Motivation
Extrinsic Motivation
 Inner drive to achieve success
 Pride and satisfaction of completing a
task
 Determined to achieve personal goals
 Take part in physical activity for dun,
enjoyment, joy and satisfaction
 Comes from a source outside of the
performer e.g.
 Trophies, money, certificates, awards
 Praise, recognition, achievements
43
Adherence
Reasons for people not sticking to a training programme include:
 Lack of time, expense, inconvenience, exercise intensity, poor instruction,
embarrassment and physical discomfort, inadequate support and a loss of interest.
There are many strategies which can be used to develop the habit of exercise. These are
called adherence strategies.
Set realistic, measurable
goals (performance +
outcome)
Keep a
diary
Use
electronic
monitoring
Be committed
to the cause
Set goals
which are
achievable
Establish a time frame
Short and
snappy training
ADHERENCE
STRATEGIES
Set a routine
Use fitness testing
Manage
time
Make a plan
Re-evaluate plans
if not achievable
Use utilitarian exercising
Share goals
Train to music
Use competition
Have back
up plans
Set intensity and
duration of
exercise to suit
purpose
Convenience - fitting in
exercise
Location
gym/ home
Establish social
support/ friends/ family
Monitor progress
(feedback assistance
and motivation)
Choose an activity you like
Learn a new activity – presents a challenge
Begin with
easy tasks
Have fun
Correct facilities affordable
Safe facilities
44
Goal Setting
Goal setting Is a good way of staying motivated.
Why set goals?
Achieve more
(working harder)
Determine exactly what is to be achieved
Gain direction
(sign posting)
Gain confidence
Improve performance
BY SETTING GOALS YOU CAN
Improve quality of
training
Feel in control
Be less anxious
Evaluate your
performance
Increase pride and satisfaction
in your performance
Focus your attention
Increase motivation to
achieve
Check progress against
targets
Be prepared mentally for performing
Goals can be short or long term.
The ultimate objective (The Long Term Goal) is very important. However the key to success
is the day to day Short Term Goals. They can provide a focus for training and help achieve
their long term goal.
Goals can be Performance or Outcome Goals
Performance Goals
focus on the work that it takes to achieve a particular result e.g.
Improving technique
Outcome Goals
focus on the result of the work e.g. improving their time
45
Goal Setting – SMART:
S.
M.
SPECIFIC
MEASUREABLE
A. AGREED /
ACCEPTED
R.
T.
REALISTIC
TIME-PHASED
Goals should be as specific as possible regarding what you want
to achieve – Focusing attention e.g. Run 5 km under 20 minutes
at the end of a 12 week training programme
You need to be able to tell when you have reached a goal – they
should assess PROGRESS against a standard and when to set new
goals e.g. I am going to loose 5kg
The goals should be discussed and agreed with you and your
coach, otherwise you will not be motivated. The acceptance by
both parties gives ownership and confidence to the performer
Goals should be challenging but attainable. They can be
motivational, give direction and control anxiety.
You need a time frame so that you have reached all of your short
term goals before the performance. If goals are time-phased
they provide a focus and motivation to achieve.
46
Technical and Tactical Influences
Skill
Key Terms:
Term
Definition
Skill
A learned ability
Learning
The act of gaining knowledge or acquiring skill
Ability
An innate physical characteristic which facilitates movement e.g.
strength, coordination
Technique
Basic movement pattern
Performance
How a skill is carried out
Types of skill:
Basic and Complex relates to the difficulty of the skill
BASIC/
SIMPLE
SKILLS
COMPLEX
SKILLS
RUNNING
•
•
DOUBLE
SOMERSAULT
IN DIVING
BASIC MOVEMENT PATTERNS
LIMITED AMOUNT OF
INFORMATION TO PROCESS AND
A SMALLER COGNITIVE
ELEMENT
•
•
47
INVOLVE MORE DECISION –
MAKING
BIGGER COGNITIVE ELEMENT
(MORE THOUGHT)
Open and closed skills relate to how the environment can affect the skill
OPEN
SKILLS
HOCKEY PASS IN
GAME SITUATION/
WINDSURFING
•
•
•
•
CLOSED
SKILLS
HIGH
JUMP
BADMINTON
SERVE
•
•
•
•
•
•
SKILL THAT IS AFFECTED BY THE
ENVIRONMENT
REQUIRES ADAPTABILITY FROM
PERFORMER TO SUIT THE NEEDS OF
THE ENVIRONMENT
OPEN SKILLS NEEDED WHERE YOU
CANNOT CONTROL WHAT WILL
HAPPEN NEXT
DECISION MAKING REQUIRED
MORE INFORMATION TO PROCESS.
USED IN A FIXED ENVIRONMENT
NO OUTSIDE INFLUENCES
CAN BECOME A HABIT
CAN CONTROL WHAT HAPPENS NEXT
LESS DECISION MAKING REQUIRED
Environment factors that can effect if a skill is open or closed:








Venue
Opposition
Own team
Stage of competition
Weather
Surface
Crowd
Extent of pressure
48
GYMNASTICS
HAND STAND /
SHOT PUT
Stages of Learning
There are 3 stages of learning, progressing from the beginner’s stage to the expert stage of
performance:
ADVANCED
BEGINNER
ASSOCIATIVE
COGNITIVE






AUTONOMOUS
Cognitive Stage
Beginners need to
understand what to do,
by being shown or told
what to do
Clear mental picture
needed
Lots of time needed
Clear demonstrations
Many mistakes will occur
Praise important in
feedback






Associative Stage
Techniques have been
learnt
Concentration on skill
Fewer errors made
Understand how to
correct errors
Can deal with more
complex instructions
Internal and External
feedback used to improve






Autonomous Stage
Skills have become
automatic
More concentration on
tactics and strategies
Few errors, self-corrected
Coaching only needed for
skill and tactics
Consistency is high,
movements fluent
Intense practice needed
Characteristics of a skilled performer
AESTHETIC
CONFIDENT
CONTROLLED
SMOOTH
TECHNICAL
EFFICIENT
SUCCESSFUL
ACCURATE
CHARACTERISTICS OF A SKILLED
PERFORMER/PERFORMANCE
INCREASED
ANTICIPATION
BETTER
TIMING
CONSISTENT
FITNESS FOR
PURPOSE
FEWER
ERRORS
KNOWLEDGABLE
ABLE TO
INTERPRET
EFFECTIVE
ABLE TO
ADAPT
MAXIMUM OUTPUT WITH MINIMUM OUTLAY OF ENERGY AND TIME
49
The Learning Process
Information processing system (IPS):

INPUT
 Incoming information –
Visual, audio, touch
 Proprioceptors in muscles
detect movement
 Selective attention –
focussing on the important
information e.g. speed of
game not crowd









FEEDBACK
Is essential for learning
Helps correct and improve
performance
Reinforce good actions
Identify strengths and
weaknesses
Influence goal setting
Encourage and motivate
DECISION MAKING
Interpreting information
and making a decision in
response
Searching memory for
previous situations –
Short term memory –
working memory
Long term memory –
drawing on past
experiences
OUTPUT
 Output is the movement
response
 The actual action taken as
a result of the decision
made
50
Feedback - Effective feedback for a sports performer should be easily understood. Ways in
which feedback should be given:
 Accurately
 Truthfully
 Concisely
 Immediately
 Easily understood
 Fits the needs of the performer
 Positive – highlighting strengths and ways to improve weakness
 Information given
 Frequency – danger of overloading with information
 Analytical
There are two types/components of feedback – Knowledge of Performance (KP) and
Knowledge of Results (KR).
KNOWLEDGE OF RESULTS....
KNOWLEDGE OF
PERFORMANCE....
 Tells you whether you
achieved your particular
result (outcome)
irrespective of your
performance. 400m runner
given time, javelin thrower
getting distance (extrinsic)
Tells you how you performed
irrespective of the result it
comes from your coach, fellow
players, spectators (external)
or even video evidence, You
can also sense how you did
(Intrinsic)
ASSESSMENT OF PERFORMANCE
Correct use of KP and KR will give you an accurate assessment of how you performed.
You can use all this feedback to work out your strengths and weaknesses and come up
with an action plan to improve performance
INTRINSIC FEEDBACK: YOU know how well you did the technique because of what
it FELT like
EXTRINSIC FEEDBACK: SOMEONE ELSE tells you or shows you what happened, and
how to improve
51
Guidance
Guidance is part of the learning process. Guidance is the help and instruction given to
complete a task.
There are three types of guidance – Visual, Verbal and Manual/Mechanical
Visual:
Demonstrations, videos,
posters, wall charts.
Especially useful when
learning a new skill –
shows the learner the
pattern of movement.
Verbal:
Guidance listened to, instructional – can be
repeated and changed to suit purpose,
creating an image of the task.
The amount and quality of information given is
important. Effective with small groups/
individuals or advanced groups where tactics/
positional plays are important. Often used
with visual.
Manual/ Mechanical:
Physical support/ artificial
aids/ manipulative aids.
Useful for complex or
dangerous skills – reduce error,
gives confidence. Especially
good for the first time
performance e.g. somersault in
gymnastics
Practice
Practice of skills is important for learning to take place. Practice makes skill, habitual,
consistent, reliable, effective and accurate. The type of practice will vary depending on the
following factors:










The skill being learnt – open/closed, basic/complex
The stage of learning the performer is at
Previous experiences/amount of knowledge
Motivation of the learner
Age
Time available
Expectations/goals/aims
Feedback
Facilities/equipment available
Environmental factors
52
There are 5 types of practice:
1) Whole Practice – Complete skill performed as a whole movement e.g. triple jump
2) Part Practice – Involves breaking the skill into parts – best suited to complex skills
e.g. swimming breast stroke with a float, breaking the arms and legs down separate
3) Whole-Part-Whole Practice – combination practice, try as whole to get a feel, then
practice parts, then put together again – normally complex skills, both of the above
examples could be used.]
4) Fixed Practice – Skill is repeated over and over – best for closed skills e.g. handstand
5) Variable Practice – Practice matches changing situations in game – best for open
skills e.g. 4 v 1
53
Technological developments
You will need to identify the role that specific technological development has played in the
health and performance fields of physical exercise activity:
Materials/equipment:
Facilities/surfaces/materials
Personal clothing
Performance enhancement – officiating, training methods, analysis of fitness and
performance
54