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AS Revision - 2 • • Based on previous questions, and potential answers to those questions ©Subject Support 2012 Revision topics – chosen by your teachers Physiology: Cardiac cycle with conduction system Oxyhaemoglobin dissociation curve Skill: Open and closed loop control Learning Theories Opportunities for Participation: Factors affecting a pupils experience of school sports Inequality in sport ©Subject Support 2012 Typical question – cardiac cycle May 11Qu 2 (a) (ii) Explain how the heart controls the rate at which it beats. (4 marks) ©Subject Support 2012 Heart beat The chambers of the heart can contract and relax Contraction is called systole Relaxation is called diastole The atria and ventricles contract at different times during a single beat – a cardiac cycle ©Subject Support 2012 4 Cardiac cycle - order of contraction Diastole Atrial systole Ventricular systole ©Subject Support 2012 5 The Heart Beat (cardiac cycle) Intrinsic - from within atria - SAN Spreads through atria – atrial systole Picked up by AVN Descends to tip of ventricle bundle of His Purkinje fibres – ventricular systole ©Subject Support 2012 6 Typical Question Jun 07 Qu 4 During a demanding practice session, carbon dioxide is transported by the blood. (c)(i) State two ways in which carbon dioxide is transported by the blood. (2 marks) May 10 Qu 2 (a) (ii) Explain how oxygen is taken up by haemoglobin from the lungs and released at the muscle site. (3 marks) ©Subject Support 2012 Carbon dioxide in blood 5% dissolves in plasma 20% combines with haemoglobin 75% combines with water forming bicarbonate (hydrogen carbonate) ion ©Subject Support 2012 8 Transport of oxygen in blood Oxygen combines with haemoglobin Forms oxyhaemoglobin When lots of oxygen available – all haemoglobin carries oxygen – haemoglobin fully saturated When not much oxygen around – oxyhaemoglobin splits – releasing oxygen into muscles ©Subject Support 2012 9 Forming oxyhaemoglobin Oxygenated blood to muscles In lungs – lots of oxygen – Hb becomes fully saturated with oxygen In muscles – less oxygen – leaves Hb ©Subject Support 2012 10 During exercise Temperature in muscle increases More CO2 produced Both these increase amount of oxygen released into muscles ©Subject Support 2012 11 Forming oxyhaemoglobin During exercise Oxygenated blood to muscles In lungs – lots of oxygen – Hb becomes fully saturated with O2 In working muscles – higher temperature and more CO2 – more oxygen leaves Hb ©Subject Support 2012 12 Typical Question – venous return May 11 Qu 2 (b) Running helps the ‘venous return’ mechanism. Explain how the venous return mechanism works. (3 marks) ©Subject Support 2012 Venous return – blood back to heart Valves in veins Blood only flows one way – towards heart Contraction of skeletal muscles during movements – muscle pump Constriction of chest veins during inspiration – respiratory pump Suction pressure of heart ©Subject Support 2012 14 Operant conditioning - Typical Question Jan 10 Qu 4. (c)(i) Explain what you understand by the term operant conditioning. (2 marks) (ii) How can a coach use operant conditioning to develop a gymnast’s skills? (3 marks) ©Subject Support 2012 Operant conditioning S-R theories – become conditioned to produce a particular response to a particular stimulus Trial and error learning - show performer what is required and allow to try Shaping - adjust environment to strengthen chance of correct response ©Subject Support 2012 16 Reinforcement To increase probability of repeat of behaviour Strengthens S-R bond Positive reinforcement - rewards / praise Negative reinforcement also encourages repeat of behaviour - stop negative/unpleasant stimulus when desired response occurs ©Subject Support 2012 17 Punishment ‘Opposite’ of reinforcement Used to stop repeat of undesired /unsuccessful attempt Weakens S-R bond ©Subject Support 2012 18 Typical question - motivation Jan 10 Qu 3. In order to improve their performance, badminton players need to be motivated. (b) (i) Explain what do you understand by the term motivation? (2 marks) (ii) How could a coach motivate a badminton player to improve? (3 marks) ©Subject Support 2012 Motivation The drive to achieve a goal Two main types: • Intrinsic - from within – self-satisfaction ‘best’ • Extrinsic - from outside tangible - money, badges, etc intangible - praise, pb, etc ©Subject Support 2012 20 Typical question – observational learning Jan 12 Qu 3 (c) Performers could learn the swimming start by observational learning. ‘Bandura’s observational model of learning’ is shown below. (d) Using the diagram, explain how attention, motor production and motivation are used help the process of learning a skill. (3 marks) Suggest how a coach might help a performer to retain newly learned skills. (3 marks) ©Subject Support 2012 Observational Learning Copying/mimicing an action/behaviour Requires learner to be: • Attentive (attention) • Capable of remembering (retention) • Capable of performing (motor production) • Willing to learn (motivation) ©Subject Support 2012 22 Typical question – open and closed loop theory Jan 11 Qu 4. (b)(i) During activities that involve throwing, performers will use open and closed loop control systems to control the movement. The diagram shows an open loop system. (ii) What are the characteristics of an ‘open loop control system’? (2 marks) Explain why an open loop control system is not applicable to all types of skills. (3 marks) ©Subject Support 2012 Open loop theory No feedback – no modifications No conscious control Rapid/ballistic movements Doesn’t explain: Limits of memory Novel or open skills ©Subject Support 2012 24 Open Loop theory Decision Command Action ©Subject Support 2012 25 Adam’s Closed loop theory Involves feedback Movement initiated by memory trace – motor programme - experience Action controlled by perceptual trace used as model of correctness - adjusted and strengthened through practice Does not account for actions too fast for feedback or limitations of memory ©Subject Support 2012 26 Closed Loop theory Memory trace Perceptual trace Decision Command Action Feedback ©Subject Support 2012 27 Typical question – schema theory Jan 10 Qu 3. (c) One form of learning is through schema. Schmidt's schema theory (1975) is based on the concept that every time a movement is conducted, information from four sources is gathered. Explain how these four sources of information are used to produce a movement. (4 marks) ©Subject Support 2012 Schema theory Four relationships (schema) stored for every movement: 1. Initial conditions - what’s going on 2. Response specifications - what’s needed 3. Sensory consequences - how’d it feel 4. Response outcomes - what happened ©Subject Support 2012 29 Schema theory Recall schema provides motor programme – 1 and 2 Recognition schema evaluates responses – 3 and 4 ©Subject Support 2012 30 Typical question – school provision Jan 10 Qu 6. (b)(ii) Describe how schools can provide extra-curricular opportunities to increase participation rates for their pupils (4 marks) ©Subject Support 2012 Factors influencing provision in schools Emphasis placed by schools on particular sports Available finance for sport and P.E Amount of time available Factors influencing provision in schools Enthusiasm/ knowledge of teachers Availability of dual use facilities Resources available – gyms/pools/ fields ©Subject Support 2012 Factors affecting participation Where you live School Family Race/religion Socio-economics Age Gender Ability Stereotyping ©Subject Support 2012 Participation Rates - poor (21%) – Active People Survey Only 8% for disabled Only 18.6% for ethnic minorities Only 18.3% female Only 16.3% for low socio-economic group Only 16% for older people Mainly young white middle class males Rates fall on leaving education ©Subject Support 2012 Barriers Attitudes – stereotyping; culture; interests; confidence; motivation; Access – facilities; transport; finance; lifestyle; education; other activities Programme – quality of provision; activity range; ability; level of enjoyment; quality of delivery ©Subject Support 2012 Socio-economic barriers to participation – Typical Question Jan 08 Qu 3 (b) The 19th century public schools provided the children of the middle and upper social classes with the opportunity to participate in a variety of sports that were not available to the working class. Suggest reasons why social class can still be a determining factor in the number and type of sporting activities in which an individual might become involved. (4 marks) ©Subject Support 2012 Causes T.I.M.E. Lack of Lack of Lack of Lack of time income mobility – transport education (health benefits) ©Subject Support 2012 Typical question – inequality - gender Female population participating in sport in millions Jan 10 Qu 5. (b) The graph shows the increase in the number of women participating in sport and physical activity in the UK over the last 100 years. 25 20 15 10 5 0 1900 1920 1940 1960 1980 2000 (i) (ii) The participation of women in physical activities is often dependent upon the opportunities available to them. Explain the term discrimination. (2 marks) Discuss whether the opportunities for women to take part in sport and physical activity are the same as for men. (4 marks) ©Subject Support 2012 Factors affecting women’s participation in sport Socialisation into role Family commitment School/tradition Lack of media coverage Male dominated T.I.M.E. ©Subject Support 2012 Female sport in schools Supposed to be ‘equal opportunities’ Resistance to compulsory nature of PE – compulsory kit, sweat, showers More success where activities geared towards accepted female role Lack of preparation for continuing post 16 ©Subject Support 2012 Counteracting gender effects Provide equal access Ensure good quality coaching Promote achievements Adopt women as a target group ©Subject Support 2012 More fashionable Publicity More activities available For social benefits More free time Reasons why increasing female participants Shared home responsibilities Crèches ©Subject Support 2012 Typical question – inequalities ethnicity May 10 Qu 5 The Sport England Active People Survey of 2006 showed that approximately 9% of people with a disability participate regularly in sport compare to 23% of the rest of the population. (c) (i) Suggest reasons for this lower participation rate for people with a disability. (4 marks) Jan 11 Qu 6. Some groups in society are less involved in sport and physical activity than other groups. (c) Give three reasons for the lower participation rates among some ethnic minority groups. (3 marks) ©Subject Support 2012 Ethnicity and physical activity Lower participation than general population Linked to socio-economic status - T I M E Discrimination – overt or implied Low status Cultural differences Stereotyping Lack of role models ©Subject Support 2012 Disability and physical activity Lower expectations Lack of self-esteem – cycle of despair Lack of specialised coaches / suitable facilities TIME Lack of role models ©Subject Support 2012 Equality Policies for specific target groups More minority sport development officers and coaches Concentrate resources where needed inner city/deprived areas; Make activities more available Classes for specific groups Lower admission/membership costs Change attitudes – anti-discrimination campaigns Raise awareness/ role models; ©Subject Support 2012