Program Support Notes

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1 VEA Bringing Learning to Life Program Support Notes Grades 7 - College Fitness Training Series Analyzing Fitness 26mins Teacher Notes by Ryan Edwards, B.Teach., B.Ed. Produced by VEA Pty Ltd Commissioning Editor Lisa Tancredi B.A. Dip.Ed. Executive Producer Mark McAuliffe Dip.Art (Film & TV) Dip.Ed. B.Ed. Ph.D. Video Education America Suitable for: Fitness & Training To order or inquire please contact VEA: America Phone: Facsimile: Website WARNING This program is protected by copyright laws worldwide. Unauthorized copying, in whole or part, in any format, can result in substantial penalties for both individuals and institutions. These notes can be freely copied for classroom use only.

2 For Teachers: Introduction If a coach wants to develop the fitness of his/her athletes for an upcoming season, what steps does he/she need to follow in order to get the most out of training? Do all of the athletes in the team need to have the same fitness level, and how fit do these athletes really need to be? Fitness means different things to different people. If you asked a group of people what their definition of fitness was, you would be presented with a variety of answers each one different, yet equally meaningful. Is an elite basketballer fitter than an elite swimmer or gymnast? Does being able to run a long distance mean that you are fitter than someone who can lift heavy weights? This program introduces the viewer to the meaning of fitness and analyses each of its separate components in detail. Furthermore, it discusses fitness tests which can be used to assess each of the fitness components and provides information on determining what types of fitness athletes need to have for their specific sport. Analyzing Fitness is the first in a three-part series which covers all aspects of developing an effective training program. The following areas are covered in this program: What is fitness? Fitness components Fitness testing Analyzing fitness DVD Timeline 00:00:00 Introduction 00:01:04 What is fitness? 00:04:49 Summary 00:05:31 Fitness components 1 00:08:53 Summary 00:09:41 Fitness components 2 00:12:39 Summary 00:13:26 Fitness testing 00:18:19 Summary 00:19:12 analyzing fitness for a particular sport 00:23:13 Summary 00:24:02 Conclusion 00:25:08 Credits 00:25:45 End program

3 Student Worksheet: Before Viewing the Program 1. As a class, participate in each of the following fitness tests and record your results in your workbook: a) Multi-stage fitness test (Beep Test) b) 400-metre run c) Handgrip dynamometer test d) Sit-up test e) Vertical jump test f) 50-metre sprint test g) Illinois agility run h) Sit-and-reach test 2. At the conclusion of the testing, compare your results to those in one of the following resources: Malpeli et al (2006) Physical Education VCE Units 3 & 4 4 th Ed. Nelson. Smyth et al (2006) Live It Up 2: VCE Physical Education Units 3 & 4 2 nd Ed. John Wiley & Sons Australia, Ltd Record your answers to the following questions in your workbook: a) In which tests were you above average? b) In which tests were you below average, or in need of improvement? c) For each of the tests listed in question 2, discuss reasons why you performed poorly. d) Specify what you think you could do to improve your results of the tests listed in question 2? e) How did you perform compared to your peers? Provide evidence to support your answer. 4. Cut out two pictures of athletes from the sport s section of a newspaper and stick them into your workbook. The athletes must be participating in different sports. Compare the pictures by completing the following questions: a) In your own words, explain what fitness is. b) For each picture, list the properties that make this athlete fit. c) Which athlete is the fittest? Explain your answer. d) Apart from the two sports shown in your pictures, which sport or physical activity requires the greatest amount of fitness. Why?

4 While Viewing the Program 1. Define fitness 2. List some benefits of maintaining a healthy level of fitness. 3. Provide definitions for: a) Aerobic power b) Anaerobic power c) Muscular strength d) Speed e) Muscular power

5 f) Flexibility g) Agility h) Balance i) Reaction time j) Coordination 4. What benefits does fitness testing provide for athletes and coaches? 5. After observing an athlete s performance, how could it be determined whether the athlete s ability/fitness levels were of a suitable standard? 6. What is a work-rest ratio? 7. What three methods are used to collect data to assist with analyzing fitness?

6 After Viewing the Program 1. Examine the fitness tests that you completed prior to viewing the Analyzing Fitness program - a) For each of the tests indicate what fitness component was being tested. b) Name a sport/skill that is specifically related to each of the fitness components tested. Your work could be set out in a table as follows: Fitness Test Fitness Component Related Sport Hamstring flexibility test Flexibility Football 2. There are a wide variety of tests available to assess each of the fitness components. Some tests will be suitable for assessing fitness in one sport, but not very appropriate or relevant for another sport, and other tests may require specific equipment that isn t always available. a) Name and briefly describe two tests that can be used to assess each of the fitness components. b) For each fitness test, list one advantage and disadvantage. c) Participate in a fitness testing program that uses two tests to assess each of the fitness components. Graph your results. Is there a relationship between your results of the two tests for each fitness component? Provide examples to support your answer. 3. Divide the class into groups of three and participate in a game of tennis. The roles of each of the three group members is as follows: a) Person 1 plays tennis (singles or doubles) against another student in the class. b) Person 2 records all skill-related statistics of Person 1 in a table. This will include the quantity of: first serves; second serves; forehands; backhands; forehand volleys; backhand volleys; smashes; etc. c) Person 3 records the movements of Person 1 on a diagram of a tennis court, such as: standing; walking; jogging; sprinting etc. For example, use a solid line to show sprinting, small dashes for walking, large dashes for jogging and a small circle for standing. All three group members should participate in each roll for 5-10 minutes. 4. At the conclusion of the practical session all group members need to answer the following questions: a) Produce a graph to display the skill-related statistics. b) Highlight two skills that were the most important during the game. Use your graph to support your answer. c) What movements would be most beneficial to include at training? Why? d) Calculate the work - rest ratio for the five minute game. How could this ratio be used to assist the athlete and/or coach at training? 5. Attend a training session of an elite or high-level sports team or athlete and answer the following questions: a) Explain what the session consists of? b) Does the training session appear to be relevant to the sport? Why/why not? c) Why do you think the coach has the athletes participating in these activities/drills? d) What fitness components are being trained? e) What work - rest ratios are the athletes training at? Do you think this is similar to the work - rest ratio used in the sport? Explain.

7 6. Word Search: Aerobic Agility Anaerobic Balance Coordination Endurance Flexibility Muscular Observation Power Reaction Speed Strength Testing Time Training Y M J V R Z A Y J U G P K C X P T U C F V S P X X E I I S H K O I S I W L I K C W B K T N N X W L C B L Y N J O S A R O G Y D E I U O A M R V P D E I P R W C R B L R E M U E R N T M V V J B A I A E D Z E Y G A W V M I B V N X R A A D T T V E N D U R A N C E C I E I H R W R N T N J U R T L P N L N E B X I O U H N I A R F J I N S P M K V J R O Q B X O W G B B E H G N I N I A R T M A A E O N O I T A N I D R O O C N L O J T Q Q N I U N T E S T I N G Other Relevant Programs Available from VEA Training Principles - Fitness Training Series Training Programs - Fitness Training Series Training Awareness - Acute Responses and Chronic Adaptations Promoting Participation in P.E. - The National Physical Activity Guidelines Measurements of Physical Activity Please visit our website for many more relevant programs VEA Bringing Learning to Life

8 Suggested Student Responses While Viewing the Program 1. Define fitness a) An individual s ability to perform in their chosen sports or athletic events. A person s general state of health and wellbeing. b) A set of attributes a person has in regards to their ability to perform physical activities requiring aerobic fitness, endurance, strength or flexibility and is determined by a combination of regular activity and genetically inherited ability. 2. List some benefits of maintaining a healthy level of fitness. a) Achieving and maintaining a healthy weight b) Developing bone and muscle strength c) Having the capacity to undertake everyday activities d) Avoiding diseases such as: Obesity Heart disease Type 2 diabetes e) Assists in the prevention of osteoarthritis f) Stronger immune system g) Increased self-esteem h) Increased mental alertness 3. Provide definitions for: a) Aerobic power The rate at which aerobic energy is delivered to the muscles, enabling work to be done. The ability of the body to use oxygen during physical activity. b) Anaerobic power The rate at which anaerobic energy is delivered to the muscles. c) Muscular strength The ability of a muscle to exert force. Local muscular endurance The ability of a single muscle or group of muscles to perform repetitive work. d) Speed The ability to perform a movement within a short period of time. e) Muscular power The ability of a muscle to contract rapidly. f) Flexibility The range of motion that is available at a joint. g) Agility

9 The ability to rapidly change the position of the entire body with speed and accuracy. h) Balance The ability to maintain and control the body s position i) Reaction time The time it takes for information to be processed by the nervous system, and to react to it. j) Coordination The ability to use the senses, together with the muscles, to perform motor tasks smoothly and accurately. 4. What benefits does fitness testing provide for athletes and coaches? a) Provides athletes and coaches with information about the athlete s ability to perform certain tasks. b) Identifies athlete s strengths and weaknesses c) Highlights areas where improvement is required d) Allows coach to develop an appropriate training program for their athletes. 5. After observing an athlete s performance, how could it be determined whether the athlete s ability/fitness levels were of a suitable standard? By the comparison of relevant data to that of athletes at a similar level of competition. 6. What is a work-rest ratio? A comparison of the amount of time that an athlete is working during a game/activity, to the amount of time that they are resting. 7. What three methods are used to collect data to assist with analysing fitness? Observation, fitness testing and video recording.

10 After Viewing the Program (Over,Down,Direction) Aerobic (10,8,Nw) Agility (13,13,N) Anaerobic (6,9,Ne) Balance (5,8,Ne) Coordination (12,14,W) Endurance (1,9,E) Flexibility (11,11,Nw) Muscular (2,1,Se) Observation (15,13,N) Power (1,2,Se) Reaction (13,6,Sw) Speed (12,4,S) Strength (14,2,S) Testing (9,15,E) Time (4,10,Sw) Training (10,13,W) Y M * * * * * * * * * * * C * P T U C * * * * * * E * I S * * O I S I * * * * C * B * T N * * W L C B * * N * O S * R O * * * E I U O A * R * P * E I * * * * R B L R E * * E R N T * * * * * A I A E * * E Y G A * * * * B * N X R A A D T T V E N D U R A N C E C * * I H R * * * T * * * * T L * * L * E * * I * * * * I * * F * I * S * M * * * * O * * * * * G * B E * G N I N I A R T * * A * O N O I T A N I D R O O C * * * * * * * * * * * T E S T I N G

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