QATs Quality Assessment s UNIT 3 OUTCOME 2 VCE Physical Education SCHOOL-ASSESSED COURSEWORK Introduction OUTCOME 2 Use data collected in practical activities to analyse how the major body and energy systems work together to enable movements to occur, and explain the fatigue mechanisms and recovery strategies. A practical laboratory report Focuses on the acute effects that physical activity has on the cardiovascular, respiratory and muscular systems of the body. This task will be marked out of 55 marks. It will then be converted to a mark out of 20 which represents the one third of the marks for this outcome (60). The task has been designed to allow achievement up to and including the highest level in the Performance Descriptors. You have 100 minutes in which to complete this task the development of your report. In completing this task you may NOT refer to notes or text books. ONLY access to results obtained in the practical laboratory session is allowed. The task is to be completed on the paper supplied by your class teacher. Your teacher will advise you of any variation to these conditions. The following key knowledge is the focus of this task: the mechanisms responsible for the acute responses to exercise in the cardiovascular, respiratory and muscular systems. The following key skill is are the focus of this task: participate in physical activities to collect and analyse data relating to the range of acute effects that physical activity has on the cardiovascular, respiratory and muscular systems of the body. NAME: Page 1 of 15 2011
Preparation Prior to undertaking this SAC task you will need to have participated in a variety of practical activities in which you will gather and collect data that you will then utilise in completing this task. Details of the practical activities that you will need to undertake prior to completing this SAC task are outlined below. You should also have been instructed in how to take pulse measurements (or alternatively how to correctly use heart rate monitors) and how to measure body temperature using either oral or aural (ear) thermometers. Method: You are to work in groups of four, with one student participating in the practical activities, while the other students make and record observations and gather data in relation to a variety of acute physiological responses to physical activity. Physical Activities The following activities should be undertaken over two or three practical class sessions with adequate rest periods to be given between any activities performed in the one session. 50 metre sprint (maximal intensity) 1 minute maximum sit up test 400 metre sprint (maximal intensity) 800 metre run (maximal intensity) Basketball competitive game (man on man defence) 15 minutes Session 1: 50 meter sprint and 800 metre run Session 2: 1 minute maximum sit up test and basketball competitive game Session 3: 400 meter sprint Equipment: The following equipment is required in order to undertake the practical activities: Pen, paper and student record sheets (see attached) Stop watches Heart rate monitors (if available) Thermometer (to be placed under tongue or in the ear depending on which type is available). Results Observations and Data Collection: At the completion of each of the activities a number of observations and data collection tasks need to be made and recorded. These should be assigned to each member of the group. A suggested breakdown of these roles is provided: Heart rate measurement - observer # 1 Respiratory frequency/ depth of breathing observer #2 Body temperature observer #3 Fatigue levels - physical activity participant Page 2 of 15 2011
Preparation All relevant observations and data measurement of acute physiological responses to physical activity should be recorded in table format utilising the student record sheets provided. Note: You are required to bring the completed record sheets to class when completing the SAC written task: The Report. Page 3 of 15 2011
Preparation Student Record Sheet Acute Physiological Responses to Physical Activity Name: Practical Participant: Observer #1: Observer #2: Observer #3: HEART RATE DATA: Observer # 1 The participant s heart rate should be taken and recorded prior to the beginning of each activity. Immediately following the cessation of each activity obtain the participant s heart rate either by recording their heart rate as displayed on the heart rate monitor they are wearing or by taking the participant s pulse rate. Continue to measure and record the participant s heart rate every minute for 5 minutes following the cessation of each activity. Note: If taking a pulse rate it is recommended that readings are obtained over a 15 second period and then multiplied by 4 to obtain a heart rate per minute. Activity Resting HR HR immediately post-activity HR 1 HR 2 HR 3 HR 4 HR 5 50m Sprint 1 min Sit-Ups 400 m Sprint 800 m Run B ball Game Page 4 of 15 2011
Preparation RESPIRATORY FREQUENCY / DEPTH OF BREATHING: Observer #2 The participant s respiratory frequency and depth of breathing should be measured/observed and recorded prior to the beginning of each activity. Immediately following the cessation of each activity obtain the participant s respiratory frequency and depth of breathing should be measured/observed are recorded. Continue to measure/observe and record the participant s respiratory frequency and depth of breathing every minute for 5 minutes following the cessation of each activity Note: In measuring respiratory frequency each inhalation/ exhalation cycle will count as ONE breath. It is recommended that readings are obtained over a 15 second period multiplied by 4 to obtain the respiratory frequency per minute. Depth of breathing should be observed and recorded as shallow (S), moderate (M), heavy (H) or very heavy (VH). Activity Resting immediately post-activity Rec 1 Rec 2 Rec 3 Rec 4 Rec 5 RF Depth RF Depth RF Depth RF Depth RF Depth RF Depth RF Depth 50m Sprint 1 min Sit-Ups 400 m Sprint 800 m Run B ball Game Page 5 of 15 2011
Preparation BODY TEMPERATURE: Observer #3 The participant s body temperature should be taken and recorded prior to the beginning of each activity. Immediately following the cessation of each activity measure and record the participant s body temperature. Continue to measure and record the participant s body temperature every minute for 5 minutes following the cessation of each activity. Note: If using an oral thermometer, the thermometer should be left under the participant s tongue for the duration of the recovery period with measurements taken at the appropriate time periods. Other observations relating to body temperature can also be recorded separately such as amount of perspiration (sweating); appearance (skin colour); and temperature to touch. Activity Resting Body Temp BT immediately post-activity BT 1 BT 2 BT 3 BT 4 BT 5 50m Sprint 1 min Sit-Ups 400 m Sprint 800 m Run B ball Game Page 6 of 15 2011
Preparation FATIGUE LEVELS: Participant The participant s fatigue levels should be recorded by the participant themselves prior to the beginning of each activity. The participant s fatigue levels should be recorded by the participant themselves immediately following the cessation of each activity. The participant s fatigue levels should be recorded by the participant themselves every minute for 5 minutes following the cessation of each activity. Note: The participant should make observations about how they were feeling during and after each activity such as out of breath, heavy in the legs, muscle tightness/soreness, etc. Activity Resting Fatigue Level Fatigue immediately post-activity Fatigue 1 Fatigue 2 Fatigue 3 Fatigue 4 Fatigue 5 50m Sprint 1 min Sit-Ups 400 m Sprint 800 m Run B ball Game Page 7 of 15 2011
Introduction This task requires you to complete a practical laboratory report (based on your participation in a variety of physical activities) in which you will identify and analyse the physiological responses to physical activity in the circulatory, respiratory and muscular systems. Participation in a variety of physical activities has been undertaken in practical class sessions prior to this QAT task. You will use the data and knowledge gained through these practical activity classes to present a laboratory report, which will include the presentation of the data obtained, an analysis and discussion of the data presented, a series of question relating to acute responses and a conclusion. General advice Set yourself up with resources you require and are permitted to access. Use basic report writing technique: paragraphing and headings. Use the questions below to shape your sections in the report. Be guided by the value of each question in regards to length of your response and the time spent. Seek clarification from your teacher ONLY during the report writing session. Allow some time for checking towards end of allocated time. You have 100 minutes in total. Practical Laboratory Report - Acute Physiological Responses to Physical Activity AIM Write an appropriate aim for this practical laboratory report. (2 marks) PRESENTATION OF RESULTS Question 1 Clearly present in table form your observations and data relating to the acute responses to physical activity obtained by your group during the practical activity sessions. (4 marks) Question 2 Draw and label appropriate graphs to show the data your group collected relating to heart rate, respiratory frequency and body temperature for each activity undertaken. Note that you should draw three graphs one depicting heart rate data, one showing respiratory frequency data and the third displaying the data relating to body temperature. (9 marks) DISCUSSION QUESTIONS Question 3 Define what is meant by acute physiological responses to physical activity. How do acute responses differ to chronic adaptations? (4 marks) Page 8 of 15 2011
Question 4 Based upon the results and observations your group attained, what relationship can be drawn in regards to exercise intensity and duration and the acute physiological responses that occur? Refer specifically to the data you gathered to support your contention. (2 marks) Question 5 From the graphs of your results, identify two pieces of evidence that show that the responses your group observed/measured are in fact acute responses to physical activity. Use specific data to justify your results. (4 marks) Question 6 a Apart from heart rate, identify three other acute cardiovascular system responses to physical activity that would occur when an individual undertakes physical activity. Ensure that you indicate the nature of the response that would occur. b For each of the three cardiovascular responses that you identified in Q 6a, discuss how these acute physiological responses would be different for an elite aerobic athlete compared to an untrained individual. In your discussion ensure that you explain the reason for any differences in the nature of the response between the elite athlete and the untrained individual. c For any one of the acute cardiovascular responses to physical activity selected in Q6a, explain how this acute response would affect the overall performance of an elite aerobic athlete. Question 7 a Apart from respiratory frequency, identify three other acute respiratory system responses to physical activity that would occur when an individual undertakes physical activity. Ensure that you indicate the nature of the response that would occur. b For each of the three respiratory system responses that you identified in Q 7a, discuss how these acute physiological responses would be different for an elite aerobic athlete as compared to an untrained individual. In your discussion ensure that you explain the reason for any differences in the nature of the response between the elite athlete and the untrained individual. c For any one of the acute respiratory responses to physical activity selected in question 7a, identify how this acute response would affect the overall performance of an elite aerobic athlete. Page 9 of 15 2011
Question 8 a Apart from increased body (muscle) temperature, identify three other acute muscular system responses to physical activity that would occur when an individual undertakes physical activity. Ensure that you indicate the nature of the response that would occur. b For each of the three muscular system responses that you identified in Q 8a, discuss how these acute physiological responses would be different for an elite aerobic athlete as compared to an untrained individual. In your discussion ensure that you explain the reason for any differences in the nature of the response between the elite athlete and the untrained individual. c For any one of the acute muscular responses to physical activity selected in question 8a, identify how this acute response would affect the overall performance of an elite aerobic athlete. CONCLUSION Write an appropriate conclusion for this practical laboratory report. Total: 55 marks Page 10 of 15 2011
Teacher Advice General The task requires students to complete a practical laboratory report that focuses on acute physiological responses to physical activity. Prior to undertaking the actual task itself students MUST be provided with the opportunity to complete a range of physical activities and to measure and make observations about their physiological responses to these activities. The data and observations they collect will be used in the actual task itself. It is suggested that at least two or three class sessions be devoted to allowing students to complete the physical activities and to obtain the necessary data and observations that will form the basis of this task. Students should then bring their collated data and observations (student record sheets) with them to the actual QAT task. Advice in Regard to Physical Activities It is suggested that in the two-three weeks prior to the scheduled date for the QAT task students engage in practical class sessions in which they can undertake the suggested physical activities and obtain the data and observations required. Whilst specific physical activities are indicated as part of this task, teachers can substitute other activities if they so desire. Note: Physical activity such as that suggested in this QAT can be stressful and may cause injury, especially if attempted by individuals without an appropriate level of physical fitness. It is therefore recommended that all students have permission and medical clearance to undertake the activities outlined in this task. Neither the authors nor publisher can accept responsibility for any injury or condition that may be sustained as a result of performing any of the physical activities described in this task. Advice in Regard to Collected Data Teachers should also provide an opportunity in class prior to the QAT task for students to discuss the results they have obtained through their participation in the practical class sessions. As part of this discussion students should be provided with advice and guidance in how they might be asked to present their data in both table and graph form. Examples of how data might be best graphed should be outlined. Access to computers Teachers might like to make computers available to students to develop the report. Of course appropriate security arrangements such as no access to email or any external files need to be put in place. In addition consideration to the printing of the completed reports is required. Consult your school IT technician. The following table indicates the relationship between the highest level of the Performance Descriptor and the questions in this QAT. Aspect of Highest Performance Descriptor Thorough and insightful understanding of the mechanisms responsible for acute effects of the cardiovascular, respiratory and muscular systems of the body. Question/s All Page 11 of 15 2011
Solution Pathway AIM Two marks available here: To participate in a variety of physical activities and to identify acute physiological responses that occur in response to these activities (1 mark) in relation to cardiovascular, respiratory and muscular systems (1 mark). PRESENTATION OF RESULTS Question 1 Four marks available here: Students need to have clearly presented the data they obtained and the observations they made during the practical activities in table form. They can present these as neatly completed student record sheets (1 mark per table [x4] that is clear and accurately presented). Question 2 Nine marks available here: Students need to have drawn and correctly labelled appropriate graphs to show the data their group collected relating to heart rate, respiratory frequency and body temperature for each activity undertaken. Three graphs should have been drawn one displaying heart rate data, another displaying respiratory frequency data and the third displaying body temperature data. Each graph should have a title and all axes need to be labelled correctly, and with clearly displayed data. (3 marks per graph). DISCUSSION QUESTIONS Question 3 Four marks available here: Acute physiological responses to physical activity are body system (cardiovascular, respiratory and muscular system) changes that take place immediately exercise begins (1 mark) and which return to existing levels relatively quickly upon cessation of exercise (1 mark). Chronic responses or adaptations are changes that develop over an extended period of time (minimum 6 weeks) as a result of participation in training which is repeated regularly (1 mark) and which take a long period of time (several weeks) to diminish to pre-training levels (1 mark). Question 4 Two marks available here: As exercise intensity increases and the longer the duration the of high intensity activity, the greater or more pronounced are the acute responses (1 mark). To access full marks student must refer specifically to data from the practical classes to support their contention. For example: Although all running activities use the same muscle groups and are at maximum intensity, the longer the duration of the activity the higher the heart rate and respiratory frequency responses and the greater the body temperature (1 mark). Students may also comment on the increasing fatigue levels or depth of breathing in their answer. Question 5 Four marks available here: Changes in all graphs are evident when comparing rest and the completion of a relatively short work period (1 mark). to near resting levels occurs relatively quickly after the cessation of each activity (1 mark). At least one piece of specific data from the graphs demonstrating each of these points need to be included to access full marks (1 + 1 mark). Page 12 of 15 2011
Solution Pathway Question 6 a Three marks available here: Students receive half (½) mark for each acute response identified and half (½) mark for correctly identifying the change that occurs. Correct responses could include any three of the following: stroke volume increases cardiac output increases blood pressure increases diastolic has little change for aerobic athletes redistribution of blood flow to working muscles - increased flow to working muscles arterio-venous oxygen difference increases coronary circulation increases maximum heart rate may be reached. b Three marks available here: (3 x 1 mark) for identifying how the acute response to physical activity differs between an elite aerobic athlete and an untrained individual and for identifying why this difference occurs. Correct responses could include: Stroke volume will be greater for an elite athlete due to extensive aerobic training and larger left ventricular chamber. Cardiac output will be greater for an elite athlete at maximum due to increased Stroke volume. Blood pressure lower blood pressure for an elite athlete, especially systolic blood pressure due to healthier blood vessels. Redistribution of blood flow to working muscles greater blood flow to working muscles for an elite athlete and increased capillary density at the muscle site. Arterio-venous oxygen difference greater a-vo2 difference for an elite athlete due to ability to deliver greater amounts of blood and oxygen to the muscle and increase myoglobin levels that enable more oxygen to be taken up by the muscle itself. c Three marks available here: Students should indicate that the acute cardiovascular response they have chosen results in greater amounts of blood and therefore oxygen being delivered to working muscles (1 mark). This results in athletes being able to work at a higher intensity while still predominantly using the aerobic energy system (1 mark) which means there is less reliance on the anaerobic glycolysis system which results in less fatigue since fatigue causing by-products will not accumulate as much (1 mark). Question 7 a Three marks available here: Students receive half (½) mark for each acute response identified and half (½) mark for correctly identifying the change that occurs. Correct responses could include the following: tidal volume increases ventilation increases oxygen uptake increases Page 13 of 15 2011
Solution Pathway b Three marks available here: (3 x 1 mark) for identifying how the acute response to physical activity differs between an elite aerobic athlete and an untrained individual and for identifying why this difference occurs. Correct responses could include: tidal volume - greater for an elite athlete due to extensive aerobic training ventilation - greater for an elite athlete at maximum due to increased tidal volume oxygen uptake - greater for an elite athlete due to increased stroke volume, cardiac output, tidal volume, ventilation and more efficient delivery and take up of oxygen at the muscular level. c Three marks available here: Students should indicate that the acute respiratory responses they have chosen results in greater amounts of oxygen entering the blood stream and therefore more oxygen being delivered to working muscles (1 mark). This results in athletes being able to work at a higher intensity while still predominantly using the aerobic energy system (1 mark) which means there is less reliance on the anaerobic glycolysis system which results in less fatigue since fatigue causing byproducts will not accumulate as much (1 mark). Question 8 a Three marks available here: Students receive half (½) mark for each acute response identified and half (½) mark for correctly identifying the change that occurs. Correct responses could include the following: motor unit and muscle fibre recruitment increased blood flow to the muscles increased muscle temperature increased muscle enzyme activity increased oxygen supply and utilisation increased depletion of muscle energy stores (ATP-PC, glycogen and triglycerides) increased b Three marks available here: (3 x 1 mark) for identifying how the acute response to physical activity differs between an elite aerobic athlete and an untrained individual and for identifying why this difference occurs. Correct responses could include: Motor unit and muscle fibre recruitment elite athletes are able to activate motor units more rapidly and hence maximise muscle fibre recruitment. Blood flow to the muscles - greater for an elite athlete due to healthier blood vessels, increased stroke volume / cardiac output and increased capillary density. Muscle enzyme activity - greater for an elite athlete due to increased levels of specific enzymes. Oxygen supply and utilisation - greater for an elite athlete due to increased stroke volume, cardiac output, tidal volume, ventilation, increased a-vo2 difference, capillary density and increased myoglobin levels in the muscle. Depletion of muscle energy stores (ATP-PC, glycogen and triglycerides) greater for an elite athlete due to greater glycolytic enzymes which enables carbohydrates to be broken down faster. Elite athletes also have a greater ability to glycogen spare which causes more triglycerides to be broken down. Page 14 of 15 2011
c Three marks available here: Students should indicate that the acute muscular response they have chosen and how that leads to increased performance for an elite aerobic athlete. CONCLUSION 3 marks available here: The student response needs to related to the aim of the laboratory and could include a brief summary of the key findings to emerge from the laboratory session such as the various acute changes that were identified and investigated, and how these all contribute to exercise performance. Page 15 of 15 2011