EARLSTON HIGH SCHOOL N4/5 PHYSICAL EDUCATION PREPARATION COURSE

EARLSTON HIGH SCHOOL N4/5 PHYSICAL EDUCATION PREPARATION COURSE REVISION BOOKLET 2013

Contents Page Section 1: Information Topic Page Aspects of Fitness Feedback Personal and Physical Qualities Principles of Training Learning a skill Section 2: Revision Tasks Topic Page Methods of Gathering Data Aspects of fitness Feedback Personal and Physical Qualities Principles of Training Learning a skill Scenarios

Information and Help Sheets Aspects of Fitness For this course you will need to be able to: Name and give a definition of aspects of physical fitness Understand and explain a suitable test for each aspect Understand and explain how you can train to improve each aspect of fitness Understand and explain how each aspect of fitness has an impact on your performance Aspects of physical fitness: Strength Muscular endurance Flexibility Power Speed Cardio Respiratory Endurance Strength Strength is the ability of a muscle or group of muscles to exert a maximal force against a resistance in a single effort. Strength can be: - Static: holding yourself still or opposition This type of strength is important to hold a balance or opposition still: gymnastics or a scrum - Dynamic: repeatedly using strength This type of strength you require to carry an action out continuously: swimming - Explosive: single action This type of strength is required for one off explosive actions: jump or throw Testing strength: There are a number of tests for strength and you need to know the type of strength important for your activity before you choose the relevant test. Static strength test: using a grip dynamometer - measures the strength in the hand/forearm Dynamic strength test: Squat thrusts - measures your ability to repeat the exercise (do not confuse with ME) Explosive strength test: 2 footed jump - measures the strength in your legs

Why use fitness tests? - Testing your initial level of strength can allow you to compare your results to national averages. - This gives you an indication if your level of strength is a factor of your performance you need to develop or not. - allows you to compare future test results to ensure improvements are being made. Training to improve strength: Weight training is a suitable method of training to improve strength. In order for weight training to be effective you use: - Low repetitions (number of times you repeat the exercise) - High Intensity (heavy weight) Impact on performance: With an increase in strength you should be able to carry actions out more effectively in a number of activities. - hold a balance in the correct position for longer - be more effective in stopping the opposition in a scrum - swim faster as you are able to use more force against the water - jump higher or further - throw a longer distance Muscular Endurance Muscular Endurance is the ability of a muscle or group of muscles to work continuously for a long period of time, without tiring. Muscular endurance is particularly important for activities you require your muscles to work repeatedly over a long time. Testing Muscular Endurance: You can use a number of tests to measure muscular endurance in different muscle groups in the body. All tests follow the same procedure: how many of one exercise you can repeat in one minute. Testing muscular endurance in the arms: - how many press ups you can do in 1 minute Testing muscular endurance in the legs: - how many squats you can do in 1 minute Testing abdominal muscular endurance: - how many sit ups you can do in 1 minute

Why use fitness tests? - Testing your initial level of muscular endurance can allow you to compare your results to national averages. - This gives you an indication if your muscular endurance is a factor of your performance you need to develop or not. - allows you to compare future test results to ensure improvements are being made. Training to improve muscular endurance: Circuit training is an effective method of training to improve muscular endurance in all muscles in the body. During circuit training you will choose 6-8 exercises that alternate working the muscles in the legs/ arms/ core. You will work for 45 seconds at the first station before getting 15 seconds rest to move on the next exercise at the next station. For example: Weight training is also a suitable method of training to improve muscular endurance. In order for weight training to be effective you use: - High repetitions (number of times you repeat the exercise) - Low Intensity (light weight) Impact on performance: With an increase in muscular endurance you should be able to carry actions out more effectively in a number of activities for longer without your muscles feeling tired. - cycle faster for longer - swim further - row further - Perform skills more effectively at the end of a game eg forehand in tennis remains strong even after 3 sets. Flexibility Flexibility is the range of movement across a joint. Having good levels of flexibility can help to minimise the pulling and straining of muscles as well as allowing you to carry out skills and techniques more effectively. Flexibility can be: - Static: holding yourself still in a balance or position

This type of flexibility is important to hold a balance in gymnastics - Dynamic: when flexibility is required over a short period of time This type of flexibility is required when completing the high jump or hurdles in athletics Testing flexibility: The most common test for flexibility is the sit and reach test. This tests the flexibility in the hamstring and hip. Why use fitness tests? - Testing your initial level of flexibility can allow you to compare your results to national averages. - This gives you an indication if your level of strength is a factor of your performance you need to develop or not. - allows you to compare future test results to ensure improvements are being made. Training to improve flexibility: Stretching is the most effective method of training to improve or maintain your levels of flexibility. Stretching can be- Static: holding a stretch for a period of time Dynamic: using movement across a joint such as leg swings or shoulder rotation In order for training to be effective stretches must be held for a minimum time of 30-45 seconds and the stretching routine should be carried out at least 4-5 times a week. Impact on performance: With an increase in flexibility you should be able to carry actions out more effectively and efficiently in a number of activities. - Increased flexibility in the hips allows your kicking technique to be more effective. - Increased flexibility in the hips also allows your hurdling technique to be more efficient - Increased flexibility in the back can improve your high jump technique - Increased flexibility in the shoulders can allow a more efficient stroke in swimming - Increase in flexibility across a range of joints will have a positive affect on your skill level and performance in gymnastics. Power Power is the combination of strength and speed. Power is very important in explosive events that require speed and strength. For example, throwing and jumping.

Power can only last a few seconds. Testing power: There are two common tests used for measuring power. 1. Vertical jump test 2. standing long jump These tests are a measure of the explosive power in the legs. Additional distance and height can be achieved by using the arms. Why use fitness tests? - Testing your initial level of power can allow you to compare your results to national averages. - This gives you an indication if your level of strength is a factor of your performance you need to develop or not. - allows you to compare future test results to ensure improvements are being made. Training to improve power: Power is a combination of speed and strength. Therefore to improve power you must train to improve the strength in the required muscles as well as doing exercises to improve speed. Weight training is a suitable method of training to improve power. In order for weight training to be effective you use: - Low repetitions (number of times you repeat the exercise) - High Intensity (heavy weight) - Remember exercises should be completed at speed. Impact on performance: With an increase in power you should be able to carry actions out more effectively in a number of activities. - increased power will allow you to jump further - increased power will allow you to jump higher - increased power will allow you to throw further Speed Speed is the ability to cover a distance or a movement in a short time. Speed is required in most activities, either by the whole body or by part of the body. Whole body speed is essential in team activities such as hockey, football, basketball in order to beat a defender and individual activities such as athletics for the run up for jumping and throwing events. Activities may also only require speed in part of the body such as moving the arm forward quickly in tennis or badminton.

Testing speed: Speed is usually measured by timing a sprint over a short distance. The distance can be 20m or 40m. Why use fitness tests? - Testing your initial level of speed can allow you to compare your results to national averages. - This gives you an indication if your level of strength is a factor of your performance you need to develop or not. - allows you to compare future test results to ensure improvements are being made. Training to improve speed: In order to train to increase speed you must improve the strength in the major muscle groups required in your activity. When training to improve speed you are working anaerobically (without oxygen) therefore you will rest for 4 times as long as you worked for. This may be that you do sets of 5 second sprints with a 20 second rest period. Impact on performance: With an increase in speed you will see an improvement in your overall performance: - you will be able to beat a defender to get to a ball - out run the opposition when with the ball - you will be able to get the ball/ shuttle to be able to play a return shot - you will have a faster run up to take off for gymnastics and athletics - you could have greater speed in the arms or legs for striking objects Cardio-Respiratory Endurance Cardio respiratory endurance is the ability of the whole body to work continuously for long periods of time without tiring. Cardio Respiratory endurance is essential in team and individual activities that last for long periods of time, such as hockey games that last 70 minutes or a 5 set tennis game. Testing cardio respiratory endurance: There are a number of common tests for cardio respiratory endurance that will allow you to compare your results to the national average: - Bleep test - 12 minute cooper run Why use fitness tests?

- Testing your initial level of cardio respiratory endurance can allow you to compare your results to national averages. - This gives you an indication if your level of strength is a factor of your performance you need to develop or not. - allows you to compare future test results to ensure improvements are being made. Training to improve cardio respiratory endurance: There are a number of methods of training suitable for improving your levels of cardio respiratory endurance. Training for cardio respiratory endurance involves working aerobically (with oxygen). - Continuous Training Must be for a minimum of 20 minutes Must be continuous swimming, cycling or running Heart rate is maintained in a training zone of 65-80% of your maximum heart rate Must be completed at least 3-4 times a week - Fartlek Training Continuous running / swimming / cycling which includes short bursts of sprinting followed by slower recovery then repeating This type of training can also develop speed endurance Jog Run Sprint - Interval Training You are exercising for a period of time and then have a period of rest to recover. For example, you would run a 400m in a set time then have 90 seconds to recover before repeating the 400m again for 4 sets. Impact on performance: Increasing your levels of Cardio respiratory endurance will have a positive impact on your performance. - You are able to maintain a high skill level throughout the game - You are able to concentrate on all aspects of the game more effectively than when tired - You will make less mistakes - You are able to cope with the demands of the activity, for example you will be able to mark effectively and keep up with opponents throughout the game.

Feedback What is feedback? Feedback is information received by a performer about their performance. There are two main types of feedback: 1. External feedback 2. Internal feedback. 1. External Feedback This is information you receive from an outside source such as a coach, video or checklist. There are three main types of external feedback: Verbal feedback this is hearing about your performance, as when a teacher tells you about your performance. For example, in volleyball, You need to play the ball higher! Visual feedback- this is when a performer sees what the result of the performance is. Written feedback this is when a performer receives written information about their performance. This could be on a checklist. For example: Badminton Clear good poor 1. Move into position early 2. Body side-on 3. Racket pulled back fully 4. Contact shuttle with extended arm 5. Follow through with racket and body weight 2. Internal Feedback This is when a performer feels what a skill is like, i.e. he/she receives information from the muscles and nerves used in the performance. For example, when hitting a drive in golf you will feel in your hands and arms if the contact is good. This is sometimes called kinaesthetic feedback.

Personal and Physical Qualities What are physical qualities? These are qualities, which are more easily seen in a player when he/she is performing. These qualities are more concerned with the physique and fitness of the performer. These include qualities such as: - Height Control Agility Co-ordination Speed Strength Why are physical qualities important? They help you to cope with demands of an activity in order to achieve a successful performance. For example: - Height is an advantage to a basketball player so they can get closer to the basket for shots and rebounds. Speed is important to a striker in hockey so they can accelerate away from a defender to create space for a pass or a shot. Co-ordination is important when serving in tennis, so that you can time the toss of the ball, with the swing of the serving arm to make good contact with the ball. What are personal qualities? These are qualities that are not so easily seen when a player is performing and are more concerned with the personality and character of a performer. These include qualities such as: - Co-operation Concentration Determination Fairness Leadership Why are personal qualities important? They help you to cope with demands of an activity in order to achieve a successful performance. For example: - Concentration is important when you are practising a complex skill so that you perform it correctly each time. Determination is important to help you stick to a challenging training programme and work to the best of your ability. Fairness is important if you are umpiring to make sure the rules are applied fairly to each player or team. Principles of Training Principles of training are very important when planning and implementing a physical fitness training programme. In order for the training programme to be effective you must apply the following principles: Frequency Intensity Duration Progressive Overload

Specificity Reversibility Frequency Frequency establishes how often you train within your training programme. E.g. An individual who is training to improve their cardio respiratory endurance would need to train three to four sessions per week. During training the individual must work within their training zone for 20 to 30 minutes in order to training effectively. Intensity Intensity determines how hard you work within your individual sessions during your training programme. Setting high levels of intensity is important when training to improve many aspects of fitness. Intensity can be adapted by altering the work/rest ratio during training. E.g. An individual training to improve cardio respiratory endurance could reduce rest periods during training sessions in order to increase intensity of training. Wk 1-4x8 min run with 2 min rest 50% of max speed Wk 2-4x8min run with 1 min 45 secs rest 50% of max speed If an individual was training to improve strength they may increase the intensity of their weight training sessions by increasing the weight lifted every two weeks within their programme. Wk 1/3 bench press 15kg, 20 reps Wk 4/6 bench press 20 kg, 20 reps Duration Duration defines the length of time you train for within individual training sessions or the duration of your training programme. Short, intensive training sessions will help improve anaerobic fitness. Longer, moderately intensive sessions will help improve aerobic fitness. E.g. An individual training to improve their cardio respiratory endurance may decide to train for 20 to 30 minutes in their individual training sessions. Their overall training programme may last for a period of 10-12 weeks. Progressive Overload Progressive overload is a vital principle of training. It is crucial to apply this principle to ensure that you are continuing to progressive and improve throughout your training programme.

When implementing PO you should gradually increase the demands of your training programme. If PO is not applied to your training programme training will plateau and will not continue to improve. Training demands can be increased by varying: Frequency Specificity Intensity Duration Specificity is the key principle of training to apply to any training programme. Specificity ensures training is relevant to: Your training needs Your training goals The activity you are training for Your level of fitness Your ability level Reversibility Reversibility applies if training ceases, which may happen due to injury or illness. Your body will loose the level of fitness reached through training quickly and as a result of not training will revert to the condition it was before the start of your training programme. If you don t use it, you will loose it!! Overtraining Overtraining occurs when an individual training trains so hard leaving the body with no time to recover. Athletes sometimes train longer and harder in order to improve however they leave their bodies with in adequate rest or recovery time. If overtraining occurs this will cause a decrease in performance therefore no benefit will be seen from training. Learning a skill When learning new skills or developing learned skills there are two methods that can be used: Gradual Build-Up and Whole Part- Whole. Gradual Build Up Gradual build up is where a performer will learn a skill in stages. Each stage as the practice progresses will become increasingly more difficult as the performer masters each part of the skill. As the performer moves through the

practice more demands will be placed on them. However if the performer does not achieve success at a specific stage within the practice they can move back a stage until they are able to perform that certain aspect of the skill or stage of practice effectively. This type of practice is useful when learning difficult and complicated skills as it breaks the skill down into sections which the performer can practice at a level appropriate to their ability. Each stage of practice must be challenging but achievable. Gradual build up can also be used when learning dangerous skills. This method of skill development allows performers to improve and expand their confidence within each section of the skill before performing the skill as a whole. Whole Part Whole W-P-W is often used by performers who already have experience of the activity they are performing and has experience of performing the skill. W-P-W focuses on one specific part of the skill in order to make the whole skill effective. E.g. My leg kick during my front crawl stroke. When using W-P-W a performer will have their coach/partner/team mate observe them and identify a weakness within the skill. This weakness is then isolated and practised as part of the skill. Once the part of the skill has been practised and has improved the performer can then perform the whole skill again, showing improvements. The performer should get their coach/partner/team mate to observe them again in order to find out if their weakness has improved.

Scattergraph Scattergraph Tasks / Questions 1. Find a basketball game on TV or the internet. Choose one team to watch carefully for around 5 minutes. Mark on the scattergraph where the team takes their shots from during that time. 2. What information can you pick out from your results? Make reference to possible strengths and weaknesses for the team you watched.

Skills Analysis Sheet Task: Find a video of someone playing overhead clears in a badminton drill or game. Analyse the video carefully and fill out the preparation, action, recovery sheet below. It may be useful to pause and watch the video back. Key: = Always? = Sometimes X = Never Stage Criteria 1 st Clear 2 nd clear Preparation - Side on. - Chasse/side-step to rear of court. - Non-racket hand pointing at shuttle - Weight on back foot Action - Transfer weight forward. - Throwing action used snapping of wrist to generate more power. - Hit shuttle with straight arm Make contact at highest point. Recovery - Continue follow through taking big step forward. - Return to centre of court. - Racket up and out in front of body.

Task 1: Aspects of physical fitness: Muscular Endurance 1. Definition: 2. Testing: Name test- Explain the test- 3. Method of training: Name: Aspect of fitness MUSCULAR ENDURANCE Explanation: 5. Why is this aspect of fitness important in your activity: 4. Example of a training session:

Task 1: Aspects of physical fitness: Cardio Respiratory Endurance (CRE) 1. Definition: 2. Testing: Name test- Explain the test- 3. Method of training: Name: Aspect of fitness CARDIO RESPIRATORY ENDURANCE Explanation: 5. Why is this aspect of fitness important in your activity: 4. Example of a training session:

Task 1: Aspects of physical fitness: Power 1. Definition: 2. Testing: Name test- Explain the test- 3. Method of training: Name: Aspect of fitness POWER Explanation: 5. Why is this aspect of fitness important in your activity: 4. Example of a training session:

Task 2: Feedback 1. Name the 3 types of feedback: Task 2: Feedback 2. How do you ensure feedback is effective? a) b) c) FEEDBACK 3. Why is feedback important? 4. Give examples of using 2 types of feedback: What did the feedback tell you?

Task 3: Personal and Physical Qualities (i) Different activities and different roles within activities, require different physical and personal qualities. Give a different example in each box. Activity Role Physical quality Personal quality Performer Agility Football Gymnastics Referee Performer Supporter Performer Determination Co-operation (ii) Choose an activity and name two physical qualities you think you have when playing this activity. Activity Physical quality 1 - Physical quality 2 - (iii) Explain why you think these physical qualities help you to perform well in this activity. Physical quality 1 - Physical quality 2 -

(iv) Choose an activity and name two personal qualities you think you have when playing this activity. Activity Personal quality 1 - Personal quality 2 - (v) Explain why you think these personal qualities help you to perform well in this activity. Personal quality 1 - Personal quality 2 - Task 4: Principles of Training Statement Principle of training How often you train How long your training session lasts Making your training suit your needs How hard you work when training (i) When planning a fitness training programme you must make your training specific. Describe two things you would consider to make your training specific: 1. 2.

(ii) (iii) Choose an aspect of fitness (CRE, ME, Speed, Power, Strength, Flexibility) you have developed through a fitness training programme. Name and describe the method(s) of training you used to develop this aspect of fitness Method: Description: (iv) Using the principles of training detail a 6 week training programme you did to improve your aspect of fitness. Remember: Each week must get harder Task 5: Learning a skill (i) Use some of the words from the word bank to fill in the blanks: few muscles challenging weight many heavy light simple reaction A simple skill is one that has sub-routines (parts) and a pattern of movement.

A complex skill is one that has sub-routines (parts) and a pattern of movement. (ii) Learning a skill in stages where the practice gets harder is known as (iii) It is best to use this method of learning a skill when the skill is: Tick 3 boxes Dangerous Complex Known Unknown Simple Safe (iv) Choose a skill you learnt in stages where each practice got harder. Skill: Describe 3 stages you used to learn this skill: 1. 2. 3. _

Task 6 Below are a number of scenarios that will test your knowledge of the course so far. Read the scenarios and then answer the questions based on your interpretation of the situation. Scenario 1 Mr Kidd is a very talented hockey player. His preferred position is Right Midfield when playing for the Earlston Eagles. Mr Kidd is always looking to improve his performance so he asked his expert coach, Miss Pate to observe his performance during two recent games against Gala Gazels and Melrose Monkeys. Miss Pate used a match analysis sheet to analyse Mr Kidd s performance. The results of this showed Mr Kidd s dribbling in the first half of the game was excellent; he was able to drive up the side line and pass the ball at pace before being tackled. Mr Kidd also demonstrated an excellent ability to get back into the defending half of the pitch and support the defence when his team had lost possession of the ball; this occurred on every occasion during the first half but only on few occasions in the second half. Mr Kidd s tackling was excellent, he was able to channel a player out wide and allow a team mate to come in and make the tackle if necessary. During the second half he only had two out of six goals on target and his movement off the ball to run into spaces was weak and inconsistent. + Q1. What aspect of fitness is the main strength? Q2. How did you know this? Q3. What aspect of fitness is the main weakness? Q4. How did you know this? Q5. What would your next steps be to improve the performance? Q6. How would you know the performance has improved?

Scenario 2 Mr Alexander is a very talented rugby player but when playing for his club up in Aberdeen a month ago he picked up a knee injury which has not allowed him to participate in any physical activity for 4 weeks and has now started physiotherapy rehab. Mr Alexander was hoping to be able to play for his club at the Scottish Cup final at Murrayfield which will be played in May. He has lost a lot of confidence in his own ability and he feels his fitness and skill level will not be good enough to get him back into his team. He feels he is letting himself down and most importantly to him, he feels he is letting his club down. Q1. What could you do for this injured person in the short term? Q2. What could the injured person do to help them get some confidence back? Scenario 3 Methods of learning skills: Name Passive/ active practices Whole part whole Gradual build up Definition / explanation This practice works by playing against an opponent(s) in game like situations. The defenders are passive when they apply pressure to the attackers without making a tackle or stopping them passing/dribbling/shooting. The defender can then become more active by making tackles and putting more real game like situation pressure on the attackers. This practice is used when a learner can perform the whole skill already and there is a weakness in a specific part of their performance. You practice the whole skill, then practice the part of the skill that is the weakness before putting the whole skill back together again. Is most useful for learning a complex skill that has many parts to it. A skill is broken down into small parts and the performer learns the first part of the skill before adding on the second part of the skill and gradually making the practice more difficult until the full skill can be performed. A- Learning the lay up for the first time. This performer knows what a lay up looks like but has never performed one before. B- This performer has been practicing passing the ball in hockey and can pass it very accurately in practices. C- This performer can swim backcrawl well but their leg kick is a weak aspect of their performance.

Q1. What method of learning would best suit performer A? Why? Q2. What method of learning would best suit performer B? Why? Q3. What method of learning would best suit performer C? Why? Scenario 4 Q1. Give a definition of feedback Q2. Name the three types of feedback Q3. In order for feedback to be most effective, when, how and what type would you give? Q4. Name and describe as many different ways a performance can be analysed in order for feedback to be given. Scenario 5 Mr Henderson is training for a triathlon that is due to take place in the summer. For this event he must swim 750m in the pool, cycle 20km and run 5km. The clock does not stop timing Mr Henderson even in the transition stages. Mr Henderson s performance during training has been evaluated using a training diary. He records in the diary after each session. Some of the most noticeable entries have been comments on how his much his running time for the 4k circuit he completes as a regular training run is decreasing as well as the distance he completes during his 25 minute training runs is increasing. He has been using interval training in the pool and this has consisted of swimming sets of 200m. In his diary he has commented that during the last 50m of each 200m he is struggling to maintain the same pace but his times over the 4 sets of 200m have all been the same and over the last few weeks his times in the pool have decreased. Cycling is Mr Henderson s area that most needs developed. He struggles when climbing a hill and finds it hard to get enough speed on the pedals. He enjoys long cycles but feels he cannot pedal fast enough towards the end of a long cycle. Overall Mr Henderson has been writing in his diary how much he is enjoying training for the triathlon.

Q1. What aspect of fitness is the main weakness? Q2. How did you know this? Q3. What would your next steps be to improve the performance? Q4. How would you know the performance has improved? Scenario 6 Name Physical Qualities Personal Qualities Definition/ explanation Eg physical aspects of fitness and skill related aspects of fitness. It is related to you and your body. Related to your mental aspect of fitness, your personality and how you react to situations Examples Co-ordination Flexibility Agility Cardio Respiratory Endurance Muscular Endurance Good eye sight Determination Fairness/ non bias Confidence Knowledge Firm Speed Balance Tall Power Strength Concentration Cooperation Bravery Fair Q1. What 3 physical and 3 personal qualities would be most important for a: a) Badminton player b) Hockey coach c) Swimmer d) Rugby referee e) Gymnast f) Football manager Scenario 7 Q1. a) Choose a team activity b) Describe a method you used to gather information on a performance in that activity c) Describe in detail what you found out from using this method of gathering information. d) Describe how 2 factors- must be from two different categories: physical, mental, social, and emotional affect your performance. e) Choose an individual activity

f) Describe a different method you used to gather information on a performance in that activity g) Describe in detail what you found out from using this method of gathering information. h) Describe how 2 factors- must be from two different categories: physical, mental, social, and emotional affect your performance. Scenario 8 Choose an activity Q1. a) Choose a factor that affected your performance in a positive way. b) Describe how this affected your performance Q2. a) Describe a factor that affected your performance negatively. b) Describe why this was a weakness in your performance.