12 Mark Questions Flashcards
You have been asked to improve the fitness and skills of a group of AS level physical education students.
Describe how you would apply the ‘FITT principles’ and ‘specificity’ to improve fitness.
Explain how the characteristics of the learner and the situation may influence your decision to
use ‘command style’ teaching to improve the skills of the group.
FITT
Answers must state principles are applied to exercise
Overload – work / train harder than normal;
Causes adaptations / body adapts;
Frequency – train more often;
Intensity – train harder;
Type – use different forms of exercise / activity.
2 named types
Time / duration – train for longer.
Specificity
Use same energy system / aerobic / anaerobic;
Use same muscle fibre-type / slow / fast-twitch;
Use similar skills / movements.
Do NOT accept similar to sport.
Use similar intensity to activity;
Use similar duration / time to activity.Command style – depends on:
Answers must state under what circumstances command style is to be used
Use for cognitive learner;
Use when learner lacks fitness;
Use if learner lacks motivation;
Use if teacher / coach has limited experience / lacks confidence;
Use if class misbehaves / hard to control / disruptive;
Use with large numbers to teach;
Use when little equipment / time;
Use if skill has element of risk / dangerous / safety concerns;
Use if skill is highly complex / difficult.
You have been asked to improve the fitness and skills of a group of AS Level Physical Education students.
Explain how you could calculate individual workload intensities for a continuous training programme.
In addition, explain the different methods of guidance and the factors that you should consider when deciding on the most appropriate method to use.
A good answer must address all areas of the question adequately, and should consider
accurately the following topic areas:
Methods to calculate intensity:
Use heart rate to measure intensity;
Accept use of pulseometer / heart rate monitor.
Heart rate training zone;
60-80% of maximum heart rate;
Accept within tolerances – 50–95%.
Max heart rate = 220 – age;
Karvonen principle stated;
Karvonen formula detailed – Exercising heart rate = (Heart rate range x intensity %)
+ (resting heart rate);
Use Borg scale to measure intensity;
Rate of Perceived exertion / RPE;
Subjective / opinion;
How hard they feel they have worked
Scores 6–20;
Does not start at zero.
Forms of guidance:
Visual – observe / demonstration / seen / show;
Name and describe
Verbal – tell / speak;
Manual – support / assistance from coach;
Mechanical – use of aids / eg harness / belt / floats.
Factors to consider:
Depends on performer’s stage of learning / ability / experience / age;
Depends on nature of skill / task / complexity;
Depends on situation / environment / facilities available / time;
Depends on level of danger / safety of situation / skill;
Depends on motivation / personality of performer;
Depends on size of group.
You have been asked to develop a training programme to improve the fitness and skills of a group of AS level Physical Education students.
Identify the main reasons for conducting fitness tests and discuss the possible limitations of fitness testing.
In addition, describe the factors that you would consider when deciding whether to use ‘massed practice’ or ‘distributed practice’ to develop skills.
Identify strengths and / or weaknesses in a performance / success of a training programme /
show improvement;
Physiological potential / identifies (starting) level of fitness / some (maximal) tests increase
fitness / aid training;
Compared against norms of the group;
Helps motivate performer / sets goals;
Provides variety to training programme.
Limitations:
They are not sport specific / too general;
They do not replicate movements of activity;
Do not replicate competitive conditions required in sports;
Many do not use direct measuring / sub-maximal – therefore inaccurate / some need
motivation / some have questionable reliability;
Tests used often / may lack validity / eg;
Validity – test what they are supposed to test.
Factors concerning performer that affect decision:
Stage of learning – Massed for experienced or autonomous performer / distributed for novice or
cognitive performer;
Fitness – Massed for very fit performer / distributed for less fit;
Motivation – Massed for highly motivated performer / distributed for less motivated.
Factors concerning task that affect decision:
Complexity – Massed for simple skills / distributed for complex / strenuous;
Continuity – Massed for discrete skills / distributed for continuous skills;
Muscles used – Massed for fine skills / distributed for gross skills;
Time available – Massed when time is limited / distributed when plenty of time available;
Speed of action – Massed for quick/rapid skills / distributed for long-lasting skills;
Safety – Massed when no danger / distributed when potential danger.
You have been asked to measure the fitness and to improve the skills of a group of AS Physical Education students.
Name and describe one suitable test that would measure the students’ leg power and one test to measure their agility.
Using examples, explain how the different forms of feedback may help a performer to improve
their skills.
Power – Sergeant / vertical jump test
Standing long / broad jump
Margaria (Kalamen) (power / stair) climb Test
PWC170 Test
(40) metre sprint
Must be correct name of test – Do not accept jump test or stair
test or cycling test B, C, and D. Require detailed description
Preparation – chalks / licks his / her finger tips / use measuring device
Stand behind line marked on the ground
Run up flight of (12) stairs
Pedal on exercise bike / ergometer
Stand behind line marked on the ground
Require detailed description
Pre-jump – reaches up as high as possible with one hand and marks wall / pushes green
scale up wall with tips of fingers
A two foot take-off
(6m) run up before stairs
Increase resistance / power every 2 / 3 minutes
Sprint / run / move as fast as possible
Require detailed description
Jumps as high as possible
Jump as far as possible, landing on both feet
Three stairs at a time
Measure heart rate at each increase in power
Measure time taken
Require detailed description
Distance above stretch height = power measure
Distance achieved to nearest landing point = power measure
Calculate power from time and weight (P = (Mass × Distance) × 9.8 / time)
Calculate power output for HR of 170
Calculate power output from time and mass / weight
Idea of how power is actually calculated
Illinois agility run
Correct name only
10 metres long / 60 metres in total
Some idea of distances involved
Subject starts lying down (on their front)
Not standing start
Subject sprintsand weaves (accept / expect diagram)
Idea of different techniques used / change direction too vague
Time taken / measured in seconds = agility
Some idea of what represents agility
Feedback responses require name and description AND how it
helps performer – command word is EXPLAIN
Intrinsic / kinaesthetic – from within – performer feels own responses / reinforces
Majority motivate / reinforce/correct errors Eg:
intrinsic – from within – feels movement – all three parts required
Extrinsic – from outside / coach / crowd helps motivate / can correct errors
Concurrent – during skill action – can motivate / reinforce;
Terminal – following skill performance – can motivate / reinforce / correct;
Positive – praise and acknowledgement of a correct or successful action – motivates;
Negative – critical comments about how a movement was incorrect or could have been
better;
Immediate – feedback given straight after performance to motivate / correct / reinforce;
Delayed – feedback that is given some time after the event to reinforce / correct;
Knowledge of results (KR) – feedback in the form of information about how successful the
movement was in accomplishing the task / feedback about the outcome;
Do not accept that KR is knowledge of results
Knowledge of Performance (KP) – information given as feedback as to how well the
movement was executed, regardless of end result – correct / reinforce
Do not accept that KP is knowledge of performance
You have been asked to help with the fitness training and coaching of a group of performers within an AS level Physical Education class.
Describe the various ways that flexibility can be improved and, using examples, explain the benefits to the performer of improved flexibility.
In addition, what are the different forms of feedback
available to a performer and, using examples, explain how these different forms of feedback may help a performer improve?
A good answer must address both parts of the question adequately, and should consider
accurately the following topic areas:
• Flexibility is the range of movement of a joint. Ways in which flexibility can be improved,
addressing points such as:
- Active stretching – holding a stretched position by contraction of your own agonistic
muscles
- Passive (or relaxed) stretching – stretch position being held by something other than
the agonistic muscles
- Static / PNF stretching – stretching to limit of range and then isometrically
contracting the stretched muscles,
- Ballistic stretching – using movement to ‘bounce’ in and out of a stretch position.
• Benefits to the performer of improved flexibility, addressing points such as:
- Increased range of movement / reduce injury
- Adopt held or aesthetic positions in gymnastic activities / alternative example
- Can reach ball or player in games / alternative example
- Can apply more power / longer levers in athletic activities / alternative example.
• Types of feedback, addressing points such as:
- Intrinsic / kinaesthetic – from within / proprioception
- Extrinsic – augmented – from outside / coach / crowd
- Concurrent / continuous – during skill performance
- Terminal – following skill performance
- Positive – praise and acknowledgement of a correct or successful action
- Negative – external information about how a movement was incorrect or could have
been better, critical comments
- Immediate – feedback given straight after performance
- Delayed – feedback that is given some time after the event
- Knowledge of result (KR) – feedback in the form of information about how successful
the movement was in accomplishing the task / feedback about the outcome / result
- Knowledge of performance (KP) – information was given as feedback as to how well
the movement was performed, regardless of the end result.
• Explanation of how feedback may help a performer to improve:
- Feedback motivates / suitable example
- Feedback develops confidence
- Feedback reinforces action / suitable example
- Feedback corrects action / detects errors / suitable example.
You have been asked to develop the flexibility of a group of AS level Physical Education students.
Describe the different ‘types of stretching’ that could be safely used with the group and describe how you can use visual and manual ‘guidance’ effectively with the students
A good answer must address all parts of the question adequately, and should consider
accurately the following topic areas:
• The different types of stretching that can be safely used, addressing points such as:
Active – position held by agonist / muscles;
Passive – position held by another body part or position held by partner;
Static – position held with isometric contraction;
Ballistic – bounce in and out of stretch;
PNF – position held and isometric contraction;
Warm-up prior to stretching;
Make stretch sports specific;
(Begin) slowly;
Hold stretch for few / no more than (30) seconds;
Never hold a painful stretch – injury;
No bouncing / ballistic;
Balance / equalise stretches / agonists and antagonists.
• How visual and manual guidance can be used effectively, addressing points such as:
Visual – suitable example / watch / show / demonstrate;
Manual – suitable example / force / help / assist;
Visual – accurate / perfect demonstration;
Learner paying attention;
Highlight cues / repeat demos;
Skill within performers capabilities / memory limitations;
Better for beginners;
Manual – when difficult / dangerous skill;
Good for beginners / weak;
Permits kinaesthetic feel;
Not for too long.
You have been asked to improve the skills of a group of AS level Physical Education students.
Explain why a warm-up is needed to start the session. What factors need to be considered before deciding whether to teach a skill by progressive part practice?
A good answer must address both parts of the question adequately, and should consider
accurately the following topic areas:
• Reasons for a warm-up, addressing points such as:
Reduces possibility of injury / increase flexibility / elasticity of muscle tissue;
Release of synovial fluid / elasticity of connective tissue;
Increases body / muscle temperature;
Better oxygen delivery / blood flow / vasodilation to muscle tissues;
Better chemical reactions / higher metabolism;
Increased sensitivity of nerve receptors / speed of nerve conduction / reaction time;
Allows for rehearsal of movement / same skills as in activity;
Mental rehearsal / stress or anxiety reduction / psychological preparation /
relaxation / alertness;
Supplies adequate blood flow to heart so increasing its efficiency.
• Factors to be considered when deciding whether to teach by progressive part practice,
addressing points such as:
Explanation of progressive part / learn first stage, then add second stage then add;
third stage / ‘Chaining’;
Depends on nature / type of task / skill;
Use part if skill can be broken down into parts / complex;
Serial skills;
Whole for simple / rapid / ballistic movements;
Progressive part or whole to gain ‘feel’ / kinesthesis / loss through part;
Part if element of danger;
Depends on stage of learning;
Whole for experienced / part for novice;
Depends on level of motivation;
Part is time consuming.
You have been asked to work with a group of AS level physical education students to improve their fitness and skill levels.
Describe the different types of stretching that can be used and how to complete them safely.
Explain the factors that need to be considered before deciding whether it would be an advantage to teach a skill by whole practice.
Active – stretched position held by performer’s own agonist
Passive – stretched position held by another body part / or position held by partner.
Named and described
Static / PNF – stretched position held and isometric contraction applied.
Ballistic – bounce in and out of stretch.
Named and described
Dynamic – stretch through specific sports movement.
Named and described
Warm-up prior to stretching / begin slowly / stretching as part of a cool-down
Make stretch sports specific.
Idea of stretch being specific for activity being performed.
Hold / repeat stretch for (30) seconds.
Agonist and antagonist
Never hold a painful stretch / danger of injury – no ballistic.
Balance / equalise stretches / agonists and antagonists.
Perform whole skill to gain feel / appreciate flow / sequence / kinesthesis.
Credit explanation of why use of whole
Depends on nature / type of skill – Complex or simple.
Stated factor
Explanation of factor
Use whole if skill complex / hard to break down / high organisation / discrete / simple – no need
to break down.
Explanation of factor
Required term
Depends on stage of learning / beginner / novice / experience.
Safety concerned
Use whole if autonomous / cognitive stage.
Explanation of factor
Depends on safety / time.
Only use whole if safe to do so / no chance of injury / short of time.
Stated factor
Explanation of factor – needs because
Depends on fitness.
Use whole if performer fit enough to manage repeating skill.
Accept reverse – not whole if unfit
Depends on motivation.
Use whole if highly motivated because success not certain.
Accept reverse – not whole if not motivated
You have been asked to improve the fitness and skill levels of a group of performers within an AS level Physical Education class.
Describe the main parts of a cool-down that should end a session and the benefits of that cooldown.
Massed and distributed practices can be used to develop skills. Explain why you might choose to use massed practice rather than distributed practice.
Cool downs Method Reduce intensity of exercise Equiv is slow down / etc Walk around / (light) jogging / aerobic activity Description of maintaining movement, eg keep moving Stretching Preferably / best to use static stretching ‘Best to use static stretching’ Benefits Reduces heart rate Reduces body temperature Remove adrenaline / carbon dioxide ‘Removes waste’ too vague Removes lactate / lactic acid Maintains venous return mechanism / skeletal / muscle pump Prevents blood pooling Reduces DOMS / muscle soreness
Specific psychological benefit
Accept idea of reflecting on performance.
Factors concerning performer that affect decision:
(Stage of learning) – Massed for autonomous performer / distributed for cognitive
performer
‘Depends on fitness’ too vague. Must state circumstance for
using massed or distributed
(Fitness) – Massed for very fit performer / distributed for less fit
No need to state headings – use massed for autonomous
performers is sufficient for point M
(Motivation) – Massed for highly motivated performer / distributed for less motivated
Factors concerning task that affect decision:
(Complexity) – Massed for simple skills / distributed for complex / strenuous
(Continuity) – Massed for discrete skills / distributed for continuous skills
(Muscles used) – Massed for fine skills / distributed for gross skills
(Time available) – Massed when time is limited / distributed when plenty of time available
(Speed of action) – Massed for quick / rapid skills / distributed for long – lasting skills
(Safety) – Massed when no danger / distributed when potential danger
‘Depends on fitness’ too vague. Must state circumstance for
using massed or distributed
