Assignment + Papers

Question 1

**Name 2 methods to teach basic skills:

Answer 1

Imitation:
• Athletes focus on what is to be imitated/copied.
• watch or try it, remember + practise it.

Demonstration/explanation/practice/correction:
• further practice + correction in more detail.
• Provides info while practice continues

Question 2

**2 Methods to teach complex skills:

Answer 2

Shaping method - making an action simpler.

• Demonstate and explain the skill
• Allow practice

• Chaining method - breaking the skill up into simpler parts.

• Chain the skill together.
• A complex skill is made up of a number of simple, distinct parts.

Question 3

**4 STEPS INVOLVING TEACHING SPECIFIC SPORT SKILLS:

Answer 3

1)Plan a explanation and demonstration:
•Decide is skill simple or complex.
•choose an appropriate teaching method
•Use an aid (chart, picture, videotape) only if it is necessary for the demonstration.
•give demonstrations wherever possible
•Explanations and demonstrations work together to develop an understanding

2)Plan how the athletes will practise the skill:
•begin to practise as soon as possible after a demonstration.
•not be afraid to make mistakes, misstakes are a necessary part of the learning process.
•Skill practices should not extend beyond 20 minutes without a break.

3)Provide feedback during practice:
•provide feedback so
•Athletes learn to get the feeling of the correct technique
•Emphasising the feeling of the correct technique is important
•Feedback help realise that they are able to perform the skill.

4)Use effective communication skills:
•Need to give effective verbal feedback.
•It is essential for the athlete’s motivation, learning and self-image.
•key aspects of effective feedback:
- specific to general
- constructive not destructive
- sooner not later
- checked for clarity not left misunderstood
- directed at behaviour which is changeable
- correcting one fault at a time

Question 4

MANAGEMENT THROUGH SEASON:

Answer 4

1. PRESEASON MANAGEMENT
   - review coaching philosophy
   - development season instruction plan
   - staff selection +training
   - player positions
   - scheduling
   - facilities
   - equipment +supplies
   - fiscal management
   - risk management
   - parent orientation programme
2. IN-SEASON MANAGEMENT
   - number of ongoing responsibilities
   - player supervision
   - maintenance of equipment
   - putting your preseason plan into action
   - transportation
   - publicity
   - first-aid provision
3. POSTSEASON MANAGEMENT
   - evaluate your programme
   - take care of players during the offseason
   - check what equipment has to be repaired /replaced,
   - complete the necessary records of performances
   - arrange an awards function.

Question 5

POSTURE +POSTURE PROBLEMS:

Answer 5

1. Kyphosis: (Round upper back)
   -marked increase in the curve of the back.
   ​​- head and shoulders as usually held in a forward position
   ​​- backward curve causes the pelvis to tilt forward +knees to bend
   ​​
   • Lordosis: (Hollow back), an exaggerated forward curve of the lower back.
   - Hyperextentension of the knees

• Scoliosis: (Lateral curvature) C-shaped, extending the length of the spinal column.

• S- shaped with a smaller curve on the lower back
• C-shaped is towards the left

Question 6

TESTS USED TO EVALUATE CHILD’S POSTURE:

Answer 6

• The plumb line test

• The side and rear view plumbline test +posture charts are used to evaluate posture.
• both serve as basic screening devices
• The physical educator can pick up any major changes in a learner’s posture.

• The view from the side:
-take a line through the middle of ear +shoulder joint, slightly in front of anklebone.

• Back view:
-Through middle of head, vertebra and middle of buttocks, +equidistant between heels.

Question 7

***Name 5 types of testing recommended in physical education

Answer 7

• Growth - height, weight and fatness
• Health-related - Physical fitness; -cardio, fat strength +flexibility
• Movement skills (stability, locomotion & manipulation) - fine, gross motor skills
• Knowledge - cognitive tests
• Affective measures - feelings/attitudes towards physical edu their movements of the body

Question 8

** FUNCTIONS OF THE SKELETON:

Answer 8

1) Support - supports the body framework — without the skeleton, this would be a shapeless lump.
2) Protection - protects the important and delicate organs of the body. The skull protects the brain.
3) Movement - provides anchorage for muscle. Muscles that are fixed to the skeleton can operate joints. Moves body as a whole

Question 9

DEFINE:
PROTEINS:

Answer 9

• building blocks called amino acids - 21 types of amino acid
• High-quality proteins :animal proteins such as egg protein, milk protein, fish +meat protein
• Lower-quality protein :as nuts, lentils +beans.

Question 10

Define nutrients

Answer 10

Food =essential to the body’s functioning à nutrients

- different jobs to perform in the body

Question 11

Define carbohydrates

Answer 11

-Energy food

Question 12

Define minerals

Answer 12

basic elements which are to be found in the soil +in the air.

• Only small amounts are needed daily
• Incl. calcium, sodium, potassium, iron +iodine

Question 13

Define fat

Answer 13

• Slow energy food
• found in many animal +vegetable foods
• two basic types of fat: visible and invisible
• Visible or saturated fats:solid or hard at room temperature, such as margarine, plant oils, fish oils, fat on meat and even cream
• Invisible fats, or polyunsaturated fats, are found in fish, cheese, nuts and certain vegetables.
• very concentrated source of energy

Question 14

Define negligence

Answer 14

• failure to act reasonably careful / when there is a duty to act
• acting,an improper manner.

Question 15

Define : in loco parentis

Answer 15

educator acts in loco parentis and is expected to act diligent and sensible
-Act in a reasonable and responsible manner with respect to learners welfare and safety

Question 16

Define liability

Answer 16

Teachers have a duty of care when children are place in their care.
- They are responsible for children’s well-being.

Question 17

**DIFFERENCE BETWEEN STIMULANTS+STEROIDS:

Answer 17

Stimulants :

• increase alertness, increase heart rate and physical endurance.
• increase the athlete’s ability to perform by suppressing fatigue.

Steroids :

• help build strength +reduce the recovery rate of training
• result in either an androgenic /anabolic effect.
• help to accelerate body healing
• make athletes aggressive, cause liver damage, personality changes, gastric ulcers.

Question 18

DANGERS / EFFECTS OF STEROIDS - TWO MAIN CATEGORIES:

Answer 18

Androgenic effects:

• related to the development and maintenance of the male sex organs + the male secondary sex characteristics.
• side effects: in women, growth of facial hair, acne, deepening of the voice and disappearance of breasts;in men, impotence, infertility and prostate cancer, High and regular doses of steroids may cause death.

Anabolic effects:

• used to accelerate the healing of body tissues +to make athletes more aggressive + competitive
• Side effects : liver damage, personality changes, gastric ulcers, fluid retention + prematurely completed bone growth if taken during adolescence.

Question 19

**THE ROLE OF THE COACH IN DRUG EDUCATION:

Answer 19

■ equip learners with skills to make the right decisions (the correct decision being not to take drugs)
■ teach athletes to withstand the peer group pressures
■ emphasise short-term health +immediate social consequences
■ emphasise the legal implications of taking drugs
■ discourage young athletes from focusing on potential financial rewards, which tends to encourage drug use.
■ emphasise the financial loss involved in drug use (drugs are very expensive)

Question 20

selected components of fitness.

Answer 20

Strength:

• weight training
• isometric exercises
• combined isometric and isotonic exercises
• circuit training, exercises against own body weight; partner exercises

Power:

• weight training
• circuit training;all sorts of jumping exercises, including bounding and depth jumps; exercises with some form of an overload; uphill sprints; sandhill sprints; up stairs sprints; et cetera

General endurance:
-cross country, road +beach runs over long distances at steady speed; fartlek (athlete must try and keep oxygen intake at a steady state); slower type of interval running;

Specific endurance:
-faster type of interval running (high speeds and relatively short recoveries); sandhill, up stairs and uphill runs (in fast interval form); fartlek; repetition runs (high speed);

Speed:

• all forms of fast sprint accelerations
• reaction exercises; starts from various positions; downhill sprints
• throwing with lighter implements

Flexibility:
-stretching exercises, including ballistic stretching (with care) and static stretching

Question 21

IMPLICATIONS FOR COACHES:

Answer 21

o refrain from specialising too early.
o Practice sessions must within the child’s limitations.
o Seasons are sometimes too short +provide little time for preparation.
o Use time effectively.
o Large groups impede the implementation of differentiation.
o Insufficient sports equipment hampers coaching.
o Inadequate sports facilities cause problems, negativeness and discontinuation of sport.
o Winning at all costs leads to children dropping out of sport at an early age.
o Coaching the incorrect technique causes injuries and allows for little progress.
o Coaches must teach simply. Use the KIS principle Ð KEEP IT SIMPLE.

Question 22

Role of coach

Answer 22

o teacher … passing on information, skills and ideas
o trainer … improving athlete’s fitness
o motivator … instilling a positive, resolute approach
o disciplinarian … firm but fair, determining a reward system and punishment
o organiser … of practices, officials and parents
o public relations officer
o planner
o fundraiser
o advisor and counsellor
o friend … supporting and nurturing
o scientist … analysing, testing and evaluating
o student … watching, asking questions, listening, learning

Question 23

**MODIFYING SPORT TO SUIT CHILDREN:

Answer 23

• children cannot plat games according to adult rules +with adult equipment (differ from adults in many ways)
• different stages of physical development (physical size +proportions are chanign all the time)
….change techniques +equipment to suit child
• modify play area (smaller), goals (smaller / lower), time played (less)
: team sizes (smaller teams) + interchange of players

Question 24

STAGES OF SKILL LEARNING:

Answer 24

The beginning stage (the thinking stage :working out what to do).
o Children need to know what it is they are trying to achieve.
➢ Talk briefly about the skill to be learnt.
➢ Demonstrate and explain the skill.
➢ Use appropriate teaching method
-allows the beginner to perform the skill well enough to begin to practise it.
o beginning stage is completed once the child can perform a rough'' orcoarse’’ form of skill

The intermediate stage (trying out ways of doing it)
o develops by regular practice,
o Practice alone is not enough, need to be motivated
o show them how to correct their faults.

The advanced stage of learning
o maintain a high level of performance under a variety of competition-like environments
o develop confidence and have a good understanding of their skill.
o need to be motivated to practise the skill as improvements are small

Question 25

***Clubs can develop strategies to offer assistance to schools:

Answer 25

• Visit schools and talk to children about a particular sport as part of a special ``focus on sport week’’. Also talk to older athletes about careers in sport.
• Provide printed resources on a particular sport to assist school coaches.
• Appoint a contact person for the school.
• Inform the schools of competition dates and the format for the coming season.
• Invite coaches, teachers and parents from the school to an afternoon at your club.
• Make your club’s facilities available after school.
• Invite school coaches, personnel and athletes to coaching or refereeing courses organised by your club.
• Use children as volunteer officials at the club or association events.
• Provide coaches, referees and officials for school competitions.

Question 26

***STRATEGIES LINK SCHOOL SPORT PROGRAMMES with parents

Answer 26

• enables parents to understand the objectives of the programme.
• allows the parents to become acquainted with you.
• able to inform the parents about the nature of the sport + its potential risks.
• can explain why you do not put pressure on children too early.
• Parents get to know team rules, regulations and procedures.

Question 27

DEFINE:
HARM:
RICER:

Answer 27

heat, alcohol, running, massage

rest, ice, compression, elevation & referral

Question 28

*** PRECAUTIONS IN HOT WEATHER:

Answer 28

• sunscreen
• hat
• shirts with collars

Question 29

***WHY Knowledge - structure +functioning of the body= NB:

Answer 29

• to know how the child/athlete responds to exercise + training,
• exercises relevant for child + which are suitable for the athlete’s level of development.
• Children not treated as little adults
• coach make certain adjustments when teaching children
• choose the correct type +duration of exercises
• Working with weights can be dangerous (not yet reached adolescence)child’s skeleton mostly cartilage which is softer than bone
• Heavy weights + repeated pounding should be avoided.
• length of the training session must be considered.
• Realistic expectations
• encourage child to participate in sport throughout his life, which is essential for good health.

Question 30

Dealing with epileptic seizure

Answer 30

● No restraints should be applied – let the seizure take its course.
● Environment must be made safe, remove objects.
● Place child in a lateral recovery position.
● Keep the tongue out of way, open air way.
● Allow for free drainage of secretions and vomit.
● Once finished, get tongue out of way. Keep in lateral position.
● Keep patient warm and comfortable, send for medical assistance.

Question 31

DEFINE PERIODIZATION:

Answer 31

division of a training programme into a number of periods.
o Achieving optimum performance at the right place and time is called ``peaking’’.

3 periods:
1. Preparation period (preseason)
o move gradually from very general to specific training.
o prepare the athlete for competition period.
o develop all-round general fitness
o best time to introduce new techniques +increased both volume and intensity.

2. Competition period
   o volume of training is gradually reduced + intensity increased.
   o Training related to the characteristics of competition.
   o athlete’s fitness at its highest in the last part of the competition period.
3. Transition period (off season)
   o Thought of as an ``active rest’’.
   o allow opportunity to recover mentally +physically from training loads
   o be encouraged to try other activities to provide change

Question 32

EVALUATION PROCESSES / METHODS:

Answer 32

o Summative evaluation:
-test at the end of six weeks or at the end of a series of units.

o Formative evaluation:
-more frequently, maybe daily or weekly.
o Do more formative evaluation - more representative picture of performance, performance is never constant; it varies over time.
o Measure the quality of movement and outcome.
o Tests may be used to evaluate a criterion or norm.

Question 33

RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND SPORT:

Answer 33

Physical education:
•development child’s physical fitness, strength, flexibility +basic sport skills.
•develop the child physically, psychologically + socially.
•takes place in the school set up.
•preschool, physical education is referred=movement
•primary school term “physical education”.

Sport:
•human activity involving specific administrative organisations +a historical background of rules.
•involves competition \challenge + a definite outcome that is primarily determined by physical skill.
•characterised by certain rules and common goals.

Question 34

Define recreation +play:

Answer 34

Recreation:
• voluntary activity that is beneficial to the participant
•undertaken during leisure or free time.

Play :
•spontaneous +enjoyable activity that individuals engage in for its own sake.
•A child must play to be able to learn.

Question 35

4 GUIDELINES ENSURE SAFE TRANSPORTATION CHILDREN:

Answer 35

• DETAILED TRAVEL PLANS MUST BE AVAILABLE, HAVE THEM APPROVED.
• CORRECT NUMBER OF LEARNERS ON THE BUS.
• DO NOT OVERLOAD.
• DO NOT EXCEED THE SPEED LIMIT.
• LEARNERS MUST BE AWARE OF RULES AND DISCIPLINE ON BUS.
• ADULT SUPERVISION.
• DRIVER MUST BE LICENSED.

Question 36

TYPES OF STRETCHING:

Answer 36

Ballistic:
•be avoided /treated with extreme caution.
•involves forcing a joint to adopt a greater joint angle.
•Bouncing is a common type of ballistic stretching

Static:
•adopting a position on near maximum stretch and holding that position for 20 to 30 seconds.
•Should be repeated three times.
•All the relevant joints must be stretched.

PNF (Proprioceptive Neuromuscular Facilitation): •PNF stretching involves voluntarily
•adopting a position of maximum stretch +then submaximally contracting the stretched muscle. should be repeated three times.

Question 37

OBJECTIVES TO CONSIDER- LEARNERS DISABILITIES:

Answer 37

• know each child’s physical +intellectual abilities?
• How many learners are in the group?
• Do you need to avoid certain activities?
• Which facilities are available indoor +outdoors?
• Are any hazards?
• Develop physical fitness + long-term health
• Develop physical fitness to maintain long-term health.
• Develop motor skill proficiency for worthwhile use of leisure time.
• Develop alertness, self-control, confidence +a positive sense of self-esteem.
• Stimulate less active learners to be more active.
• Give learners with multiple + severe disabilities opportunities for movement and activity.
• Facilitate integration into the community by offering access to physical activities and sport.
• Develop the will and ability to play games +sport, to be a good loser or winner, to cooperate with others +to accept that allowances need only be made when valid.
• Establish a happy environment.

Question 38

**BODY HAS TWO DEFENCE MECHANISMS AGAINST AN INCREASE IN CORE TEMPERATURE:

Answer 38

1. sweating response:
   - sweat profusely in order to effectively control body temperature
   
   • Large quantities of water lost on hot days
     - 4-5 litres can be lost during a 2-hour period
     - Sweating cools the body.
2. vasodilation response:
   - altering of the blood flow through the skin
   - On a hot day - blood in the body takes the heat to the surface
   - people become red in the
   - better to start sweating, increase of blood supply to the skin means that less blood is available to the working muscles

Question 39

***CHANGES IN BODY PROPORTIONS INFLUENCE HOW SKILLS ARE PERFORMED:

Answer 39

● relative size of the head in early childhood influences the balance of the body during
movement.
● The relative shortness of legs in very young children limits running ability.
● Long arms +legs at the beginning of puberty enable children to run better.
● Rapid growth leads to clumsiness.
● additional weight that girls gain during puberty, +their change in body posture
influences the speed at which they can move. Changing from a shorter distance to a longer
distance is often advisable, because pubescent girls run more slowly

Question 40

SYSTEMS OF BODY +FUNCTIONS:

Answer 40

Joints - form the junctions between the bones used for movement.

Bones - support, protect and help the body perform any muscular movement.

Muscles - muscular movement goes on all the time — for breathing, moving and standing.

Nervous system - carries signals from the brain — the nervous system includes brain, spinal cord, + many other nerves that branch off the spinal cord.

Question 41

FACTORS WHICH HAVE TO BE CONSIDERED WHEN TEACHING LEARNERS WITH CERTAIN CONDITIONS:

• epilepsy
• diabeties

Answer 41

Diabetes:
■ Know which child suffers from diabetes.
■ Retain balance between diet, medication and exercise.
■ Listen if athlete requires rest.
■ Establish a happy environment.
■ Encourage the less active to move more.
Epilepsy:
■ Know how to deal with a seizure.
■ Make the area safe.
■ Keep the stress levels down.
■ These athletes should be given the same challenges as everyone else — they should not be
made to feel inferior.
■ Develop physical fitness and long-term benefits.
■ Develop motor skill proficiency.
■ Make it easier for these learners to become integrated into the community.
● Know how to help the learner after a seizure.

Question 42

APPLICATION OF ICE TO SOFT TISSUE INJURY:

Answer 42

■ Elevation is essential.
■ Ice should be covered to prevent burning.
■ Ice should be applied firmly and immediately.
■ Apply HARM.
■ Injury must be firmly strapped.
■ Apply RICER.

Question 43

MODIFY SOCCER GAME:

Answer 43

• Use smaller ball, perhaps a number two /three.
• Use smaller playing area so learners have the opportunity to touch ball more often during play.
• Use smaller goals +scrap the position of goalkeeper.
• Reduce number of players in order to emphasise teamwork.
• Eliminate the off-side rule.

Question 44

MODIFY TENNIS:

Answer 44

Decrease area — use half the court. Use smaller rackets /use bats.
Use softer balls if possible.
Allow for double bounce at first.
Enlarge the area, use the tram lines.

Question 45

Modify hockey

Answer 45

Decrease the playing area by about half.
Make the goals smaller (use markers).
Make the teams smaller (eg seven a side) Change players as frequently as possible.
Decrease the playing time.
Use smaller hockey sticks and softer balls.
Eliminate the rules for off sides.
Eliminate the rules of long and short corners.

Question 46

PRECAUTIONS AVOID NEGLIGENCE +ASSURE SAFETY:

Answer 46

• LEARNERS MUST WEAR THE CORRECT ATTIRE.
• ACTIVITIES SHOULD BE PROPERLY PLANNED.
• TEACHERS SHOULD KNOW FIRST AID.
• SAFE AND PROPER EQUIPMENT SHOULD BE PROVIDED.
• ACTIVITIES SHOULD BE CLOSELY SUPERVISED.
• CLEARLY WRITTEN RULES FOR PE SHOULD BE AVAILABLE.
• LEARNERS MUST BE WARNED OF THE RISKS.
• LEARNERS MUST BE EVALUATED FOR INJURY AND CAPACITY(ABILITY).

Question 47

THE VARIOUS COACHING STYLES / types of coaches:

Answer 47

AUTHORITARIAN:
o win centred, winning judged by coach
o task orientated
o strict, disciplined
o good team spirit when winning, dissension when losing
o coach makes all decisions
o little /no communication development
o little /no trust in athletes
o sometimes motivates
o training structures inflexible

COOPERATIVE:
o athlete centred
o social and task objectives
o winning judged by athlete and coach
o decisions are guided by coach, but shared
o communication style telling, asking +listening
o communication development high
o trusts athletes
o motivates all
o training structure is flexible

CASUAL
Characteristics of a casual approach:
o no emphasis on any philosophy
o no specific coaching objective in mind
o decisions made by athletes
o communication style Ð listening
o no communication development at all
o meaning of winning not defined
o no trust shown in athletes
o no motivation
o no training structure at all

Authoritarian +Casual styles are extreme +are unlikely to be successful methods

Cooperative style: offers athlete opportunity to develop physically, psychologically and socially, provides guidance and structure.

Question 48

FOUR INSTANCES IN WHICH A TEACHER CAN BE FOUND GUILTY OF NEGLIGENCE :

Answer 48

• not acting in accordance with duty
• Breaching duty
• In event of an injury
• Proximate cause
• Badly organised field trips
• Failing to aid an injured learner
• Permitting learners to play unsafe games
• Failing to provide adequate instruction
• Taking unreasonable risk

Question 49

THE SUITABILITY OF CIRCUIT TRAINING FOR YOUNG CHILDREN:

Answer 49

Circuit training exercises concentrate on the all-round development of the child.
• young athlete =focus on the use of personal body weight (this makes it easier for schools/clubs that do not have equipment) and other resistance methods (medicine balls, weights or equipment).
• Exercises completed according to the child’s ability.
• The rate of improvement is determined by the rate of progression.

Question 50

Define legaments + tendons

Answer 50

LIGAMENTS: are strong fibrous straps. Bones at each joint are linked by tough ligaments.
TENDONS: connecting sheaths joined together at the end of each muscle from tendons. They are made up of strong tissue.

Question 51

WARM-UPS +COOL-DOWNS IMPORTANCE / USEFUL OF PREVENTING INJURIES:

Answer 51

WARM ups improve flexibility + prepare mind, heart, muscles and joints for exercises to follow.
Reduce the likelihood of injury.

Cooldown prevents pooling of blood in limbs — helps heart, muscles and tissues to recover from exercise.

Question 52

DO YOU THINK PHYSICAL EDUCATION HAS AN EDUCATIONAL VALUE FOR THE CHILD? JUSTIFY YOUR ANSWER:

Answer 52

• provides learners with a means of self-expression.
• Children learn explore environment +learn to express feelings through creative movement.
• learn better understand value of socialising.
• opportunity to develop physically.
• Understanding how to play games + sports
• taught enjoy physical activities
• teach children the meaning of sportsmanship.