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PE Unit 2 > Chapter 10 > Flashcards

Chapter 10 Flashcards

1
Q

Skill

A

Is the ability to do something well

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2
Q

What are the three classifications of motor skills?

A
  • Movement Precision
  • Type of Movement
  • Predictability of the environment
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3
Q

What are the two classifications of movement precision

A
  • Gross Motor Skills

- Fine Motor Skills

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4
Q

Gross Motor Skill

A

Skill that involves the recruitment of larger muscle groups

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5
Q

Fine Motor Skill

A

Skill that involves the recruitment of smaller muscles for precise movement

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6
Q

3 Types of Movement

A
  • Discrete Motor Skills
  • Continuous Motor Skills
  • Serial Motor Skills
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7
Q

Discrete Motor Skills

A

Skill that has a distinct beginning and end

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8
Q

Continuous Motor Skills

A

Skill that has no obvious beginning and end point

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9
Q

Serial Motor Skill

A

The combination of several discrete skills performed in a sequence

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10
Q

Two classifications of predictability of environment

A

Closed Motor Skill

Open Motor Skill

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11
Q

Closed Motor Skill

A

Skill where the performer has greatest control over their environment

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12
Q

Open Motor Skill

A

Is a less predictable environment. In an open environment, the conditions are constantly changing and the performer has limited, if any, control over their environment

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13
Q

What are the three stages of learning

A

Cognitive
Associative
Autonomous

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14
Q

Cognitive Stage

A

IS the stage where the beginner is mentally trying to comprehend the movement requirements of the motor skill; that is ‘what is to be done’

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15
Q

Associative Stage

A

In this stage the performer is beginning to refine their technique/movement pattern. They are more consistent and make fewer errors

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16
Q

Autonomous Stage

A

In this stage the skill is now largely automatic; the performer is no longer consciously thinking about the skill. Their focus can be directed elsewhere while performing the skill

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17
Q

Reaction Time

A

The delay between a stimulus and the initiation of movement

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18
Q

Movement TIme

A

Time it takes from the initiation to the completion of the movement is known as movement time

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19
Q

Total Response TIme

A

Is the combination of reaction time and movement time

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20
Q

Anticipation

A

Is the ability to predict a likely event occuring. It enables the performer to optimise their movement preparation time and reduce their reaction time

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21
Q

Psychological Refractory Period

A

The momentary delay in processing the second of two stimuli received in quick succession.

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22
Q

What are the three types of Learning Styles

A

Visual
Auditory
Kinaesthetic

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23
Q

Visual Learner

A

Prefers to see demonstrations

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24
Q

Auditory Learner

A

prefers verbal instructions

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25
Q

Kinaesthetic Learner

A

Prefers to experience the task

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26
Q

Blocked Practice

A

Repetitive practice of the same task

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27
Q

Random Practice

A

Varied sequencing of different motor skills in the same session

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28
Q

Two types of feedback

A

Internal and External

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29
Q

Internal Feedback

A

Feedback from the performers own senses including visual, auditory, proprioception and touch

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30
Q

Proprioception

A

Sensory Information relayed from within the muscles

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31
Q

External Feedback

A

External Feedback can greatly enhance a performers own internal feedback system. It is feedback by outside sources and can be further classified as either knowledge of results or knowledge of performance

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32
Q

Three Purposes of External Feedback

A
  • Fixing errors through either knowledge of results or performance
  • Motivation through feedback
  • Reinforcement through feedback
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33
Q

What factors determine the style and methods

A
  • the level of competition
  • if the sport is a team based or individual sport
  • whether the athletes are junior or senior, elite or recreational, mixed or single gender
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34
Q

WHat are the 4 types of coaching styles

A
  • Authoritarian
  • Casual
  • Democratic
  • Cooperative
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35
Q

Authoritarian Coach

A

Is very strict and firm and demands discipline. This style of coach may make decisions. Can be very severe in poor performance and performers, punishing frequently, and may tell the athletes what to do without explaining why they are doing it

36
Q

Casual Coach

A

The easy-going coach who is often described as a supervisor rather than a teacher. May provide little direction and may allow the players to ‘run’ training.

37
Q

Democratic Coach

A

Uses a range of specialist staff and coaches, using their individual expertise to deliver the overall program. May be seen at an elite club. Staff members have specific roles. Coach responsible for the overall program.

38
Q

Cooperative Coach

A

Involves players in the decision making but will guide the players with decisions. More likely to achieve the teams goals. Coach is more approachable.

39
Q

Onfield roles of a coach

A

Managing Risks
Coach’s Code of Behavior - implemented to supplement other measures that ensure the safety and wellbeing of the athlete
Player- Coach Relationship

40
Q

Off Field Roles of a Coach

A

Professional development, accreditation and coaching pathways
Coaching Juniors, Working with parents- eg-information evening
Working With officials
Planning and Reviewing

41
Q

Four key steps in managing risk

A

1- Identify the risk
2 - Evaluate the risk
3- Select an approach to manage the risk
4- Implement the approach

42
Q

Skills and Behaviors of an exemplary Coach

A
  • Communication Skills
  • Motivation Skills
  • Leadership
  • Conflict Resolution
  • Understanding Group Dynamics
  • Essential Knowledge - Knowledge of the sport, skill acquisition, sports psychology, sports injury prevention and medical history, Sports Nutrition
  • Tactical and Strategical sense
43
Q

Nature of Physical Activity

A
  • Incidental eg- play with pets
  • Structured/Planned - Exercise, Recreational Activities, Organised Sport
  • Inactivity
  • Regular Physical Activity
  • Sedentary
44
Q

Domains of Physical Activity

A

Leisure time activity domain
Household/gardening domain
Occupational Domain
Active Transport Domain

45
Q

Dimensions Of Physical Activity

A

Frequency
Intensity
Time
Type

46
Q

Types of Benefits of Regular participation in Physical Activity

A

Physical benefits
Social Benefits
Mental Health Benefits

47
Q

Physical Benefits of Physical Activity

A 
Improved Cardiovascular Function
Improved strength and endurance
Resistance to Fatigue
Greater lean body mass and less body fat
Improved Flexibility
Bone Development
48
Q

Social Benefits of Physical Activity

A

Interacting with others increases a persons sense of connectedness within a community. Socializing when you are active can increase enjoyment of physical activity, improve self concept and improve quality of life and sense of well being

49
Q

Mental Health Benefits of physical Activity

A

Greater self esteem and lower levels of anxiety.
Improved Brain Function
Lower risk of suffering from dementia and depression

50
Q

Health Risks associated with inactivity

A 
Type 2 Diabetes - too much sugar in the blood
Obesity
Cardio vascular disease
Hypertension
High Cholesterol Levels
51
Q

What physical activity do infants need?

A

For healthy development in infants, physical activity – particularly supervised floorbased play in safe environments – should be encouraged frombirth.

52
Q

How much physical activity does a toddler or pre-schooler need?

A 
Toddlers (1 to 3 years)&
Pre-schoolers (3 to 5 years)
Toddlers and pre-schoolers should
be physically active every day for
at least three hours, spread
throughout the day.
53
Q

Sedentary Behaviour for 2-5 year olds

A

For children 2 to 5 years of age, sitting and watching television and the use of other electronic media (DVDs, computer and other electronic games) should be limited to less than one hour per day.

54
Q

Sedentary Behaviour for 2 years and younger

A

Children younger than 2 years of age should not spend any time watching television or using other electronic media (DVDs, computer and other electronic games).

55
Q

Physical Activity Guidelines for 5-12 yrs

A

- For health benefits, children aged 5-12 years should accumulate at least 60 minutes of moderate to vigorous intensity physical activity every day.
- Children’s physical activity should include a variety of aerobic activities, including some vigorous intensity activity.
 - On at least three days per week, children should engage in activities that strengthen muscle and bone.
- To achieve additional health benefits, children should engage in more activity – up to several hours per day.

56
Q

Sedentary Behaviour Guideline for 5- 12 yrs

A

To reduce health risks, children aged 5-12 years should minimise the time they spend being sedentary every day. To achieve this:

  • Limit use of electronic media for entertainment (e.g. television, seated electronic games and computer use) to no more than two hours a day - lower levels are associated with reduced health risks.
  • Break up long periods of sitting as often as possible.
57
Q

Physical Activity Guidelines for 13-17 years

A
  • For health benefits, young people aged 13-17 years should accumulate at least 60
    minutes of moderate to vigorous intensity physical activity every day.
  • Young people’s physical activity should include a variety of aerobic activities, including
    some vigorous intensity activity.
  • On at least three days per week, young people should engage in activities that strengthen
    muscle and bone.
  • To achieve additional health benefits, young people should engage in more activity – up
    to several hours per day.
58
Q

Sedentary Behaviour Guidelines for 12-17 years

A
  • To reduce health risks, young people aged 13-17 years should minimise the time they spend
    being sedentary every day. To achieve this:
  • Limit use of electronic media for entertainment (e.g. television, seated electronic games
    and computer use) to no more than two hours a day - lower levels are associated with
    reduced health risks.
  • Break up long periods of sitting as often as possible.
59
Q

Physical Activity Guidelines for 18-64 years

A
  • Doing any physical activity is better than doing none. If you currently do no physical
    activity, start by doing some, and gradually build up to the recommended amount.
  • Be active on most, preferably all, days every week.
  • Accumulate 150 to 300 minutes (2 ½ to 5 hours) of moderate intensity physical activity or
    75 to 150 minutes (1 ¼ to 2 ½ hours) of vigorous intensity physical activity, or an
    equivalent combination of both moderate and vigorous activities, each week.
  • Do muscle strengthening activities on at least 2 days each week.
60
Q

Sedentary Behaviour Guidelines for 18-64 years

A
  • Minimise the amount of time spent in prolonged sitting.

- Break up long periods of sitting as often as possible.

61
Q

Factors Influencing Physical Activity

A

Individual Factors - Age, Sex, Socioeconomic Status, Self-efficacy
Socioeconomic Status, Income and Education
Cultural Background
Environmental Factors
Social Factors - Social Support, Dog Ownership
Physical Environment - Urbanization and Land Use

62
Q

Barries to Participation in Physical Activity

A
  • Time Constraints and Competing Roles - Being a parent, spouse or Partner. Occupation
  • Personal Physical and Psychological Health - Chronic Diseases such as diabetes, chronic pain, Depression, or Injury
  • Individual - Lack of Self -efficacy, Motivation, Detereminant, energy.
  • External Factors - Lack of local activity facilities, transport. Cost. Weather.
63
Q

Main purposes of assessing Physical Activity at a population level

A
  • monitor the frequency and distribution of PA
  • monitor the achievement of PAG over time
  • study the relationship between PA ad health consequences
  • identify biological, psychological and environmental factors that influence PA
  • evaluate the effectiveness of large scale PA intervention programs
64
Q

main Purposes of measuring physical activity at an individual level

A
  • Detect change in an invididuals health or behavior

- Determine the effect of any change in physical activity behaviour

65
Q

Barriers in men and women

A

some men may feel insecure going into a gym- many women are confortable exercising with other women
women role as a mother etc = barrier

66
Q

Barriers in indigenous people

A

they are at a higher risk of being inactive- prefer to spend time with loved ones rather than exercising for health benefits and they also have low incomes

67
Q

Barriers in people with disabilities

A

face challenges being active- lot of energy just to get to one place to another. need modified equipment/ rules - bad access to buildings

68
Q

Barriers with geographical location

A

living in rural areas means less inactive people than in the city. Urban areas have more public transport etc- most farming has been replaced with technology

69
Q

barriers with Elderly people

A

lack of social support as their spouse may have died- feel isolated and cant get to places etc

70
Q

Barriers with Children

A

they are too tired
have too much h/w
housing has no backyard
they have large TV’s/ computers

71
Q

Most common Barriers of Physical Activity

A 
lack of time
 dislike of exercise
 feeling to tired
 lack of company
 lack of money
 some factors are a barrier and facilitator
72
Q

Arousal

A

optimal performance is achieved when moderate levels of arousal are present and that performance is lowered when an individual is under/ over aroused

73
Q

Recalls

A

ask the recipient to recall what they did yesterday, last week, last two weeks, last month and year

74
Q

Questionnaires

A

Are used before and after a physical activity program to assess whether there has been a change to physical activity

75
Q

Self Report

A

completed by the subject themselves- evolve some bias (socially acceptable)

76
Q

Proxy Report

A

completed on behalf of someone else - for people who are unable to complete self report

77
Q

Global Physical Activity Questionnaire

A

Recall instrument designed to assess physical activity in three settings - activity at work, travel to from places, and recreational activity

78
Q

Knowledge of Results

A

specific feedback abut the outcome of the task

79
Q

Knowledge of Performance

A

the characteristics of performing a task e.g tighter tuck to spin faster

80
Q

How would a coach would adjust their coaching style for different context

A

the coach will need to delve into their toolbox to select the appropriate method for specific situations. The reason for doing this might be determined be what it is that the coach is trying to achieve at that particular moment

81
Q

High Cholesterol levels

A
  • consequences of physical inactivity include death and a heart attack
  • physical activity can lower cholesterol levels and can reduce blood lipid profiles
  • also prevents the build up of LDL
82
Q

Cardiovascular disease

A
  • CVD can cause type 2 diabetes, high blood pressure and high cholesterol id a person is not physically active
  • physical activity lowers blood pressure, reduces the risk of built up cholesterol
  • if you are overweight you are at the risk of developing CVD
83
Q

Obesity

A
  • a BMI of 30 is classified as obese
  • you expend more energy when you are physically active regularly and this assists in healthy weight maintenance
  • medical complications include pulmonary diseases, sleep apnea, liver disease, stroke and diabetes
  • PA burns excess fat and keeps you fit
84
Q

type 2 diabetes

A
  • diabetes results from too much sugar in the blood which occurs because the body either doesn’t produce or properly use insulin
  • low PA levels and poor CV fitness are predictors of death related to type 2 diabetes
  • PA is extremely important in the prevention of type 2 diabetes as it improves the body’s insulin use, muscle strength, lowers blood sugar levels
85
Q

Hypertension

A

Is the medical term for high blood pressure. When blood pressure values are elevated above normal levels.

86
Q

Socio economic Status

A

Socioeconomic status (SES) is an economic and sociological combined total measure of a person’s work experience and of an individual’s or family’s economic and social position in relation to others, based on income, education, and occupation.

87
Q

How does an individuals Socioeconomic status affect an individuals ability to participate in regular physical activity?

A

Adolescents from the highest family income braket were more active than adolescents from poorer families. Poorer families would be buying cheaper foods and might might not be able to pay for facilities such as gyms

PE Unit 2 (1 decks)

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