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CIE IGCSE Physical Education > Chapter 2 - Health, fitness and training > Flashcards

Chapter 2 - Health, fitness and training Flashcards

1
Q

Health

A

Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

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2
Q

Physical health and wellbeing

A

Physical health and wellbeing is when all body systems work well, you are free from illness/injury/disease and are able to carry out everyday tasks.

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3
Q

Mental health and wellbeing

A

Mental health and wellbeing is when you are able to cope with stress, control emotions and feel good/self-esteem.

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4
Q

Social health and wellbeing

A

Social health and wellbeing is when essential human needs are met, you have friendship and support, you have value within society, and you are able to mix with other people.

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5
Q

Fitness

A

Fitness is the ability to cope with or meet the demands of the environment.

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6
Q

The relationship between health and fitness

A

Decreased fitness can occur due to ill health. This is because ill health can lead to an inability to train and therefore lowering fitness levels.
Increased fitness can occur despite ill health. This is because someone may be unhealthy but still able to train therefore increasing fitness.

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7
Q

Maintaining health

A

There is a need to live a healthy, active lifestyle, eat a balanced diet, and maintain a level of fitness to help maintain health.

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8
Q

Nutrients

A

Nutrients are the substances in food that our bodies process in order to survive and grow.

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9
Q

Carbohydrates

A

Carbohydrates are the sugars, starches and fibres found in fruits, grains, vegetables and milk products. It is the bodies main source of energy.

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10
Q

Fats

A

Fats are an essential part of our diet and a rich source of energy.

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11
Q

Proteins

A

Proteins are the building blocks of life. They are found in every cell in the human body. They are made up of smaller chains of amino acids. They help your body to repair cells and make new ones.

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12
Q

Examples of carbohydrates

A

Fruits, breads and grains, starchy vegetables (potatoes), sugars, pasta and rice.

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13
Q

Example of fats

A

Red meats, butter, cooking oils, cheese and bacon.

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14
Q

Examples of proteins

A

Low fat meat (such as chicken), dairy, beans, eggs and fish.

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15
Q

Examples of water

A

Drinks, soup and watermelon.

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16
Q

Function of carbohydrates

A

Provide the body’s main source of fuel, needed for physical activity, brain function and the operation of organs. Also provide fibre helping to regulate digestion.

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17
Q

Function of fats

A

Supply a very concentrated source of energy that you can store in your body for later use.

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18
Q

Function of proteins

A

Help body cells grow. Repair cells and muscle tissues.

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19
Q

Function of water

A

Transport nutrients to cells. Assists in removing waste products from the body. Helps maintain body temperature

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20
Q

Energy provision of carbohydrates

A

Up to 55% of our energy intake.

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21
Q

Energy provision of fats

A

Up to 30% of our energy intake.

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22
Q

Energy provision of proteins

A

Up to 15% of our energy intake.

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23
Q

Differences in energy intake

A

Males require more energy than females due to typically having a higher muscle mass.
Children require more protein than adults because they are still growing rapidly.
Active individuals require more energy to sustain their performance levels.

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24
Q

Calories

A

If calories eaten = calories burned, you will sustain a balanced weight. If calories eaten > calories burned, you will gain weight. If calories eaten < calories burned, you will lose weight.
Unused energy is stored as fat which can cause obesity.

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25
Q

Muscles and glucose

A

Muscles cells release energy from glucose in a process called respiration.
Some glucose is converted to glycogen and stored in the muscles and liver.

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26
Q

Health related fitness

A

Health related fitness is the components of fitness directly related to good health and meeting the demands of everyday life. E.g. cardiovascular endurance, flexibility, muscular endurance, power, speed and strength.

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27
Q

Skill related fitness

A

Skill related fitness is the components of physical fitness that focus on skills and abilities needed to perform successfully in sporting situations. E.g. agility, balance, coordination and reaction time.

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28
Q

Cardiovascular endurance

A

Cardiovascular endurance allows you to work for long periods of time with the lungs, heart and blood working efficiently to supply oxygen to muscles. Needed in many sporting events such as football, netball and swimming.

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29
Q

Flexibility

A

Flexibility is the range of movement around a joint, demonstrated in activities such as bowling in cricket, gymnastics, and karate.

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30
Q

Muscular endurance

A

Muscular endurance is the ability of your muscles to work constantly without getting tired. This is used in activities such as climbing, long distance running events and cycling.

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31
Q

Power

A

Power refers to being able to perform strength movements at speed and includes boxing, shot put and smash shots in tennis and badminton,

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32
Q

Speed

A

Speed is the ability to perform a movement quickly over a distance such as the 100 m sprint

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33
Q

Strength

A

Strength is the ability to exert the maximum amount of force in one go. This can either be explosive such as a weightlifter lifting a maximum amount in one attempt or static such as rugby players in a scrum pushing against each other.

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34
Q

Agility

A

Agility is the ability to change the body position quickly under control.

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35
Q

Balance

A

Balance is being able to maintain a position either static or dynamic

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36
Q

Coordination

A

Coordination is the ability to use two parts of the body at the same time.

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37
Q

Reaction time

A

Reaction time is the time it takes to respond to a stimulus.

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38
Q

Test for cardiovascular endurance

A

12 minute cooper run or multi-stage fitness test

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39
Q

Test for flexibility

A

Sit and reach test

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40
Q

Test for muscular endurance

A

Multi-stage abdominal conditioning test

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41
Q

Test for power

A

Vertical jump test

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42
Q

Speed

A

30 meter sprint

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43
Q

Strength

A

One-rep maximum test or hand grip dynamometer test

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44
Q

Agility

A

Illinois agility test

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45
Q

Balance

A

Standing stork test

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46
Q

Coordination

A

Anderson wall toss coordination test

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47
Q

Reaction time

A

Ruler drop test

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48
Q

12 minute cooper run

A

The 12 minute cooper run is a maximal test which sees how far you can run or walk in 12 minutes

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49
Q

Multi-stage fitness test

A

The multi-stage fitness test is a maximal test as you perform continuous shuttle runs from lines 20 meters apart. The pace is established by a recording that sounds a bleep at the end of each leg of the shuttle run.

50
Q

Sit and reach test

A

Sit and reach test measures the suppleness in the back and hamstrings. You sit on the floor with your legs fully extended, feet flexed and your hands reaching as far as you can against the box, which is lined up with the edge of your feet. The distance your hands reach beyond your toes is the measurement.

51
Q

Multi-stage abdominal conditioning test

A

You need a mat and a stopwatch, and you record the number of sit-ups you can complete in a 30 second period.

52
Q

Vertical jump test

A

You stand against a wall and reach your arm up and mark the edge of your fingertips. You then jump with both feet together and mark the wall again. The distance between the two markings in the distance jumped.

53
Q

30 meter sprint

A

The 30 meter sprint is a maximal test which measures the fastest you can run over a 30-meter distance.

54
Q

One-rep maximum test

A

This is a measure of the greatest weight a person can lift with just one repetition. For safety reasons, the test should be performed with a spotter. They need to rest for several minutes before increasing the weight to get the correct results.

55
Q

Hand grip dynamometer test

A

This is used to test hand and forearm strength. You grip and squeeze as hard as you can, and the test is repeated 3 times.

56
Q

Illinois agility test

A

You start by lying face down, then you run through and weave through the cones as fast as you can.

57
Q

Standing stork test

A

You stand on one foot and place the other foot against the inside of the knee with your hands placed on your hips. You close your eyes, and the timing starts.

58
Q

Anderson wall toss coordination test

A

You stand 2 meters away from the wall and toss a tennis ball underarm against the wall and catch it with the other hand. The measurement is the total number of catches made in 30 seconds.

59
Q

Ruler drop test

A

You start with your thumb hovering over the 0cm mark, and someone drops the ruler without warning. The measurement is the distance between the bottom of the ruler and the index finger.

60
Q

Reasons for fitness testing

A

Assessing someone’s suitability for different physical activities, identifying strengths and weaknesses, monitoring improvement, comparison to others, informing the design of a training programme and motivation.

61
Q

Assessing someone’s suitability for different physical activities

A

Someone who performs better on strength, power, and stamina tests rather than flexibility or balance may decide to concentrate on an activity where those components are particularly important e.g. rowing.

62
Q

Identifying strengths and weaknesses

A

Test results give clear indications of areas where you are strong and others where you need to do more work.

63
Q

Monitoring improvement

A

An individuals’ tests results can be gathered over the course of a season, or several seasons, and improvements can be measured.

64
Q

Comparison to others

A

Having different people’s results from the same test allows individuals to compare their performance with that of other individuals.

65
Q

Informing the design of a training programme

A

Athletes and their coaches can identify areas of fitness that need to be focused on, e.g. during pre-season training, the test results can provide a baseline against which goals can be set and progress can be measured.

66
Q

Motivation

A

The desire to improve your results in a particular test can be a great motivator, seeing improvements in test results should also give confidence and encourage you to perform even better.

67
Q

VO2 max

A

VO2 max is the volume of oxygen that can be consumed while exercising at a maximum capacity. It is a measure of cardiovascular endurance and stamina.

68
Q

Factors that affect VO2 max

A

Age, gender, genetics, lifestyle, training

69
Q

Age (factors that affect VO2 max)

A

Oxygen uptake is at its strongest in 18–25-year-olds but reduces with age at the rate of about 1% per year.

70
Q

Gender (factors that affect VO2 max)

A

Values of VO2 mass are typically 25-35% higher on men than in women, females have a lower VO2 max due to the smaller amount of blood pumped (lower stroke volume).

71
Q

Genetics (factors that affect VO2 max)

A

The types of muscle fibers you have, and size of your heart are partly dependent on the genes you inherit from your parents.

72
Q

Lifestyle (factors that affect VO2 max)

A

Smoking and a sedentary lifestyle are two factors that will prevent your VO2 max from improving.

73
Q

Training (factors that affect VO2 max)

A

Focusing on cardiovascular activities such as running, swimming and cycling will increase your VO2 max and improve your performance.

74
Q

Principles of training: SPORT

A

Specificity, progression, overload, reversibility, tedium

75
Q

Specificity (principles of training)

A

Specificity means that training must focus on specific types of activity to improve. This is the type of fitness needed and the particular muscle groups. Training may need to be adapted for the individual. E.g. marathon runners focus on endurance whereas swimmers exercise muscles specific for swimming.

76
Q

Progression (principles of training)

A

Progression happens when the body adapts to the training and moves to a new level of fitness. Progress is achieved through an increase in intensity leading to overload. Most progress is made early on and at higher fitness levels, there is less progress.

77
Q

Overload (principles of training)

A

Overload occurs when the level of training is raised to a level higher than normal. Your body adapts to meet these extra demands. This can be achieved by an increase in intensity, frequency, duration and type of exercise.

78
Q

Reversibility (principles of training)

A

Reversibility means that training effects are reversible. If training intensity is reduced or stopped, there can be a deterioration of speed, strength or agility, muscle atrophy (loss of muscle tone) may also occur.

79
Q

Tedium (principles of training)

A

Tedium is boredom. Signs of boredom are an important indication that training needs to be more interesting and useful.

80
Q

Principles of overload: FITT

A

frequency, intensity, time and type

81
Q

frequency (principles of overload)

A

Frequency of the activity is how often you train. You can increase your frequency by increasing how many times you train each week.

82
Q

intensity (principles of overload)

A

Intensity of the activity is how hard you should train. The focus is on raising the heart rate to the 75% zone. You can increase the intensity by aiming to run faster or lift heavier weights.

83
Q

Time (principles of overload)

A

Time spent on the activity is how long you should train for. This depends on the focus. E.g. cardiovascular training should be around 20 minutes whereas muscular training is focused on reps over shorter time periods. You can increase the time you spend training by training for longer periods.

84
Q

type (principles of overload)

A

Type of training/activity done. Activities need to be useful and enjoyable while also preventing tedium, tiredness or injury. Choose targeted activities and vary them to avoid tedium.

85
Q

overtraining

A

Overtraining is excessive exercise that gives the body more work or stress than it can handle. This can lead to overuse injury which results from repeating the same exercise or activity or fatigue which can affect performance, motivation, sleep and depression.

86
Q

description and training aim of continuous training

A

Consists of continuous activities. Max heart rate between 60-80%. E.g. run, swim, cycle, row. Cardiovascular endurance.

87
Q

description and training aim of fartlek training

A

Involves fast and slow activity over a variety of train. Uses the ‘borg’ scale to measure intensity. E.g. run, cycle. Aerobic endurance and anaerobic fitness.

88
Q

description and training aim of weight training

A

Involves using free weights, kettle bells and resistance weights. Use of one rep max to calculate the suitable intensity. Muscular endurance, speed, power and strength

89
Q

description and training aim of plyometric training

A

Eccentric muscle movement. E.g. squat jumps, box jumps. Power and explosive strength.

89
Q

description and training aim of circuit training

A

Complete exercises for different muscle groups at stations. Exercise over time or repetition. The muscle groups should be on alternate stations. Useful for team sports Anaerobic fitness, strength, muscular endurance, cardiovascular endurance and speed.

90
Q

description and training aim of high intensity interval training

A

Involves periods of intense work followed by rest periods. Can be short or long intervals. Allows rest time to remove waste products (lactic acid and carbon dioxide). Speed, muscular endurance and anaerobic fitness.

91
Q

advantages of continuous training

A

Does not require much equipment. Good for aerobic fitness. Burns fat.

92
Q

advantages of weight training

A

Does not require much equipment. Good for aerobic fitness. Burns fat.

93
Q

advantages of fartlek training

A

Easily adapted for different sports and fitness levels. Good for sports that have a change of pace.

94
Q

advantages of plyometric training

A

Over time a greater force is created when muscles contract. Provides more energy. Provides fast and powerful movements.

95
Q

advantages of circuit training

A

Varied to prevent tedium. Easily adapted. Can include skill stations.

96
Q

advantages of high intensity interval training

A

Benefits game players. Combines aerobic and anaerobic exercise. Can be adapted for activities or fitness levels. Specialist equipment not required

97
Q

disadvantages of continuous training

A

No anaerobic fitness. Requires motivation.

98
Q

disadvantages of weight training

A

Can be expensive (gym fees, equipment). Prone to injuries. Specialist equipment may be needed.

99
Q

disadvantages of fartlek training

A

Difficult to monitor effort. Easy to avoid challenging parts.

100
Q

disadvantages of plyometric training

A

High amount of stress on muscles. No benefit to aerobic fitness.

101
Q

disadvantages of circuit training

A

Requires a lot of equipment and time to set up.

102
Q

disadvantages of high intensity interval training

A

Can become boring. Needs to include rest.

103
Q

safety of continuous training

A

Correct footwear. Safe environment.

104
Q

safety of weight training

A

Correct use of equipment. Use of spotter to prevent injury. Risk of overtraining.

105
Q

safety of fartlek training

A

Correct footwear and equipment. Safe environment

106
Q

safety of plyometric training

A

Correct use of equipment. Need to prevent injury

107
Q

safety of circuit training

A

Correct use of equipment. Risk of overtraining. Time limitation.

108
Q

safety of high intensity interval training

A

Correct use of equipment. Risk of overtraining.
Time limitation.

109
Q

high altitude training

A

High altitude training is specialised training at over 5000ft (1524m) above sea level to help the body improve the production of red blood cells.

110
Q

disadvantages of high altitude training

A

However, high altitude training places stress on the body, can lead to overtraining, can have a negative effect on the immune system, loss of muscle mass, dizziness or nausea, and many people do not have access to high altitude locations.

111
Q

advantages of high altitude training

A

The air is less dense, and oxygen levels are lower, so each breath delivers less of what working muscles require. To compensate, the body produces more red blood cells to help carry oxygen to the muscles. This leads to an increase in the body’s oxygen carrying capacity. This increases your VO2 max which in turn improves your endurance and athletic performance.

112
Q

physiological

A

Physiological is to do with the body; physical activities that get the body ready for exercise or wind-down exercise.

113
Q

psychological

A

Psychological is to do with the mind; activities that stimulate the mind and help prepare mentally for exercise or competition or to relax afterwards.

114
Q

physiological benefits of warming up

A

Raises the body temperature and heart rate.
Increases blood flow and oxygen supply to the muscles.
Stretches the muscles and gets them ready for action.
Gets joints moving and increases the range of motion.
Helps to avoid sprains and strains.
Gives practice in skills and techniques to be used in the session or game.

115
Q

psychological benefits of warming up

A

Focuses the mind on the exercise.
Helps prepare mentally for competition.
Part of the build up to match readiness.

116
Q

physiological benefits of cooling down

A

Helps reduce the oxygen debt and clear any lactic acid in the muscles.
Allows heart rate and blood flow to gradually reduce to normal levels.
Gentle stretching reduces muscle soreness and stiffness later.
Reduces risk of injury.

117
Q

psychological benefits of cooling down

A

Gives time for the performer to calm down.
Helps transition to less physical daily activities.
Offers change to reflect on the performance.

118
Q

stages of a warm up

A

A warm-up includes a pulse raiser which increases your heart rate e.g. running, jumping or skipping, dynamic stretches which engages the muscles to increase flexibility e.g. lunges or hurdle steps and skill familiarisation which imitates actions or performances of sport e.g. dribbling in basketball to demonstrate speed, agility and coordination.

119
Q

stages of a cool down

A

A cool-down includes a gradual decrease in pulse and stretches, both focusing on the removal of lactic acid.

CIE IGCSE Physical Education (4 decks)

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