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PDHPE > Core 2 - Factors affecting performance > Flashcards

Core 2 - Factors affecting performance Flashcards

1
Q

Describe the ATP -PC system

A

massive explosive short term movements

FUEL - CP
EFFICIENCY - CP short supply and cannot be maintained, 1-15 sec
BY-PRODUCTS - heat
RECOVERY - 2-3 mins
FATIGUE - max efforts end quickly due to insuffiencent levels of ATP

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2
Q

Describe the LACTIC system

FUEL
EFFICENCY
BYPRODUCTS
RECOVERY
FAITGUE

A

to produce longer periods

FUEL - carbohydrates in form of glucose
EFFICIENCY - 30mins +, glucose in more abundant than CP
BY-PRODUCTS - Hydrogen bonds from lactic acid
RECOVERY - 2-3 mins
FATIGUE - lactic threshold

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3
Q

Describe the AEROBIC system
FUEL - s
EFFICENCY -
FATIGUE -
BYPRODUCTS

A

continuous movements
FUEL - CHO, fats and proteins
EFFICENCY - slower process but lasts longer 1-12 hrs
FATIGUE - body temperature, fuel depletion
BYPRODUCTS - water and carbon dioxide

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4
Q

identify the types of training

A

Aerobic, Anaerobic, Flexibility, Strength

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5
Q

identify the methods of Aerobic

A

Continuous, fartlek, interval, circuit

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6
Q

identify the methods of Anaerobic

A

short - 1;1
medium - 1:2
long - 1:3

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7
Q

identify the methods of flexibility

A

static
ballistic
PNF
dynamic

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8
Q

identify the methods of strength

A

free weights
elastic
fixed weights

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9
Q

what are the principles of training

people save rinos vs turtles what?

A

progressive overload
specificity
reversibility
variety
training threshold
warm up and cool down

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10
Q

what are some physiological adaptations

running slowly only helps men eat

A

resting heart rate
stroke volume
oxygen uptake and lung capacity
haemoglobin level
muscle hypertrophy
effects of fast/slow twitch

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11
Q

state the variety of motivations a coach can utilise

A

postive - Reward
negative - humiliation
intrinsic - sprinter wants to break personal record
extrinsic -cheering from the crowd

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12
Q

what are the effects anxiety and stress

A

Physical : increased heart rate, nausea, urination

Psychological : loss of concentration, inability to focus, increased fear of failure

Performance : decrease execution of skill, poor game decisions and mismanaged agression

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13
Q

what are some psychological strategies to enhance motivation and manage anxiety

can men really giggle

A
  • concentration
  • mental rehearsal
  • relaxation techniques
  • goal setting
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14
Q

what is progressive overload in 2 types of training and the physiological adatations

A

principle implies to the increase that results in greater fitness gains
in strength - increase in weight will result in muscle hypertrophy

in aerobic - increase in time and distance causing heart to pump more blood and oxygen around body

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15
Q

what is specificity in 2 types of training

A

training must resemble the skills and movement utilised in a sport or game
strength - same muscles used in sport

aerobic - same distance, speed and intensity

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16
Q

what is reversibility

A

the detraining affect athlete experiences
aerobic and flexibility- gains lost in 2-3 weeks
anaerobic and strength- gains lost 1-2 weeks

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17
Q

what is variety

A

in order to maintain mental well being and avoid physical stress training must incorporate creative and different activites

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18
Q

what is training threshold in 2 training types

A

specific point in which must be reached in order to develop new level of fit ness
Strength - ST low load and high reps FT high load low reps

Aerobic- 70% maxi heart rate

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19
Q

what would a aerobic athlete eat and drink BEFORE

A

Food
- carb load 3 days out with complex carbs eg rice and pasta
- within 1 hr : simpler carbs eg sports gel banana

Fluid
- 3 days : 125% of normal intake
- within 1 hr : 600mL of water

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20
Q

what would a aerobic athlete eat and drink DURING

A

Foods
- simple carbs eg carb gels, lollies, muesli bars

Fluid
- liquid carbs
- electrolytes
- sport drinks
- 600mL per hr

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21
Q

what would a aerobic athlete eat and drink AFTER

A

foods
- 1 hr light meal HGI carbs and small and protein
- midsize meal of carbs - rice with 50-75g per 2 hrs

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22
Q

Adequate hydration entails an athlete drinking how much fluid each 15 minutes of performance?

A

150ml

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23
Q

Caffeine can have the advantage of improving an athlete’s:

A

central nervous system activation

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24
Q

How many grams of Carbohydrates are recommended for an athlete in a post-event meal 2 hours after performance?

A

400-500grams

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25
Q

Before any form of sporting performance commencing it is recommended to have 600ml of water within:

A

30 mins

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26
Q

Vitamin B is mainly a supplement used to:

A

improve the energy processes of the body

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27
Q

Which part of the lactic acid is helpful and which is a hinderance?

A

the hydrogen bond is the harmful part, the lactate iron is the fuel

28
Q

define the difference between trait and state anxiety

A

Trait: characteristics of the athlete ( daily)

state: environmental response
influx of nerves all at once prior to the event

29
Q

how much does fast and slow twitch increase

A

15%

30
Q

how does resting heart rate change in aerobic training compared to untrained

A

will DECREASE
trained = 40-50bpm
untrained = 60bpm

31
Q

how does stroke volume change in aerobic training compared to untrained

A

INCREASEs
trained = 3L TO 22L (exercise)
untrained= 3L to 12L (exercise)

32
Q

how does stroke volume change in aerobic training compared to untrained

A

INCREASEs
trained = 70mL (rest) to 120mL
untrained= 50mL (rest) to 90mL

33
Q

how does cardiac output change in aerobic training compared to untrained

A

INCREASEs
trained = 3L TO 22L (exercise)
untrained= 3L to 12L (exercise)

34
Q

how much does haemoglobin levels change in aerobic training compared to untrained

A

trained athletes will increase by 20%

35
Q

how does oxygen uptake change in aerobic training compared to untrained

A

trained athletes will have an increase in VO2 max from 45ml/O2 to 65ml/02

36
Q

what is and how does lung capacity change in aerobic training compared to untrained

A

how much air can be pushed into the lungs during inhalation with minimal increase

37
Q

how does muscle hypertrophy change in strength training

A

trained athletes in have an increase in 15% in muscle cell size

38
Q

Identify recovery strategies

A

Physiological - cooling down, nutritional plan
Neural - hydrotherapy
Tissue Damage - cryotherapy
Psychological - meditation, centred breathing

39
Q

What are the three stages of learning

A

Cognitive (beginners)
Associative (amateurs)
Autonomous (expert)

40
Q

What are the characteristics of cognitive

A
  • Plenty of errors
  • need heaps of practise + technique based learning
  • positive feedback important
  • cant used in skill in game
41
Q

What are the characteristics of associative

A
  • spends most of the time
  • general technique has been learned
  • needs to repeat movement to develop “motor patterns”
  • develop kinaethesis
  • game positioning and tactics may be introduced
42
Q

What are the characteristics of autonomous

A
  • developed total temporal patterning
  • can still make errors
  • performs skill effortlessly
  • great range of variations in the skill
  • specific feedback offered themselvea
43
Q

How does personality influence an athletes learning

A
  • enthusiasm
  • reliability
  • consistency
  • mood
  • cooperation
    all influence and athletes coach-ability - how to talk to the athlete , approach conflict and level of motivation
44
Q

How does heredity influence an athletes learning

A

eg body composition, height and weight
is unchangeable and may limit the dimensions of the athletes rate and stage of learning

45
Q

How does confidence influence an athletes learning

A

can generate mental strength beyond the physical capabilities of the athlete.
need to avoid over -confidence and lack of confidence

46
Q

How does prior experience influence an athletes learning

A

allows the athlete to learn new similar skills faster.
lateral transfer enables athlete to take skill basic learned into new developments advanced

eg gymnastics transfer skills including balance, and flexibility

47
Q

How does ability influence an athletes learning

A

the ease with which on individual is able to perform a movement or routine

athletes have different types of abilities which make them more advanced in particular sport

eg foot-eye coordination

48
Q

what is the intensity ranges would you expect to perform in when using each system predominantly

A

ATP -PC 90+
lACTIC 80+
AEROBIC 70+

49
Q

What are the 5 key characteristics of the learner?

A

Personality
Prior experience
confidence
heredity
ability

50
Q

How can we best assess skill and performance?

A

Characteristics of skilled performance
objective and subjective
validity and reliability
personal vs prescribed judging criteria

51
Q

What makes up the learning environment?

A
  • nature of the skill
  • the performance elements
  • practise methods
  • feed back both internal, external, etc
52
Q

What can an athlete do to enhance motivation and manage anxiety?

A

concentration
mental
rehearsal skills
relaxation techniques
goal setting

53
Q

What is kinaesthetic sense

A

feel of the sport, technique, skill performance

54
Q

what is anticipation

A

making right decision at the right tine

55
Q

what is consistency

A

maintaining a high level of performance elements

56
Q

what is objective or subjective measures

A

objective : facts
subjective : refer to judgement

57
Q

reliability vs validity

A

reliability - the degree of consistency and ability if te tests eg 20m speed tests
validity - does it measure what we want

58
Q

personal criteria

A

Judgements based on personal criteria rely on feelings and emotions as a measurement tool. A judge’s
preconceived attitudes, expectations, opinions and possible bias may contribute to judgements that others may
believe to be incorrect or unjustiied. In some cases, judges may be unaware of the strength of their personal
conviction towards particular elements of a performance and unwittingly favour certain aspects

59
Q

prescribed criteria

A

prescribed criteria seeks to absorb elements of subjectivity into a more objective framework. A judge’s use of
prescribed criteria, such as checklists, rating scales and degree of dificulty charts, helps to more accurately
convert the appraisal into meaningful measurements such as a score and something to which an audience,
spectators and fellow judges can relate.

60
Q

what is the nature of skill

A

open - unpredictable environment
close - predictable
gross motor - large muscle groups
fine motor - small muscle groups
discrete - clear end and start eg tennis sterve
continuous - no clear end or start eg swimming
serial - sequence of movements
self and external passed

61
Q

performance elements
(learning environment)

A

Decision making
Strategic and tactical development

62
Q

Practice methods

(learning environemtn)

A

Practice methods

  • Massed practice and distributed practice
  • Whole and part practice
63
Q

massed and distributed
(practice methods)

A

massed = involves a continuous practice session
Massed practice works best when performers are:
• highly motivated
• fresh
• unable to attend a number of sessions.

distributed = involves a broken
practice session
Distributed practice works best when:
• the performer lacks interest
• the task is dificult
• motivation is low
• the task causes fatigue

64
Q

Whole and part practice

(practice methods)

A

. The whole practice method is applied when a skill
is practised in its entirety. The part practice method is applied when a skill is broken into smaller components
and each discrete subskill (subroutine) is practised separately

65
Q

feedback
(learning environment)

A

intrinsic
extrinsice
concurrent
delayed
knowledge or performance or results

66
Q

knowledge of performance

A

is information about the pattern of the movement during execution. It is more
speciic to the way in which the skill is performed. An example is a comment from a coach about the height
of the ball toss during a tennis serve, or the angle of the elbow during the pull phase of butterly swimming.
Knowledge of performance gives feedback on the quality of the execution of the skill, and it may generate
from either internal or external sources.

67
Q

knowledge of results

A

is information about the outcome of a movement. It suggests how successfully the skill was performed —
for example, how many goals were scored from a number of attempt

PDHPE (6 decks)

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