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PDHPE HSC > Core 2 - Factors affecting performance > Flashcards

Core 2 - Factors affecting performance Flashcards

1
Q

A. Analyse the alactacid system

A

Source of fuel: Carbohydrates (glucose and glycogen)
Creatine Phosphate

Efficiency of ATP production: very rapidly and available without oxygen

Duration: ATP suppliers are exhausted after 1-2 seconds while CP enables resynthesis for another 10-15 seconds

Cause of fatigue: CP stores exhaust, unable to continuously resynthesise ATP

By-products of energy production: No by-products muscular contractions produce heat

Process and rate of recovery: Within 2 minutes, creatine phosphate breaks down, allowing phosphate to joint to ADP, forming ATP

E.g.100m Sprints, Weightlifting, Shot put

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2
Q

A. Analyse the lactic acid system

A

Source of fuel: Carbohydrates (glucose and glycogen)

**Efficiency of ATP production: **efficiency, not needing oxygen but requiring large amounts of glucose

Duration: 30seconds-2min

**Cause of fatigue: **Accumulation of lactic acid and hydrogen ion build up in the muscles causing a burning sensation

**By-products of energy production: **pyruvic acid, producing lactic acid and hydrogen ions, tolerable levels used as fuel source

Process and rate of recovery After: Removal of lactate through the blood stream to the liver where it is converted to carbon dioxide and water or to glucose, restored in liver and muscles.

E.g. 200-400 metre run, 200m swim, gymnastics routine

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3
Q

A. Analyse the aerobic system

A

Source of fuel: carbohydrates, fats and proteins

Efficiency of ATP production: extremely efficient as ATP is readily available through aerobic glycolysis

Duration: 3 minutes to hours

Cause of fatigue: glycogen runs out, turns to fat

By-product: carbon dioxide and water

Process and rate of recovery: Restoring fuel sources to their pre-exercise levels though ingestion and digestion of the fuel. 12-48 hours.

E.g., marathon, soccer, football

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4
Q

B. Compare the source of fuel for the 3 energy systems

A

ATP/PC: Creatine phosphate

Lactic acid: carbohydrates (glucose and glycogen)

Aerobic: Carbohydrates, fats, proteins

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5
Q

B. Compare the efficiency of ATP production for the 3 energy systems

A

ATP/PC: ATP production is very rapidly available without the need for oxygen

Lactic acid: Efficient, not needing oxygen but requiring large amounts of glucose

Aerobic: extremely efficient as ATP is readily available through aerobic glycolysis

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6
Q

B. Compare the duration of the 3 energy systems

A

ATP/PC: ATP supplies exhausted after 1-2 seconds while CP enables resynthesis for another 10-15 seconds

Lactic acid: 30 seconds to 2 minutes

Aerobic: Hours

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7
Q

B. Compare the cause of fatigue for the 3 energy systems

A

ATP/PC: Depletion of creatine phosphate inhibiting resynthesis of ATP

Lactic acid: Accumulation of lactic acid and hydrogen ions in the muscles faster than it can be removed causing a burning sensation

Aerobic: Depletion of fuel sources -> carbohydrates, fats, proteins

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8
Q

B. Compare the by-products of energy production for the 3 energy systems

A

ATP/PC: No by-products causing fatigue, muscular contractions produce heat

Lactic acid: pyruvic acid, producing lactic acid and hydrogen ions, tolerable levels of lactic acid can be used as fuel source

Aerobic: Carbon dioxide and water

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9
Q

B. Compare the process and rate of recovery for the 3 energy systems

A

ATP/PC: Creatine phosphate breaks down, allowing phosphate to joint to ADP, forming ATP.
2-3 minutes

Lactic acid: Removal of hydrogen ions through the blood stream to the liver where it is converted to carbon dioxide and water or to glucose, restored in liver and muscles.
20-60

Aerobic: Restoring fuel sources to their pre-exercise levels though ingestion and digestion of the fuel.
12-48 hours

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10
Q

B. Compare sporting examples for the 3 energy systems

A

ATP/PC: 100m Sprints, Weightlifting, Shot put

Lactic acid: 200-400 metre run, 200m swim, gymnastics routine

Aerobic: Marathon, cycling, soccer

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11
Q

A. Outline the types of training and identify the training methods?

A

Aerobic: Allows for improvements in aerobic performance and efficiency of the aerobic system. Adaptations include increased stroke volume, oxygen uptake, haemoglobin level, % slow-twitch fibres and lowered resting heart rate. Follows FITT principle: 3x week, 70-85% MHR, min 20 minutes, types: (continuous, fartlek, aerobic interval, circuit)

Anaerobic: Periods of high intensity work with recovery to improve the efficiency of energy supply from the ATP-PC or lactic acid system. Adaptations include muscle hypertrophy and increased fast-twitch muscle fibres, enhancing strength, power, and speed
(anaerobic interval)

Flexibility: Increases range of motions of joints and muscles to maximise performance, improve muscle coordination, relaxation and prevent injury, soreness or tightness.
(static, ballistic, PNF, dynamic)

Strength: Working muscles against a resisting force to stimulate muscle hypertrophy and develop strength, power, and endurance. To maximise result, programs should be tailored to individual needs through variables: reps, sets, resistance, rest, recovery, while incorporating principles: specificity, progressive overload, variety
(free/fixed weights, elastic, hydraulic)

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12
Q

B. Outline continuous training. How does it affect performance and how is it suitable for specific sports?

A

Training of a consistent, steady nature to build aerobic base and endurance. Heart rate remains above aerobic threshold for over 20 minutes.

E.g., jogging -> suited for 800m runners as the sport is predominately aerobic and of a continuous nature.

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13
Q

B. Outline fartlek training. How does it affect performance and how is it suitable for specific sports?

A

Continuous training with burst of speed and intensity, to overload the aerobic and anaerobic thresholds.

E.g., Jog 100m, sprint 100m -> Suited for marathon runners to improve aerobic system used throughout race and anaerobic system used when running up hills

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14
Q

B. Outline aerobic interval training. How does it affect performance and how is it suitable for specific sports?

A

Alternating sessions of work with small recovery periods, to stress the aerobic system without causing fatigue.

E.g., jog 100m, walk 50m -> suited for soccer players as they must quicky sprint, stop and change directions

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15
Q

B. Outline circuit training. How does it affect performance and how is it suitable for specific sports?

A

Series of different exercises completed according to a time or certain rep, developing whole body fitness, endurance, strength, flexibility and skill.

E.g., jumping jacks, push ups, sit ups -> suited for triathlon athletes as the sport requires multiple types of activities

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16
Q

B. Outline anaerobic interval training. How does it affect performance and how is it suitable for specific sports?

A

(Sprint training) Containing short bursts of very high intensity work with extended rest periods, allowing lactate to disperse so sprinting quality is not hindered. Target is determined by duration of sprint.
ATP/PC power or capacity within 25 seconds.
Lactic power or capacity from 30-60 seconds

E.g., Sprint 100m, walk 100m -> Suited for 100m sprinters to develop speed while focusing on technique

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17
Q

B. Outline static flexibility training. How does it affect performance and how is it suitable for specific sports?

A

Muscle stretched to end point and held for about 30 seconds. Used for warm up and cool down or rehabilitation as movements is easy, slow and safe.

E.g., Toe touch -> suited for children or beginner and injured athletes

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18
Q

B. Outline ballistic flexibility training. How does it affect performance and how is it suitable for specific sports?

A

Using repeated movements to stretch muscle beyond natural range of motion

E.g., Bouncing toe touches -> suited for high level athletes as there is high risk but allows athlete to activate myotatic reflex

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19
Q

B. Outline PNF training. How does it affect performance and how is it suitable for specific sports?

A

Lengthening a muscle against a resistance, typically provided by a partner. Static contraction -> isometric contraction, pushing against force -> relax -> repeat

E.g., PNF toe touch -> suitable for warm up and cool down in sports and rehabilitation as it provides extra stretch under safe conditions

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21
Q

B. Outline dynamic flexibility training. How does it affect performance and how is it suitable for specific sports?

A

Using continuous momentum to imitate in-game movements, gradually warming up muscles to extend them through degree of stretch required in game

E.g., Arm circles -> Suitable for athletes during warm-up to prepare the body

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21
Q

B. Outline free weight training. How does it affect performance and how is it suitable for specific sports?

A

Allows for increased range and variety in movement and contractions, developing all muscles in a group at the same time.

E.g., dumbbell or barbell curls -> suited for experienced user as it requires strict form, good technique, and balance.

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22
Q

B. Outline fixed weight training. How does it affect performance and how is it suitable for specific sports?

A

Machine generated resistance from stacked, adjustable weights, providing more restricted movement to isolate specific muscles for development

E.g., Leg extension -> Suited for beginners due to less chance of injury and greater stability to build confidence

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23
Q

B. Outline elastic and hydraulic strength training. How does it affect performance and how is it suitable for specific sports?

A

Elastics: resistance generated from increasing band tension, strengthening the muscle throughout the full movement range.

Hydraulics: Resistance applied during both push and pull phases according to the speed and force applied

E.g., bicep curls -> suitable for athletes in sports with power such as weightlifting

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24
Q

A.What are the principles of training?

A
  • Progressive overload
  • Specficiity
  • Reversability
  • Variety
  • Training thresholds
  • Warm up and cool down
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25
Q

B.Analyse progressive overload and how it can be applied to both aerobic and resistance training

A
  • Gains in fitness only occur when the training load is greater than normal and progressively increased as improvements occur
  • The body becomes familiar with a particular level of stress through physiological adaptations, allowing the body to work at a higher level
  • Must steadily increase in intensity to not cause fatigue or injury but to continuously stress the body otherwise performance will decrease or plateau

Aerobic training: Increase speed or duration of training -> increased cardiac output and oxygen uptake
Resistance training: Increase reps, sets, load or reduce rest period -> hypertrophy

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26
Q

B.Analyse specficity and how it can be applied to both aerobic and resistance training

A
    • Effects of training are specifically related to the type and manner of training conducted as the body adapts to various stresses in different ways
    • Training must be relevant to desired adaptations
    • Most beneficial when training activity resembles movements performed in game, using same energy systems, muscle groups and components of fitness with similar intensity and duration

Aerobic training: marathon runner would target aerobic system through continuous aerobic training to develop the slow twitch muscle fibres to efficiently utilise oxygen
Resistance training: Sprinter would focus on increasing leg power through barbell squats with a high load, low rep set and longer rest.

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27
Q

B.Analyse reversability and how it can be applied to both aerobic and resistance training

A
  • Lack of training can cause the physiological effects of training to be reversed.
  • Bigger gains have the potential for bigger losses, lost at a similar rate to which they were gained
  • Athletes must actively participate in training programs even when injured or during off-season to maintain benefits

Aerobic training: Ability of working muscles to use oxygen is reduced within 4-6 weeks -> train at 70% MHR at least 3x week
Resistance training: Muscle atrophy seen within 2 weeks -> train 1x week same intensity as previous training

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28
Q

B.Analyse variety and how it can be applied to both aerobic and resistance training

A
    • Using the same drills and routines every training session is not productive, causing boredom and lower motivation
    • Using different techniques challenge athlete through activity, initiative and implementation
    • Prevents overuse injuries and repetitive strain

Aerobic training: Swimming, running, cycling or circuit training
Resistance training: isometric and isotonic methods using free or fixed weights, elastic resistance or hydraulics

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29
Q

B.Analyse training thresholds and how it can be applied to both aerobic and resistance training

A
  • The level of intensity needed in order to stress the body to the point of adaptation or improved performance
  • Aerobic threshold: 65-75% MHR -> when lactate begins to rise above resting levels -> improvement in aerobic capacity
  • Anaerobic threshold: 75-85% MHR -> when lactate is produced at a higher rate than removed (lactate inflection point) -> improvement in anerobic capacity (ability to break down and remove lactic acid)

Aerobic training: Training in aerobic training zone (intensity between aerobic and anaerobic threshold), closer to the anaerobic threshold
Resistance training: Power (1-6RM), strength and hypertrophy (8-12RM), endurance (12-15RM)

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30
Q

B.Analyse warm up and cool down and how it can be applied to both aerobic and resistance training

A
    • Warm up: 1. Increase body temperature (jogging- stimulate cardiorespiratory system) -> 2. stretching (toe touch- reduce injury) 3. Callisthenics (walking lunges - prepares body for movements in game)
    • Cool down: lowers body temperature and heart rate, recovery, waste removal

Aerobic training: 10 min warm up, gradually increasing heart rate to training zone
Resistance training: 10 min warm up, increasing blood flow to working muscle groups (push-ups)

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31
Q

A.What are the physiological adaptations in response to training?

A
  • Resting heart rate
  • Stroke volume and cardiac output
  • Oxygen uptake and lung capacity
  • Heamoglobin levels
  • Muscle hypertrophy
  • Effect on fast/slow twitch muscle fibres
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32
Q

B.Examine the relationship between resting heart rate, the principles of training, and improved performance

A

Number of times the heart beats per minute at rest
- Indicates how hard the heart is working
- Decreases with training due to: increased stroke volume

  • cardiovascular system is more efficient -> Less energy used
  • Specificity: aerobic training
  • Training threshold: training zone 65-85% MHR
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33
Q

B.Examine the relationship between Stroke volume and Cardiac output, the principles of training, and improved performance

A

SV: amount of blood pumped out of the left ventricle in one contraction
CO: amount of blood pumped out of the left ventricle per minute
Increases at rest and during exercise with training due to:
- Heart getting stronger, producing more force to pump residual fluid
- Left ventricle increases in size, filling more completely during diastole
- More blood in circulation

  • Allows more efficient circulation and lowered heart rate -> more oxygen available to produce more energy, efficient in aiding recovery through lactic acid removal
  • Specificity: endurance, aerobic training
  • Training threshold: training zone 65-85% MHR
34
Q

B.Examine the relationship between oxygen uptake, the principles of training, and improved performance

A

Amount of oxygen the working muscles can absorb and utilise
- Best indicator of cardiorespiratory endurance
- Increases with training due to increased number of oxidative enzymes, blood volume, myoglobin, and haemoglobin

  • Allows faster and more efficient transportation of oxygen to the muscles, more energy produced, aiding recovery through lactic acid removal
  • Specificity: aerobic training
  • Training threshold: training zone 65-85% MHR
35
Q

B.Examine the relationship between lung capacity, the principles of training, and improved performance

A
  • Total amount of air that can be inhaled or exhaled during a breath
  • Little or no change with training due to increased blood volume
  • Vital capacity slightly increases, residual volume slightly decreases, tidal volume does not change at rest but may increase at maximal levels of exercise due to increased oxygen demand
36
Q

B.Examine the relationship between haemoglobin levels, the principles of training, and improved performance

A

Amount of haemoglobin protein molecules in the blood
- Makes up red blood cells which bind to oxygen, carrying it from the lungs to the muscle tissues
- Increases with training due to Increased number of oxidative enzymes, blood volume, myoglobin, and haemoglobin

  • Blood is able to carry a higher capacity of oxygen -> more energy produced, efficient recovery aiding in lactic acid removal
  • Specificity: high altitude training and endurance training
  • Training threshold: training zone 65-85% MHR
37
Q

B.Examine the relationship between Muscle Hypertrophy, the principles of training, and improved performance

A
  • Growth of muscles mass and size of muscle cells
  • Increases with strength training due to: microtears in muscles fused together to form new muscle protein strands
  • Allows increased size and function of muscles and increased capacity to contract strongly for longer periods -> power, endurance
  • Specificity: resistance training of specific muscles
  • Progressive overload: encouraging adaptations
38
Q

B.Examine the relationship between Fast and slow twitch muscle fibres, the principles of training, and improved performance

A
  • Fast twitch/white fibres: explosive, anaerobic events
  • Do not change but increases in number with training due to: hypertrophy, increased PC stores and removal of lactate
  • Improved anerobic performance -> strength, power
  • Specificity: anaerobic resistance training (low rep, high load)
  • Progressive overload: encouraging adaptations
  • Slow twitch/red fibres: contract over long durations for endurance events
  • Do not change but increases in number with training due to: hypertrophy, and increased glycogen stores
  • Improved aerobic performance -> endurance
  • Specificity: endurance resistance training (high rep, low load)
  • Progressive overload: encouraging adaptations
39
Q

A.What is motivation and why is it important?

A
  • Motivation is what drives athletes to do what they do, train, improve and perform.
  • Higher motivation is more likely to induce greater success due to high levels of commitment to training and performance.
  • Categorising types of motivation assists in managing motivation, anxiety or arousal.
40
Q

A.Identify the types of motivation

A
  • Positive
  • Negatiive
  • Intrinsic
  • Extrinsic
41
Q

B.Outline positive motivation and give examples of it

A

The desire to experience and continue to experience the rewards of achieving a successful outcome
-> Positively reinforces high performance
E.g. self-satisfaction, praise, financial gain, media coverage

42
Q

B.Outline negative motivation and give examples of it

A

The desire to avoid the consequences of an unsuccessful outcome
-> causes ‘choking’, indecision, ‘safe play’ -> destructive long-term
E.g. fear of failure, disappointment, loss of respect, missing team selection

43
Q

B.Outline intrinsic motivation and give examples of it. Which sports would be appropriate for this form of motivation?

A

Comes from within the individual -> long-term
E.g. personal gaols, self-satisfaction, disappointment, fear of failure
Beneficial for sports that are prolonged and require high self discipline e.g. marathon running and cycling

44
Q

B.Outline extrinsic motivation and give examples of it. Which sports would be appropriate for this form of motivation?

A

Extrinsic: Influences from sources outside the individual-> long-term
E.g. coach, crowd cheers, money, team selection
Beneficial for competetive or team sports such as boxing and football

45
Q

A.Explain the difference between anxiety and arousal in terms of the effects on performance

A

Anxiety is a psychological responses bringing feelings of nervousness and unease while arousal is a physiological response to stimuli such as coaches, crowds, or rewards causing increased heart rate, blood pressure and neural activity. Anxiety negatively affects performance while arousal at optimal levels can benefit performance.

46
Q

B.Comapre the types of anxiety

A

Trait: Influence of characteristics and genetics of a person, varying in levels amongst athletes. Identifying triggers can aid in management

State: influence of the environment, brough on by particular activities or situations in which the athlete is performing in (high pressure moments -> penalty shot)

47
Q

B.What are sources of stress?

A

Varies amongst athletes depending on how they view certain situations

  • Personal, competition, social, physical pressures
  • Past experience e.g. Injury
  • Support e.g. family
  • Expectations e.g. high ranking athletes
48
Q

B.What is optimal arousal?

A

Optimal arousal: When an athlete’s level of arousal is beneficial to performance
- Arousal raisers: praises: loud claps/cheers, physical activity, warm up
- Arousal depressors: encouraging focus, routine, calming techniques

Inverted U hypothesis represents the optimal arousal as too little or too much can hinder peformance. This differes for specifc sports. i.e. Golf -> hockey -> Boxing

49
Q

A. What are the psycholgoical strategies to enhance motivation and manage anxiety?

A
  • Concentration/attention skills
  • Mental rehearsal/visulation
  • Relaxation techniques
  • Goal setting
50
Q

B. Explain what concentration/attention skills are and how it is used to enhance motivation and manage anxiety?

A

Concept of focusing on the process and technique of a task rather than the outcome to enhance focus and minimise the impact of distraction
- Breaking down skill and focusing on technique
- Need to know what to focus on at a particular time and how to widen and narrow attention skills
- Block out distractions through self-talk to enclose one’s thoughts
- Intense focus: refined skills e.g. golf, table tennis
- Sustained attention: long duration e.g. marathon, cycling
- Focus and attention: high level skill over long duration e.g. netball, football

51
Q

B. Explain what mental rehearsal/visualisation/imagery is and how it is used to enhance motivation and manage anxiety?

A

Technique of visualising the performance or skill prior to executing it, boosting confidence and motivation while minimising anxiety through familiarity
- Requires vivid, realistic mental recalling and reliving of what is required of the body in the movement
- Aids in acquisition of skill, heightens concertation, increases arousal
- Used before golf swing -> proper technique, appropriate force and backswing applied to move ball to intended position

52
Q

B. Explain what relaxation techniques are and how it is used to enhance motivation and manage anxiety?

A

Strategies to control arousal to reach optimal levels, decreasing muscular tension and anxiety to accurately reproduce skills learnt during training in competition
* Progressive muscular relaxation: special exercises to relax muscle groups
* Mental relaxation: relaxing mind and narrowing thoughts
* Centred breathing: lengthening breath, reducing heart rate and anxiety
* Meditation: Narrowing one’s thought with images and sounds

53
Q

B. Explain what goal setting is and how it is used to enhance motivation and manage anxiety?

A

Creating targets to direct efforts towards, allowing enhanced motivation and ability to measure progress
- Goals should be SMART: specific, measurable, achievable, realistic, time
- Short-term: achieved in limited time-period, stepping stones for long-term goals e.g. strength train 3x week
- Long-term: achieved over long-period, ultimate aspiration driving athlete e.g. qualify for Olympics
- Behavioural: behavioural expectation in training or competition e.g. punctuality
- Performance: level of success e.g. Olympic medal

54
Q

B.What factors influence the nutritional considerations for different athletes?

A
  • Type of sport/activity: energy demand
  • Goals to be met: moving up or down a weight class
  • Energy requirements: high intensity vs low intensity
  • Hydration requirements: f1 drivers
  • Level of competition: elite athlete, recreational
55
Q

B. What are the two most important nutritional considerations and their function?

A

Carbohydrates:
- Broken down into glycogen, the fuel source for the lactic acid and aerobic system
- Contains nutrients that power essential body function

Hydration
- Regulates temperature by cooling heated muscles
- Dilutes toxic waste
- Aids oxygen and waste transportation

56
Q

B.Outline pre-perforance nutrtional requirements

Aim, consists of, purpose

A

Aim:
- Minimise hunger
- Ensure hydration
- Maximise muscle and liver glycogen stores

Types of food
- Carbohdrate loading
- High carb drinks -> energy and hydration
- Complex carbs (pasta, cereal, bread) 70% of diet-> slow energy release
- Lower fat, protein and fibre -> longer to digest and can cause discomfort
- Familiar foods -> avoid adverse reactions

Amount of food: Depends on type of activity e.g. endurance athletes require more kj to fuel themselves over a golf player

When to eat
- 3-4 hrs before: meal e.g. crumpets with honey
- 1-2 hrs before: snack, liquids e.g. energy bar
- 1hr <: carb solution drinks e.g. sports drink

Hydration
- 2-3L prior to day of performance
- 500ml morning of
- 250ml 30 min before

57
Q

B. Explain what is carbohydrate loading

A

Strategy where training and nutrition is changed to maximise muscle glycogen stores prior to endurance competition.
- 2-day high carb loading phase: 10-12g of cabs/1kg body mass with complex carbs instead of simple carbs: pasta, bread, rice, oats
- Exercise taper: Reduce training volume and intensity 2-4 days prior to event

This improves performance by 2-3%, delaying the point where muscles run out of fuel

58
Q

B.Outline during-perforance nutrtional requirements

A

Aim:
- Minimise fluid lost
- Provide additional fuel source

Depending on intensity, duration, humidity, sweat rates:
- Regular fluid: 200-300ml of fluid (sports drink) every 15-20 minutes -> prevent dehydration
- Electrolytes: salts and mineral, important for chemical breakdown and nerve conduction -> loss through perspiration
- Carbohydrates: 30-60g per hour (banana, jelly beans, energy drinks) -> conserve and maintain blood glucose levels
- Avoid diuretics -> induces urination

59
Q

B.Outline post-perforance nutrtional requirements

A

Aim:
- Refuel energy stores
- Rehydrate to replace fluids and electrolytes
- Repair and regenerate damaged tissues
- Revitalise and maintain good immune function

Proactive recovery: immediate refuelling and rehydrating until pre-event stage is achieved (8-12hrs)
- High carbohydrate (High GI) -> restore glycogen stores, raise blood glucose quickly
- High protein -> muscle regeneration, repair damaged tissues
- Water, sports drinks and electrolytes -> replace fluids
-> Athletes must drink enough to match their sweat loss, measured by weighing before and after

60
Q

A. compare the dietary requirements of athletes in different sports considering pre-, during and post-performance needs

A

Pre-performance
Gymnast: Moderately high carbohydrate, low fat and fibre -> easy to digest as event is not as long. Adequate Hydration: 3-4L of water the day before and 500ml morning of
**Marathon runner: **Carbohydrate loading 2-3 days prior to maximise glycogen stores as the sport exceeds 60 minutes, High carb snacks before event, Hydration: 3-4L of water the day before and 500ml morning of

During-performance
Gymnast: Do not need food during their event does not last long enough to deplete blood sugar levels, regular hydration
**Marathon runner: **High carb and GI snacks to provide additional fuel source, Maintain hydration and blood sugar level e.g. sports drinks with electrolytes

Post-performance
Gymnast: Moderate carbohydrate: Not excessive as stores are not drained, Moderate protein: Help muscles recover, Hydration: Adequate amount as dehydration is not caused
Marathon runner:: High carbohydrate with high GI to quickly to restore glycogen stores, High protein to aid muscle regeneration and repair damaged tissues, Hydration: replace fluids to match sweat loss

61
Q

A. What supplements may an athlete take to improve their performance?

A
  • Vitamins and minerals: for body function
  • Protein: cell structure, function, recovery
  • Caffeine: stimulate cognitive function
  • Creating products: compund resynthesising ATP form ADP
62
Q

B. Discuss the use of vitmains/minerals for imporved performance

A
  • For: Aid in growth, development, and metabolism by catalysing the breakdown of carbs, proteins and fats, beneficial for those deficient
  • Against: Balanced diet provides sufficient amounts, excessive consumption is harmful and ineffective, expensive
63
Q

B. Discuss the use of protein for improved performance

A
  • For: Maintain lean body mass and strength, aids with defficiencies
  • Against: Unless experiencing health difficulties or restrictive diet (vegetarian), balanced diet is sufficient. Too much cause excessive calcium in urination and osteoporosis
64
Q

B. Discuss the use of caffeine for improved performance

A
  • For: Alertness -> improved memory, concentration, metabolic processes -> improved endurance
  • Against: diuretic -> dehydration, impact sleep -> hinder recovery
65
Q

B. Discuss the use of creatine products for improved performance

A
  • For: May enhance energy production for anaerobic activities, hypertrophy
  • Against: Little to no evidence, only beneficial if original levels are low, kidney damage
66
Q

A.Outline recovery strategies used to benefit perofrmance

A

Physiological strategies: Focuses on removal of metabolic by-products and nutrient plan to replace lost fluids energy-rich nutrients

Neural strategies: Focuses on the nervous system and relieving tension

Tissues-damange strategies: Focuses on repairing sore, bruised or teared muscles

Psychological strategies: Focuses on both mind and body to manage anxiety and motivation

67
Q

A. Outline the stages of skill acquisition

A

**Cognitive stage **
Beginning stage where learner gains general understanding of skill
- Large and frequent errors
- Learner must think a lot about the skill and how to execute it
- Requires lots of feedback and demonstrations (videos)

Associative
Largest and longest stage where learner has a good idea of the skill
- Lots of practice to gain confidence and enhance synchronisation
- Errors are less frequent and smaller
- Feedback becomes internal

Autonomous
Final stage where athlete has full control and understanding of skill
- Athlete can execute skill automatically without thinking about it
- Can focus on other aspects of competition (who to pass to, where to hit ball)
- Kinaesthetic sense, good anticipation, consistency

68
Q

A. List the characterisics of a learner

A
  • Personality
  • Heredity
  • Confidence
  • Prior experience
  • Ability
69
Q

B. Explain how personality influences skill acquisition and the performance of skills

A

The way one behaves, thinks, and feels
- Traits: determination, enthusiasm, dedication, positive attitude, cooperation, patience
- E.g. Good work efforts allows faster skill development

70
Q

B. Explain how heredity influences skill acquisition and the performance of skills

A

Genetically inherited traits
- Gender: height, male testosterone -> more strength and power
- Muscle type: fast/slow teach muscle fibres aerobic vs anaerobic events
- Somatotype: body type suited to different sports
- E.g. ectomorphs who are tall and thin are suited to high jump

71
Q

B. Explain how confidence influences skill acquisition and the performance of skills

A

One’s own belief in their ability, positively influencing skill acquisition
- Unlocks energy/creativity approaching skill and learning regardless of difficulty
- E.g. willing to attempt difficult skills

72
Q

B. Explain how prior experience influences skill acquisition and the performance of skills

A

Lateral transfer: similar skill from one context to another
Vertical transfer: skill from lower order to higher
- Accelerates learning process due to familiarity, fluidity
- E.g. learning to surf after learning to skateboard

73
Q

B. Explain how ability influences skill acquisition and the performance of skills

A

Natural ease of learning and fluidity in performing new skills
- Includes competency, intelligence and comprehension to information or feedback
- E.g. Capacity to read a game and make strategic moves

74
Q

A. Outline the nature a skill

A

Open: Performed in constantly changing environment (weather, opposition, surface) e.g. cross country running
Closed: Performed in stable environment e.g. table tennis

Gross: Requires large muscle groups e.g. running
Fine: Requires small or isolated muscles (wrist flexors, bicep) e.g. shooting

Discrete: Has a clear beginning and end e.g. flip in gymnastics
Serial: Combines separate skills to perform a larger complex skill e.g. surfing
Continuous: Has no distinct beginning or end e.g. running

Self-paced: It’s timing and speed determined by performer e.g. archery
Externally paced: It’s timing and speed determined by external factors e.g. opposing players or rhythmic gymnastics

75
Q

A. Explain the performance elements

A

Decision making
Players must quickly make smart decisions according to skill, strategies and rules
E.g. where to hit ball, who to pass to and when, where to stand
- Improved by demonstrations, questioning, variation and practicing in game like scenarios

Strategic and tactical development
Strategy: overall method used to achieve the goal E.g. where an athlete should be at a particular time and what they should do
Tactics: gaining advantage over opponents E.g. Moving into spaces, marking players
- Technical Efficiency: using correct technique, enhancing consistency when executing movements/strategies
- Understanding: variations, backup plans
- Skilful Execution: Practiced multiple times in drills that replicate game-like situations; more pressure should be gradually applied to prepare players with smart decision-making in various scenarios

76
Q

A. Explain the types of practice methods

A

Massed
- Continuous practice session with smaller rest periods than work intervals
- Works well for skilled and motivated athletes
- Suits skills that are exciting or frequently used in performance
- e.g. uneven bar transition

**Distributed **
- Broken-up practice sessions with longer breaks than work intervals
- Works well for less skilled or unmotivated athletes
- Used for more difficult skills that need to be broken up, lots of feedback
- e.g. passing in basketball

Whole practice
- Skill is practiced in its entirety
- Used for discrete and continuous skills
- E.g. running or swimming

Part practice
- Skill is broken down into smaller parts, each practiced in isolation before joined
- Used for teaching serial skills
- E.g. basketball layup: dribbling to the basket, catching the ball, driving up to the basketball, shooting and landing

77
Q

A. Outline the types of feedback

A

Internal feedback
- Comes from within performer
- Relies on senses, proprioceptive mechanisms and how the movement felt
- E.g. Basketball player feeling the ball was not thrown correctly

External feedback
- Comes from outside the athlete
- E.g. Videos, coach, crowd

Concurrent feedback
- Occurs during execution of the skill, constantly being applied
- E.g. readjusting centre of gravity during handstand

Delayed feedback
- Received after skill is completed
- E.g. video analysis of golf swing

Knowledge of results
- Provides information about the outcome of the skill after execution
- E.g. scoring a goal, distance

Knowledge of performance
- Provides information about the process of movement during execution
- E.g. Height of toss in tennis serve

78
Q

A. Outline the charactersitcs of skilled performers

A

Kinaesthetic sense
Being aware and in control of the position and movement of the body
E.g. Adapting to pressuring situations and modifying technique during basketball

Anticipation
Ability to predict what may happen in various situations
E.g. Direction of ball or opponent, allowing added time to respond/outmanoeuvre opponents

Consistency
Ability to perform the desired movement repeatedly
E.g. Scoring free throw

Technique
Procedure or practical method applied to a particular task
E.g. Tennis: can serve at high speeds, apply bounce/topspin

79
Q

A. Compare objective and subjective performance measures

A

Objective: independent of the observer, measured using something other than person observing (stopwatch, measuring tape, record of goals)
E.g. Long jump and Football

**Subjective: **performance measures dependent on observer, based on opinions, feelings, and general impressions
E.g. dance and gymnastics

80
Q

A. Explain validity and reliability of tests

A

Validity
- Test’s ability to measure what it is supposed to measure
- E.g. beep test measures aerobic capacity, not anaerobic capacity

Reliability
- Test’s consistency and ability of scorer to produce the same result each time for same performance (use of equipment)
- E.g. 50m run on grass vs sand

81
Q

A. Compare personal and prescribed judging criterias

A

Personal
- Preconceived ideas or expectations to judge a performance
- E.g. Attitudes or bias towards dance performance

Prescribed
- Established standards or qualities to assess competitions
- E.g. Checklists, degree of difficulty charts for gymnastics routine

Dancing, gymnastics and diving subjective judgement is used with prescribed judging criteria to standardise interpretations.

PDHPE HSC (4 decks)

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