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Pdhpe full syllabus > CORE 2 SYL TEST > Flashcards

CORE 2 SYL TEST Flashcards

1
Q

Energy systems

A
  • Alactic acid (ATP/PC)
  • Lactic Acid system
  • Aerobic system
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2
Q

RHS: Energy systems

A

Analyse each:

  • source of fuel
  • efficiency
  • cause of fatigue
  • by-products
  • rate of recovery
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3
Q

Types of training and training methods

A
  • Aerobic, e.g. continuous, fartlek, aerobic interval, circuit
  • Anaerobic, e.g. aerobic interval
  • Flexibility, e.g. static, ballistic, PNF, dynamic
  • strength training, e.g. free/fixed weights, elastic, hydraulic
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4
Q

RHS: Types of training and training methods

A

Assess to sport:

  • which types of training are best suited to different sports?
  • which training method(s) would be most appropriate? Why?
  • how would this training affect performance?
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5
Q

Principles of training

A
  • progressive overload
  • specificity
  • reversibility
  • variety
  • training thresholds
  • warm up and cool down
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6
Q

RHS: principles of training

A

Analyse:

How the principles of training can be applied to both aerobic and resistance training

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7
Q

Physiological adaptations in response to training

A
  • resting heart rate
  • stroke volume and cardiac output
  • oxygen uptake and lung capacity
  • haemoglobin level
  • muscle hypertrophy
  • effect on fast/slow twitch muscle fibres
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8
Q

RHS: Physiological adaptations in response to training

A

Examine:

Relationship between the principles of training, physiological adaptations and improved performance

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9
Q

Motivation

A
  • positive and negative

- intrinsic and extrinsic

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10
Q

RHS: Motivation

A

Evaluate:

Performance scenarios to determine the appropriate forms of motivation, e.g. golf versus boxing

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11
Q

Anxiety and arousal

A
  • trait and state anxiety
  • source of stress
    optimum arousal
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12
Q

RHS: Anxiety and arousal

A

Explain:

Difference between anxiety and arousal in terms of the affect on performance.

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13
Q

Psychological strategies to enhance motivation and manage anxiety

A
  • concentration/attention skills (focusing)
  • mental rehearsal/
    visualisation/imagery
  • relaxation techniques
  • goal-setting
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14
Q

RHS: Psychological strategies

A

Research:

Recovery strategies to discern their main feature and proposal benefits to performance

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15
Q

Nutritional considerations

A
  • Pre (carb load)
  • During
  • post
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16
Q

RHS: Nutritional considerations

A

Compare:

Dietary requirements of athletes in different sports considering pre-, during and post-performance needs

17
Q

Supplementation

A
  • Vitamins/minerals
  • Protein
  • Caffeine
  • Creatine products
18
Q

RHS: Supplementation

A

Critically Analyse:

Evidence for and against supplementation for improved performance

19
Q

Recovery strategies

A
  • physiological strategies e.g. cool down, hydration
  • neutral strategies e.g. hydrotherapy, massage
  • tissue damage strategies e.g. cryotherapy
  • psychological strategies e.g. relaxation
20
Q

RHS: recovery strategies

A

Research:

Recovery strategies to discern their main features and proposed benefits to performance.

21
Q

Strategies of skill acquisition

A
  • Cognitive
  • Assosiative
  • Autonomous
22
Q

RHS: strategies of skill acquisition

A

Examine:
Stages of skill acquisition by participating in the learning of a new skill, e.g. juggling, throwing with the non-dominant arm

23
Q

Characteristics of the learner

A

E.g.:

  • personality
  • heredity
  • confidence
  • prior experience
  • ability
24
Q

RHS: Characteristics of the learner

A

Describe:

How the characteristics of the learner can influence skill acquisition and the performance of skills

25
Q

The learning environment

A
  • Nature of the skill (open, closed, gross, fine, discrete, serial, continuous, self-paced, externally paced)
  • the performance elements (decision-making, strategic and tactical development)
  • practice method (massed, distributed, whole, part)
  • feedback (internal, external, concurrent, delayed, knowledge of results, knowledge of performance)
26
Q

RHS: the learning environment

A

Design a plan:
teaching beginners a skill into mastery with:
- practice methods
- integration of performance elements
- awareness of how instruction may vary according to characteristics of learner
- feedback to progress through the stages

27
Q

Assessment of skill and performance

A
  • characteristics e.g. kinaesthetic sense, anticipation, consistency, technique
  • objective, subjective measures
  • validity and reliability of tests
  • personal vs prescribed judging criteria
28
Q

RHS: Assessment of skill and performance

A

Develop and evaluate:

Objective and subjective performance measures to appraise performance

Pdhpe full syllabus (5 decks)

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