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physical education > exam revision > Flashcards

exam revision Flashcards

1
Q

direct approach

A

Coach orientated instruction model where the learner is given explicit instructions about skill execution and tactical awareness

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2
Q

constraint-based coaching

A

seeks to develop effective movement skills within a game context. Rather than focusing on mastering ‘textbook techniques’ and then attempting to apply them within a game, it places the learner in a game context as soon as it is practical to do so

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3
Q

explicit

A

learning that takes place as a result of direct instruction, where the performer is told what to do and when to do it

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4
Q

implict

A

learning through doing. The participants learn through completing a task.

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5
Q

individual constraints

A

Physical, psychological and behavioural characteristic of the individual performer

Can include: Height, Weight, Fitness, Motivation, Confidence, Decision-making skills, Learning styles

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6
Q

task constraints

A

External to body

Related specifically to tasks or skills (goal of task, rules guiding task performance, equipment)

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7
Q

environmental constraints

A

Characteristics of the environment in which the performance takes place

Can include physical characteristics such as: Climate Playing surface, Stadium lighting

Can include social factors such as: Influence of peers, Cultural norms

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8
Q

game sense

A

a method of teaching tactical awareness and effective skill performance through game constraints modification and the use of guiding, open-ended questions.

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9
Q

core elements of game sense

A

1 = Modified short-side games to simulate decision-making and movement skills.

2 = Coaches using questions for learning process

3 = Establish environment where learning occurs through problem solving

4 = Constraints are manipulated to emphasize a particular learning goal

5 = Four game categories:

  • Invasion
  • Striking/fielding
  • Net/Court
  • Target
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10
Q

open motor skill

A

skills that are performed in an environment that is constantly changing and is externally paced.

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11
Q

closed motor skill

A

skills that are performed in a predictable, self-paced environment.

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12
Q

discrete skill

A

Skills with a distinct beginning and end

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13
Q

serial skill

A

series or group of discrete skills strung together to create a more complicated, skilled action

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14
Q

continuous skill

A

Skills that have no distinct beginning or end

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15
Q

fine motor skill

A

delicate, precise movements that engage the use of small muscle groups

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16
Q

gross motor skill

A

movements involving the use of large muscle groups that result in a coordinated action

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17
Q

diminishing returns

A

as a performer becomes more competent in their skill performance and progresses to the latter stages of learning, there is a gradual reduction in the rate of improvement in skill performance in response to practice

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18
Q

practice distribution

A

the ratio between time spent actively practising and time spent resting during a practice session

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19
Q

massed practice

A

a form of practice in which there is little or no rest between repeat performances of a skill

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20
Q

distributed practice

A

a form of practice in which smaller practice time intervals are interspersed with rest periods

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21
Q

intrinsic feedback

A

Sensory information the learner receives directly from skill execution

visual

auditory

proprioceptive

touch

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22
Q

augmented feedback

A

information about a skill performance that comes from an external source.

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23
Q

knowledge of performance

A

feedback regarding how a skill is performed; assessing performance on the basis of process and skill technique

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24
Q

knowledge of results

A

information about the outcome of skill performance; information regarding the relative success or failure in regard to the intended goal of the movement skill

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25
Q

prescriptive feedback

A

points out the skill error and prescribes a strategy to correct it

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26
Q

descriptive feedback

A

gives an account of the learner’s skill performance and provides details of what they performed correctly and what they performed incorrectly

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27
Q

cognitive stage

A

The initial phase of learning of motor skill where the emphasis is on conscious understanding of the task requirements

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28
Q

characteristics of cognitive stage

A
  • The performer makes many skill errors and struggles to understand they the errors occur or how to correct them
  • Largely placed through trial and error
  • Shortest of the 3 stages
  • Improvement in skill performance tend to be rapidly early in the learning process
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29
Q

coaching in cognitive stage

A
  • Performer must dedicate a considerable amount of attention to understand the skill
  • Important for the coach to not overload his or her learners with information
  • Feedback should be simple
  • Performers benefit from watching repeated demonstrations of effective technique
  • Verbal instructions should be clear and concise
  • Coach should provide feedback on the relative success of the performance
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30
Q

associative stage

A

the second phase in the learning of a new skill in which movement patterns become more refined and consistent through practice

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31
Q

characteristics of associative stage

A
  • Moves away from trail and error style of learning towards refining and replicating the required movement pattern
  • Learner is able to perform the skill but need regular practice to eliminate minor errors
  • Learner beings to understand why they make errors and starts to comprehend and adopt strategies to correct these errors
  • They are able to pay more attention to the game environment as they require less attention to understand the skill
  • Learner is able to interpret relevant cues in a game situation and selects the appropriate skill to perform
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32
Q

coaching for associative stage

A
  • Coaches must provide regular practice opportunities
  • The learner should be exposed to a more open competition environment where they learn to recognise important cues and develop their decision-making capabilities
  • Coaches should continue to assist the learners to recognise why they have made an error and develop their ability to self-correct the error
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33
Q

autonomous stage

A

the learner can perform the skill almost automatically

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34
Q

characteristics for autonomous stage

A
  • The skill is ingrained and second-nature to the perform with very little attention required for skill execution
  • Performer is able to multi-task
  • Performers become further aware of their competitive environment developing their tactical and strategic awareness and their decision-making capabilities
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35
Q

coaching for autonomous stage

A
  • The coach should provide precise feedback to further improve skill execution
  • Pay attention to keeping the performers motivated to further improve/refine their skill
  • Use match stimulation to enhance statical knowledge and decision-making skills
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36
Q

variability

A

to the amount of change and uncertainty in an environment or in the performance of a skill.

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37
Q

blocked practice

A

a type of practice in which each skill component is practised repetitively as an independent block

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38
Q

serial practice

A

A form of practice that involves rehearsing different skills but in a fixed and relatively predictable sequence.

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39
Q

random practice

A

A form of practice that involves rehearsing a number of different skills in an unpredictable sequence.

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40
Q

deliberate practice

A

any activity that is undertaken with the specific purpose of increasing performance, requires cognitive and/or physical effort and is relevant to promoting positive skill development in a particular sport.

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41
Q

deliberate play

A

a form of sporting activity involving early developmental physical activities that are intrinsically motivating, provide immediate satisfaction, and are designed to maximise enjoyment. They are activities that are regulated by rules adapted from standardised sport rules and are set up and monitored by the participants themselves

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42
Q

fundamental motor skills

A

movement patterns that involve different body parts. They are the foundational movements to more specialised sports-specifc skills.

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43
Q

stages of qualitative movement analysis

A

preparation, observation, evaluation, error correction

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44
Q

preparation

A

Knowledge of the skill, Identify critical variables

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45
Q

observation

A

Correct viewpoint (lateral/anterior/posterior), Number of observations, Extended observation (fatigue), Game or practice

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46
Q

evaluation

A

Measure critical variables, Prioritise weaknesses

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47
Q

error correction

A

Select appropriate intervention, Provide feedback

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48
Q

frequency feedback

A

Refers to how often an external source (e.g. coach) provides feedback to the skill learner.

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49
Q

summary feedback

A

providing feedback after watching a series of skill attempts

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50
Q

faded feedback

A

High at the beginning of a practice session but progressively reduced the longer the session goes on

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51
Q

bandwidth feedback

A

a procedure for delivering feedback in which errors are given only if they fall outside some range of correctness

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52
Q

performer regulated feedback

A

feedback provided at the athletes request

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53
Q

coach regulated feedback

A

coach regulates the type and amount of feedback given to facilitate effective skill learning

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54
Q

timing of feedback

A

refers to when feedback is provided to the skill learner in relation to their performance.

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55
Q

terminal feedback

A

information that is given at the completion of a skill performance.

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56
Q

concurrent feedback

A

information that is given during a skill performance.

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57
Q

sociocultural influences on skill development

A
  • family
  • peers
  • gender
  • socio-economic status
  • cultural beliefs/traditions
  • local community
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58
Q

fundamental motor skills categories

A

object control (throwing, catching) , body control (tumbling, climbing), locomotive skills (running, jumping), aquatic skills (floating)

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59
Q

purposes of delivering feedback

A

motivates the learner, highlights skill errors, provides positive reinforcements

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60
Q

biomechanics

A

The study of the mechanical principals that govern human movement

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61
Q

kinetics

A

The study of forces that cause motion

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62
Q

kinematics

A

The description of motion

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63
Q

motion

A

Movement of a body’s movement against time

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64
Q

linear motion (translation)

A

motion that occurs either in a straight line or curved path

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65
Q

linear motion (translation): rectilinear

A

where all parts of a body travel in a straight line, at the same distance, in the same direction and at the same time

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66
Q

linear motion (translation): curvilinear

A

curved path of motion

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67
Q

angular motion

A

Rotation of a body around a central point/axis

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68
Q

mass

A

The quantity of matter found within a particular body

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69
Q

inertia

A

A tendency for a body to resist a change in its state of motion, whether that state is a rest or moving with a constant velocity

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70
Q

dynamic inertia

A

The tendency of a body in motion to stay in motion

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71
Q

static inertia

A

the tendency of a body at rest to remain at rest.

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72
Q

force

A

generated when one body acts upon another

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73
Q

unit of force = Newton (N)

A

N = m x a

Force = mass x acceleration

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74
Q

factors that contribute to force

A

gravitational force, drag, friction

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75
Q

gravitational force

A

A force that attracts any two objects with mass

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76
Q

friction

A

A force that arises when one object or body move across another, it always opposes motion. It plays a large part in changing the state of motion of an object or body

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77
Q

static friction

A

friction between two objects that are not moving

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78
Q

sliding friction

A

occurs when 2 objects slide over each other

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79
Q

rolling friction

A

when 1 object rolls across another object

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80
Q

fluid friction

A

friction by water

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81
Q

drag force (air resistance)

A

When an object moves through a fluid (a gas or a liquid) it will experience resistive forces that we call drag forces

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82
Q

form drag

A

Disturbed air that is created after an object experiences air resistance

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83
Q

effects of drag on objects

A

it causes the projectile to slow down and reduce its flight time and the resultant distance it travels

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84
Q

how can you decrease effect of drag force

A

velocity - lower the velocity = lower air resistance

mass - greater mass = lower air resistance

shape - objects considered streamlined will experience less air resistance than those that are not

surface area - lower surface area = lower air resistance

nature of the surface area -smooth surfaces decrease drag

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85
Q

momentum + formula

A

the quantity of motion of a moving body

mass x velocity

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86
Q

conservation of momentum

A

Whenever two bodies collide, the combined momentum of the two bodies is conserved (stays the same)

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87
Q

summation of force/momentum

A

In order to maximise the velocity of an object that is thrown, kicked or hit, then momentum must be generated sequentially from the segments closer to the centre of gravity and transferred to the segments further away from the centre of gravity it is also the timing, coordination and sequencing of multiple body parts to create the required amount of momentum

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88
Q

sequential force summation

A

The activation of body parts that are used in sequence to produce force

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89
Q

principles of force summation

A

Activating the stronger and larger muscles first

Using as many body parts as possible Enabling force to be generated over a greater time

Transferring momentum from one body part to another when at maximum velocity

The presence of a stable base for maximal acceleration of body parts to occur so that momentum can be transferred successfully from one body part to another

Ensuring appropriate follow-through is used to prevent unnecessary deceleration of body parts

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90
Q

impulse + formula

A

a product of the force applied to an object or body, and the duration it is applied for

force x time

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91
Q

how is impulse used to accelerate momentum of objects

A

The greater the impulse = the greater the momentum generated. For this to occur, the force (via a combination of mass and acceleration) should be applied over the longest period of time

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92
Q

Newton’s first law of motion (law of inertia)

A

An object will stay at rest or continue to travel in the same direction at a constant velocity unless acted on by an unbalanced force

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93
Q

Newton’s second law of motion (law of force and acceleration)

A

The rate of acceleration of a body is proportional to the force applied to it and in the direction in which the force is applied

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94
Q

Newton’s third law of motion (law of action and reaction)

A

For every action there is an equal and opposite reaction

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95
Q

distance

A

Path of a body as it moves from one location to another

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96
Q

displacement

A

Measure how far you finish from your start position in a set direction

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97
Q

speed + formula

A

the rate of change in distance

distance/time

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98
Q

velocity + formula

A

the rate of change of position of an object with respect to time

displacement/time

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99
Q

acceleration + formula

A

Rate at which the velocity of a body changes with respect to time

force/mass

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100
Q

projectile motion

A

An object or body that is launched into the air and affected only by forces of gravity and air resistance

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101
Q

factors that affect projectile motion

A

height, angle and speed of release

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102
Q

factors that affect projectile motion: height of release

A

If the angle and speed of release are constant. An object released from a higher point will travel further once released from a lower level

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103
Q

factors that affect projectile motion: angle of release

A

where maximal distance of a projectile is desired there needs to be an optimal angle of release to maximise the effects of both gravity and air resistance

In these instances the desired angle of release is 45 degrees Any deviation form this optimal angle will result in reduced distance. Some sporting situation require that the angle of release will be higher or lower than 45 degrees

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104
Q

factors that affect projectile motion: speed of release

A

The greater the force applied to the projectile = the greater the speed and further it will travel. All other factors being equal

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105
Q

moment of inertia + formula

A

A measure of an objects resistance to change in its rate of rotation

mass x (radius x radius)

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106
Q

angular velocity

A

rate of change of angular displacement

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107
Q

angular momentum

A

The quantity of angular motion possessed by a rotating body

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108
Q

conservation of angular momentum

A

a spinning body will continue spinning indefinitely unless an external force acts on it

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109
Q

angular distance

A

the total of all angular changes that result from an object or body part angle between the starting and finishing position

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110
Q

angular displacement

A

the change in the angle as an object rotates

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111
Q

stability

A

the degree to which a body resits changing its equilibrium

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112
Q

balance

A

the ability to control the state of equilibrium

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113
Q

equilibrium

A

When there are no unbalanced forces or torques acting on it

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114
Q

static equilibrium

A

the state in which body has 0 velocity and 0 acceleration

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115
Q

dynamic equilibrium

A

The state in which a body is in motion with a constant velocity

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116
Q

factors that affect stability/balance

A

Centre of Gravity, base of support, and line of gravity

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117
Q

centre of gravity

A

The theoretical point in an object at which its entire mass appears to be concentrated; also known as centre of mass and can be located outside your body

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118
Q

base of support

A

Area bound by the outermost regions of contact between a body and support surface

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119
Q

line of gravity

A

an imaginary vertical line passing downwards through the centre of gravity

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120
Q

first class lever

A

Have the axis as the central component that separate the force and (RAF/FAR) (No mechanical advantage or disadvantage)

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121
Q

second class lever

A

Have the resistance as the central component that separate the axis and force (FRA/ARF) ( Mechanical advantage (+1))

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122
Q

third class lever

A

Have the force as the central component that separates the axis and resistance (AFR/RFA) (No mechanical advantage (-1))

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123
Q

mechanical advantage

A

less effort is used compared to the amount of force produced

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124
Q

mechanical disadvantage

A

when the effort you put into the system is greater than the force produced

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125
Q

mechanical advantage of levers

A

Mechanical advantage = force arm (distance between the force and the axis)/resistance arm (distance between axis and the resistance)

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126
Q

difference in force required when mechanical advantage is less than 1 vs more than 1

A

If the force arm is longer than the resistance arm, then the mechanical advantage is deemed to be greater than 1, where the force that is needed to move the load is less than the force of the resistance. In other words, less effort is required to move the resistance. If it is less than 1, the force that is needed to move the load is more then the force of the resistance making more effort required to move the resistance.

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127
Q

weight

A

a force that is exerted on the body by gravity, it is directly proportional to the mass of an object.

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128
Q

torque + formula

A

A measurement of the force which cause something to rotate around a point

force x length

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129
Q

ATP-CP system: yield

A

limited yield
<1 mole of ATP for every CP molecule

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130
Q

ATP-CP system: rate

A

Explosive/Instantaneous

3.6mol/min

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131
Q

ATP-CP system: fuels

A

CP (creatine phosphate)

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132
Q

ATP-CP system: sporting examples

A

100m sprint, 50m freestyle, fielding events

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133
Q

anaerobic glycolysis system: yield

A

2-3 ATP per glucose molecules

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134
Q

anaerobic glycolysis system: rate

A

Fast

1.6mol/min

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135
Q

anaerobic glycolysis system: fuels

A

carbohydrates

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136
Q

anaerobic glycolysis system: sporting examples

A

400m sprint, 100m freestyle

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137
Q

aerobic glycolysis/lipolysis system: yield

A

38 ATP per glycogen molecule

441 ATP per triglycerides (147 per FFA)

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138
Q

aerobic glycolysis/lipolysis system: rate

A

Glycogen 1.0mol/min - Medium

Triglycerides <1.0mol/min - Slow

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139
Q

aerobic glycolysis/lipolysis system: fuels

A

Fats, Carbohydrates, Proteins

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140
Q

aerobic glycolysis/lipolysis system: sporting examples

A

800m, 1500m, marathon, triathlon

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141
Q

ATP-CP system: fatigue/limiting factors

A

Limited fuel stores, CP depletion

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142
Q

anaerobic glycolysis system: fatigue/limiting factors

A

Accumulation of metabolic by products: H+ ions,

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143
Q

aerobic system: fatigue/limiting factors

A

Fuel depletion of glycogen

Thermoregulatory fatigue

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144
Q

ATP-CP: by-products

A

Creatine, Pi, ADP

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145
Q

anaerobic glycolysis: by products

A

Lactate, H+ ions, ADP

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146
Q

aerobic: by-products

A

CO2, H2O, heat

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147
Q

best suited recovery: ATP-CP

A

Passive, At the end of the activity, breathing rate is above normal and during this passive recovery time ATP and CP within the muscle are being rebuilt during the time of excess post-oxygen consumption

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148
Q

passive recovery times of ATP restoration

A

50% of the ATP and CP is restored within 20 seconds

70% of the ATP and CP is restored within 30 seconds

75% of the ATP and CP is restored within 40 seconds

87% of the ATP and CP is restored within 60 seconds

Most of the ATP and CP intramuscular stores are replenished within approximately 3 minutes

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149
Q

best-suited recovery: anaerobic

A

active

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150
Q

active recovery - anaerobic

A

The active recovery is used to:
- Reduce heart rate to resting levels
- Replenish oxygen levels in the blood, body fluids and myoglobin
- Increase blood flow to the working muscles
- Remover higher lactate concentration levels
- Accelerate oxidation as the boosts the clearance rate of lactate
- Resynthesises high energy phosphates
- Support the small energy cost to maintain elevated circulation and ventilation
- Remove metabolites after exercise

151
Q

best suited recovery: aerobic

A

active

152
Q

active recovery - aerobic

A

Active recovery is suitable after aerobic type activities and allows:
- Resynthesis of high energy phosphates
- Replenishment of oxygen in the blood
- Replenishment of body fluids
- Replenishment of myoglobin

153
Q

lactate inflection point (LIP)

A

The highest intensity point where there is a balance between lactate production and removal from the blood

154
Q

what is physiologically occurring once LIP is exceeded

A

athlete/performer begins to slow down as more lactate is being produced then removed

155
Q

ATP-CP: intensity

A

max intensity (95-100% MHR)

156
Q

ATP-CP: duration

A

0-10 seconds

157
Q

anaerobic: intensity

A

high intensity (85-95% MHR)

158
Q

anaerobic: duration

A

10-60 seconds

159
Q

aerobic: intensity

A

Submaximal intensity exercise (glycolysis) (70-85% MHR)

Resting/low intensity exercise (lipolysis) (<70% MHR)

160
Q

aerobic: duration

A

60+ seconds

161
Q

food fuels

A

carbohydrates, fats, proteins

162
Q

chemical fuels

A

PC

163
Q

carbohydrates: storage and transport forms

A

Adipose tissue (around the body) and Triglycerides (muscles), Free fatty acids,

164
Q

protein: storage and transport forms

A

amino acids

165
Q

acute responses to CARDIOVASCULAR system

A
  • Increased heart rate
  • Increased stroke volume
  • increased cardiac output,
  • Increased venous return
  • Increased blood pressure
  • Redirection of blood flow to the working tissues of the body arteriovenous oxygen difference
  • Decreased blood volume
166
Q

heart rate (bpm)

A

the number of times the heart contracts or beats per minute. (bpm)

167
Q

max heart rate

A

the highest heart rate value achieved in an all-out effort to the point of exhaustion

168
Q

anticipatory response

A

when the heart rate rises above resting values just before the start of exercise

169
Q

heart rate relationship with exercise

A

Heart rate will increase in a linear fashion with exercise intensity until maximum is reached

170
Q

heart rate: physiological response

A

An increase in heart rate results from more contractions per minute and therefore a greater amount of blood is supplied for diffusion and use by the working muscles for aerobic energy production

171
Q

stroke volume (mL/beat)

A

the amount of blood ejected from the left ventricle with each beat (contraction) of the heart.

172
Q

stroke volume: physiological effects

A

An increase in stroke volume results in more blood pumped per contraction and therefore a greater amount of blood is supplied for diffusion and use by working muscles for aerobic energy production.

173
Q

stroke volume relationship with exercise

A

Increases in a linear fashion with exercise until approximately 40-60% of maximum intensity then plateaus.

174
Q

cardiac output (L/min)

A

The amount of blood ejected from the left ventricle of the heart per minute. Q ∙ = heart rate (HR) × stroke volume (SV).

175
Q

cardiac output: physiological effects

A

An increase in cardiac output results in more blood pumped per minute and therefore a greater amount of blood is supplied for diffusion and use by working muscles for aerobic energy production.

176
Q

cardiac output relationship with exercise

A

Cardiac output increases in a linear fashion with exercise intensity

177
Q

arteriovenous oxygen difference (a-VO2 diff)

A

a measure of the difference in the concentration of oxygen in the arterial blood and the concentration of oxygen in the venous blood

178
Q

venous return (L/min)

A

The amount of blood that is returned to the heart via the veins to the right atrium.

179
Q

increased venous return: physiological effects

A

Delivers blood back to the heart to reoxygenate. Venous return is achieved through three mechanisms; muscle pump, respiratory pump and constriction of veins (venoconstriction).

180
Q

blood pressure (mmHg)

A

the pressure exerted by the blood against the walls of the arteries when the heart contracts and relaxes

181
Q

increased blood pressure: physiological effects (systolic)

A

the pressure on the artery walls during the contraction phase of the heart cycle

182
Q

increased blood pressure: physiological effects (diastolic)

A

the pressure on the artery wall during the relaxation phase of the heart cycle

183
Q

redistribution of blood flow to working muscles

A

the redirection of the blood away from major organs and towards the working muscles

184
Q

redistribution of blood flow to working muscles: physiological effects

A

The larger percentage of blood that can be redirected to working muscles will mean there will be more oxygenated blood available for energy production. It can be achieved through the mechanisms of vasodilation and vasoconstriction.

Vasodilation involves the blood vessels expanding their diameter to let more blood through to the working muscles.

Vasoconstriction involves the blood vessels constricting to allow less blood to be pumped to major organs.

185
Q

when does vasodilation occur

A

the smooth muscle in the walls of blood vessels relax and increase the diameter of the blood vessel opening increasing blood flow to working muscle that require oxygen for ATP production

186
Q

when does vasoconstriction occur

A

smooth muscle in the walls of blood vessels contract and reduces the diameter of the blood vessel, reducing blood flow and the delivery of oxygen to a particular site in the body

187
Q

thermoregulation

A

aims to regulate the body temperature of a person and involves the body vasodilating blood vessels near the skin to help cool the blood.

188
Q

thermoregulation: physiological effects

A

causes a decrease in performance due to less blood being available at the working muscles.

189
Q

decrease blood volume

A

causes a decrease in performance due to less blood being available at the working muscles.

190
Q

acute responses in respiratory system

A
  • increased respiratory frequency
  • increased tidal volume
  • increased ventilation
  • increased pulmonary diffusion
  • increased oxygen uptake
191
Q

respiratory rate

A

the number of breaths taken per minute.

192
Q

increased respiratory rate: physiological affects

A

Increases the availability of oxygen that can be diffused into the bloodstream via the alveolar-capillary interface. It therefore increases oxygen delivery to the working muscles for aerobic energy production.

193
Q

tidal volume (L)

A

the amount of air breathed in and out in one breath

194
Q

increased tidal volume: physiological effects

A

Increases the availability of oxygen that can be diffused into the bloodstream via the alveolar-capillary interface. It therefore increases oxygen delivery to the working muscles for aerobic energy production.

195
Q

ventilation (L)

A

the amount of air inspired or expired per minute by the lungs. Ventilation (V) = respiratory frequency × tidal volume.

196
Q

increased ventilation: physiological effects

A

Increases the availability of oxygen that can be diffused into the bloodstream via the alveolar-capillary interface. It therefore increases oxygen delivery to the working muscles for aerobic energy production.

197
Q

pulmonary diffusion

A

the process whereby oxygen is taken in via the lungs to the blood, and carbon dioxide is diffused from the blood to the lungs.

198
Q

increased pulmonary diffusion: physiological effects

A

Pulmonary diffusion occurs via the alveolar-capillary interface. After inspiration, oxygen moves from an area of high concentration in the lungs to an area of low concentration in the blood.

Carbon dioxide moves from an area of high concentration in the blood to an area of low concentration in the lungs to be expired.

An increase in pulmonary diffusion provides a greater amount of oxygen delivered to working muscles and greater removal of carbon dioxide.

199
Q

oxygen uptake (VO2)

A

the amount of oxygen transported to, taken up by and used by the body for energy production.

200
Q

maximum oxygen uptake (VO2 max)

A

the maximum amount of oxygen per minute that can be transported to, taken up by and used by the body for energy production.

201
Q

acute responses in muscular system

A
  • Increased motor units and muscle fibre requirement
  • Increased blood flow to the muscles
  • Increased arteriovenous oxygen difference
  • Increased muscle temperature
  • Increased enzyme activity
  • Increased oxygen supply and use
  • Decreased muscle substrate
202
Q

increased motor units and muscle fibre requirements

A

During exercise we require muscular contractions to move our skeletal muscle to create movement. The greater the demands for exercise the greater the needs for muscular contractions. The body responds by increasing the firing of the motor neurons and the muscle fibres it stimulates. The greater the amount of motor units that are recruited the greater the force it stimulates

203
Q

increased blood flow to muscles

A

Extra demand of the muscles for oxygen during exercise leads to vasodilation of the capillaries and redistribution of blood flow from the internal organs to the working skeletal muscles

204
Q

increased arteriovenous oxygen difference

A

During exercise working muscles extract more of the available oxygen from the blood through the myoglobin and mitochondria.

Increase in the amount of blood that is delivered and utilised by the muscle to produce energy production.

205
Q

increased muscle temperature

A

Increased blood flow to the muscles coupled with the heat generated as a by product of the increased production of ATP during exercise results in an increase in muscle temperature

206
Q

increased enzyme activity

A

Increased blood flow to the muscles coupled with the heat generated as a by product of the increased production of ATP during exercise results in an increase in muscle temperature

207
Q

increased oxygen supply and use

A

Muscle cells extract and use more oxygen from the blood during exercise because of increased demand for ATP

208
Q

decreased muscle substrate

A

Muscular stores of ATP, creatine phosphate, glycogen and triglycerides begin to deplete during exercise because they are sources of fuel for the production of ATP

The depletion of these energy stores, especially CP and glycogen contributes to the fatigue experienced during exercise and physical activit

209
Q

absolute VO2 max

A

expressed in liters/minute (L/min); used for non-weight bearing tests

210
Q

relative VO2 max

A

expressed in milliliters/kilogram/minute (mL/kg/min); allows for a more accurate comparison of different sized individuals during weight bearing exercises

211
Q

factors affecting max oxygen uptake (VO2 max)

A

Gender
Genetics
Age
Training status

212
Q

factors affecting max oxygen uptake: gender

A

Females tend to have lower oxygen uptake values compared with males of similar age and athleticism

213
Q

factors affecting max oxygen uptake: training status

A

Trained athletes have a higher VO2 max then untrained athletes

214
Q

factors affecting max oxygen uptake: age

A

VO2 max tends to decline with increasing age

Peaks during late adolescence and early adulthood and then declines from that point

215
Q

purpose of activity analysis

A

helps coaches and performers gain specific knowledge that can be used to design tailored training programs. It gathers sport specific physiological data through a record of performance via viewing or recording of an individual.

216
Q

what is information of an activity analysis used for

A
  • Set individual and team goals
  • Structure training sessions to enable the athlete to best meet the demands of the sport
  • Provide feedback for players and compare against team and competition benchmarks.
217
Q

advantages of direct observation

A
  • Ability for coaches/athletes to implement immediate change if required
  • Highly practical in a variety of settings
218
Q

disadvantges of direct observation

A
  • difficult with large population group
  • only specific PA behaviours can be observed
  • no supportive data
  • highly subjective
  • memory limitations
  • labour intensive
219
Q

advantages of digital recording

A
  • Ability to store and archive footage
  • Ability to replay at any time
  • Ability to share and transmit footage easily
  • Computer programs (Hawkeye etc.) can process footage for further analysis
  • Increased accuracy when compared to direct observation
220
Q

disadvantages of digital recordings

A
  • Labour intensive process - filming, editing etc.
  • Expensive
  • Trained equipment operators often required
  • Difficulty associated with recording sports that cover large areas
221
Q

advantages of heart rate monitors

A

low participant burden

222
Q

disadvantages of heart rate monitors

A
  • the need to calibrate the device to each individual
  • during low-intensity exercise, the relationship between exercise intensity and heart rate is frequently not linear
  • At a low level of intensity, factors that affect heart rate such as stress, fear, excitement and changes in body temperature need to be considered as they may cause a false reading
223
Q

advantages of GPS

A
  • easier and more efficient way of collecting movement patterns
  • Allow multiple athletes to be recorded at the same time and data is easily stores and converted into information that can be analysed
224
Q

disadvantages of GPS

A
  • can be expensive
  • limited to outside activity
  • technical operators of equipment is required
225
Q

types of activity analysis

A

skill frequencies, movement patterns, heart rates, work to rest ratios

226
Q

what information can be extracted from skill frequencies

A
  • The major muscle or muscle groups most used
  • Which main muscle groups re used early in the match and whether they are different from those used later in the match
  • Whether the muscle concentration is powerful and fast or slow and repeated
  • Whether muscle strength or muscle endurance is most important
  • What range of motion and flexibility is exhibited
  • frequency of common skills executed in match
  • effectiveness of common skills executed in match
  • fitness components
227
Q

what information can be extracted from movement patterns

A
  • distance travelled and time spent in different speed zones
  • average distance travelled in each speed zone
  • number of efforts completed in each speed zonE
  • hot spots on the field where repeated movement patterns or set plays are completed
  • contrasting movement patterns at different stages of a match/race
  • contrasting movement patterns at different stages of a season
  • fitness component
  • energy system
  • intensity
228
Q

what information can be extracted from heart rate

A
  • intensity
  • fatigue
  • recovery
  • energy system
229
Q

what information can be extracted from work to rest ratio

A
  • determine an athletes energy systems and intensity of effort
230
Q

ATP-CP: work to rest ratio:

A

1:5+

231
Q

anaerobic: work to rest ratio

A

1:3-1:4

232
Q

aerobic: work to rest ratio

A

1:1, 1:2, 2:1+

233
Q

aerobic power

A

The maximum rate of energy production from the aerobic system

234
Q

factors affecting aerobic power

A

age, sex, muscle fibre type

235
Q

anaerobic capacity

A

The total amount of energy obtained from the anaerobic system

236
Q

factors affecting anaerobic capacity

A

age, sex, muscle fibre type, lactate tolerance

237
Q

muscular strength

A

The peak force that a muscle can develop

238
Q

factors affecting muscular strenght

A

speed of muscle contraction, length of muscle fibre

239
Q

muscular power

A

The ability of a muscle or group of muscles to exert maximum amount of force in the shortest period of time

240
Q

factors affecting muscular power

A

joint around the muscle, warm up

241
Q

muscular endurance

A

The ability of a muscle or a group of muscles to sustain repeated contractions against a resistance for an extended period of time

242
Q

factors affecting muscular endurance

A

sex, lactate tolerance

243
Q

factors affecting speed

A

flexibility, reaction time

244
Q

agility

A

A combination of flexibility and speed which allows the performer to change direction with maximal speed and control

245
Q

factors affecting agility

A

muscle fibre type, sex

246
Q

flexibility

A

range of movement around a joint

247
Q

factors affecting flexibility

A

body composition, gender, warm up

248
Q

balance

A

The ability of the body to remain in a state of equilibrium when performing a desired task

249
Q

factors affecting balance

A

line of gravity, base of support

250
Q

body composition

A

The relative proportions of bone, muscle and fat within the body

251
Q

coordination

A

The ability to use different parts of the body together smoothy and efficiently

252
Q

factors affecting coordination

A

genetics, age

253
Q

reaction time

A

the time between the stimulus and first response

254
Q

factors affecting reaction time

A

probability of cue occurring, sex

255
Q

6 stages of informed consent that must be addressed prior to testing

A
  • Pre-test screening
  • Explanation of fitness test
  • Explanation of potential risks
  • Explanation of testing benefits
  • Confidentiality assurance
  • Signature of participant
256
Q

types of fitness testing

A

Laboratory, Field, Direct, Indirect, Maximal, Submaximal

257
Q

laboratory fitness test: example

A

VO2 maximum treadmill test

258
Q

laboratory fitness test: advantages

A
  • accurate
  • Ability to measure a wide range of physiological parameters
  • provides direct measures of performance
  • controlled environment
  • qualified personnel conducting test
259
Q

laboratory fitness test: disadvantages

A
  • expensive
  • time consuming
  • need of a qualified personnel
  • impractical
260
Q

field fitness testing: example

A

12-minute Cooper Run Test

Multi-stage Fitness Test

261
Q

field fitness testing: advantages

A
  • Readily available and inexpensive equipment, Allow simultaneous testing of large groups
  • highly practical and accessible
  • Most provide indirect measures that can then be used to estimate performance
  • Individual can administer test themselves or with anyone’s assistance
262
Q

field fitness testing: disadvantages

A
  • Not as precise as laboratory tests
  • Provides estimates or predictions of fitness levels
  • uncontrolled environments
  • reduced accuracy
263
Q

direct fitness testing: example

A

VO2 maximum treadmill test

264
Q

direct fitness testing: advantages

A
  • accurate
265
Q

direct fitness testing: disadvantages

A
  • Often requires expensive equipment and trained personnel
  • Can be time-consuming and physically demanding
266
Q

indirect fitness testing: example

A
  • Predicted VO2 Max using the Cooper Run Test
  • 20 metre shuttle run test
267
Q

indirect fitness testing: advantages

A
  • Less expensive and easier to administer
  • Can be used with larger groups of people
268
Q

indirect fitness testing: disadvantages

A
  • less accurate as they compare norms and are not individualised
  • Results can be influenced by estimation errors and individual variability
269
Q

maximal fitness testing: example

A

1-repetition maximum (1RM) strength test

270
Q

maximal fitness testing: advantages

A
  • Provides accurate assessment of an individual’s maximum capacity
  • Useful for designing high-performance training programs
  • completed under laboratory conditions
271
Q

maximal fitness testing: disadvantages

A
  • High risk of injury and physical strain
  • Not suitable for all populations
  • impractical
  • time consuming
  • longer recovery needed
272
Q

submaximal fitness testing: example

A

Harvard step test

273
Q

submaximal fitness testing: advantages

A
  • Safer and more comfortable for participants
  • Can provide useful estimates of fitness levels without maximal effort
  • practical and accessible
  • less disruptive to training
  • Use physiological markers such as heart rate response that correlate with VO2 maximum
274
Q

submaximal fitness testing: disadvantages

A
  • Less precise than maximal tests
  • Requires accurate prediction models to estimate maximal capacity
275
Q

Pre-participation health screening (PAR-Q): aim

A

identify individuals who may need medical clearance before engaging in physical activity to ensure safety and prevent exercise-related health risks

276
Q

Pre-participation health screening (PAR-Q): aim

A

determine the safety or possible risk of exercising for an individual based on their health history, symptoms, and risk factors.

277
Q

what are the 12 training principles

A
  • Frequency
  • Intensity
  • Time
  • Type
  • Progression
  • Specificity
  • Individuality
  • Diminishing returns
  • Variety
  • Maintenance
  • Overtraining
  • Detraining
278
Q

frequency

A

the number of training sessions completed per week.

Frequency needs to be a minimum of 3 sessions x per week to see improvement.

Frequency needs to be 2 sessions x per week to maintain current levels.

279
Q

maintenance

A

completing the minimum amount of training required to stay at current level of fitness.

280
Q

intensity

A

the level of physical exertion at which the training is being performed.

281
Q

time

A

the duration of either training program (weeks), session

(minutes), activity (minutes/seconds).

282
Q

type

A

refers to the method of training being used.

283
Q

progression

A

gradually increasing or ‘overloading’ a training stimulus

to ensure continued improvements and avoid plateauing.

284
Q

adjustable variables

A
  • Number of sets/repetitions (increased)
  • Number of sessions per week (increased)
  • Amount of resistance (increased)
  • Level of intensity (increased)
  • Duration of work (increased)
  • Duration of recovery time (decreased)
285
Q

specificity

A
  • replicating the characteristics of a sport or activity in training to ensure it benefits performance.
  • E.g Energy system usage (work : rest ratio), Fitness components, Major muscles and movements, Frequent skills
286
Q

individuality

A

tailoring training programs to suit individual factors such as genetics, injuries and fitness levels.

287
Q

diminishing returns

A

The rate of fitness improvement diminishes as a person approaches their genetic potential

288
Q

variety

A

providing different activities and contexts to prevent boredom and to challenge the body in new ways.

289
Q

overtraining

A

a condition experienced when training load exceeds recovery, resulting in symptoms such as fatigue and decreased performance.

290
Q

detraining

A

occurs when training stops for whatever reason, and the body begins to return to pre-training fitness levels.

291
Q

training methods

A
  • Continuous
  • Fartlek
  • Interval (long, short, intermediate, HIIT)
  • Resistance
  • Plyometrics
  • Circuit
  • Flexibility
292
Q

continuous training

A
  • Involves working at a steady state intensity within the aerobic zone, for a minimum of 20 minutes.
  • Targets aerobic power and muscular endurance.
  • Must be completed with the ‘aerobic training zone’ = 70-85% of maximum heart rate.
293
Q

continuous training: work to rest ratio

A

1:1, 1:2, 2:1

294
Q

continuous training: intensity

A

70-85% MHR

295
Q

continuous training: duration

A

minimum duration of 20 minutes

296
Q

continuous training: frequency

A

minmum 4x per week

297
Q

continuous training: energy system

A

aerobic

298
Q

continuous training: progressive overload

A

Increase distance of work interval

increased duration of work interval

increased intensity

299
Q

fartlek training

A

involves continuous running with random bursts of speed.

Targets aerobic power, anaerobic capacity and muscular endurance.

300
Q

fartlek training: duration

A

Minimum of 20 minutes per sessions

301
Q

fartlek training: type

A

most specific to athlete: Running, Swimming, Rowing Cycling

302
Q

fartlek training: energy system

A

Aerobic system, Anaerobic glycolysis system

303
Q

fartlek training: intensity

A

Aerobic: 70-85% MHR

Anaerobic: 85-95% MHR

304
Q

fartlek training: frequency

A

4x per week

305
Q

fartlek training: progressive overload

A
  • Increasing the frequency of the high intensity efforts
  • Increasing the duration of the high intensity efforts
  • Increasing the overall distance covered
  • Including more hills and variety on terrain
  • Shortening the time to cover the same distance
306
Q

interval training

A
  • involves alternating moderate-high intensity work periods with rest or low intensity.
  • Can target aerobic power, anaerobic capacity and muscular endurance (depending on interval length and intensity)
307
Q

long interval training: energy system

A

aerobic

308
Q

long interval training: work interval training

A

30 secs - 4 mins

309
Q

long interval training: reps

A

2-4

310
Q

long interval training: sets

A

2

311
Q

long interval training: recovery time

A

30 secs - 4 min

312
Q

long interval training: work to rest ratio

A

1:1, 1:0, 2:1

313
Q

long interval training: frequency

A

4-5 per week

314
Q

interval training: progressive overload

A
  • Work interval distance
  • Work interval time
  • Rest interval time
  • Rest interval type
  • Number of repetitions
  • Number of sets
315
Q

intermediate interval training: energy system

A

anaerobic glycolysis

316
Q

intermediate interval training: work interval training

A
  • 10-60 secs
  • 100m-300m
317
Q

intermediate interval training: intensity

A

85-95% MHR

318
Q

intermediate interval training: reps

A

6-10

319
Q

intermediate interval training: sets

A

2

320
Q

intermediate interval training: rest interval training

A

30-180 secs

321
Q

intermediate interval training: work to rest ratio

A

1:3

322
Q

intermediate interval training: frequency

A

3 per week

323
Q

short interval training: sets

A

3

324
Q

short interval training: reps

A

6-15

325
Q

short interval training: work interval

A

3-10 secs
10-100m

326
Q

short interval training: rest interval

A

3-50 secs

327
Q

short interval training: work to rest ratio

A

1:5+

328
Q

short interval training: energy system

A

ATP-CP

329
Q

short interval training: frequency

A

3x per week

330
Q

short interval training: intensity

A

95% MHR

331
Q

HIIT: energy system

A

aerobic

332
Q

HIIT: frequency

A

3x per week

333
Q

HIIT: work duration

A

30 secs - 4mins

334
Q

HIIT: rest duration

A

2-3 minutes

335
Q

HIIT: reps

A

4-6

336
Q

HIIT: sets

A

1

337
Q

resistance training

A
  • involves completing exercises that create muscular contractions.
  • Can target muscular strength, power or endurance depending on weight, reps, sets etc.
338
Q

resistance training: isoinertial

A

Type of dynamic muscle contraction where the resistance against the muscle remains constant

339
Q

concentric phase

A

The muscle contracts against the force of gravity

340
Q

eccentric phase

A

The muscle lengthens under tension with the force of gravity

341
Q

resistance training: isometric

A

The muscle length remains the same as it contracts under tension

342
Q

resistance training: isokinetic

A

Variable resistance provided by a machine

343
Q

resistance training: load RM%

A

Muscular strength:
70-80% RM

Muscular endurance:
50-70% RM

Muscular power:
30-60% RM

Muscular hypertrophy:
70-80% RM

344
Q

resistance training: reps

A

Muscular strength:
6-10

Muscular endurance:
10-15

Muscular power:
3-6

Muscular hypertrophy:
8-12

345
Q

resistance training: sets

A

Muscular strength:
2-6

Muscular endurance:
1-3

Muscular power:
1-3

Muscular hypertrophy:
1-3

346
Q

resistance training: contraction speed

A

Muscular strength:
Moderate

Muscular endurance:
slow for moderate reps, moderate for high reps

Muscular power:
Fast

Muscular hypertrophy:
slow to moderate

347
Q

resistance training: rest/recovery

A

Muscular strength:
2-3 min - heavy loads
1-2 min light loads

Muscular endurance:
1-2 min for high rep sets

Muscular power:
2-3 min - heavy loads
1-2 min light loads

Muscular hypertrophy:
1-2 min

348
Q

resistance training: frequency

A

Muscular strength:
3-4x per week

Muscular endurance:
3-4x per week

Muscular power:
3-4x per week

Muscular hypertrophy:
4x per week

349
Q

different factors of resistance trainng

A

Muscular strength:
High load (%RM) and low volume (reps)

Muscular power:
Moderate load (%RM) with fast contraction speed

Muscular endurance:
Low load (%RM) and high volume (reps)

Muscular hypertrophy:
Moderate load (%RM) and high volume (reps)

350
Q

resistance training: progressive overload

A
  • Increasing reps
  • Increasing sets
  • Increases load
  • Decrease rest period
  • Decrease stability
351
Q

plyometrics

A

involves completing activities which involve rapid and repeated muscle contractions.

Targets muscular power.

352
Q

plyometric training guidelines (8)

A
  1. An adequate warm-up must be performed, consisting of general aerobic activities progressively increasing in intensity and including dynamic flexibility.
  2. The development of a good strength base should precede plyometric training.
  3. Begin with low to moderate level plyometric exercises and progress to higher levels when sufficient strength and power have been developed.
  4. Plyometric exercises should be performed in a controlled manner using good postural technique.
  5. Footwear that has good ankle and foot support is recommended.
  6. Plyometric exercises should be undertaken on shock-absorbing surfaces.
  7. Plyometric exercises should be undertaken early in a training session so that the exercises aren’t being performed when the person is fatigued.
  8. There should be at least 48 hours recovery between each plyometric session and a maximum of two sessions per week for beginners
353
Q

plyometric training: low impact

A

The height for low-impact exercises is 25 centimetres or less, and the beginner should start with repetitions of 10 × 1-5 sets. The appropriate rest and recovery time between sets is 3 minutes.

354
Q

plyometric training: high impact

A

The height for high-impact exercises is 35 centimetres and above, and the athlete should perform repetitions of 10-25 × 1-5 sets. The appropriate rest and recovery time between sets is 10 minutes.

355
Q

plyometrics: progressive overload

A
  • Increase reps
  • Increase sets/laps of circuit
  • Perform higher impact exercises
  • Decrease rest period
  • Decrease stability
  • Add more stations
  • Increase time at each station
356
Q

flexibility training

A

exercises to improve range of motion for specific joints. Can include static, dynamic, ballistic and PNF stretching.

Targets flexibility only.

357
Q

flexibility training: frequency

A

3-4x per week for 3 weeks

358
Q

static stretching

A

a joint is taken through it’s range of motion and ‘held’ for 10+ seconds

359
Q

dynamic stretching

A

a joint is moved through it’s range of motion with controlled movement/momentum.

360
Q

balistic stretching

A

similar to dynamic stretching but with greater speed/force applied

361
Q

PNF stretching

A

involves moving a joint to the end of it’s ROM, before contracting the muscle isometrically for 5-6 secs and repeating

362
Q

circuit training

A

rotating between activity stations, often training multiple fitness components throughout.

Able to target any fitness component, depending on what activities are included in circuit.

363
Q

fixed time circuit

A

Individuals complete as many repetitions as possible in an allocated time

364
Q

fixed load circuit

A

Number of repetitions to be completed is pre-determined

365
Q

individual load circuit

A

Based on individuals pre-test results

366
Q

circuit training: progressive overload

A

Increasing reps

Increasing number of circuits

Increasing weights

Changing the lengths and nature of their recovery periods

For fixed interval circuits athletes can lengthen the work period

367
Q

components of training session

A

warm up

conditioning phase

cool down

368
Q

warm up

A

initial phase that prepares the body and mind for the demands of the conditioning phase and reduces the risk of injury.

369
Q

conditioning phase

A

main part of session where relevant energy systems/fitness components are targeted by specific training methods.

370
Q

cool down

A

final phase designed to return body to pre-exercise levels and reduce effects of fatigue

371
Q

warm up aims

A

Increases muscle temperature

Increases core body temperature

Increases respiration rate

372
Q

warm up stages

A

Stage 1: 5-10minutes of low intensity aerobic activity such as walking, jogging or exercise bike

Stage 2: specific movements at a gradually increased intensity

Should replicate movements and actions that will be used in the session, focusing on key muscle groups

Dynamic stretching should be used (but not static)

373
Q

conditioning phase aims

A

The main part of the session

Targets relevant energy systems/fitness components

Particular emphasis on areas of fitness that need improvement

374
Q

cool down aims

A

Aims to return the body to pre-exercise levels, reversing the effects of fatigue

Helps break down (oxidate) and remove metabolic by-products

Helps prevent venous pooling and reduces the effects of delayed onset of muscle soreness (DOMS)

physical education (2 decks)

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