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Physical Education Studies 1A > EXAM REVISION (2ND SEMESTER) > Flashcards

EXAM REVISION (2ND SEMESTER) Flashcards

1
Q

Functions of Muscular System

A

− Enables us to move body parts − Gives us our own individual body shape − Protects and keeps abdominal organs in place − Enables us to maintain good posture − Helps in our circulation of blood − Generates body heat when they contract

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2
Q

Skeletal Muscle

A

Skeletal: voluntary under our conscious control Functions: movement, shape, moves skeletal levers

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3
Q

Smooth Muscle

A

Smooth: involuntary, works without conscious thought Functions: works internal organs

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4
Q

Cardiac Muscle

A

Cardiac: involuntary, works under nervous/chemical control Functions: contracts regularly and consistently without tiring

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5
Q

How to make the body more stable?

A

− Lower centre of gravity − Widen base of support − Keep centre of gravity within the base of support

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6
Q

Lifting without injury

A

− Keep back straight − Do not bend forward without bending the knees

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7
Q

Hypertrophy

A

− A requirement for increase in strength will often be accompanied by an increase in muscle size

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8
Q

Atrophy

A

− A lack of use of the muscular system, or immobilization due to injury, will often lead to a decrease in strength and muscle bulk

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9
Q

Many changes occur in the muscular system as we exercise, including:

A

− Increase in blood flow to working muscles − Muscles extract more oxygen from the blood − Muscles contract more often and more quickly − More muscle fibres contract to cause movement − Muscle temperature rises − Immediate energy stores (ATP-CP) is all used − Waste products build up in the muscles (lactic acid/CO2) − Waste products cause tiredness/cramps − Stores of muscle glucose are used − Overuse leads to soreness/strains/injuries

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10
Q

Flexion

A

Bending, decreasing angle between two or more bones

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11
Q

Extension

A

Straightening, increasing angle between two or more bones

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12
Q

Abduction

A

Moving a body part away from the centerline of the body in either the horizontal or vertical plane

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13
Q

Adduction

A

Moving a body part towards the centerline of the body in either the horizontal or vertical plane

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14
Q

Rotation

A

Moving a bone around its own longitudinal axis

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15
Q

Circumduction

A

Moving a body part so that the end describes a circle and the body part makes the shape of a cone when it moves

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16
Q

Supernation

A

Moving the bones of the forearm so that the radius and ulna are parallel (palms up)

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17
Q

Pronation

A

Moving the bones of the forearm so that the radius and ulna cross over each other (palms down)

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18
Q

Plantar flexion

A

Moving the top of your foot away from the tibia, by pointing the toes

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19
Q

Dorsi flexion

A

Moving the top of you foot towards the tibia

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20
Q

Elevation

A

Raising the shoulder girdle upwards in relation to the head

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21
Q

Depression

A

Lowering the shoulder girdle in the relation to the head

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22
Q

Inversion

A

Moving the sole of the foot inwards at the ankle

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23
Q

Eversion

A

Moving the sole of the foot outwards at the ankle

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24
Q

Cardio respiratory Fitness leve;

A

determined by the efficiency of the circulatory are respiratory systems in delivering and adequate supply of oxygen to muscles during work or exercise to produce energy

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25
Q

Arteries

A

carry blood away from the heart

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26
Q

Veins

A

carry blood towards the heat

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27
Q

Oxygen-rich (oxygenated)

A

red in colour

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28
Q

Oxygen-depleted (de-oxygenated)

A

purplish in colour

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29
Q

Circulation of blood around the body

A

systemic circulation

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30
Q

Circulation of blood to the lungs

A

pulmonary circulation

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31
Q

Cardiac Cycle

A

heart → pulmonary → systemic

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32
Q

Heartbeat

A

one complete contraction of the heart

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33
Q

Heart-rate (pulse)

A

number of beats per minute (radial/carotid pulse)

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34
Q

Stroke volume

A

the amount of blood pumped by the heart with each beat

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35
Q

Cardiac Output

A

the amount of blood pumped by the hear each minute

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36
Q

blood pressure

A

the force of blood against the walls of the blood vessels. systemic pressure/diastolic pressure

37
Q

hypertension

A

high blood pressure

38
Q

Cardiac System (made up of)

A

− The heart − Blood vessels (arteries, veins, capillaries) − Blood

39
Q

Functions of cardiac system

A

− Delivers oxygen and nutrients to cells − Removes carbon dioxide and waste from all cells − Carries hormones to all parts of the body from endocrine glands − Maintains temperature and fluid levels − Prevents infection from invading germs

40
Q

Blood (male vs female)

A

Males: have approximately 5-6 litres of blood Females: have approximately 4-5 litres of blood

41
Q

What is blood made of?

A

55% plasma and 45% formed elements consisting of; red blood cells (erythrocytes), white blood cells (leukocytes), platelets (thrombocytes)

42
Q

Plasma

A

− Very watery fluid − Pale yellow in colour − Contains dissolved and waste products

43
Q

Red Blood Cells

A

− Made by red marrow in long/large bones − Gives blood it’s colour/very numerous − Contains haemoglobin to carry oxygen

44
Q

White Blood Cells

A

− Made in bone marrow, lymph nodes and spleen − Larger than red blood cells, but fewer − Mobile guard against disease/infection

45
Q

Platelets

A

− Made in bone marrow − Stick together easily to form a clot − Work with fibrinogen to form clots

46
Q

Haemoglobin

A

Iron-based substance that links up with oxygen to enable it to be carried is called haemoglobin. Oxygen and this substance combine to form oxyhaemoglobin.

47
Q

Heart rate (exercise)

A

will increase to supply working muscles with more oxygen. Max heart rate = 220 – Age

48
Q

Blood circulation

A

to the working muscles increase (80%). Blood supply to the other areas is decreased

49
Q

Blood pressure

A

increases during exercise and returns to normal after exercise

50
Q

Blood vessels to the skin

A

dilate to allow excess heat from muscles and organs to be lost more easily from the skin

51
Q

Adrenaline

A

is released before exercise begins to prepare the body for action

52
Q

Carbohydrates

A

− 55% of diet − Simple sugars (honey, fruit juice, sugar) − Complex sugars (bread, cereal, rice, pasta, potatoes) − Digested to simplest form; glucose − Rate at which the glucose is released into the bloodstream is called the glycaemic index − Carbs that result in a rapid release of glucose into the bloodstream after eating are referred to as high GI foods. − High glycaemic index foods: watermelon, jelly beans, coco pops − Low glycaemic index foods: apples, egg pasta, all-bran − The storage form of carbohydrates is called glycogen; which is stored in the liver

53
Q

Fats

A

− 30% of the dietary intake of most individuals − Saturated fats; diary products, fatty meats − Unsaturated fatty acids; avocados, fish, nuts, oils − Stored as triglycerides − Fat tissue is known as adipose tissue

54
Q

Proteins

A

− 15% of a persons diet − Digested to simplest form – amino acids − Amino acids can contribute to ATP replenishment − Main role is in growth and repair of muscle tissue

55
Q

ATP-CP System

A

− Produces ATP without using oxygen − ATP in this system is replenished using energy released from a molecule called creatine phosphate (CP) − When the high-energy bond between creatine and the phosphate group is broken, energy is released. This energy is used to rebond ADP and Pi to produce ATP − The amount of CP stored is enough to power approximately 8 seconds of exercise − Takes 3 minutes to replenish

56
Q

Lactic Acid System

A

− Provides energy from the breakdown of carbohydrates to make ATP without oxygen − A process called anaerobic glycolysis breaks down carbohydrates to an end product called lactic acid − Breakdown of one carbohydrate molecule results in two ATP molecules − Associated with muscle fatigue − Lasts 30-60 seconds − Examples: 400m sprint, 100m freestyle

57
Q

Aerobic System

A

− Requires oxygen to produce ATP − Both carbohydrates and fats can be broken down by mitochondria − The process of ATP production from fat is slower than that from carbohydrates − Greatest capacity for producing ATP − Lasts 1.5 – 3 hours − Examples: jogging, swimming, cycling

58
Q

Endomorph

A

Characterized by roundness and softness of the body; the ‘fat’ component.

59
Q

Mesomorph

A

Characterized by the v-shaped body with large bones covered in thick muscle; the ‘muscle’ component.

60
Q

Ectomorph

A

Characterized by a thin fragile body; the ‘thinness component’.

61
Q

Motion

A

Describes the path of a body or body part and can be in a linear or angular (or a combination of the both, general)

62
Q

Body (Motion)

A

Can refer to an inanimate (non-living) object e.g. Ball, javelin Can refer to the human body e.g. the movement of the body over a high jump bar Can refer to part of the human body e.g. movement of the leg when kicking a ball

63
Q

Linear Motion

A

− Takes place when a body moves, so that all parts of the body travel exactly the same distance in the same direction (same speed) − This motion can be either straight line (rectilinear motion) or in a curved line (curvilinear motion) − Measured in length

64
Q

Angular Motion

A

− Also referred to as rotation − Takes place when a body moves around an axis of rotation − All parts of the body travel through the same angle in the same direction, in the same time − Axis of rotation can be either internal or external to the body − Axis of rotation can be along the vertical or longitudinal axis (head to toe along the transverse plane) − Axis of rotation can be along the horizontal or transvers axis (hip to hip along the sagittal plane) − Axis of rotation can be along the medial axis (navel to the small of the back along the frontal plane) − Measured in degrees

65
Q

General Motion

A

− Most common of motion in sports is general motion − Combination of both linear and angular motion

66
Q

Injuries

A

− Poor technique − Unsuitable equipment − Inappropriate physical body for activity

67
Q

Loads experienced in sport are of two main types

A

− Those associated with a high number of repetitions of an activity − Those associated with performances requiring high levels of technique and power, or high force activities

68
Q

High repetition sports

A

− Endurance running − Swimming − Fast bowling − Team sports where there a high number of take-offs and landings

69
Q

How to prevent overuse from high repeitions

A

− Use of an appropriate warm-up and cool-down − Specific flexibility and muscle endurance training − Increase training load gradually − Vary training, to spread the load to different body areas − Monitoring the number of repetitions in training and competition − Wearing appropriate footwear for the surface

70
Q

High force, moderate repetition activities

A

− Gymnastics − Long Jumps − Examples that require high velocity landings − High jump − Pole vault − Examples require high velocity take-offs − AFL − Rugby − Examples require high velocity body contact − All require high levels of technique and power and generate high levels of force that must be absorbed by the body

71
Q

Step 1: Introduce the skill

A

− Introduce the skill with enthusiasm − Speak clearly and simply An effective introduction comprises: − Gaining athletes attention by establishing a routine − Arranging athletes so they can see and hear − Naming the skill and giving reasons for learning

72
Q

Step 2: Demonstrate the skill

A

− Produce a model of the required performance − Give the athlete a visual picture of what is required An effective demonstration and explanation 1. Gaining the athletes attention 2. Demonstrating and explaining the skill 3. Relating the skills to previously learned skills 4. Check for understanding

73
Q

Consider when demonstrating a skill

A

− Positioning of the demonstrator − Position to overcome distractions − Demonstration is by someone who can effectively perform the skill − Demonstration should be to the appropriate skill level and stage of development of athletes − Highlight key points prior to demonstration − Only give 2-3 points at a time − Explanation matches the demonstration − Avoid pointing out what not to do − Demonstration should be performed at normal speed; shows athletes the sequence and timing of the skill − Once demonstrated at normal speed, break it down into several components − Make sure to demonstrate for both left and right side dominant athletes − Demonstration should build on previous learning − Demonstrations and explanations kept short and simple − Check for understanding before moving on the practice

74
Q

Step 3: Practice the skill

A

− Athletes should begin practicing the skill as soon as possible after the demonstration − Practice tasks should reflect the demands of the activity/sport

75
Q

Consider when practicing

A

− Be aware if the practice environment and the requirements of the athlete − The complexity of the skill to be learned: this will determine whether the skill is practiced using the whole or part method − Maximize Participation: Use as much space, equipment and time as possible − Use time efficiently − Use clear, concise instructions − Check the practice pattern then the athletes technique − Skills should be practiced in competition-like conditions − Athletes should experience some success at each practice

76
Q

Step 4: Providing feedback and correcting errors

A

− Athletes much be provided with two types of information 1. How the skill was performed compared to the desired outcome 2. How to change an incorrect performance

77
Q

Types of Errors

A

− Learning errors (when the athlete has no yet developed the correct motor program to perform the skill − Performance errors (when the athlete incorrectly executes a skill which they are capable of performing) − Important to distinguish between the two types of errors

78
Q

Consider when correction errors

A

− Adopt a positive approach to the correction of errors − Positioning is important − Avoid embarrassing players

79
Q

Knowledge of performance

A

Involves thinking about your performance and how you felt with regard to aspects such as: − Fitness level − Skill execution − Strategies and tactics Reflections on performance can be used to support evidence gathered through other means such as: − Video analysis − Observation of live performances

80
Q

Knowledge of results

A

Knowledge of results can be and effective measure of performance and can highlight areas requiring improvement in both: − Skills − and tactical aspects − Statistics are more formal way for providing knowledge of results − Can provide information for both individuals and players

81
Q

Team Dynamics

A

− The relationship between team members − The relationship between team and coach − The success and failures of the team − The motivation of team members − The nature of the competition − How teams interacts is largely determined on by the norms and roles − Strong teams are recognized, understood and shared by all team members − E.g. team norms; dress code, week night curfews, regular training

82
Q

Formal Roles

A

assigned a particular job within a team (positional, organistational)

83
Q

Informal Roles

A

not part of the formal organisation of the team, but contributes to the functioning of the group (the motivator, the mediator, the comedian) − Informal roles may be detrimental to team cohesion

84
Q

Destructive Roles

A

players not cooperating as part of a team may exhibit behaviours the can be destructive to the group (being aggressive, blocking ideas by being negative, only promoting their ideas, seeking sympathy, avoid tasks they don’t like, using group for amusement, seeking personal recognition, withdrawing from team activities)

85
Q

Social Loafing

A

the potential to decrease the effort made by individuals because they may believe themselves to be hidden within the team (believing their own efforts have little effect on overall performance, hiding behind the team, assuming team-mates will compensate for lack of effort or form

86
Q

Ingredients for effective teamwork

A

− Understand and accept your own role − Players need to feel valued and that their contribution is essential for team success − Effective communication − Interpersonal skills need to be developed − Players need to gain a satisfaction from their participation in the team

87
Q

The Heart

A
88
Q

Muscle Groups

A

Physical Education Studies 1A (9 decks)

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