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
2
Q
Skeletal Muscle
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Skeletal: voluntary under our conscious control Functions: movement, shape, moves skeletal levers
3
Q
Smooth Muscle
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Smooth: involuntary, works without conscious thought Functions: works internal organs
4
Q
Cardiac Muscle
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Cardiac: involuntary, works under nervous/chemical control Functions: contracts regularly and consistently without tiring
5
Q
How to make the body more stable?
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− Lower centre of gravity − Widen base of support − Keep centre of gravity within the base of support
6
Q
Lifting without injury
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− Keep back straight − Do not bend forward without bending the knees
7
Q
Hypertrophy
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− A requirement for increase in strength will often be accompanied by an increase in muscle size
8
Q
Atrophy
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− A lack of use of the muscular system, or immobilization due to injury, will often lead to a decrease in strength and muscle bulk
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
10
Q
Flexion
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Bending, decreasing angle between two or more bones
11
Q
Extension
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Straightening, increasing angle between two or more bones
12
Q
Abduction
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Moving a body part away from the centerline of the body in either the horizontal or vertical plane
13
Q
Adduction
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Moving a body part towards the centerline of the body in either the horizontal or vertical plane
14
Q
Rotation
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Moving a bone around its own longitudinal axis
15
Q
Circumduction
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Moving a body part so that the end describes a circle and the body part makes the shape of a cone when it moves
16
Q
Supernation
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Moving the bones of the forearm so that the radius and ulna are parallel (palms up)
17
Q
Pronation
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Moving the bones of the forearm so that the radius and ulna cross over each other (palms down)
18
Q
Plantar flexion
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Moving the top of your foot away from the tibia, by pointing the toes
19
Q
Dorsi flexion
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Moving the top of you foot towards the tibia
20
Q
Elevation
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Raising the shoulder girdle upwards in relation to the head
21
Q
Depression
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Lowering the shoulder girdle in the relation to the head
22
Q
Inversion
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Moving the sole of the foot inwards at the ankle
23
Q
Eversion
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Moving the sole of the foot outwards at the ankle
24
Q
Cardio respiratory Fitness leve;
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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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Arteries
carry blood away from the heart
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Veins
carry blood towards the heat
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Oxygen-rich (oxygenated)
red in colour
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Oxygen-depleted (de-oxygenated)
purplish in colour
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Circulation of blood around the body
systemic circulation
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Circulation of blood to the lungs
pulmonary circulation
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Cardiac Cycle
heart → pulmonary → systemic
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Heartbeat
one complete contraction of the heart
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Heart-rate (pulse)
number of beats per minute (radial/carotid pulse)
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Stroke volume
the amount of blood pumped by the heart with each beat
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Cardiac Output
the amount of blood pumped by the hear each minute
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blood pressure
the force of blood against the walls of the blood vessels. systemic pressure/diastolic pressure
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hypertension
high blood pressure
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Cardiac System (made up of)
− The heart − Blood vessels (arteries, veins, capillaries) − Blood
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Functions of cardiac system
− 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
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Blood (male vs female)
Males: have approximately 5-6 litres of blood Females: have approximately 4-5 litres of blood
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What is blood made of?
55% plasma and 45% formed elements consisting of; red blood cells (erythrocytes), white blood cells (leukocytes), platelets (thrombocytes)
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Plasma
− Very watery fluid − Pale yellow in colour − Contains dissolved and waste products
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Red Blood Cells
− Made by red marrow in long/large bones − Gives blood it’s colour/very numerous − Contains haemoglobin to carry oxygen
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White Blood Cells
− Made in bone marrow, lymph nodes and spleen − Larger than red blood cells, but fewer − Mobile guard against disease/infection
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Platelets
− Made in bone marrow − Stick together easily to form a clot − Work with fibrinogen to form clots
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Haemoglobin
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.
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Heart rate (exercise)
will increase to supply working muscles with more oxygen. Max heart rate = 220 – Age
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Blood circulation
to the working muscles increase (80%). Blood supply to the other areas is decreased
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Blood pressure
increases during exercise and returns to normal after exercise
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Blood vessels to the skin
dilate to allow excess heat from muscles and organs to be lost more easily from the skin
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Adrenaline
is released before exercise begins to prepare the body for action
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Carbohydrates
− 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
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Fats
− 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
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Proteins
− 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
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ATP-CP System
− 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
Lactic Acid System
− 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
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Aerobic System
− 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
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Endomorph
Characterized by roundness and softness of the body; the ‘fat’ component.
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Mesomorph
Characterized by the v-shaped body with large bones covered in thick muscle; the ‘muscle’ component.
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Ectomorph
Characterized by a thin fragile body; the ‘thinness component’.
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Motion
Describes the path of a body or body part and can be in a linear or angular (or a combination of the both, general)
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Body (Motion)
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
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Linear Motion
− 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
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Angular Motion
− 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
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General Motion
− Most common of motion in sports is general motion − Combination of both linear and angular motion
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Injuries
− Poor technique − Unsuitable equipment − Inappropriate physical body for activity
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Loads experienced in sport are of two main types
− 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
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High repetition sports
− Endurance running − Swimming − Fast bowling − Team sports where there a high number of take-offs and landings
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How to prevent overuse from high repeitions
− 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
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High force, moderate repetition activities
− 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
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Step 1: Introduce the skill
− 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
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Step 2: Demonstrate the skill
− 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
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Consider when demonstrating a skill
− 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
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Step 3: Practice the skill
− Athletes should begin practicing the skill as soon as possible after the demonstration − Practice tasks should reflect the demands of the activity/sport
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Consider when practicing
− 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
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Step 4: Providing feedback and correcting errors
− 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
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Types of Errors
− 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
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Consider when correction errors
− Adopt a positive approach to the correction of errors − Positioning is important − Avoid embarrassing players
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Knowledge of performance
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
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Knowledge of results
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
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Team Dynamics
− 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
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Formal Roles
assigned a particular job within a team (positional, organistational)
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Informal Roles
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
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Destructive Roles
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)
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Social Loafing
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
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Ingredients for effective teamwork
− 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
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The Heart
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Muscle Groups
