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PDHPE Y12 > Factors Affecting Performance syllabus dot points > Flashcards

Factors Affecting Performance syllabus dot points Flashcards

1
Q

How many ‘students learn about’ dot points are there under the Critical question; ‘How does training affect performance’ ?

A

4

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2
Q

What are the dot points under the student learn about section, under the CQ ‘How does training affect performance? (4)

A

Energy systems

Types of training and training methods

Principles of training

Physiological adaptations in response to training

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3
Q

What are the sub dot points under the dot point ‘Energy systems’? (3)

A

Alactacid system (ATP/PC)
Lactic acid system
Aerobic system

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4
Q

What are the sub dot points under the dot point ‘Types of training and training methods’? (4)

A

Aerobic, eg. continuous, Fartlek, aerobic interval, circuit

Anaerobic, eg. anaerobic interval

Flexibility, eg. static, ballistic, PNF, dynamic

Strength training, eg. free fixed weights, elastic hydraulic

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5
Q

What are the sub dot points under the dot point, ‘principles of training’? (6)

A

Progressive overload

Specificity

Reversibility

Variety

Training thresholds

Warm up and cool down

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6
Q

What are the sub dot points under the dot point; ‘physiological adaptations in response to training’? (6)

A

Resting heart rate

Stroke volume and cardiac output

Oxygen uptake and lung capacity

Haemoglobin level

Muscle hypertrophy

Effect on fast / slow twitch muscle fibres

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7
Q

How many CQs are there?

A

4

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8
Q

What are the 4 CQs?

A

How does training affect performance?

How can psychology affect performance?

How can nutrition and recovery strategies affect performance?

How does the acquisition of skill affect performance?

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9
Q

How many students learn about dot points are there, below the CQ; ‘How can psychology affect performance’?

A

3

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10
Q

What are the 3 student learn about dot points below the CQ; ‘How can psychology affect performance’?

A

Motivation

Anxiety and arousal

Psychological strategies to enhance motivation and manage anxiety

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11
Q

What are the 2 sub dot points under the dot point; ‘Motivation’?

A

Positive and negative

Intrinsic and extrinsic

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12
Q

What are the 3 sub dot points under the dot point; ‘anxiety and arousal’?

A

Trait and state anxiety

Sources of stress

Optimum arousal

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13
Q

What are the 4 sub dot points under the dot point; ‘Psychological strategies to enhance motivation and manage anxiety’?

A

Concentration/attention skills (focusing)

Mental rehearsal/visualisation/imagery

Relaxation techniques

Goal setting

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14
Q

How many dot points are under the CQ; ‘How can nutrition and recovery strategies affect performance’?

A

3

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15
Q

What are the 3 dot points under the CQ; ‘How can nutrition and recovery strategies affect performance’?

A

Nutritional considerations

Supplementation

Recovery strategies

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16
Q

What are the 3 sub dot points under the dot point; ‘nutritional considerations’?

A

Pre-performance, including carbohydrate loading

During performance

Post performance

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17
Q

What are the 4 sub dot points under the dot point; ‘supplementation’?

A

Vitamins/minerals

Protein

Caffeine

Creatine products

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18
Q

What are the 4 sub dot points under the dot point; ‘recovery strategies’?

A

Physiological strategies, eg. cool down, hydration

Neural strategies, eg. hydrotherapy, massage

Tissue damage strategies, eg. cryotheerapy

Psychological strategies, eg. relaxation

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19
Q

How many dot points are under the student learn about section of the CQ; ‘How does the acquisition of skill affect performance?’

A

4

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20
Q

What are the dot points under the CQ; ‘How does the acquisition of skill affect performance?’

A

Stages of skill acquisition

Characteristics of thee learner, eg. personality, heredity, confidence, prior experience, ability

The learning environment

Assessment of skill and performance

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21
Q

What are the 3 sub dot points under the dot point; ‘Stages of skill acquisition’?

A

Cognitive

Associative

Autonomous

22
Q

Are there any sub dot points under the dot point; ‘Characteristics of the learner, eg personality, heredity, confidence, prior experience, ability’?

A

No

23
Q

What are the 4 sub dot points under the dot point; ‘The learning environment’?

A

Nature of the skill (open, closed, gross, fine, discrete, serial, continuous, self paced, externally paced)

The performance elements (decision making, strategic and tactical development)

Practice method (massed, distributed, whole, part)

Feedback (internal, external, concurrent, delayed, knowledge of results, knowledge of performance)

24
Q

What are the 4 sub dot points under the dot point; ‘assessment of skill and performance’?

A

Characteristics of skilled performers, eg. kinaesthetic sense, anticipation, consistency, technique

Objective and subjective performance measures

Validity and reliability of tests

Personal versus prescribed judging criteria

25
Q

How many sub dot points under the dot point ‘Energy systems’?

A

3

26
Q

How many sub dot points under the dot point ‘Types of training and training methods’?

A

4

27
Q

How many sub dot points under the dot point ‘Principles of training’?

A

6

28
Q

How many sub dot points under the dot point ‘Physiological adaptations in response to training’?

A

6

29
Q

How many sub dot points under the dot point ‘Motivation’?

A

2

30
Q

How many sub dot points under the dot point ‘anxiety and arousal’?

A

3

31
Q

How many sub dot points under the dot point ‘Psychological strategies to enhance motivation and manage anxiety’?

A

4

32
Q

How many sub dot points under the dot point ‘Nutritional considerations’?

A

3

33
Q

How many sub dot points under the dot point ‘Supplementation’?

A

4

34
Q

How many sub dot points under the dot point ‘Recovery strategies’?

A

4

35
Q

How many sub dot points under the dot point ‘Stages of skill acquisition’?

A

3

36
Q

How many sub dot points under the dot point ‘The learning environment’?

A

4

37
Q

How many sub dot points under the dot point ‘Assessment of skill and performance’?

A

4

38
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘energy systems’?

A

Analyse each energy system by exploring:

Source of fuel

Efficiency of ATP production

Duration that the system can operate

Causes of fatigue

By products of energy production

Process and rate of recovery

39
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘Types of training and training methods’?

A

Assess the relevance of the types of training and training methods for a variety of sports by asking questions such as:

Which types of training are best suited to different sports?

Which training method(s) would be most appropriate? Why?

How would this training affect performance?

40
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘Principles of training’?

A

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

41
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘Physiological adaptations in response to training’?

A

Examine the relationship between the principles of training, physiological adaptations and improved performance

42
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘motivation’?

A

Evaluate performance scenarios to determine the appropriate forms of motivation, eg golf versus boxing

43
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘anxiety and arousal’?

A

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

44
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘Psychological strategies to enhance motivation and manage anxiety’?

A

Research case studies of athletes from different sports and ascertain the nature of their motivation and the psychological strategies they employ

45
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘Nutritional considerations’?

A

Compare the dietary requiremments of athletes in different sports considering pre-. during and post- performance needds

46
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘Supplementation’?

A

Critically analyse the evidence for an against supplementation for improved performance

47
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘Recovery strategies’?

A

Research recovery strategies and discern their main features and proposed benefits to performance

48
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘Stages of skill acquisition’?

A

Examine the stages of skill acquisition by participating in the learning of a new skill, eg juggling, throwing with the non-dominant arm

49
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘Characteristics of the learner’?

A

Describe how the characteristics of the learner can influence skill acquisition and the performance of skills

50
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘The learning eenvironment’?

A

Design a suitable plan for teaching beginners to acquire a skill through to mastery. The plan should reflect:

  • Appropriate practice methods for learners
  • The integration of relevant performance elements
  • An awareness of how instruction may vary according to characteristics of the learner
  • How feedback will be used as learners progress through the stages of skill acquisition
51
Q

What is the ‘student learn to’ dot point related to the ‘student learn about’ dot point; ‘Assessment of skill and performance’?

A

Develop and evaluate objective and subjective performance measures to appraise performance

PDHPE Y12 (12 decks)

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