Pe Flashcards

1
Q

Examples of skills in football

A

Dribbling
Turning
Shooting
Heading
Block tackling
Slide tackling
Volleying
Long pass
Short pass
Throw in
Individual control
Running with the ball into space

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2
Q

Why was it a weakness/ strength

A

Preparation - what was the body position like at the start of the technique
Execution - what was the actual technique like I’m terms of action - jerky/ flowing)
Result - what happened with the follow through of the technique action
Result - did the technique end up exactly like it was supposed to - did pass reach target or shot go in?

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3
Q

Why was heading a strength

A

The strength of the striker was heading. This was because in preparing for every header they had a very balanced body position and they effectively timed their jumps in order to meet the ball. The action was fluent and they always made contact with the forehead when heading the ball.

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4
Q

Why was shooting a weakness?

A

A weakness of the striker was shooting. This was because I’m the recovery phase their kicking keg would not follow-through the ball, and their leg would often point towards a different target area. This meant that the result of the shots was often that they ended up off target

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5
Q

Examples of tactics in football

A

Man marking

Attacking positioning at short corners
Defending at corners
Breaking free from a marker
Making forward runs
Defending free kicks
Counter attack

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6
Q

Why was positioning a weakness? (Tactics)

A

A weakness of the striker was their positioning as a target player in the centre forward position. This was because they were often playing on the shoulders of the last defender, rather than attempting to move in front of the defender to hell to set up a screening position so that the ball could be played in to his feet.
This impacts in the team as it would mean that when attempting to play the back out from a defending position they could lose the ball consistently when it is played forward so they cannot build up the play.

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7
Q

Examples of fitness in football

A

Speed
Strength
Power
Aerobic endurance
Muscular endurance
Flexibility
Agility
Reaction time
Balance
Coordination

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8
Q

Why was flexibility a weakness (fitness)

A

A weakness of the striker was their flexibility. The target striker was often played high balls aimed towards his chest, but as the passes were weak in to him, he often had to stretch his legs ti reach the ball in higher positions and he often failed. This showed particularly weak rictus femora’s and gastrocnemius muscle groups and this ultimately meant that he did not have the ability to control the ball from height. A weakness in these muscle groups would also reduce the range of movement available to the striker when running or controlling the ball.

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9
Q

Why is agility a strength (fitness)

A

A strength of the winger was their agility. As she collected the ball, she was able to help effectively weave in and out of the defenders aided with close control of the ball. She did this with great speed, and so the action was fluent; this may have been due to fast glycolytic fibres within her lower body which may have enables her to develop quick reactions to oncoming defenders, Her agility became an effective outlet for the team when counter attacking as she could effectively beat two of three players

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10
Q

How to start off the development plan

A

I watched the performer and felt that there were three major weaknesses. However, the most important weakness was their lack of ball control within the game as without this they could not become effective as part of a successful team and would lack basic technical ability to support their performance.

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11
Q

What principles do you need to use in the development plan?

A

FIIT - frequency, intensity, time, type
SPORT - Specificity, progression, overload, reversibility, tedium (variety)
WIMP - warm up & cool down, individuality, moderation, periodisation
TESTING - what test will you use to asses the performer to start with, what yeast will you use halfway through, and at the end

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12
Q

What to include;

A

Aims and objectives of the programme
Targets you have set for the performer

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13
Q

Set the scene of what to do for the development plan

A

I have decided to focus on the fitness component of **. In order to develop this for my performer, I have created a 8 week training programme, which will initially be one session per week but progress by week three to two sessions and by week six to three sessions. This is added to their regular coaching sessions each week and every session will last no longer than thirty minutes.

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14
Q

Coaching points for dribbling

A

Head up
Laced area of the foot
Close control
Dribble at speed

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15
Q

Coaching points for shooting

A

Laced area of the foot
Body over the ball
Hit the centre of the ball
Follow through
Non kicking foot next to the ball

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16
Q

Coaching points for passing

A

Inside of the foot for control
Non-kicking foot next to the ball
Follow through
Hit the centre of the ball

17
Q

Coaching points for lofted pass

A

Non-kicking foot next to the ball
Hit the bottom of the ball
Use the laced area of the foot, or inside for swerve/spin
Follow through
Lean back as you connect

18
Q

Psychological aspects to help justification

A

Goal setting
Types and methods of practice
Transfer
Group dynamics/ cohesion
Social facilitation
Deducting stress/ increasing stress
Zone of Optimal functioning
Guidance
Transfer

19
Q

Physiological aspects to help justification

A

Dietary aids/ ergogenic aids
Training principles
Periodisation
Heart rate training zones
Strength training methods - circuit/ Free weights / machine Weights / plyometrics
aerobic capacity training methods interval / fartlek / continuous
Flexibility training methods PNF / static / dynamic / ballistic

20
Q

Justification for development plan with psychological

A

Within week one, I have mainly focused on isolating the discreet skill of the ** by using massed practice in both sessions. As the performer is in the associative phase if learning this would help them to groove the skill of the chest pass and so making it a correct dominant response. This would mean that, when under pressure or aroused in a competitive game the chest pass skill is likely to remain consistent and technique should be better

21
Q

Justification for development plan with physiological

A

Within week one to three, I have decided to use circuit training as a method to develop the performers hooter body strength, particularly focusing on the deltoids, bicep brachial and tricep brachial. By using 65% of their one rep max resistance, for three sets of 8 reps, this should allow for hypertrophy of the said muscles and therefore would support the performer in enabling her ***** in football to be passed both further and more consistently

22
Q

Discuss the psychological adaptions that will have occurred after the training programme

A

Increased control of arousal levels
Increased concentration and focus
Change in group dynamics between group members
Potential phase of learning changes (associative to autonomous)
Attitude towards exercise
Motivation for performer changes

23
Q

Discuss the physiological adaptations that occur

A

Venous return levels increase
Cardiovascular adaptations - resting heart rate
Respiratory system adaptations -tidal volume
Musculoskeletal adaptations - hypertrophy
Aerobic capacity adaptations
Strength training adaptations
Flexibility adaptations
Reduced impact of lifestyle diseases - stroke/heart attack

24
Q

Example of adaptations after training programme

A

At the end of the first four week period there should be a few adaptations taking place for the performer. Psychologically the performer may be learning to control their own arousal levels by the end of week four. This is because they have practiced different isolated skill practices such as shooting and passing, they can recognise when they need to psych themselves up, it would mean that they can move themselves “into the zone” and therefore shoot more powerfully.
Secondly their attitude may be changed towards training and exercise. To begin with they may have had a poor attitude towards increased training but at this point especially if they have gained an increased test result in speed their cognitive component of attitude may have changed as they may see the results and know that the work they are doing has improved their own test ability.
Physiologically after 4 weeks the brain may start to activate muscles faster by regularly working in vertical jumping there should be increased neural pathways connecting the CNS muscles via an increased amount of motor units being developed. This would gradually increase the speed of information transmission from the brain to the muscles involved in jumping
Finally physiologically after four weeks there may be an increased range of movement around the knee and hip joints involved in the vertical jump. This may be because the joint is starting to secrete more synovial fluid and therefore becomes more flexible for the performer and may start to develop more power each time the vertical jump is performed