PHED1-June 2013 Flashcards
Explain how chemoreceptors cause an increase in the runner’s breathing rate.
Nerve impulses to respiratory (control) centre.
Sympathetic nerve impulses to breathing muscles.
Diaphragm/intercostal muscles.
Deeper breathing.
Use of sternocleidonastoid/scalenes/pectoralis minor.
What does the term a-vO2 diff and why does it increase during exercise?
Difference between oxygen content of arterial and venous blood.
More O2 is extracted by the muscles.
Oxygen is needed for ATP production by respiration.
Explain the causes of the Bohr shift and how it increase oxygen delivery to the working muscles?
Exercise increases temperature.
Exercise causes increased acidity in blood.
Curve shifts right.
More oxygen dissociates from haemoglobin.
Describe how running affects venous return mechanism.
Venous return increases.
Skeletal pump - increased muscle contractions compress veins and push blood towards heart.
One way valves prevent backflow.
Respiratory pump - greater breathing movements alter pressure in thorax compresses veins-assist flow back to heart.
What does the term balance mean?
Maintaining stable at equilibrium.
Centre of gravity over base of support.
Static or dynamic.
Define the term obesity and suggest one limitation for any definition of this term.
Obese=20%/30%+ body fat.
Limited because measurement is inaccurate/difficult to measure.
Use Starling’s law of the heart to explain how stroke volume increases during activity.
Increased venous return.
Greater diastolic filling.
Cardiac muscle stretched.
Greater force of contraction.
How does intrinsic motivation differ from extrinsic motivation.
Intrinsic from within and extrinsic from outside.
Explain why intrinsic motivation is thought to be a better form of motivation than extrinsic motivation.
Intrinsic motivation gives performer a sense of control over performance.
Excessive extrinsic may lead to loss of intrinsic motivation(play4prize).
Failure to achieve extrinsic reward may lead to loss of intrinsic motivation.
Excessive need for extrinsic-too much pressure/win at all costs.
Suggest possible solutions that a coach could use to minimise a learning plateau.
Distributed sessions.
Resetting of goals.
Offering extrinsic rewards/positive reinforcement.
Using mental rehearsal.
Provide feedback.
Use whole-part-whole/breaking the skill down.
Ensure performer focuses on appropriate cues.
Describe how memory trace and perceptual trace are used to produce skilled movement.
Memory trace(MT)=plan of motor programme, initiates movement.
MT-based on experience.
Perceptual trace(PT)=directs/controls movement.
Learning involves development of PT through feedback.
Two are compared.
If they match movement continues.
Mismatch produces error corrections.
Using examples of passing from a team game, explain the differences between motor ability and perceptual ability.
Motor ability-performing motor programmes.
E.g. Muscle contractions.
Perceptual ability-recognising and deciding on information from senses.
E.g. seeing where teammates are positioned.
Explain the functions of the STSS and the LTM when performing the skill of passing.
STSS - receives info from environment. From sense organs. Too much info so info is filtered. Attended info enters STM. LTM - store of past experiences as motor programmes. Mental image of movement to be performed. Correct information stored. Info in from STM.
Using an example from a team game, explain the term negative reinforcement.
E.g. In football match coach criticises poor play.
Negative reinforcement-when the adverse stimulus is withdrawn when the desired response occurs. E.g. Coach stops criticising.
Strengthens S-R bond.
Outline two objectives of teaching military drill in schools in the early 20th century.
Improve health and fitness.
Improve discipline.
Preparation for work/war.
What changes occurred in P.E in state schools following WW2 and prior to the Nat. Curriculum to encourage a more movement based approach?
Educational gymnastics/child-centred. Moving and growing. Rebuilding of facilities with apparatus. Greater range of activities. Greater teacher decisions. Specialised P.E teachers. Greater emphasis on health development.
What are the benefits to students of participating in OAA?
Understanding of the natural environment. Teamwork/social skills. Leadership/problem solving. Experience perceived risk. Acquire new skills e.g. map reading. Improving health and fitness.
What problems do schools face in offering OAA?
Lack of time.
Lack of finance.
Lack of suitably qualified staff.
Safety concerns.
What social and economic barriers may account for the lower participation rate of women in physical activity?
May occur sexual discrimination.
Effects of lack of media coverage/role models.
Accepted gender roles.
Sport as male preserve/keep woman out.
Lower disposable income.
Less time available/less resources/fewer female clubs.
Suggest reasons why female participation rates are relatively high in badminton.
Environmental conditions eg dry, warm, comfortable. Individual. Can be played causally. Can maintain health and fitness. Non-contact. Socially acceptable.
What are the characteristics of the voluntary sector?
Run by members/un-paid volunteers.
Possibly on charity basis.
Financed by members’ fees.
Runs on profit-loss.
What are the goals of the voluntary sector?
Provide for grass roots of sport.
Tries to increase participation and equal opportunities.
Improve performance levels in their sport.
How may improved fitness, brought about by regular training on a treadmill, benefit the health of an individual?
Reduced weight/obesity.
Strengthen heart/reduced chance of heart attack.
Improve social, physical and mental well-being.
Name and describe one suitable test that would measure the student’s leg power and one test to measure their agility.
Power-Standing broad jump. Stand behind line marked on ground. A two foot take off. Jump as far as possible, landing on both feet. Distance achieve to nearest landing point=power measure. Agility-Illinois agility run. 10m long/60m in total. Subject starts lying down on front. Subject sprints and weaves. Time taken(s)=agility
Using examples explain how the different forms of feedback may help a performer to improve their skill.
Intrinsic-from within, performer feels own responses.
Extrinsic-from outside, crowd helps motivate.
Concurrent-during skill action, can motivate/reinforce.
Terminal-following skill performance, can motivate/correct.
Positive-praise and acknowledgment of correct action, motivates.
Negative-critical comments about how a movement was incorrect, motivates.
Immediate-feedback given straight after performance to correct/motivate.
Delayed-feedback given sometime after event to reinforce/correct.
KR-feedback in the form of info about how successful the movement was in accomplishing the task.
KP-info given as feedback as to how well the movement was executed, regardless of end result, reinforce.
