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3AB PE STUDIES

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3AB PE STUDIES Exam Revision Seminar Manea Senior College – PowerPoint PPT presentation

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Title: 3AB PE STUDIES


1
3AB PE STUDIES
  • Exam Revision Seminar
  • Manea Senior College

2
Structure of the Seminar
  • Compile list of problem topics / concepts
  • Exercise Physiology
  • Functional Anatomy
  • Biomechanics
  • Motor Learning and Coaching
  • Sports Psychology
  • Exam Tips / Hints / Must Dos

3
Exercise Physiology
  • Physiology means
  • Scientific study of the functions and
    activities of living organisms and their parts,
    including all physical and chemical processes.
  • So Exercise Physiology means
  • The scientific study of the acute and chronic
    responses of the human body to exercise,
    including changes in the heart and skeletal
    muscles.

4
Exercise Physiology Concepts
  1. Annual Training Plans
  2. Energy Demands and Nutritional Requirements
  3. The Training Diet
  4. Environmental Conditions and Performance
  5. Performance Enhancing substances / methods

5
Annual Training Plans
  • Periodisation Breaking down the whole years
    training into smaller blocks or phases that will
    have a different focus

6
Annual Training Plans
  • Phases of Competition
  • Preparation (pre-season)
  • Competition (in-season)
  • Transition (off-season)
  • Training Cycles
  • Marcocycle (whole year)
  • Mesocycle (4-12 weeks)
  • Microcycle (one week)

7
Annual Training Plans
  • Aims of the Preparation Phase
  • To progressively condition the particular energy
    systems you will be using in your sport. Practice
    basic skills
  • General Preparation Cardiovascular training
    using a range of methods (eg interval, fartlek
    etc) possible strength training. High volumes of
    training Medium Intensity
  • Specific Preparation Closer to competition
    begin practicing more skills and strategies.
    Fitness more specific to the sport

8
Annual Training Plans
  • Aims of the Competition Phase
  • Maintenance Means to maintain fitness levels
    rather than improve them (varied volume and
    intensity)
  • Big focus on recovery and injury management
  • Focus on skills and strategies

9
Annual Training Plans
  • Aims of the Transition Phase
  • Avoid detraining (reversibility) as much as
    possible Still continue with some regular
    aerobic training
  • Maintain playing weight (correct nutrition)
  • Recovery from injuries (rest or surgery) and
    refresh the body

10
Annual Training Plans
  • Peaking Planning training so that the best
    possible performance is achieved at the
    appropriate time (ie start of the season or just
    before finals or before national meet).
  • You should be injury free, well rested, fit and
    confident.

11
Annual Training Plans
  • Tapering a technique used to ensure peaking
    occurs
  • Lasts 4 28 days leading into a major event
  • High intensity, low volume, lots of recovery
  • Tapering leads to
  • Increased max O2 uptake
  • Increased size of muscle fibres
  • Increased muscle glycogen storage
  • Increased strength and power

12
Energy Demands / Nutritional Requirements
  • Recommended Daily Energy Intake
  • Carbohydrates 55 60 (higher if training)
  • Fats Less than 30
  • Protein 10 15

13
Glycaemic Index
  • A system of rating carbohydrates according to
    their effect on our blood glucose levels.
  • Low GI foods produce a small but prolonged rise
    in blood glucose levels
  • High GI foods can quickly raise blood glucose
    levels but not for very long

14
Glycaemic Index
  • Low GI Foods (55 or less)
  • Grain bread
  • Beans
  • Milk
  • Spaghetti
  • Apples

15
Glycaemic Index
  • Medium GI Foods (55 - 70)
  • Brown Rice
  • Pancakes
  • Pineapple

16
Glycaemic Index
  • High GI Foods (70 and above)
  • White bread
  • Jellybeans
  • Dates
  • Donuts
  • Potatoes
  • Watermelon

17
Training Diet
  • Pre-event
  • Carbohydrate Loading Exercise Taper followed by
    high carb diet
  • 3-4 hours prior High carb (low GI), low fat
    meal
  • 1 hr prior High GI snack
  • Ensure full hydration

18
Training Diet
  • During Event
  • High GI snacks that are easy to digest (banana,
    lollies watermelon)
  • Hydration (200mL every 15 mins)
  • Liquid meals like carbo shots and sports drinks
    are ideal

19
Training Diet
  • Post Event
  • Important to consume carbs in first 2 hours
    after.
  • Consume protein for muscle repair
  • Ensure full hydration (water and sports drinks)

20
Fluid Intake
  • AIS Recommends
  • Avg daily intake 2000mL
  • In the hour before event 600mL
  • During activity 200mL every 15mins
  • Increase all levels in hot conditions
  • Include sports drinks to replace electrolytes

21
Environmental Conditions and Performance
  • Heat
  • Humidity
  • Cold
  • Altitude

22
Environmental Conditions and Performance
  • Heat
  • Can be transferred in 4 ways
  • Conduction direct contact (3)
  • Radiation No contact, (60)
  • Convection Air or water currents (12)
  • Evaporation sweat (25 up to 80 in hot areas)

23
Environmental Conditions and Performance
  • Heat
  • Physiological Effects
  • Dehydration (which leads to)
  • Increased HR and strain on the heart
  • More peripheral blood flow (away from working
    muscles)
  • Heat stroke

24
Environmental Conditions and Performance
  • Heat
  • Coping with heat
  • Acclimatise (live and train in hot conditions)
  • Extra hydration (including electrolytes)
  • Ice vests, ice ingestion, mist fans
  • Minimal clothing (more skin exposed)
  • Avoid caffeine and alcohol

25
Environmental Conditions and Performance
  • Heat
  • Humidity can raise the apparent temperature as
    the body would normally rely on evaporation
    (sweat) to cool down but the air is already
    saturated and sweat will not evaporate as well.

26
Environmental Conditions and Performance
  • Cold
  • Physiological Effects
  • Cold shock response causes rapid breathing rate
  • Muscles cannot contract fully
  • Shivering which can expend more energy and
    decrease your coordination
  • Dehydration (you wont feel the need to drink as
    much when its cold)

27
Environmental Conditions and Performance
  • Cold
  • Coping with cold
  • Acclimatise (live and train in cold conditions)
  • Appropriate clothing (wetsuits, skins, gloves)
  • More body fat will increase your insulation
  • Longer more vigorous warm ups
  • Still important to keep hydrated

28
Environmental Conditions and Performance
  • Cold
  • Wind and water can lower the core temperature
    significantly. If this happens blood is directed
    away from the skin and working muscles to retain
    heat. This will affect how well your muscles
    function.

29
Environmental Conditions and Performance
  • Altitude
  • The higher you go above sea level, the less
    oxygen is available for your body.
  • Your aerobic capacity is reduced by 3 every 300m
    you go above sea level.
  • But the higher you go the less air resistance,
    which will benefit projectile sports and
    anaerobic events

30
Environmental Conditions and Performance
  • Altitude
  • Physiological Effects
  • Causes increased breathing and HR
  • Decreased ability to get O2 into body
  • Decreased ability of aerobic energy system
  • Decreased VO2 Max (ability to use O2)

31
Environmental Conditions and Performance
  • Altitude
  • Coping with altitude
  • Acclimatisation Live and train at altitude
  • Or better still -Live high train low (sleep in
    altitude chamber and train at low altitude)

32
Methods of Enhancing Performance
  • A technique or substance that will give an
    advantage over other athletes
  • Some are considered legal and encouraged and
    others are Illegal and their use has been banned
  • Make sure you know the perceived benefits and
  • possible side effects of the following

33
Dietary Supplements
  • Sports bars
  • Bicarbonate / Citrate
  • Caffeine
  • Calcium
  • Creatine
  • Sports drinks
  • Carbohydrate gels

34
Illegal Performance Enhancers
  • Anabolic steroids
  • Human growth hormone (HGH)
  • Diuretics
  • Stimulants
  • Narcotics

35
Physiological Aids (Illegal)
  • Erythropoietin (EPO) causes the body to produce
    more RBCs
  • Blood doping removing blood then reinfusing the
    RBCs once the body has replenished their own
    supplies.

36
Functional Anatomy
  • Muscle Structure

37
Sarcomere structure
38
Bands and Zones in the Sarcomere

39
Types of Muscle Contraction
  • Isometric
  • No change in muscle length

40
Types of Muscle Contraction
  • Isotonic Concentric
  • Muscle shortens under tension

41
Types of Muscle Contraction
  • Isotonic Eccentric
  • Muscle lengthens under tension

42
Types of Muscle Contraction
  • Isokinetic
  • Using specialised equipment so that the muscle
    being trained shortens at a constant speed
  • Muscle stays under maximum tension throughout the
    entire range of motion

43
Mechanical Characteristics of Muscle
  • The force a muscle can generate depends on ..
  • The number of muscle fibres recruited
  • The muscle fibre type
  • The cross-sectional area of muscle
  • The muscle length (joint angle)
  • The muscle shape / location
  • Speed of contraction
  • Type of contraction (concentric, isometric etc)
  • Age and gender of the person

44
Relationships Muscle Contraction
  • Force-Velocity
  • The faster a muscle contracts, the less force it
    can produce.
  • Thats why isometric contractions can generate
    the most force

Force
Strength
Power
Speed
Velocity
45
Relationships Muscle Contraction
Force
  • Force Length
  • Muscles can produce maximum force when they are
    at their resting length. This is usually about
    the middle of a joints range of motion

Length
46
The Nervous System and Muscles
  • Central Nervous System (CNS)
  • Consists of the brain and spinal chord
  • This is where all the information is processed

47
Peripheral Nervous System
  • Sensory Division
  • Carries signals from receptors (eg in the skin)
    to the CNS
  • Provides the CNS with info
  • Motor Division
  • Carries signals from the CNS to the bodies
    effectors (eg muscle cell or sweat gland)
  • Does what the CNS asks of them

48
Motor Neurons and Motor Units
  • Motor Neuron
  • Found in the CNS
  • Supplys stimulus for skeletal muscles
  • Each motor neuron connects to a muscle fibre (or
    100s of muscle fibres)

49
Motor Neurons and Motor Units
  • Motor Unit
  • This is the motor neuron plus all the muscle
    fibres it attaches to
  • Some are small (like in the face) with only 5
    muscle fibres involved
  • Some are huge (eg in your quads) with up to 1000
    muscle fibres involved

50
The All or Nothing Law
  • A motor unit cannot vary the force of its
    contraction. It can only contract or relax
  • Once the electrical impulse reaches the
    threshold or limit, the whole motor unit will
    contract.
  • Think of squeezing a trigger on a gun. It will
    only fire when the trigger is squeezed to a
    certain level

51
Muscle Contraction Force
  • How do we get stronger muscle contractions ?
  • To lift a feather, the CNS will only trigger a
    small number of motor units (enough to lift the
    feather)
  • To lift a heavy weight the CNS will trigger more
    motor units to increase the force of the
    contraction

52
Patterns of Motor Unit Firing
  • Synchronous
  • All motor units fire at the same time
  • Generates max force
  • Muscle fatigues quick
  • Eg Shot put / bench press
  • Asynchronous
  • Motor units are rotated between (while some relax
    other work)
  • Generates less force
  • Muscles take longer to fatigue

53
Muscle Fibre Types
Slow Twitch Type 1 Fast Twitch Type 2a Fast Twitch Type 2b
Colour Red White White
Contraction Speed Slow Med High
Contraction Force Low Med High
Fatigue Resistance High Med Low
54
Muscle Fibre Recruitment
  • Depends on the type of activity
  • Type 1 fibres are always first called upon
  • As intensity (workload) increases more Type 2a
    fibres are recruited.
  • If intensity continues to increase Type 2b fibres
    are recruited

55
Biomechanical Concepts
  • Momentum
  • The amount of motion a body has
  • It is dependant on the mass and velocity of
  • the body

56
Biomechanical Concepts
  • Conservation of Momentum
  • A moving objects momentum will be
  • conserved (stay the same) unless another
  • force acts on that object
  • In a collision between 2 objects, the momentum
    can
  • be transferred from one object to another

57
Biomechanical Concepts
  • Impulse
  • The change in momentum of an object
  • It is dependant on force and time
  • In sports where you want to increase acceleration
    or force, you need to increase the time

58
Biomechanical Concepts
  • Impulse
  • In sports where you want to increase
  • acceleration or force, you need to increase
  • the time over which that force is applied
  • Eg looser tennis racquet strings so the ball is
    in contact with them longer
  • Eg Drag push in hockey ball stays in contact
    with the stick for longer so more force is
    applied

59
Biomechanical Concepts
  • Impulse
  • Its also beneficial to increase the time taken
    for the body to stop momentum.
  • Eg landing with bent knees will lower the peak
    force sent through the body and reduce risk of
    injury
  • Eg Bringing hands backwards as you catch a
    cricket ball will increase the time taken for the
    ball to come to a complete stop, reducing the
    force going through your hands

60
Biomechanical Concepts
  • Coefficient of Restitution
  • The bounciness of an object or an objects
    ability to retain energy after a collision
  • Measured by a number between 0 and 1
  • COR of 1 all energy retained after a collision
    (ball bounces back to the height it was dropped
    from
  • COR of 0 No energy retained after a collision
    (ball does not bouce at all)

61
Coefficient of Restitution
Bouncy ball or Golf ball 0.9
Tennis ball 0.7
Squash ball 0.4
Hackey sac or Bean bag 0.1
62
Coefficient of Restitution
  • 3 Factors that influence COR
  • Materials of the colliding bodies
  • Velocity of the colliding bodies
  • Temperature of the colliding bodies

63
Moment of Inertia
  • The force required to change angular motion
  • Think of it as how easy or hard it is to get an
  • object spinning or stop it spinning
  • MOI depends on the mass of the object and
  • how close that mass is to the axis of rotation

64
Moment of Inertia
  • As angular velocity increases,
  • MOI decreases and vice versa
  • The diver can change their body
  • position to move their mass closer
  • to the axis of rotation (tuck) or
  • further away (layout). Their body
  • position then changes their rate
  • Spin
  • Angular momentum does not change
  • In the air

65
Levers
  • Bar-like, rigid objects that turn about a fixed
    point
  • All levers have
  • An axis or pivot point (fulcrum)
  • A resistance (the load to be moved)
  • A force (the action that causes the load to move)

66
Levers
  • 1st Class
  • fulcrum between resistance and force
  • This lever will increase the speed that the load
    can move

67
Levers
  • 2nd Class
  • Fulcrum at the end, resistance in the middle
  • This lever can increase the strength we can apply

68
Levers
  • 3rd Class
  • Fulcrum at the end, force in the middle
  • This lever increases the speed at which the load
    can move
  • Most common lever in the human body

69
Levers
  • Long levers help
  • Athletes trying to impart high velocity on a
    projectile (throwers, bowlers, strikers)
  • Swimmers and rowers (longer pull stroke)
  • Short levers help
  • Athletes trying to develop max force (over a
    short distance) eg weightlifters, shot putters

70
Biomechanical Analysis
  • Quantitative Analysis
  • Evaluating a performance or aspects of a
    performance using numbers
  • eg Using batting average to rank your batters
  • Qualitative Analysis
  • Evaluating a performance using the senses
  • eg Viewing video footage of a cricket shot to
    identify flaws in the technique

71
4 Stages of Qualitative Analysis
72
4 Stages of Qualitative Analysis
  • Preparation
  • Know the activity and its critical features
  • What are we wanting to achieve
  • What standard is the athlete aiming for

73
4 Stages of Qualitative Analysis
  • 2. Observation
  • Know the situation
  • Decide on best viewing point / angle
  • Use the best method of observation (ie view the
    whole skill or part of the skill)
  • Observe in competition or practice ?
  • Compare footage to correct model

74
4 Stages of Qualitative Analysis
  • 3. Evaluation
  • Evaluate what you have just observed
  • Identify strengths and weaknesses
  • Prioritise the areas that need most attention
  • Identify what is causing the errors

75
4 Stages of Qualitative Analysis
  • 4. Intervention
  • Begin changing the technique
  • Show athlete the footage of their errors
  • Describe and demo correct technique
  • Implement new technique into training
  • Repeat the process but you can skip step 1

76
Biomechanical Principles of Movement
  • Already discussed
  • Force time
  • Inertia
  • Discussed next
  • Range of Motion
  • Balance
  • Coordination continuum
  • Segmental interaction
  • Optimal projection
  • Spin

77
Range of Motion
  • Angular or linear movements made by the body or
    segments of the body, to execute a movement
  • Increasing the ROM will increase the speed and
    force eg stepping forward when throwing
  • Decreasing the ROM will reduce the force produced
    but increase the accuracy eg like a golf putt.

78
Balance
  • Increasing balance and stability provides a more
    stable base which allows for greater force
    production. Increased balance will also help to
    increase accuracy
  • You can increase your balance / stability by
  • Increasing your mass
  • Lowering your centre of gravity (COG)
  • Increasing your base of support

79
Coordination Continuum
  • The sequence and timing of body actions to
    create a movement

Simultaneous Movement
Sequential Movement
Generate high speed but low force
Generate high force and strength
80
Segmental Interaction
  • Energy is transferred across body segments and
    joints to achieve maximum velocity of the last
    body segment
  • Movement starts at the biggest, strongest and
    slowest segments and momentum is generated and
    passed on to the smaller faster segments
  • Timing and having a stable base are very important

81
Optimal Projection
  • When releasing a projectile, there is an optimal
    angle of projection to achieve your goal (eg max
    distance or height)
  • The flight path of a projectile depends on
  • Velocity at release
  • Angle of release
  • Height of release

82
Biomechanical Principles of Movement
  • Make sure you can explain how these principles
    apply to movements like
  • Running (sprinting, distance running)
  • Jumping (eg long jump, high jump)
  • Striking (eg racquet sports, bat sports)
  • Throwing (eg discus, shot put, overarm)

83
Fluid Mechanics
  • Bernouillis Principle
  • the faster a moving fluid moves, the lower the
    pressure within the fluid
  • FAST FLOW PRESSURE LOW

84
Bernouillis Principle
85
The Magnus Effect
  • The force that affects a spinning ball in flight
    causing its trajectory to change

86
Drag Forces
  • The force produced by the motion of an object in
    a fluid (either air or water)
  • How much drag force is created depends on
  • Size of the object
  • Velocity of the object
  • Shape of the object
  • The type of fluid the object is moving through

87
Drag Forces in Air
  • Air Resistance varies depending on
  • Speed faster you go, the more resistance
  • Frontal area bigger frontal area more
    resistance
  • Shape, position, smoothness rough, square
    objects more resistance
  • Mass lighter objects more resistance

88
Drag Forces in Air
  • Performance can be increased when we reduce the
    effects of drag
  • Aerodynamic equipment
  • Aerodynamic positions
  • Slipstreaming

89
Drag Forces in Water
  • Surface Drag The force caused by water moving
    backwards over the body
  • How to minimise surface drag
  • Shaving all body hair
  • Covering body in lotion
  • Specialised body suits (some now banned)

90
Drag Forces in Water
  • Form Drag turbulent pockets and currents
    created when the body separates water
  • How to minimise form drag
  • Correct, streamlined technique
  • Some sports such as kayaking aim to increase form
    drag by using their paddles to make sharp turns

91
Drag Forces in Water
  • Wave Drag turbulence created when the top of
    the water interacts with the air creating waves
  • How to minimise wave drag
  • Streamlined technique

92
Motor Learning and Coaching
  • Transfer of Learning
  • The influence that one skill has on the
    acquisition or performance of another
  • Categories
  • Skill to skill
  • Theory to practice
  • Training to competition

93
Transfer of Learning
  • Types of transfer
  • Positive
  • Negative
  • Zero
  • Direct
  • Proactive
  • Retroactive
  • Bilateral

94
Training Types of Practice
  • Massed Practice
  • Continuous sessions
  • Limited / no breaks
  • Practice same skill
  • Good For
  • Motivated / experienced athletes
  • Simple / discrete skills
  • Distributed Practice
  • Varied practice with rest or breaks
  • Regularly changing skills or drills
  • Good for
  • Complex or new skills
  • Dangerous or demanding skills
  • Less motivated athletes

95
Teaching Skills
  • Teaching simple skills
  • Imitation Method
  • Athlete copies a demonstration
  • Whole Method
  • Athlete is taught the whole skill at once

96
Teaching Skills
  • Teaching complex skills
  • Shaping
  • Teaching a simplified version of the skill, then
    gradually adding in the more difficult components
  • Chaining
  • Breaking the skill down into smaller parts,
    teaching the smaller parts separately then
    linking them together

97
Analysing Movement Skills
  • Cycle for improvement

98
Methods of Reflection
  • A coach or athlete could reflect on their
    performance by using
  • Training log or diary
  • Self-reflection diary
  • Observation schedule
  • Mentor feedback

99
Recognition of things to improve
  • Coaches can identify their weaknesses using
  • Video Analysis gives the ability to view skills
    over and over, in slow motion and from numerous
    angles
  • Video Software (Sportscode or Swinger) gives
    the ability to measure and analyse video footage

100
Planning for Improvement
  • Coaches can measure and track atheletes
    performance using
  • Telemetry GPS and HR monitors during games and
    training
  • SWOT analysis Athletes write down their
    strengths, weaknesses, opportunities and threats
    leading into important games

101
Leadership Styles
  • Autocratic (Authoritarian)
  • Leader has complete control and makes all
    decisions. Leader is very much concerned with
    achievement (winning)
  • Effective when
  • Players need instruction / direction
  • High stakes or high level

102
Leadership Styles
  • Democratic
  • Leader consults with team members and welcomes
    their input
  • Effective when
  • Strong bond between team and leader
  • Players are skilled and experienced
  • Players want to share responsibility

103
Leadership Styles
  • Laissez-Faire (casual)
  • The leader has minimal input and takes little
    responsibility for the team
  • Effective when
  • Players are highly motivated
  • Team is social and not competitive
  • Players are experienced

104
Mental Skills
  • Non physical skills that athletes work on to
    improve their performance
  • Self confidence
  • Arousal regulation
  • Concentration
  • Stress and anxiety management
  • Motivation

105
Mental Strategies
  • Strategies put in place by athletes to alter
    their mental skills.
  • Self-talk
  • Relaxation techniques
  • Performance routines
  • Goal setting
  • Imagery

106
Group Cohesion
  • The degree to which a team has bonded or
    cooperates
  • Task Cohesion How commited the group is to
    achieving the task goals
  • Social Cohesion How strong the friendships and
    relationships are between members

107
Carrons Model of Group Cohesion
108
Social Loafing
  • Relaxing or lessening of effort by a team
    member
  • How to avoid social loafing
  • Acknowledge individual efforts
  • Team develops code of conduct
  • Clearly define all player roles
  • Provide regular individual feedback

109
How to develop group cohesion
  • Develop shared vision and goals
  • Make all members feel valued
  • Create social opportunities
  • Team building activities
  • Resolve conflicts quickly and fairly
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