btec first sport - teaching resource pack (draft unit 1 for level 2) for the new 2010 btec first...

1© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

The aim of this unit is to give learners the opportunity to explore the essential fitness requirements and training methods used to achieve successful sports performance.

Learners will explore why certain physical and skill-related fitness components are necessary to achieve excellence in specific sports. Learners will also gain an understanding of why different sports performers require different training methods in order to reach their full potential.

The unit also explores lifestyle and psychological factors and the effect they can have on sports training and performance. Learners will be able to investigate their own levels of fitness by participating in a series of fitness tests.

Unit 1 Fitness testing and training is a mandatory unit that must be taken as part of the BTEC Certificate, Extended Certificate or Diploma in Sport. This is a 5-credit unit and can be taught in 30 guided learning hours.

On completion of this unit, learners should:LO1 know the fitness and training requirements necessary to achieve excellence in a selected sportLO2 know the lifestyle factors that affect sports training and performanceLO3 be able to assess their own level of fitnessLO4 know the effects of psychological factors on sports training and performance.

Unit contentsThe scheme of work for this unit (page 2) links to the following resources to help you deliver Unit 1.

LO1 LO2 LO3 LO4

Lesson plan LP

Activity sheet AS 1, AS 2 AS 3, AS 4 AS 5, AS 6, AS 7, AS 8, AS 9

AS 10

Interactive activity

Video

All these resources can be found on the accompanying CD-ROM, as well as an editable version of the scheme of work, answers to questions in the student book and the activity sheets, and an on-screen version of the BTEC First Sport Student Book.

Links to other unitsUnit 1 links to a number of other units, as shown below, and provides a lot of opportunities to cross-reference and combine assignment work for these units.

• Unit 4 Anatomy and physiology• Unit 9 Psychology for sports performance• Unit 11 Athlete development• Unit 12 Lifestyle and the sports performer• Unit 18 Factors affecting sports performance

BTEC First Sport

Unit 1 Fitness testing and training

Unit overview Credits: 5 Award/Cert/Dip

BTEC_First_TG_Advanced Unit.indd 1 7/10/09 10:33:47

BTEC First Sport



Sche

me

of w

ork

BTE

C F

irst

Sp

ort

Uni

t 1

Fitn

ess

test

ing

and

tra

inin

g

Aca

dem

ic y

ear:

Bro

ad a

im:

N

umb

er o

f w

eeks

: 15

Tuto

r(s)

:

Dur

atio

n o

f se

ssio

n: 2

ho

urs

AT

= A

ctiv

eTea

ch

SB =

Stu

den

t B

oo

k

Gui

ded

lear

ning

ho

urs:

30

hour

s

IA =

Inte

ract

ive

acti

vity

A

S =

Act

ivit

y Sh

eet

Cre

dit

s: 5

PP

T =

Po

wer

Po

int

R =

Res

earc

h

NS

= N

on-s

uper

vise

d in

div

idua

l stu

dy

time

Wee

kO

utco

me

Co

nten

tLe

arne

r ac

tivi

tyR

eso

urce

sA

sses

smen

t an

d P

LTS

Stre

tch

and

su

pp

ort

1LO

1 K

now

th

e fit

ness

an

d t

rain

ing

re

qui

rem

ents

ne

cess

ary

to a

chie

ve

exce

llenc

e in

a

sele

cted

sp

ort

Fitn

ess

trai

ning

met

hod

s:

typ

es o

f fitn

ess

trai

ning

met

hod

s;

flexi

bili

ty (s

tatic

, act

ive,

pas

sive

, bal

listic

); p

erso

nal t

rain

ing

exp

erie

nces

Lear

ners

list

en t

o in

put

fro

m t

he t

uto

r

SB a

ctiv

ities

Smal

l gro

up d

iscu

ssio

n ab

out

the

typ

es

of fl

exib

ility

tra

inin

g

R –

lear

ners

sho

uld

find

out

ab

out

typ

es

of fl

exib

ility

tra

inin

g p

rog

ram

mes

NS

– le

arne

rs s

houl

d w

rite

up t

heir

find

ing

s ab

out

flex

ibili

ty t

rain

ing

p

rog

ram

mes

Acc

ess

to b

oo

ks, t

he in

tern

et

to a

cces

s re

sear

ch o

n d

iffer

ent

flexi

bili

ty p

rog

ram

mes

Talk

s fr

om

loca

l fitn

ess

inst

ruct

or,

pila

tes

inst

ruct

or,

per

sona

l tr

aine

r, p

hysi

oth

erap

ist

Acc

ess

to p

erso

nal t

rain

ing

D

VD

s to

sho

w e

xam

ple

s o

f ho

w

flexi

bili

ty is

an

esse

ntia

l fitn

ess

com

po

nent

for

spec

ific

spo

rts

IA1,

IA2

IA4,

IA5

Ass

essm

ent

P1 P2 M1

PLTS

IE1

IE2

IE4

Pro

prio

cep

tive

Neu

rom

uscu

lar

Faci

litat

ion

(PN

F) a

s a

reha

bili

tativ

e te

chni

que


BTEC First Sport



Wee

kO

utco

me

Co

nten

tLe

arne

r ac

tivi

tyR

eso

urce

sA

sses

smen

t an

d P

LTS

Stre

tch

and

su

pp

ort

2LO

1 K

now

th

e fit

ness

an

d t

rain

ing

re

qui

rem

ents

ne

cess

ary

to a

chie

ve

exce

llenc

e in

a

sele

cted

sp

ort

Dis

cuss

ion

feed

bac

k N

S

Fitn

ess

and

tra

inin

g m

etho

ds;

str

eng

th

and

po

wer

– u

se o

f res

ista

nce

mac

hine

s,

circ

uit

trai

ning

, ply

om

etric

s, re

ps,

set

s,

resi

stan

ce. S

po

rts

that

use

flex

ibili

ty,

stre

ngth

and

po

wer

tra

inin

g t

echn

ique

s

Feed

bac

k fr

om

NS

activ

ity in

Wee

k 1

SB a

ctiv

ities

Lear

ners

wo

rk in

sm

all g

roup

s to

dis

cuss

sp

ort

s th

at u

se fl

exib

ility

, str

eng

th a

nd

po

wer

tra

inin

g t

echn

ique

s to

ach

ieve

ex

celle

nce.

Gro

ups

to p

rese

nt t

heir

find

ing

s to

the

re

st o

f the

gro

up.

R –

find

ing

out

ab

out

elit

e/p

rofe

ssio

nal

spo

rts

per

form

ers/

athl

etes

and

the

tr

aini

ng m

etho

ds

they

use

NS

– le

arne

rs t

o s

elec

t a

spo

rts

per

form

er a

nd fi

nd o

ut a

bo

ut t

he

trai

ning

met

hod

s th

ey u

se –

thr

oug

h th

e in

tern

et o

r b

oo

k/jo

urna

l res

earc

h/d

iscu

ssio

n w

ith s

po

rts

coac

h

Lear

ners

to

par

ticip

ate

in a

tut

or-

led

p

ract

ical

tra

inin

g s

essi

on

– e.

g.,

to

exp

erie

nce

a p

lyo

met

rics

circ

uit,

whi

ch

coul

d b

e sp

ort

-sp

ecifi

c. C

ons

ider

th

e b

enefi

ts o

f the

tra

inin

g m

etho

d

exp

erie

nced

.

AS

1 C

ircui

t tr

aini

ng p

rog

ram

me

des

ign

Acc

ess

to n

ewsp

aper

s, b

oo

ks,

the

inte

rnet

to

acc

ess

rese

arch

o

n d

iffer

ent

spo

rts,

the

fitn

ess

req

uire

men

ts a

nd t

rain

ing

m

etho

ds

emp

loye

d

Talk

s fr

om

loca

l sp

ort

s co

ach

Eq

uip

men

t fo

r p

ract

ical

tra

inin

g

sess

ion,

acc

ess

to s

po

rts

hall

or

visi

t to

loca

l sp

ort

s ce

ntre

to

un

der

take

an

org

anis

ed p

ow

er

trai

ning

ses

sio

n in

the

gym

.

-Le

arne

rs

coul

d d

esig

n a

trai

ning

ses

sio

n to

del

iver

to

p

eers

3LO

1 kn

ow

th

e fit

ness

an

d t

rain

ing

re

qui

rem

ents

ne

cess

ary

to a

chie

ve

exce

llenc

e in

a

sele

cted

sp

ort

Fitn

ess

and

tra

inin

g m

etho

ds;

sp

eed

an

d s

pee

d e

ndur

ance

tra

inin

g –

co

ntin

uous

tra

inin

g, F

artle

k tr

aini

ng,

inte

rval

tra

inin

g, h

ollo

w s

prin

ts,

acce

lera

tion

sprin

ts

Feed

bac

k fr

om

NS

activ

ity in

Wee

k 2

SB a

ctiv

ities

Lear

ners

wo

rk in

sm

all g

roup

s to

dis

cuss

sp

ort

s th

at u

se s

pee

d a

nd s

pee

d

end

uran

ce t

rain

ing

tec

hniq

ues

to

achi

eve

exce

llenc

e.G

roup

s to

pre

sent

the

ir fin

din

gs

to t

he

rest

of t

he g

roup

.

Lear

ners

to

par

ticip

ate

in a

tut

or-

led

p

ract

ical

tra

inin

g s

essi

on

– e.

g.,

to

exp

erie

nce

a Fa

rtle

k/in

terv

al t

rain

ing

se

ssio

n. C

ons

ider

the

ben

efits

of t

he

trai

ning

met

hod

exp

erie

nced

.

Acc

ess

to n

ewsp

aper

s, b

oo

ks,

the

inte

rnet

to

acc

ess

rese

arch

o

n d

iffer

ent

spo

rts,

the

fitn

ess

req

uire

men

ts a

nd t

rain

ing

m

etho

ds

emp

loye

d.

Talk

s fr

om

loca

l ath

letic

s co

ach

Eq

uip

men

t fo

r p

ract

ical

tra

inin

g

sess

ion,

acc

ess

to s

po

rts

hall

-


Unit 1 Fitness testing and training BTEC First Sport


Wee

kO

utco

me

Co

nten

tLe

arne

r ac

tivi

tyR

eso

urce

sA

sses

smen

t an

d P

LTS

Stre

tch

and

su

pp

ort

4LO

1 K

now

th

e fit

ness

an

d t

rain

ing

re

qui

rem

ents

ne

cess

ary

to a

chie

ve

exce

llenc

e in

a

sele

cted

sp

ort

Inte

ract

ive

lect

ure

on

com

po

nent

s o

f fitn

ess

and

ap

plic

atio

n to

sp

ort

ing

ex

celle

nce.

Ass

ignm

ent

task

: P1,

M1,

P2

– Fi

tnes

s an

d t

rain

ing

for

spo

rtin

g e

xcel

lenc

e.

This

may

be

asse

ssed

via

a p

rese

ntat

ion

– le

arne

rs s

houl

d s

pen

d t

he s

essi

on

time

and

NS

wo

rkin

g o

n th

eir

pre

sent

atio

n/th

is a

ctiv

ity.

Ass

ignm

ent

task

in c

lass

and

for

NS

AS

2 Fi

tnes

s te

stin

g a

nd t

rain

ing

w

ord

sear

ch

Ass

ignm

ent

task

as

set

by

the

cent

re

AS

2 Fi

tnes

s te

stin

g a

nd t

rain

ing

w

ord

sear

ch

P1 M1

P2

Lear

ners

w

ork

ing

to

war

ds

mee

ting

uni

t g

rad

ing

crit

eria

5LO

2 K

now

th

e lif

esty

le

fact

ors

tha

t af

fect

sp

ort

s tr

aini

ng a

nd

per

form

ance

Inte

ract

ive

lect

ure

on

lifes

tyle

fact

ors

–

e.g

. str

ess,

alc

oho

l, sm

oki

ng, d

rug

s, d

iet,

cu

lture

Ass

ignm

ent

task

: P3

– E

xplo

ring

lif

esty

le fa

cto

rs

Lear

ners

, in

smal

l gro

ups,

dis

cuss

lif

esty

le fa

cto

rs a

nd t

heir

ow

n ex

per

ienc

es o

f ho

w t

hey

can

affe

ct

spo

rts

trai

ning

and

per

form

ance

.

Tuto

r to

dis

cuss

cas

e st

udie

s o

f elit

e p

erfo

rmer

s an

d li

fest

yle

fact

ors

.

Tuto

r to

go

thr

oug

h lif

esty

le t

rack

er

SB a

ctiv

ities

AS

3 Tr

acki

ng li

fest

yle

fact

ors

. Lea

rner

s tr

ack

thei

r o

wn

lifes

tyle

fact

ors

(NS)

ove

r a

per

iod

of t

wo

wee

ks

AS

4 Fi

tnes

s te

stin

g a

nd t

rain

ing

w

ord

sear

ch

AS

3 Tr

acki

ng li

fest

yle

fact

ors

Ass

ignm

ent

task

as

set

by

the

cent

re. C

oul

d b

e p

rese

ntat

ion

or

case

stu

dy.

AS

4 Fi

tnes

s te

stin

g a

nd t

rain

ing

w

ord

sear

ch

P3


BTEC First Sport



Wee

kO

utco

me

Co

nten

tLe

arne

r ac

tivi

tyR

eso

urce

sA

sses

smen

t an

d P

LTS

Stre

tch

and

su

pp

ort

6LO

3 B

e ab

le

to a

sses

s yo

ur

ow

n le

vel o

f fit

ness

Ass

ignm

ent

task

: P4,

P5,

M2,

D1

– A

sses

sing

fitn

ess

leve

ls.

Intr

oduc

tion

to e

ach

fitne

ss te

st. N

ote:

le

arne

rs n

eed

only

car

ry o

ut fo

ur d

iffer

ent

fitne

ss te

sts.

Pra

ctic

al o

bser

vatio

n an

d

asse

ssm

ent,

with

lear

ner r

epor

t – le

arne

rs

shou

ld s

pen

d th

e se

ssio

n tim

e an

d N

S w

orki

ng o

n th

is a

ctiv

ity.

Inte

ract

ive

lect

ure:

Ad

min

istr

atio

n o

f te

sts,

to

incl

ude

info

rmed

co

nsen

t,

calib

ratio

n o

f eq

uip

men

t, re

liab

ility

, va

lidity

and

pra

ctic

ality

of t

ests

.

LP: t

o in

tro

duc

e le

arne

rs t

o t

he v

alid

ity,

relia

bili

ty a

nd p

ract

ical

ity o

f fitn

ess

test

s

Ass

ignm

ent

task

in c

lass

and

for

NS

Ref

er t

o le

sso

n p

lan

Ass

ignm

ent

task

as

set

by

the

cent

re

Ref

er t

o le

sso

n p

lan

Ass

essm

ent

P4 P5 M2

D1

PLT

S IE

1IE

4R

L1

Lear

ners

w

ork

ing

to

war

ds

mee

ting

hig

her

gra

din

g c

riter

ia

7LO

3 B

e ab

le

to a

sses

s yo

ur

ow

n le

vel o

f fit

ness

Ass

ignm

ent

task

: P4,

P5,

M2,

D1

– A

sses

sing

fitn

ess

leve

ls.

Prac

tical

ob

serv

atio

n an

d a

sses

smen

t,

with

lear

ners

co

llect

ing

dat

a fr

om

th

e fit

ness

tes

ts a

nd u

se o

f dat

a in

terp

reta

tion

tab

les

for

inte

rpre

tatio

n o

f te

st re

sults

Ass

ignm

ent

task

in c

lass

and

for

NS

SB a

ctiv

ities

Flex

ibili

ty s

it an

d re

ach

test

Han

dg

rip d

ynam

om

eter

Ass

ignm

ent

task

as

set

by

the

cent

re

Dat

a in

terp

reta

tion

tab

les;

use

o

f tab

les

in B

TEC

Firs

t Sp

ort

St

uden

t B

oo

k.

Fitn

ess

test

ing

eq

uip

men

t

Ass

essm

ent

P4 P5 M2

D1

PLT

S IE

1IE

4R

L1

Lear

ners

w

ork

ing

to

war

ds

mee

ting

hig

her

gra

din

g c

riter

ia

8LO

3 B

e ab

le

to a

sses

s yo

ur

ow

n le

vel o

f fit

ness

Ass

ignm

ent

task

: P4,

P5,

M2,

D1

– A

sses

sing

fitn

ess

leve

ls.

Prac

tical

ob

serv

atio

n an

d a

sses

smen

t,

with

lear

ners

co

llect

ing

dat

a fr

om

th

e fit

ness

tes

ts a

nd u

se o

f dat

a in

terp

reta

tion

tab

les

for

inte

rpre

tatio

n o

f te

st re

sults

Ass

ignm

ent

task

in c

lass

and

for

NS

Mul

tista

ge

fitne

ss t

est

Vert

ical

jum

p t

est

AS

5 D

eter

min

ing

ana

ero

bic

po

wer

us

ing

the

Lew

is n

om

og

ram

Ass

ignm

ent

task

as

set

by

the

cent

re

Dat

a in

terp

reta

tion

tab

les;

use

o

f tab

les

in B

TEC

Firs

t Sp

ort

St

uden

t B

oo

k.

AS

5 D

eter

min

ing

ana

erob

ic

pow

er u

sing

the

Lew

is n

omog

ram

Fitn

ess

Test

ing

eq

uip

men

t an

d

acce

ss t

o s

po

rts

hall

Ass

essm

ent

P4 P5 M2

D1

PLT

SIE

1IE

4R

L1

Lear

ners

w

ork

ing

to

war

ds

mee

ting

hig

her

gra

din

g c

riter

ia




Wee

kO

utco

me

Co

nten

tLe

arne

r ac

tivi

tyR

eso

urce

sA

sses

smen

t an

d P

LTS

Stre

tch

and

su

pp

ort

9LO

3 B

e ab

le

to a

sses

s yo

ur

ow

n le

vel o

f fit

ness

Ass

ignm

ent

task

: P4,

P5,

M2,

D1

– A

sses

sing

fitn

ess

leve

ls.

Prac

tical

ob

serv

atio

n an

d a

sses

smen

t,

with

lear

ners

co

llect

ing

dat

a fr

om

th

e fit

ness

tes

ts a

nd u

se o

f dat

a in

terp

reta

tion

tab

les

for

inte

rpre

tatio

n o

f te

st re

sults

Ass

ignm

ent

task

in c

lass

and

for

NS

Fore

stry

ste

p t

est

35m

sp

rint

Ass

ignm

ent

task

as

set

by

the

cent

re

Dat

a in

terp

reta

tion

tab

les;

use

o

f tab

les

in B

TEC

Firs

t Sp

ort

St

uden

t B

oo

k.

Fitn

ess

test

ing

eq

uip

men

t an

d

acce

ss t

o s

po

rts

hall

Ass

essm

ent

P4 P5 M2

D1

PLTS

IE1

IE4

RL1

Lear

ners

w

ork

ing

to

war

ds

mee

ting

hig

her

gra

din

g c

riter

ia

10LO

3 B

e ab

le

to a

sses

s yo

ur

ow

n le

vel o

f fit

ness

Ass

ignm

ent

task

: P4,

P5,

M2,

D1

– A

sses

sing

fitn

ess

leve

ls.

Prac

tical

ob

serv

atio

n an

d a

sses

smen

t,

with

lear

ners

co

llect

ing

dat

a fr

om

th

e fit

ness

tes

ts a

nd u

se o

f dat

a in

terp

reta

tion

tab

les

for

inte

rpre

tatio

n o

f te

st re

sults

.

Prac

tical

dem

ons

trat

ion

by

tuto

r:

skin

fold

tes

ting

met

hod

olo

gy

Ass

ignm

ent

task

in c

lass

and

for

NS

Mus

cula

r en

dur

ance

tes

ts –

1-m

inut

e p

ress

-up

, 1-m

inut

e si

t-up

Lear

ners

pra

ctis

e sk

info

ld t

estin

g

tech

niq

ue in

sm

all g

roup

s

Ass

ignm

ent

task

as

set

by

the

cent

re

Dat

a in

terp

reta

tion

tab

les;

use

o

f tab

les

in B

TEC

Firs

t Sp

ort

St

uden

t B

oo

k.

Fitn

ess

Test

ing

eq

uip

men

t

Ass

essm

ent

P4 P5 M2

D1

PLTS

IE1

IE4

RL1

Lear

ners

w

ork

ing

to

war

ds

mee

ting

hig

her

gra

din

g c

riter

ia

11LO

3 B

e ab

le

to a

sses

s yo

ur

ow

n le

vel o

f fit

ness

Ass

ignm

ent

task

: P4,

P5,

M2,

D1

– A

sses

sing

fitn

ess

leve

ls.

Prac

tical

ob

serv

atio

n an

d a

sses

smen

t,

with

lear

ners

co

llect

ing

dat

a fr

om

th

e fit

ness

tes

ts a

nd u

se o

f dat

a in

terp

reta

tion

tab

les

for

inte

rpre

tatio

n o

f te

st re

sults

Ass

ignm

ent

task

in c

lass

and

for

NS

Skin

fold

tes

ting

– le

arne

rs p

ract

ise

test

m

etho

do

log

y in

sm

all g

roup

s

Ass

ignm

ent

task

as

set

by

the

cent

re

Dat

a in

terp

reta

tion

tab

les;

use

o

f tab

les

in B

TEC

Firs

t Sp

ort

St

uden

t B

oo

k.

Fitn

ess

test

ing

eq

uip

men

t

Ass

essm

ent

P4 P5 M2

D1

PLTS

IE1

IE4

RL1

Lear

ners

w

ork

ing

to

war

ds

mee

ting

hig

her

gra

din

g c

riter

ia


BTEC First Sport



Wee

kO

utco

me

Co

nten

tLe

arne

r ac

tivi

tyR

eso

urce

sA

sses

smen

t an

d P

LTS

Stre

tch

and

su

pp

ort

12LO

3 B

e ab

le

to a

sses

s yo

ur

ow

n le

vel o

f fit

ness

Ass

ignm

ent

task

: P4,

P5,

M2,

D1

– A

sses

sing

fitn

ess

leve

ls.

Prac

tical

ob

serv

atio

n an

d a

sses

smen

t,

with

lear

ners

co

llect

ing

dat

a fr

om

th

e fit

ness

tes

ts a

nd u

se o

f dat

a in

terp

reta

tion

tab

les

for

inte

rpre

tatio

n o

f te

st re

sults

.

Lect

ure

on

Bo

dy

Mas

s In

dex

(BM

I)

Ass

ignm

ent

task

in c

lass

and

for

NS

Skin

fold

tes

ting

– le

arne

rs t

ake

mea

sure

men

ts a

nd re

cord

resu

lts

AS

6 D

eter

min

ing

per

cent

bo

dy

fat

usin

g t

he J

-P n

om

og

ram

AS

7 B

od

y M

ass

Ind

ex c

alcu

latio

ns 1

AS

8 B

MI c

alcu

latio

ns 2

Ass

ignm

ent

task

as

set

by

the

cent

re

Dat

a in

terp

reta

tion

tab

les;

use

o

f tab

les

in B

TEC

Firs

t Sp

ort

St

uden

t B

oo

k.

Fitn

ess

test

ing

eq

uip

men

t

AS

6 D

eter

min

ing

per

cent

bo

dy

fat

usin

g t

he J

-P n

om

og

ram

AS

7 B

od

y M

ass

Ind

ex

calc

ulat

ions

1

AS

8 B

MI c

alcu

latio

ns 2

Ass

essm

ent

P4 P5 M2

D1

PLT

SIE

1IE

4R

L1

Lear

ners

w

ork

ing

to

war

ds

mee

ting

hig

her

gra

din

g c

riter

ia

Co

mp

letio

n o

f cal

cula

tions

fo

r A

S 8

as

hom

ewo

rk t

ask

13LO

3 B

e ab

le

to a

sses

s yo

ur

ow

n le

vel o

f fit

ness

Ass

ignm

ent

task

: P4,

P5,

M2,

D1

– A

sses

sing

fitn

ess

leve

ls.

Rev

iew

ho

mew

ork

tas

k (A

S 8)

fro

m w

eek

12.

Ref

eren

cing

fitn

ess

test

ing

so

urce

s.

Tuto

r d

iscu

sses

ho

w t

o re

fere

nce

rese

arch

info

rmat

ion.

Gro

up fe

edb

ack

and

dis

cuss

ion

of A

S 8

dat

a re

sults

AS

9 Fi

tnes

s Te

sts

– R

efer

enci

ng a

nd

Res

earc

h

R –

rese

arch

ing

fitn

ess

test

dat

a in

terp

reta

tion

tab

les

– el

ite/p

rofe

ssio

nal

spo

rts

per

form

ers/

athl

etes

.

Ass

ignm

ent

task

in c

lass

and

for

NS

– ap

ply

ing

prin

cip

les

of h

ow

to

refe

renc

e w

ork

.

Ass

ignm

ent

task

as

set

by

the

cent

re

AS

8 B

MI c

alcu

latio

ns 2

AS

9 Fi

tnes

s te

sts

– re

fere

ncin

g

and

rese

arch

Dat

a in

terp

reta

tion

tab

les;

use

o

f tab

les

in B

TEC

Firs

t in

Sp

ort

B

oo

k.

Acc

ess

to b

oo

ks, j

our

nals

, the

in

tern

et t

o a

cces

s re

sear

ch o

n fit

ness

tes

t re

sults

and

dat

a in

terp

reta

tion.

Ass

essm

ent

P4 P5 M2

D1

PLT

SIE

1IE

4R

L1

Lear

ners

w

ork

ing

to

war

ds

mee

ting

hig

her

gra

din

g c

riter

ia




Wee

kO

utco

me

Co

nten

tLe

arne

r ac

tivi

tyR

eso

urce

sA

sses

smen

t an

d P

LTS

Stre

tch

and

su

pp

ort

14LO

4 K

now

th

e ef

fect

s o

f p

sych

olo

gic

al

fact

ors

o

n sp

ort

s tr

aini

ng a

nd

per

form

ance

Rev

iew

rese

arch

act

ivity

fro

m w

eek

13

and

ove

rall

fitne

ss t

estin

g d

ata

resu

lts.

Ass

ignm

ent

task

: P6,

M3,

D2

- E

xplo

ring

psy

cho

log

ical

fact

ors

Inte

ract

ive

lect

ure

on

psy

cho

log

ical

fa

cto

rs –

mo

tivat

ion,

aro

usal

and

anx

iety

Gro

up fe

edb

ack

and

dis

cuss

ion

of d

ata

DV

D o

n sp

ort

s p

sych

olo

gy

AS

10 H

ow

anx

ious

are

yo

u? L

earn

ers

com

ple

te a

nd in

terp

ret

resu

lts fr

om

the

Sp

ort

Co

mp

etiti

on

Anx

iety

Tes

t (S

CA

T)

Ass

ignm

ent

task

in c

lass

and

for

NS

DV

D o

n sp

ort

s p

sych

olo

gy

AS

10 H

ow

anx

ious

are

yo

u?

Ass

ignm

ent

task

as

set

by

the

cent

re

P6, M

3, D

2Le

arne

rs

wo

rkin

g

tow

ard

s m

eetin

g h

ighe

r g

rad

ing

crit

eria

15LO

4 K

now

th

e ef

fect

s o

f p

sych

olo

gic

al

fact

ors

o

n sp

ort

s tr

aini

ng a

nd

per

form

ance

Ass

ignm

ent

task

: P6,

M3,

D2

- E

xplo

ring

psy

cho

log

ical

fact

ors

Inte

ract

ive

lect

ure

on

psy

cho

log

ical

fa

cto

rs –

per

sona

lity

and

co

ncen

trat

ion

DV

D o

n sp

ort

s p

sych

olo

gy

Pers

ona

lity

que

stio

nnai

re a

sses

smen

t –

lear

ners

co

mp

lete

the

que

stio

nnai

re

and

inte

rpre

t te

st re

sults

SB a

ctiv

ities

Ass

ignm

ent

task

in c

lass

and

for

NS

DV

D o

n sp

ort

s p

sych

olo

gy

Pers

ona

lity

que

stio

nnai

re

Ass

ignm

ent

task

as

set

by

the

cent

re

P6, M

3, D

2Le

arne

rs

wo

rkin

g

tow

ard

s m

eetin

g h

ighe

r g

rad

ing

crit

eria


BTEC First Sport



Less

on p

lan

– W

eek

6 F

itne

ss t

esti

ng is

sues

Aim

sTo

intr

od

uce

lear

ners

to

the

val

idity

, rel

iab

ility

and

pra

ctic

ality

of fi

tnes

s te

sts

SB =

Stu

den

t B

oo

k IA

= In

tera

ctiv

e ac

tivity

V

= V

ideo

TRP

= T

each

ing

Res

our

ce P

ack

PP

T =

Po

wer

Poin

t

This

is a

60-

min

ute

less

on.

Lear

ning

out

com

es f

or

this

less

on:

• A

ll le

arne

rs s

houl

d h

ave

an in

crea

sed

aw

aren

ess

of v

alid

ity, r

elia

bili

ty a

nd p

ract

ical

ity o

f fitn

ess

test

s

• M

ost

lear

ners

sho

uld

be

able

to

und

erst

and

the

ter

ms

valid

ity, r

elia

bili

ty a

nd p

ract

ical

ity

• So

me

lear

ners

sho

uld

be

able

to

ap

ply

the

ter

ms

valid

ity, r

elia

bili

ty a

nd p

ract

ical

ity t

o a

var

iety

of d

iffer

ent

fitne

ss t

ests

Tim

ing

/co

nten

tTu

tor

acti

vity

Lear

ner

acti

vity

Res

our

ces

Ind

ivid

ualis

ed a

ctiv

ity/

dif

fere

ntia

tio

nP

LTS

IFS

6 m

ins

Reg

iste

r an

d

ove

rvie

w

Wel

com

e an

d re

gis

ter.

Dis

cuss

str

uctu

re o

f ses

sio

n.

Aim

s o

f the

lect

ure

writ

ten

on

the

whi

teb

oar

d.

Lear

ners

set

tle a

nd re

ad

aim

s.

List

enin

g/a

skin

g q

uest

ions

.

Reg

iste

r/b

riefin

g s

heet

Whi

teb

oar

d

PC/P

en

N/A

24 m

ins

Inte

ract

ive

lect

ure

usin

g a

va

riety

of d

iffer

ent

fitne

ss

test

s to

hig

hlig

ht t

he is

sues

o

f tes

t va

lidity

, rel

iab

ility

and

p

ract

ical

ity. A

skin

g q

uest

ions

w

ith re

leva

nce

to t

ests

co

vere

d. P

rom

ptin

g fu

rthe

r q

uest

ions

and

pro

vid

ing

fe

edb

ack.

IA

List

enin

g/a

skin

g q

uest

ions

.

Pro

duc

tion

of w

ritte

n su

mm

ary.

PC a

nd p

roje

cto

r

Pap

er

Whi

teb

oar

d/i

nter

activ

e w

hite

bo

ard

Pen

Ext

ensi

on

wo

rk t

o in

clud

e ho

mew

ork

ta

sk t

o lo

ok

at v

alid

ity, r

elia

bili

ty a

nd

pra

ctic

ality

issu

es o

f sp

ecifi

c fit

ness

te

sts

not

cove

red

as

par

t o

f the

le

ctur

e.




Tim

ing

/Co

nten

tTu

tor

acti

vity

Lear

ner

acti

vity

Ind

ivid

ualis

ed a

ctiv

ity/

dif

fere

ntia

tio

n

20V

ideo

clip

of l

earn

ers

per

form

ing

a s

tep

tes

t.

V Vid

eo c

lip o

f lea

rner

s p

erfo

rmin

g a

mul

tista

ge

fitne

ss t

est.

V

Lear

ners

wo

rk in

pai

rs t

o

com

ple

te a

han

do

ut t

o

reco

rd t

he m

ain

valid

ity,

relia

bili

ty a

nd p

ract

ical

ity

issu

es h

ighl

ight

ed b

y th

e vi

deo

clip

s.

Vid

eo p

laye

r an

d c

lips

Han

do

ut

Inte

ract

ive

whi

teb

oar

d

Pen

N/A

10 Plen

ary

Rev

iew

the

aim

s o

f the

le

ctur

e w

ith le

arne

rs a

nd

dis

cuss

the

tw

o v

ideo

clip

s an

d fi

tnes

s te

stin

g is

sues

tha

t le

arne

rs h

ave

do

cum

ente

d.

IA Pro

vid

ing

feed

bac

k/

pre

view

ing

nex

t le

ctur

e.

Lear

ners

list

enin

g a

nd

aski

ng q

uest

ions

.

Rev

iew

ing

lear

ning

po

ints

an

d v

erb

ally

ans

wer

ing

is

sues

iden

tified

fro

m t

he

two

vid

eo c

lips.

Inte

ract

ive

whi

teb

oar

d

Pen

Ext

ensi

on

activ

ity –

lear

ners

to

pre

par

e m

ini-p

rese

ntat

ions

(s

mal

l-gro

up w

ork

): th

e ‘fo

r’ a

nd ‘a

gai

nst’

usi

ng c

erta

in fi

tnes

s te

sts.

To

incl

ude

reco

mm

end

atio

ns a

s to

whi

ch fo

ur d

iffer

ent

fitne

ss t

ests

for

diff

eren

t co

mp

one

nts

of fi

tnes

s th

ey t

hink

sho

uld

b

e us

ed t

o a

sses

s th

eir

ow

n fit

ness

leve

ls a

nd re

aso

ns w

hy.

BTEC First Sport




Use the template below to design a circuit training session/programme to meet your personal goals.

The circuit training session/programme designed could be cardiorespiratory, resistance, plyometrics or a sport-specific circuit.

List your training goals and the equipment/resources you will need for the session.In order to gain practical experience of fitness training methods you should test out the circuit you have designed.

AS1 Circuit training programme design

Session Outline

Warm-up:

Cool down:

Number and order of stations:

Time(s) at each station:

Rest(s) between each station (or rest station included in circuit):

Time/circuit (mins):

Circuits/session:

Time/session:

Frequency (days/week):

Intensity:

Programme duration (number of weeks):

Overload/progression:

Station 1:

Station 7:

Station 10:

Station 9:

Station 8:

Station 2:

Station 6:

Station 3:

Station 4:

Station 5:




AS2 Fitness testing and training word search 1

The following words are hidden in the word search below (two are hidden twice).

• Findthewords.• Onaseparatepieceofpaper,writeasfulladefinition/descriptionasyoucanforeachword.

BMI Calibration Validity

BIA Reliability Consent

Strength Speed Power

BP Callipers Arousal

Motivation

P N O I T A V I T O M R

P A X A L L A D J A P E

T V M R K G C N O F C L

S C E M S Q A Y H A P I

T L A D D E L T N V I A

R B Q L O C I I B I M B

E T C F I A P D H U O I

N M O L N B E I N G A L

G I N A I K R L J Z R I

T M S S K H S A E Q Y T

H B E U W S R V T N B Y

N U N O E T S R E I O P

H S T R E D G R E W O P

I O T A T S P E E D Z N




AS3 Tracking lifestyle factorsKeep a record of your lifestyle factors for one week. In class, discuss and compare your habits in groups.

Name:

w/c: Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Smoking (no. cigarettes/day)

Alcohol (no. units*/week)

Stress

Physical activity

Sleep

Dietary habits• Animal fat• Fibre

Other factorse.g. part-time job

Comments

* Alcohol units: 1 unit = ½ pt of beer or a standard glass of wine or a single measure of spirits, or a small glass of sherry





The following words are hidden in the word search below (two are hidden twice).

• Findthewords.• Onaseparatepieceofpaper,writeasfulladefinition/descriptionasyoucanforeachword.

Plyometrics Fartlek BMI

Speed Power Obese

Balance BIA Diuretics

Stress PNF Flexibility

Agility

S S E R T S F A Y I H P

B W R B O A I G S B L R

S M F N R E Y S C Y Q Y

L V I T D T J K O N O T

T I L E I E A M W R B I

E E Q L S P E E D M E L

K T I R X T N A X R S I

U G P J R O R F O M E B

A R P I E F B K B F A I

F G C N W Z E I M L F X

N S R K O E T P A I N E

P H A V P Z S N E A W L

E I W D U S C Y S O T F

B S C I T E R U I D X B




AS5 Determining anaerobic power using the Lewis Nomogram

This activity gives learners practice using the Lewis Nomogram to determine anaerobic power from vertical jump test results.

Instructions:• Usetheverticaljumptestdataresultsinthetable(below)• Plotthedistance(cm)ontheleftverticallineofthenomogram• Plottheweight(kg)ontherightverticallineofthenomogram• Joinupthetwoplotsusingasharpenedpencilandruler• Determinethepowerresult(kgm/s)foreachsubject• Completethedatatable(below)toshowthepowerresults.

80

70

60

50

40

30

20

15

10

200

180

150

140

130

120

100

90

80

70

60

50

40

30

25

100

90

80

70

60

50

45

40

36

D(cm)

P(kgm/s)

Wt(kg)

Lewis nomogram

Data results from vertical jump test

Subject number

D (cm) Wt (kg) Power (kgm/s)

1 30 60

2 35 70

3 43 70

4 24 65

5 40 65

6 50 75

7 33 65

Use the data interpretation tables to interpret the power results obtained.

Reference: Mathews, D.K., Fox, E.L. (1976) The Psychological Basis of Physical Education and Athletics. W.B. Saunders, Philadelphia.




AS6 Determining percent body fat using the J-P Nomogram

This activity gives learners practice using the J-P nomogram to determine percent body fat results.

Instructions:• Usetheskinfolddataresultsprovided(below)• Plottheage(years)ontheleftverticallineofthenomogram• Plotthesumofthethreeskinfolds(mm)onthefarrightverticallineofthenomogram• Joinupthetwoplotsusingasharpenedpencilandruler• Determinethepercentbodyfatresultsaccordingtogenderandcompletethetable(below)toshow

your results.

J-P nomogram

Age

in Y

ears

60

55

50

45

40

35

30

25

20

15

33

31

29

27

25

23

21

19

17

15

13

11

9

7

5

3

40

38

36

34

32

30

28

26

24

22

20

18

16

14

12

10

130

125

120

115

110

105

100

95

90

85

80

75

70

65

60

55

50

45

40

35

30

25

20

15

10

Sum of Three Skinfolds (m

m)

MaleFemale

PercentBody Fat

Data results from skinfold testing

Subject number

Gender (M/F)

Age (years)

Sum of three

skinfolds (mm)

Percent body fat

1 M 16 25

2 F 17 35

3 M 20 40

4 F 20 40

5 M 16 45

6 F 19 45

7 M 25 50

A follow-up activity could be to use data interpretation tables to interpret the percent body fat results obtained.

Reference: Baun, W.B., Baun, M.R., Raven, P.B. (1981) A Nomogram for the Estimate of Percent Body Fat from Generalised Equations. Research Quarterly for Exercise and Sport 52 (3): 284–380.

Will be replaced with updated artwork when it has been corrected in the students book.




AS7 Body Mass Index (BMI) calculations 1Body Mass Index (BMI)Body Mass Index is a simple measure of body composition and is used to check if a person is overweight. The test can determine if a person is at increased risk of developing Coronary Heart Disease (CHD) and other cardiovascular diseases. To calculate Body Mass Index:

• Measurebodyweightinkilograms• MeasureheightinmetresCarry out this calculation to determine BMI (kg/m²):

BMI = Body weight (kg)

= kg

Height (m) x Height (m) m²

Look at the data in the table below. Calculate the BMI of each person (subject) and interpret the results. Enter your data results in the table.

Subject Body weight (kg)

Height Height (m)

Height ² (m²)

BMI (kg/m²)

Interpretation of results

1 78.9 1.83 m

2 56.0 156 cm

3 67.0 1.67 m

4 103.1 188 cm

5 77.0 160 cm

6 86.9 172 cm

7 91.9 1.74 m

8 63.0 1.63 m

9 64.6 1.58 m

10 85.4 177 cm

Use this table to interpret the results:

Rating BMI (kg/m²)

Desirable 20-25

Overweight 25-30

Obese and increased risk of CHD 30+




AS8 Body Mass Index (BMI) calculations 2Body Mass Index (BMI)Body Mass Index is a simple measure of body composition and is used to check if a person is overweight. The test can determine if a person is at increased risk of developing Coronary Heart Disease (CHD) and other cardiovascular diseases. To calculate Body Mass Index:

• Measurebodyweightinkilograms• Measureheightinmetres• CarryoutthiscalculationtodetermineBMI(kg/m²):

BMI = Body weight (kg)

= kg

Height (m) x Height (m) m²

Instructions• Asagroup,measurethebodyweight(kg)andheight(m)ofeachpersoninyourgroup.Recordthe

results in the table below.• CalculatetheBMI(kg/m²)andinterprettheresults.Enteryourdataresultsinthetable(below).

Subject Body weight (kg)

Height (m) Height ² (m²)

BMI (kg/m²)


1

2

3

4

5

6

7

8

9

10

11

12

Use this table to interpret the results

Rating BMI (kg/m²)

Desirable 20-25

Overweight 25-30

Obese and increased risk of CHD 30+




AS9 Fitness tests: referencing and researchInstructions

• WheninterpretingyourfitnesstestresultsusingthetablesprovidedinLevel 2 BTEC First Sport Student Book (pp. 16–26), you should cite in the text the appropriate reference (see below).

• Listthereferencesyouhaveusedinanoverallreferencessectiontosupportyourwork.Youshouldusea standard referencing system, for example, the Harvard referencing system.

• Undertakeasmall-groupresearchtasktolocateeachreferencefromthesourceandobtainacopyofthe paper/article for further review and discussion in class.

Fitness testing and training: chapter referencesAdams, G.M. (1989) [Vertical Jumps of College Physical Education Majors]. Unpublished raw data.

Baun, W.B., Baun, M.R., Raven, P.B (1981) A Nomogram for the Estimate of Percent Body Fat from Generalised Equations. Research Quarterly for Exercise and Sport 52 (3): 284-380.

Hueger, W.W.K. (1989) Sit and Reach Test Tables. Lifetime Physical Fitness and Wellness. Morton Publishing.

Jackson, A.S., Pollock, M.L., Ward, A. (1980) Generalised Equations for Predicting Body Density of Women. Medicine and Science in Sports and Exercise, 12, 175-182.

Jackson, A.S., Pollock, M.L. (1978) Generalised Equations for Predicting Body Density of Men. British Journal of Nutrition, 40, 497-504.

Martens, R., Vealey, R.S., Burton, D. (1990) Competitive Anxiety in Sport. Human Kinetics.

Mathews, D.K., Fox, E.L. (1976) The Physiological Basis of Physical Education and Athletics. W. B. Saunders, Philadelphia.

Maud, P.J., Shultz, B.B. (1984) The U.S. National Rugby Team: A Physiological and Anthropometric Assessment. The Physician and Sports Medicine, 99, 86-94.

Sharkey, B.J. (1990) Physiology of Fitness. Human Kinetics, Champaign, Illinois.

Sharkey. B.J. (1977) Fitness and Work Capacity (Report FS-315). Washington, DC: U.S. Department of Agriculture.

Shepherd, P. (2000) [Vertical Jumps of College-Aged Physical Education Students]. Unpublished raw data.




AS10 How anxious are you?The Sport Competition Anxiety Test (SCAT), developed by Martens, Vealey and Burton in 1990 is a questionnaire that can be used to determine how anxious a sports performer feels in a competitive situation.

Instructions• Completethequestionnaireandinterpretyourresults.• Discussandcompareyourresultswithsomeoneelseinyourgroupandsummarisehowyourresults

could affect sports training and performance.• Statethreewaysinwhichyoucouldreduceyouranxietylevels.

The Sport Competition Anxiety Test (SCAT)

Read each statement below, decide if you rarely, sometimes or often feel this way when competing in your sport. Put a tick in the appropriate box to show your response.

Do not spend too long on each statement, as there are no right or wrong answers.

SCAT questions Rarely Sometimes Often

1. Competing against others is socially enjoyable

2. Before I compete I feel uneasy

3. Before I compete I worry about not performing well

4. I am a good sportsperson when I compete

5. When I compete, I worry about making mistakes

6. Before I compete I am calm

7. Setting a goal is important when competing

8. Before I compete I get a queasy feeling in my stomach

9. Just before competing, I notice my heart beats faster than usual

10. I like to compete in games that demand a lot of physical energy

11. Before I compete I feel relaxed

12. Before I compete I am nervous

13. Team sports are more exciting than individual sports

14. I get nervous waiting to start the game

15. Before I compete I usually get uptight




Analysing your SCAT score

The score for the response to each question is shown below. Enter your score for each question in the ‘Athlete’s Score’ column and then add the scores in the column up to give a total, which is your SCAT score.

YourSCATscorewillrangefromalowof10toahighof30where10indicatesalowlevelofanxietyand30ahigh level of anxiety (stressed).

Note that questions 1, 4, 7, 10 and 13 score zero regardless of the response.

Question Number

Rarely Sometimes Often Athlete’s Score

1 0 0 0

2 1 2 3

3 1 2 3

4 0 0 0

5 1 2 3

6 3 2 1

7 0 0 0

8 1 2 3

9 1 2 3

10 0 0 0

11 3 2 1

12 1 2 3

13 0 0 0

14 1 2 3

15 1 2 3

SCAT Total =

Interpreting your SCAT results

SCAT Total Interpretation

Less than 17 Youhavealowlevelofanxiety

17 to 24 Youhaveanaveragelevelofanxiety

Greater than 24 Youhaveahighlevelofanxiety

Reference:Martens, R., Vealey, R.S., Burton, D. (1990) Competitive Anxiety in Sport. Human Kinetics.




Student book answersJust checking

1. Also known as cardiorespiratory fitness, cardiorespiratory endurance or aerobic fitness. It is the ability of the cardiorespiratory system to efficiently supply nutrients and oxygen to working muscles during sustained physical activity. VO2 max (ml/kg/min).

2. Skinfold testing using skinfold calipers. Standard protocol is followed and certain sites are selected depending on gender. A nomogram can be used to determine the percent body fat of the individual.

Bioelectrical Impedance Analysis (BIA), which is conducted using a BIA machine. Electrodes are placed at specific sites on the hand and foot of the individual and a weak electrical current is passed through the body. The higher the resistance reading, the higher the percent body fat of the individual.

3. Balance, power and reaction time.

4. A positive form of stress that can occur when a sports performer enjoys testing their own ability and pushing themselves to reach their full potential.

5. When someone smokes, carbon monoxide enters the body and this results in less oxygen being available for working muscles. Smoking can reduce aerobic endurance levels by up to 10 per cent, reducing efficiency.

6. Fartlek training involves varying pace, from a fast sprint to a slow jog, and is beneficial in sports that involve using both the aerobic and anaerobic energy systems. ‘Fartlek’ comes from the Swedish word for ‘speedplay’ and is a training method that is used to enhance both the aerobic and anaerobic energy systems.

7. Any three from: liver disease, certain forms of cancer, fluid retention, infertility, hardening of arteries, skin disorders.

8. It’s important to have documented evidence that shows that participants have been consulted and provided with all the necessary information to undertake the test. Informed consent confirms that the participant is able to follow the test method, knows exactly what is required of them during testing, has fully consented to their participation in the fitness tests, knows that they can ask any questions relating to the tests, understands that they can withdraw their consent at any time.

9. Intrinsic motivation is the desire to challenge yourself and the enjoyment gained from sports participation and your sporting achievements. Examples: to develop personal fitness, or to get a personal best.

Extrinsic motivation relates to receiving external rewards. Examples: receiving praise from a sports coach or winning a trophy.




Support for Assessment activitiesCriteria P1, M1, P2 – Fitness and training for sporting excellence

Meet the pass criteria and:

M1: explain the fitness requirements for achieving excellence in a selected sport. Learners should think about both the physical and skill-related components of fitness. They need to explain how and why the fitness components are needed for successful performance, providing examples to show what they mean.

Criterion P3 – Exploring lifestyle factors

P3: describe four lifestyle factors that can affect sports training and performance. Learners should outline their four factors and then point out how each factor can affect sports training and performance – examples should be provided.

Criteria P4, P5, M2, D1 – Assessing fitness levels


M2: explain their test results and fitness levels, identifying strengths and areas for improvement. Direct learners to the published data tables in the Student book (pages XX – XX) to identify their strengths and areas for improvement. Encourage learners to use the full references for the data tables (Activity Sheet 9). They should compare their results to normative data tables and data for elite performers, pointing out the similarities and differences. Learners need to explain in detail what their test results mean, giving reasons.

D1: evaluate their test results and personal level of fitness, considering the level required to achieve excellence in a selected sport. Learners need to review in detail their personal fitness results, bringing the information together to form a conclusion. Learners should give evidence for their views. To consider the level required to achieve excellence in sport, direct learners to look at their own data results versus data results for elite performers. Learners should relate their fitness results to their sport and consider what improvements are needed to enhance their own performance.

Criteria P6, M3, D2 – Exploring psychological factors


M3: explain the effects that psychological factors can have on sports training and performance. Learners need to provide a detailed account of the ‘how’ and ‘why’, and give their reasons.

D2: analyse the effects of psychological factors on sports training and performance. Learners should give careful consideration to how motivation, personality, concentration, arousal and anxiety can affect sports training and performance. They should provide details of how they are related and how they can contribute to an effect on sports training and performance. The short-term and longer-term effects should be included.




Activity sheet answersAS1 Circuit training programme design

Accept any suitable answers.


N O I T A V I T O M R

E

C L

S C A Y A I

T A L T I A

R L I I I M B

E C I P D I

N O L B E I L

G I N A R L I

T M S S S A T

H B E U V T B Y

N O I P

T R R E W O P

A S P E E D N

Definitions/descriptions: 1. BMI: Body Mass Index, A measure of body composition. Used to check if a person is overweight (1

point).

The test can determine if a person is at increased risk of developing Coronary Heart Disease (CHD) and other cardiovascular diseases. BMI is measured in kg/m² and desirable BMI is 20-25 kg/m² (2 points).

2. Calibration: checking the accuracy of fitness testing equipment before it is used, by comparing it to a recognised standard (1 point). If equipment isn’t correctly calibrated it could lead to inaccurate (invalid) results (2 points).

3. Validity: how accurate results are (1 point). This means whether the results recorded from the fitness test are a true reflection of what you are actually trying to measure (2 points).

4. BIA: Bioelectrical Impedance Analysis (BIA), conducted using a BIA machine and is a method that can be used to determine percent body fat (1 point). Electrodes are placed at specific sites on the hand and foot of the individual and a weak electrical current is passed through the body. The higher the resistance reading, the higher the percent body fat of the individual (2 points).

5. Reliability: the ability to carry out the same fitness test method again and expect the same results (1 point). Reliability is repeatability – the consistency of results (2 points).

6. Consent: participants need to be consulted and given all the necessary information before they undertake any fitness tests and their consent is documented using a consent form (1 point). Informed consent confirms that the participant is able to follow the test method, knows exactly what is required of them during testing, has fully consented to their participation in the fitness tests, knows that they can ask any questions relating to the tests and understands that they can withdraw their consent at any time (2 points).




7. Strength: the maximum force a muscle or muscle group can produce (1 point). The 1-Repetition Maximum test can be used to assess strength (2 points).

8. Speed: is distance divided by the time taken and is measured in metres per second (m/s) (1 point). There are three basic types of speed – accelerative, pure speed and speed endurance (2 points).

9. Power: the product of strength and speed and is expressed as the work done in a unit of time (1 point). The vertical jump test can be used to test for power; the units are kgm/s (2 points).

10. BP: blood pressure is a lifestyle/medical history factor, measured using a blood pressure monitor (1 point). The reading is taken as Systolic BP/Diastolic BP and is measured in mmHg. 120/80mmHg is desirable (2 points).

11. Calipers: an instrument used to measure skinfold thickness (mm) (1 point). Popular makes are Harpenden and Slimguide (2 points).

12. Arousal: the increased state of readiness of a sports performer in preparation for their performance or activity (1 point). It is important that arousal levels are maintained at an optimal level in order to perform well (2 points).

13. Motivation: an internal mechanism that affects behaviour. There are two main types – intrinsic motivation and extrinsic motivation (1 point). An example of intrinsic motivation is getting a personal best. An example of extrinsic motivation is getting praise from a sports coach (2 points).

AS3 Tracking lifestyle factors

Individual results/class discussion. No answers can be provided.


S S E R T S F P

B A L

M R Y Y Y

I T T O O T

L I M B I

E L S P E E D E L

K I T N S I

G R F E B

A I E B A I

F C W I L X

N S O A E

P A P N L

I C F

B S C I T E R U I D

Definitions/descriptions: 1. Plyometrics: involves completing specific exercises or activities to develop power and sport-specific skills

(1 point). Plyometric training should be used carefully, because it can be physically stressful on the body and cause muscle soreness (2 points).




2. Fartlek: The word ‘Fartlek’ comes from the Swedish word for ‘speedplay’ and is a training method that is used to enhance both the aerobic and anaerobic energy systems (1 point). It involves varying pace, from a fast sprint to a slow jog, and is beneficial in sports that involve using both the aerobic and anaerobic energy systems (2 points).

3. BMI: Body Mass Index, a measure of body composition and is used to check if a person is overweight (1 point). BMI is measured in kg/m², desirable BMI is 20-25 kg/m², overweight is 25-30 kg/m², and obese is 30 kg/m² or above (2 points).

4. Speed: distance divided by the time taken and is measured in metres per second (m/s) (1 point). There are three types: accelerative speed (sprints up to 30 metres), pure speed (sprints up to 60 metres) and speed endurance (sprints with short recovery period in-between) (2 points).

5. Power: the product of strength and speed and is expressed as the work done in a unit of time (1 point). The Wingate cycle test can be used to measure the anaerobic power of the quadriceps (2 points).

6. Obese: If you are obese then you are much more likely to suffer from health problems such as heart disease and diabetes (1 point). The main causes are eating too much and not doing enough exercise (2 points).

7. Balance: the ability to maintain centre of mass over a base of support (1 point). There are two types: static balance (like performing a headstand) and dynamic balance (like performing a cartwheel) (2 points).

8. BIA: Bioelectrical Impedance Analysis (BIA), conducted using a BIA machine and is a method that can be used to determine percent body fat (1 point). Electrodes are placed at specific sites on the hand and foot of the individual and a weak electrical current is passed through the body. The higher the resistance reading, the higher the percent body fat of the individual (2 points).

9. Diuretics: substances banned in sport (1 point). They are used to reduce body weight, and they cause side effects such as muscle cramps and kidney failure (2 points).

10. Stress: can occur if a sports performer thinks that they are unable to meet the demands of a sports performance or activity (1 point). It can have a positive or negative effect on training and performance. Stress can also affect a person’s health (2 points).

11. PNF: Proprioceptive Neuromuscular Facilitation (PNF), a stretching technique for developing flexibility (1 point). The technique is performed with a partner and if completed regularly can improve mobility and joint range of motion (2 points).

12. Flexibility: means having an adequate range of motion in all joints of the body (1 point). It is the ability to move a joint through its complete range of movement (2 points).

13. Agility: the ability of a sports performer to quickly and precisely move or change direction without losing their balance (1 point). The Illinois agility run test can be used to assess a person’s agility (2 points).




AS5 Determining anaerobic power using the Lewis Nomogram

Subject number D (cm) Wt (kg) Power (kgm/s)

1 30 60 73.5

2 35 70 92.0

3 43 70 100.0

4 24 65 71.5

5 40 65 90.0

6 50 75 117.0

7 33 65 83.0

AS6 Determining percent body fat using the J-P Nomogram

Subject number Gender (M/F)

Age (years) Sum of three skinfolds (mm)

Percent body fat

1 M 16 25 6.0

2 F 17 35 14.75

3 M 20 40 11.0

4 F 20 40 16.75

5 M 16 45 12.0

6 F 19 45 18.5

7 M 25 50 14.5




AS7 Body Mass Index (BMI) calculations 1

Subject Body weight

(kg)

Height Height (m)

Height ² (m²)

BMI (kg/m²)


1 78.9 1.83 m 1.83 m 3.3489 23.56 Desirable

2 56.0 156 cm 1.56 m 2.4336 23.01 Desirable

3 67.0 1.67 m 1.67 m 2.7889 24.02 Desirable

4 103.1 188 cm 1.88 m 3.5344 29.17 Overweight

5 77.0 160 cm 1.60 m 2.56 30.08 Obese

6 86.9 172 cm 1.72 m 2.9584 29.37 Overweight

7 91.9 1.74 m 1.74 m 3.0276 30.35 Obese

8 63.0 1.63 m 1.63 m 2.6569 23.71 Desirable

9 64.6 1.58 m 1.58 m 2.4964 25.88 Overweight

10 85.4 177 cm 1.77 m 3.1329 27.26 Overweight

AS8 Body Mass Index (BMI) calculations 2

Individual answers

AS9 Fitness tests: referencing and research

Individual answers

AS10 How anxious are you?

Individual answers


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