introduction to the department 3 ... - countesthorpe academy

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Introduction to the department 3

Overview of the course 4

What do you already know? 5

(Personalised Learning Checklists)

Component 1 Tasks and Questions 14



Component 4 Tasks 20

Reading List 22

Please complete all tasks on each component.

Any questions please email the following teachers who will be teaching that component.

Component 1- Mr Williams- [email protected]

Component 2- Mrs Hunt- [email protected]

Component 3- Mr Page- [email protected]

Component 4- Mrs Myles- [email protected]

Organisation

Please purchase an A4 folder with 5 dividers.

Four will be for each component and the 5th one for mock papers.

Please type work up, as it may need to be sent via email to be marked.

Any general queries please email [email protected]

mailto:[email protected]

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Mrs N Rose Miss S Mason

Mr N Williams Mrs A Hunt Mr M Page

Mrs L Myles Mr K Armstrong Mr D Bullivant

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The course is split into 4 components.

Each component is taught by a different teacher.

Please

How many lesson will get on each component?

Component 1- 4 lessons over 2 weeks



Component 4- 1 lesson every 2 weeks

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Component 01 – PHYSIOLOGICAL FACTORS AFFECTING PERFORMANCE

1.1.a Skeletal and Muscular Systems

Self-A Grade

(R, A, G)

Teacher Grade

(R, A, G)

Tick when revised for

exam

a) Joints, Movements and Muscles Know the different types of movement that happen at all of the joints. Joints: Shoulder, Elbow, Wrist, Hip, Knee, Ankle Movements: Flexion, Extension, Abduction, Adduction, Rotation, Circumduction, Horizontal Flexion, Horizontal Extension, Plantar flexion and Dorsiflexion.

b) Functional Roles of muscles Know the roles of muscle: Agonist, Antagonist, Fixator

c) Types of Contractions Know the types of contraction: Isotonic, Eccentric, Concentric, Isometric

d) Analysis of Movement (Quantitative) & Planes of Movement Know the three planes of movement including practical examples.

e) Skeletal Muscle Contraction & Motor Units Know the structure of a motor unit and how it is stimulated.

f) Different muscle fibre types. Know the different muscle fibre types and how they differ in intensities and recovery..

Assessment – End of Unit Test Grade:

1.1.b Cardiovascular System a) The Heart Structure & Circulatory System

Know the double circulatory system and the make-up of the heart.

b) Conduction System & Cardiac Cycle Understand the terms systole and diastole and the cardiac cycle. Understand how the heart is regulated.

c) Heart Values (HR/SV/Q) at rest Know why values differ between individuals at rest.

d) Heart Values (HR/SV/Q) during exercise Know why values differ between individuals during exercise

e) Heart Rate Regulation Know what regulates heart rate during exercise. Neural, hormonal and intrinsic factors.

f) The Vascular System Know the different types of blood vessels and the role they perform.

g) Venous Return Know how blood is returned to the body after being deoxygenated. Gravity, Pocket Valves etc…

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Below are the Personalised Checklists (PLC’s) for components 1-3.

In the self- assessment column please RAG rate yourself on each topic that will be covered in each component.

Red- No Knowledge

Amber- Some Knowledge

Green- Secure Knowledge

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h) Redistribution of Cardiac Output at rest and during exercise Understand how the body changes to allow blood to flow to the muscles. Vasodilation and Vasoconstriciton.

i) Vasomotor Control Know the role the vasomotor control centre has on the redistribution of blood.


1.1.b Respiratory System

a) The Respiratory Structure

b) Breathing rate, tidal volume and minute ventilation

c) Respiratory volume response to exercise and recovery

d) Mechanics of breathing at rest and during exercise

e) Respiratory Regulation (RCC) at rest and during exercise

f) Gaseous Exchange (partial pressures, diffusion, gradients) at rest and during exercise

g) The Bohr Shift


1.2.a Diet and Nutrition

a) Dietary Components

b) Energy Intake and Expenditure

c) Ergogenic Aids: Pharmacological Aids

d) Ergogenic Aids: Physiological Aids

e) Ergogenic Aids: Nutritional Aids


1.2.b Preparation and Training Methods

a) Training Programme Design (MRS VOPP TESTING the WC)

b) Periodisation

c) Aerobic Capacity

d) Factors Affecting VO2 max

e) Methods of Assessment + Advantages and Disadvantages

f) Training Zones

g) Karvonens Principle

h) Training Methods

i) Training Adaptations (Respiratory, Cardiovascular, Musculo-Skeletal and Metabolic)


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1.2.b Strength Training

a) Types of Strength

b) Factors Affecting Strength

c) Methods of Assessment + Advantages and Disadvantages

d) Training Methods

e) Training Adaptations (Neural, Muscle and Connective Tissues, Metabolic)


1.2.b Flexibility Training

a) Types of Flexibility

b) Factors Affecting Flexibility

c) Methods of Assessment + Advantages and Disadvantages

d) Training Methods

e) Training Adaptations (Neural, Muscle and Connective Tissues, Metabolic)


1.2.b Impact of Training on Lifestyle Diseases

a) Cardiovascular System (Atherosclerosis, CHD, Heart Attack, Stroke) + Effects of Training

b) Respiratory System (Asthma, COPD) + Effects of Training


1.3.a Biomechanical Principles

a) Newton’s Laws of Motion

b) Calculations (Velocity, Momentum, Acceleration and Force)

c) Force (Effects of Force, Net Force, Vertical Forces, Horizontal Forces)

d) Air Resistance

e) Free Body Diagrams

f) Analysis of Movement via Technology (WJN)

g) Centre of Mass and Stability

h) Lever Systems (load, effort, fulcrum, effort arm and load arm)

i) Classification of Levers (1st, 2nd and 3rd)

Interventions

Date Completed New RAG

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Component 02 – PSYCHOLOGICAL FACTORS AFFECTING PERFORMANCE

2.1. Skill Acquisition

Self-A Grade

(R, A, G)

Teacher Grade

(R, A, G)


exam

a) Classification of Skill Difficulty = (Simple/Complex) Environmental Influence = (open/closed) Pacing = (self-paced/externally-paced) Muscular Involvement = (gross/fine) Continuity = (discrete/serial/continuous) Organisation = (low/high)

b) Types and Methods of Practice Part, Whole, Whole/Part-Whole, Progressive/Part, Massed, Distributed, Fixed, Varied

c) Transfer of Skills – Types of Transfer Positive, Negative, Proactive, Retroactive, Bilateral Optimising the Effect of Positive Transfer Limiting the Effects of Negative Transfer

d) Principles and Theories of Learning Movement Skills Operant Conditioning Cognitive Theory of Learning Bandura’s Theory of Social/Observational Learning

e) Characteristics of the Stages of Learning Cognitive, Associative, Autonomous

f) Types and Uses of Guidance Verbal, Visual, Manual, Mechanical Advantages and Disadvantages of Using each Type of Guidance.

g) Types and Uses of Feedback Intrinsic, Extrinsic, Positive, Negative, Knowledge of Performance, Knowledge of Results Advantages and disadvantages of Using Each Type of Feedback.

h) Memory Models Atkinson and Shiffren’s Multi-Store Memory Model Use of Selective Attention Craik and Lockhart’s Levels of Processing Model Relate Both Models to Learning and Performing Physical Activity Skills.


2.2 Sports Psychology

a) Individual Differences - Personality Definition of Personality Theories of Personality Trait = Extroversion/Introversion, Stable/Unstable Type a / Type b Social Learning Interactionist

b) Individual Differences - Attitudes Definition of Attitude Factors Affecting Attitude Formation Components of Attitude = Cognitive, Affective, Behavioural Methods of Attitude Change – Persuasive Communication, Cognitive Dissonance

c) Individual Differences - Motivation Definitions of – Intrinsic Motivation, Extrinsic Motivation, Uses and Effects of Intrinsic Motivation, Extrinsic Motivation

d) Individual Differences - Arousal Definition of Arousal

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Effects of Arousal Drive Theory, Inverted U Theory, Catastrophe Theory

e) Individual Differences - Anxiety Definition of Anxiety Types of Anxiety – State and Trait Response to Anxiety – Somatic and Cognitive Zone of Optimal Functioning

f) Individual Differences - Aggression Definition of Aggression Theories of Aggression – Instinct, Social Learning, Frustration-Aggression Hypothesis, Aggressive Cue Hypothesis

g) Individual Differences - Social Facilitation Definition of Social Facilitation and Social Inhibition The Effects of an Audience on – Introverts/Extroverts, Beginners/Experts, Simple/Complex Skills, Gross/Fine Skills Evaluation Apprehension Strategies to Minimise Social Inhibition


2.2

a) Group and Team Dynamics in Sport Definition of a Group The formation of Groups and Sports Teams Using Stages of Group development Forming, Storming, Norming, Performing Steiner’s Model of group effectiveness Ringlemann effect and Social Loafing

b) Goal Setting in Sports Performance Importance and Effectiveness of Goal Setting for - Attentional Focus - Persistence on Tasks - Raising Confidence and Self Efficacy - Control Arousal and Anxiety - To Monitor Performance - SMART = Specific, Measurable, Achievable, Recorded, Time Phased

c) Attribution Weiner’s Model of Attribution Stability Dimension (unstable and stable) Locus of Control Dimension (Internal and External) Controllability Dimension Learned Helplessness as a Barrier to Sports Performance Mastery Orientation to Optimise Sports Performance

d) Confidence and Self Efficacy in Sports Performance Definition of Sports Confidence and Self Efficacy The Impact of Sports Confidence on – Performance, Participation, Self Esteem Vealey’s Model of Sports Confidence – Trait Sports Confidence, Competitive Orientation, State Sport Confidence, Subjective Perceptions of Outcome Bandura’s Theory of Self Efficacy – Performance Accomplishments, Vicarious Experiences, Verbal Persuasion, Emotional Arousal.

e) Leadership in Sport Characteristics of Effective Leaders Emergent of Prescribed Leaders

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Leadership Styles – Autocratic, Democratic, Laissez-Faire Theories of Leadership – Trait Perspective, Social Learning, Interactionist Chelladurai’s Multi-dimensional model

f) Stress Management to Optimise Performance Definition and Causes of Stress Use of Cognitive Stress Management Techniques – positive thinking/self talk, Negative Thought Stopping, Rational Thinking, Mental Rehearsal, Imagery, Goal Setting, Mindfulness Use of Somatic Stress Management Techniques – Progressive Muscular Relaxation, Biofeedback, Cantering Technique, Breathing Control


Interventions


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Component 03 – Content of Socio-Cultural Issues in Physical Activity and Sport

3.1 Sport and Society

Self-A Grade

(R, A, G)

Teacher Grade

(R, A, G)


exam

f) Emergence and Evolution of Modern Sport Social and Cultural factors shaped the characteristics of participation in sports and past times in pre-industrial Britain – Social Class, Gender, Law and Order, Education and Literacy, Availability of time, Availability of Money, Type and Availability of Transport

g) Social and Cultural factors shaped the characteristics of participation in sports and past times in post 1850 industrial Britain – Amateurism and Professionalism, Gender Changing Status of Women, Law and Order, Education/Literacy, Availability of Time /Changing Work Conditions Availability of Money Influence of Public Schools - On the promotion and organisation of sports and games - On the promotion of ethics through sports games - The ‘cult’ of athleticism – meaning, nature and impact - On the spread and export of games and the games ethic

c) Social Factors shaped the characteristics of, and participation in, support in 20th Century Britain - Class - Amateurism and professionalism - Gender /changing role and status of women - Law and order - Education - Availability of time - Availability of money - Transport

d) Contemporary factors are shaping the characteristics of, and participation in, sport in the 21st century. - Class - Amateurism and professionalism - Law and order - Education - Availability of time - Availability of Money - Transport - Globalisation of Sport - Media Coverage - Freedom of movement for performers - Greater exposure of people to sport

e) Global Sporting Events – The Modern Olympic Games

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Background and Aims (1896) Political Exploitation of the Olympic Games - Berlin 1936, Third Reich Ideology - Mexico City 1968 ‘Black Power’ Demonstration - Munich 1972 Palestinian Terrorism - Moscow 1980 boycott lead by USA - Los Angeles 1984 boycott by Soviet Union

f) Global Sporting Events – Hosting Global Sporting Events - Positive and negative impacts on the host country/city of hosting global sporting

event (such as the Olympic Games or FIFA World Cup) - Sporting - Social - Economic - Political


3.2 Contemporary Issues in Physical Activity and Sport j) Ethics and Deviance in Sport – Drugs and Doping

- Legal supplements versus illegal drugs/doping - Reasons why elite performers use illegal drugs/doping - Consequences/implications to Society, Sport, Performers - Strategies to stop the use of illegal drugs and doping

k) Violence in Sport - Causes in relation to player’s spectators - Implications to: Society, Sport, Performers - Strategies to prevent violence in relation to players and spectators

l) Gambling in Sport - Match fixing/bribery - Illegal sports betting

m) Commercialism and Media – Factors Leading to the Commercialisation of Contemporary Physical Activity and Sport: - Growing public interest and spectatorship - More media interest - Professionalism - Advertising - Sponsorship

n) Positive and Negative Impacts of the Commercialisation of Physical Activity and Sport on: - Society - Individual Sports - Performers - Spectators

o) Coverage of Sports by the Media Today and Reasons for Changes since the 1980’s - Television – Terrestrial – free -to -air, Satellite – subscription, Pay-per-view - Radio – Dedicated sports stations, Local and national radio - Written Press – Newspapers, Magazines - Internet Positive and Negative Effects of the Media on sport - Individual Sports, Performers, Spectators Relationship Between Sport and the Media – Sport as a Commodity, Links with Advertising and Sponsorship (‘golden Triangle’)


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h) Routes to Sporting Excellence in the UK - Development routes from talent identification through to elite performance - The role of school, clubs, universities in contributing to elite sporting success - The role of UK Sport and National Institutes in developing sporting excellence/high

performance sport - Strategies to address drop-out/failure rates from elite development programmes/at

elite level

i) Modern Technology in Sport – Its Impact on Elite Level Sport, participation, fair outcomes and entertainment – Elite Performance: - The extent to which modern technology has affected elite level sport including

increased/improved: Access, facilities, equipment, monitoring of exercise, safety

j) General Participation - The extent to which modern technology has increased participation including

increased/improved: access, facilities, equipment, monitoring exercise, safety - The extent to which modern technology has limited or reduced participation

including: Cost, The range of alternatives to physical activity and sport

k) Fair Outcomes: - The extent to which modern technology has increased fair outcomes including:

Better timing devices, increased accountability of officials, more accurate decision making, improved detection of foul play, improved detection of doping

- The extent to which modern technology has limited or decreased fair outcomes including: Access to modern technology can be limited, Performance enhancing drug testing technology cannot keep up with drug development, Pressure on officials due to the exposure and scrutiny of their decisions

l) Entertainment - The extent to which modern technology has increased entertainment including:

Action replays, Multi camera angles, Slow motion technology, improved analysis, punditry

- The extent to which modern technology has reduced or limited entertainment including: Interruption and delay, Reduced live attendances


Interventions


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Physiological Factors Affecting Performance

Physiological factors affecting performance, focuses on developing your knowledge of the science behind physical activity. This includes the structure and function of key systems in the human body, the forces that act upon us and the adaptations we make to our bodies through

diet and training regimes.

Task 1 Levers in Sport- using the YouTube clip below for background information and recapping from GCSE level, complete the table to demonstrate knowledge and understanding of levers within sport. https://www.youtube.com/watch?v=d1wS_OlJzmI

Lever Type 1st Class 2nd Class 3rd Class Diagram of Lever

Where it can be found in the body- give two examples

Give two examples of where the lever system can be used in sport

What is the mechanical advantage of the lever system?

What is the mechanical disadvantage of the lever system?

You will need to complete the following tasks and questions. Some background

reading may be needed here, please refer to the reading list.

https://www.youtube.com/watch?v=d1wS_OlJzmI

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Task 2

Design 3 different training programs; one for a marathon runner, one for a long jumper and one

for a shot putt thrower. Justify your choices of the key training methods you have applied

within the program.

Task 3

Questions 1. Explain how blood is redistributed to the working muscles. (3 marks)

2. Explain how oxygen diffuses from the lungs into the blood and how it is transported to the tissues. (4 marks)

3. Describe the characteristics of the main muscle fibre type used by sprinters. (4 marks)

4. Name the type of muscle contraction that occurs when kicking a football in a penalty shootout and identify the agonist and antagonist. (3 marks)

5. Using Newton’s first law of motion, explain how a rugby kicker performs a conversion after a try in a game of rugby. (3 marks)

6. Basketball players need good cardiovascular endurance. State two classes of food that are most suitable for players who require cardiovascular endurance and explain why they are needed in their diet. (3 marks)

Calculate the speed of Usain Bolt in the 100m. Time= 9.58 seconds Calculate the speed of Mo Farah in the 5000m. Time= 12 minutes 53 seconds Calculate the speed of Allyson Felix in the 400m Time= 49.26 seconds

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Psychological Factors Affecting Performance

This topic will develop your knowledge and understanding of the role of skill acquisition in

performance of physical activities and sports. It aims to develop knowledge and understanding

of the principles required in order to optimise the learning of new, and the development of

existing, skills.

Task 1

Leadership- research the following three styles of leadership. Create a power point presentation highlighting the key characteristics of each style, what situations would the different styles of leadership be effective for, and an example from sport for each style?

Autocratic

Democratic

Laissez-faire

Task 2

Complete the personality test. https://www.quietrev.com/the-introvert-test/ Explain the role personality plays on sporting performance.

Task 3

Describe and give examples of the following skills :-

a. Simple

b. Complex

c. Open

d. Closed

e. Self-paced

f. Externally-paced

https://www.quietrev.com/the-introvert-test/

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Questions

1. State a skill in gymnastics you think is closed, a skill that you think is serial and a skill that

you think is gross. Give reasons for your choices. (3 marks)

2. Name the three stages of learning that a sports performer experiences whilst developing their skills and describe the characteristics of the level of performance associated with each stage. (4 marks)

3. What are the psychological benefits of performing a warm up? (3 marks) 4. Name and explain one theoretical principle that a coach could use to change a negative

attitude to a positive one. (3 marks) Explain the different types of anxiety and use examples of how these can have a negative impact on performance. (4 marks)

5. Describe the process of effective goal setting in preparation to motivate a team during both training and performance. (4 marks)

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Content of Socio-Cultural Issues in Physical Activity and Sport

During this area of the course you will be looking at many different aspects of sport and society. This will

go from the origins of our sports from pre-industrial mob games to the multi-billion pound commercial

sports we have today.

For your preparations for next year you can look into Pre-Industrial sports and pastimes in Britain.

Task 1

Increasing participation in sport- create a promotional video/advert for one of the national

partners aiming to increase participation in sport. In the video/advert include the aims of the

partner, the benefits to increasing participation and outline strategies already in place.

Task 2

The Industrial Revolution was actually something that happened in Britain over several decades

rather than just a few. It had a massive effect on British society and culture and set in motion

the changes that would lead to codified sport. Most sports that we know today had their rules

created in Britain in the period just after the Industrial Revolution, which is 1860-1890.

Find as many sports as you can that were created and whose governing body was created in

Britain. Below is an example:

Rugby Football Union (RFU) 1871

Task 3

Research into what sports/ pastimes existed before the Industrial Revolution. The key thing we

need to know is who played them (Men? Women? Both? Upper class? Lower class? Both?), and

if more than one group played them, i.e., both upper and lower class, did they have a different

role?

Below are some examples of pre-industrial pastimes and sports you need to research into:

1. Pedestrianism

2. Mob Football

3. Cheese rolling

4. Real Tennis

5. Hawking

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Where can you find an example of it?

How was it played?

Who played it?

Is it still played today?

Now find two of you own.

Questions

1) ‘We will never be able to stop athletes taking performance enhancing drugs.’

Find out what drugs are often taken to improve performance. Why athletes take them.

How have we tried to stop them taking drugs? And do you think we will ever succeed

and why?

2) ‘VAR should be scrapped and never used in football again’

Why is VAR so controversial? What are the arguments for and against its use? Is the use

of some technology in decision making OK? What other sports use it effectively? Should

VAR be used? Should any technology be used in decision making?

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You will be internally assessed in one practical activity (either performing or coaching one

chosen activity from the approved lists) and the Evaluation and Analysis of Performance for

Improvement (EAPI), a verbal analysis.

Task 1

Using the link below, find your chosen sport that you compete in regularly.

https://www.ocr.org.uk/Images/234840-guide-to-non-exam-assessment-as-and-a-level.pdf

RAG rate all the skills on your ability.

Task 2

Find a video on a performer performing in your chosen sport. Using the table on the next page

take notes on the skills, tactics and fitness components that you see from that footage.

https://www.ocr.org.uk/Images/234840-guide-to-non-exam-assessment-as-and-a-level.pdf

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Table for Task 2 Selected Sport:

Skills

Tactics &

Strategies/

Compositional

Ideas

Fitness

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A list of useful books and websites to help with your research, giving you a deeper understanding of the course.

Books Clegg, C. 1995. Exercise Physiology and Functional Anatomy. Feltham Press Walder, P. 1998. Mechanics and Sport Performance. Feltham Press Honeybourne, J. 2006. Acquiring Skill in Sport: An Introduction. Routledge

Bean, A. 2017. The Complete Guide to Sports Nutrition. Bloomsbury Publishing. Scholarly Articles Polley, M. 2008. ‘The amateur rules’: Amateurism and professionalism in post-war British athletics. Contemporary British History, pages 81-114. Quennerstedt, M. Ohman, M & Armour, K. 2014. Sport and exercise pedagogy and questions about learning. Sport, Education and Society, pages 885-898. Alexandris, K. Tsorbatzoudis, C. & Grouios, G. 2017. Perceived Constraints on Recreational Sport Participation: Investigating their Relationship with Intrinsic Motivation, Extrinsic Motivation and Amotivation, Journal of Leisure Research, pages 233-252. Zaichkowsky, L. 2004. Arousal in Sport. Applied Psychology. Weinberg, R. S. (2002) Goal setting in sport and exercise: Research to practice. Exploring sport and exercise psychology, pages 25-48.

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Television Sports News Channel- This will support how you show your understanding by using current examples from sport. Icarus. 2017- A film around doping within sport and current issues surrounding the use of drugs within sport. Hoop Dreams. 1994- A film regarding barriers to participation in sport.

YouTube Clips Venous Return https://www.youtube.com/watch?v=J80hhCkLuaA Stages of Learning https://www.youtube.com/watch?v=n7UcobScnck Rational Recreation https://www.youtube.com/watch?v=SPrTPKj4ONQ Diet and Supplements https://www.youtube.com/watch?v=pBAPapMCRIo Newton’s Laws https://www.youtube.com/watch?v=MAm6LOUnJ80 Aggression in Sport https://www.youtube.com/watch?v=DlrTha8cbAI

https://www.youtube.com/watch?v=J80hhCkLuaA

https://www.youtube.com/watch?v=n7UcobScnck

https://www.youtube.com/watch?v=SPrTPKj4ONQ

https://www.youtube.com/watch?v=pBAPapMCRIo

https://www.youtube.com/watch?v=MAm6LOUnJ80

https://www.youtube.com/watch?v=DlrTha8cbAI

introduction to the department 3 ... - countesthorpe academy

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