PE studies test Y10T4

•2 factors affect stability;

•1 – Base of Support

•2 – Centre of Gravity

Centre of gravity

– The hypothetical point around which the force of gravity appears to act

• Standing in the anatomical position the COG sits around the belly button, but humans are constantly moving therefore the exact location of the COG is always changing.

what makes cog more stable

When the line of gravity is within the base of support = STABLE

When the line falls outside base of support = UNSTABLE

how to determine cog

Base of Support

•The base of support (BOS) is the area of your body that is in contact with the ground / surface

•BOS increases as distance between the feet increases

what makes bos more stable

•BOS increases as distance between the feet increases

•The larger the BOS the more stable the person is able to be

What is the line of gravity

is an imaginary vertical line that passes from the center of gravity (COG) of a body or object straight down to the ground or supporting surface, representing the direction of gravitational force acting on the body

what makes line of gravity more stable

the line of gravity is more stable when it falls within a larger base of support, because the body is less likely to tip over. Stability also increases when the centre of gravity is lower, making balance easier to maintain.

inertia

•Inertia is a body’s resistance to change its’ motion and is proportional to the body’s mass.

•More mass = more inertia = greater resistance to change.

The heavier the object, the greater the inertia and therefore the greater the force required to move it or change its state of motion

Newton’s first law and example of sporting

•An object at rest will remain at rest and a moving object will continue moving  unless acted upon by an unbalanced (external) force.

e.g A soccer ball remains still until a player kicks it.

Newtons second law and example

•The rate of change of acceleration of a body is proportional to the force applied to it, and inversely proportional to the mass of the object.

•

•Force = Mass x Acceleration (F = ma)   or    a = F/m

e.g A sprinter pushes harder against the starting blocks to accelerate faster.

•

Newton’s third law and example

•For every action there is an equal and opposite reaction. 

•Whenever one object exerts a force on a second object, the second object exerts an equal and opposite force on the first object.

e.g When a swimmer pushes water backwards, the water pushes the swimmer forwards.

Angular motion

the motion of a body about a fixed axis

•e.g. Ice skater twirls

•e.g. Hitting or throwing a ball

•e.g. A gymnast rotating around a high bar

•e.g. A diver performing a somersault

Moment of inertia

•; this is where the mass lies from the point of rotation. It is the rotating bodies resistance to angular acceleration or deceleration

Low and high moment of inertia and examples

•If the mass is close to the point of rotation, the Moment of Inertia (MI) is low

Low moment of inertia: A figure skater with their arms tucked in spins faster.

•If the mass is far from the point of rotation, the Moment of Inertia (MI) will be high.

High moment of inertia: A figure skater with their arms stretched out spins slower.

Angular velocity

•This is the speed in which an object will rotate around the axis. Angular velocity is greatly impacted depending upon the MI.

low and high angular velocity

• Low angular velocity = slow rotation,A merry-go-round turning slowly.

• High angular velocity = fast rotation, : A merry-go-round turning quickly.

stages of learning

1.Cognitive

2.Associative

3.Autonomous

Cognitive

•Beginner stage of learning – lots of thinking required

•Frequent errors, errors are large

•In this stage of learning performing the skill requires all of the athlete’s attention

•Rely on their coaches for cues and reinforcement

•2 -3 out of 10 are successful

Associative stage

•Intermediate stage

•Lower level of errors, errors not as large

•Performances are becoming more consistent

•Simpler parts of the skills are very fluent, but the more complex parts still require more attention

•5-7 out of 10 attempts are successful

Autonomous

•Performing a skill automatically

•No need to think about the skill

•Little to no errors when performing

•The motor programs involved are well learned and there is now spare attention which can be focused on opponents and tactics.

two types of feedback

intrinsic and extrinisc

intrinsic

•Intrinsic

•Comes from within

•Comes from the feeling of the movement – feeling balanced during a handstand

•This type of feedback is important for autonomous learners

extrinsic

•Comes from external source – teacher or coach

•Received by: seeing, hearing and is used to support intrinsic feedback

•Extrinsic feedback is important for beginners / cognitive learners who have yet to develop the feel of the movement

•The feedback can be positive or negative

•Types of Extrinsic Feedback

Verbal, Visual, Written

How many points of feedback should be given for optimal performance  

•Always keep feedback positive and aim to give no more than 2 features for improvement

Why is feedback important  

•Feedback helps athletes understand what they are doing well and what they need to change. It is essential for improvement

types of feedback

Verbal, Written, Visual

open skill vs closed skill - open

•The environment is constantly changing and skills and movements need to be continually adapted

•Requires quick decision making

•Examples – Team sports - football , netball, hockey, soccer

open v closed skill - closed

•Skills that take place in a stable and predictable environment

•The performer knows exactly what to do and when

•Skills are not affected by the environment

•There is a clear beginning and end to the skill

•Examples – Free throw in basketball, serving in tennis

simple vs complex skill - simple

•Straightforward, do not have to process much information

•Requires little concentration and cognitive ability

•Athlete does not require much feedback during performance

•Example à Sprinting

simple v complex skill - complex

•Involves a large attention span because they are complicated

•Skills are practised in training repeatedly to make easier in competition

•The skill has many sub-routines or parts

•Example à Tennis serve

fine vs gross - fine

•Movements involve precision and control of small muscle groups

•Accuracy

•Examples à Writing, playing piano

fine vs gross - gross

•Movements that involve large muscle coordination

•Big powerful movements

•Examples à running, jumping, skipping

discrete

•Discrete tasks have distinct beginning and ending points

•They are single specific skills

•Examples à Batting a baseball, throwing a javelin, kicking a soccer ball

serial

•Serial tasks consist of a string of discrete skills performed in sequence

•Examples à floor exercise routines in gymnastics

continuous

•Continuous skills have no obvious beginning or end

•The end of one cycle marks the beginning of the next

•The skill is repeated in a cycle

•Examples à Running, swimming, cycling, rowing

roles and responsibilities of a coach

Organisation 

•The coach prepares equipment, plans sessions, manages time, and keeps training structured

Building Rapport

•The coach builds trust, respect, and strong relationships with athletes to create a supportive environment.

Providing Instruction

•The coach explains skills, drills, and tactics in a way athletes can easily follow. Athletes know what to do and how to do it.

Demonstration

•The coach performs the skill (or uses a model) so athletes can see correct technique

Types of coaches

autocratic

democratic

laissez-faire - casual

autocratic

Key Characteristics

•Coach makes all decisions

•Clear rules and expectations

•Little athlete input

•Fast, direct communication

When it works best

•With beginners who need clear guidance

•In dangerous or high‑risk sports (e.g., gymnastics, diving)

•When time is limited and quick decisions are needed

Can push some players away from the club or sport due to stress or lack on enjoyment

democratic

Key Features

•Athletes have input, shared responsibility

•Coach encourages questions and ideas

•Focus on teamwork and communication

•Builds trust and motivation

When it works best

•With experienced athletes, intrinsically motivated

•When time is not limited in sessions

•When developing leadership within a team

Can lack focus/ direction and cause time wasting

laissez faire

Key Features

•Minimal coach direction, less structure

•Athletes lead their own practice, puts onus on players

•Encourages independence

•Coach acts as a supporter rather than a director

When it works best

•With highly skilled, self‑motivated athletes, encourages independence and self correction

•In elite or professional environments

•When athletes need to develop autonomy, can help identity leaders

Can lack focus/direction, waster time. No improvement

phases of a lesson

• Warm Up  

• Skill Development  

• Culmination  

• Cool down  

warm up

The warm‑up prepares athletes physically and mentally for the session. It reduces injury risk and gets the body ready for movement.

•Light aerobic activity to raise heart rate, light sweat. Approx 5-10mins long

•Dynamic stretching to warm muscles and joints

•Simple movement patterns, specific to the skill and directed at the right age

•Mental preparation: focus, motivation, understanding the session goals

skill development

This is the main part of the session where athletes learn, practise, and refine skills. It focuses on improving technique and building confidence.

•Approx 30% of the training session

•Demonstration of correct technique

•Can be performed as a whole group or by breaking into small groups

•Skills should be broken down into steps before bringing them all back together again.

•Allow of repetition

•Allow for questions

•Coach observes and supports learning

culmination

This phase allows athletes to apply the skill in realistic, game‑like situations. It helps transfer the skill from practice into performance

•Approximately 20-25% of the session

•Skills previously developed in skill development phase are put into either a game scenario or the skill is practise as a whole and at correct speed

•Small sided games or modified activities

•Encourages teamwork, communication and decision making under pressure.

cool down

The cool‑down helps the body recover and gives athletes time to reflect on what they learned. It closes the session in a calm, structured way

•Approximately 5-10mins long – depending on activities in session

•The cool down helps to return the body to its regular state and remove any waste products that could result in sore muscles

•Should consist of a light jog, stretches and rehydration

•The cool down is a good chance for athletes to consolidate what they have learnt and to ask any final questions