Y10 SEM1: PES EXAM

what is classification of motor skills?

used to group skills according to particular characteristics that need to be taken into account in their performance

what are the five (5) classifications of skills?

• complexity

• muscle involvement

• continuity

• environmental impact

• pacing

what is simple complexity?

requires one or two of the middle elements

e.g. running

what are the elements of complexity?

• number of cues

• number of decisions

• amount of information

what is complex complexity?

requires high levels of all or most of the middle elements

e.g. volleyball spike

what is fine muscle involvement?

• small amount of force exerted by the muscles

• use of smaller muscle groups

• precise movement

e.g. throwing a dart

what is gross muscle involvement?

• large amount of force exerted by the muscles

• use of larger muscle groups

• whole body movements

e.g. bowling in cricket

what is discrete continuity?

• has a clear beginning and end

• skill can be repeated

• single, specific skill

e.g. soccer penalty kick

what is serial continuity?

• made up of several discrete movements

• more complex movements

e.g. basketball lay up

what is continuous continuity?

• no obvious beginning or end

• can be continued as long as they wish

• same movement over and over

e.g. swimming

what is closed environmental impact?

• performed in a stable, predictable environment

• no uncertainty in conditions

e.g. free throw in basketball

what is open environmental impact?

• where the performer is required to adapt

• to a changing environment or time pressure

e.g. surfing

what is self-paced pacing?

the timing and execution are determined by the performer

e.g. volleyball serve

what is externally-paced pacing?

the timing and execution are determined by uncontrollable factors

e.g. sailing

what are the four (4) stages in the information processing model?

1. perceiving

2. deciding

3. acting

4. evaluating

stage 1 - perceiving

• data is received by the brain from cues/senses (sight, hearing, touch)

e.g. when learning how to kick a soccer: watch the coach, hear the coach, hold a ball

stage 2 - deciding (information processing model)

• the brain processes the data it has received

• it then formulates an appropriate movement response

• three (3) mechanisms are involved

perceptual mechanism

organises and interprets the sensory information

decision-making mechanism

decisions are made for the most appropriate physical response

effector mechanism

organises, initiates, and controls the selected movement response

stage 3 - acting (information processing model)

• once the brain has processed and decided a movement

• it signals the neuromuscular system to respond,

• in order to perform the necessary movements

stage 4 - evaluating (information processing model)

• after the movement → performer receives feedback on their performance (if they were successful)

• adjustments are made in following attempts

three (3) phases of learning - fitts & posner

• cognitive

• associative

• autonomous

cognitive phase of learning

• understanding

• movements

• guidance

• focus

• the learner is new to the skill

• slow, inconsistent errors

• lots of guidance/demonstrations (coach)

• focus trying to understand what to do

associative phase of learning

• understanding

• movements

• guidance

• focus

• has a basic understanding; improving accuracy

• smoother, consistent movements

• correcting their own mistakes

• what to do → how to do it better

autonomous phase of learning

• understanding

• movements

• guidance

• focus

• skill becomes automatic (little thought)

• smooth, efficient movements

• less guidance from coaches

• focus on strategy, reading the game

four (4) stages of teaching a skill

• introduce

• demonstrate

• practice

• feedback

process of teaching a skill - introduction

• enthusiasm; positive learning environment

e.g arranging athletes away from the sun, getting their attention

process of teaching a skill - demonstration/explanation

• visual understanding of what is required

e.g. showing/explaining the skill, relating to past skills, check for understanding

process of teaching a skill - practice

• athletes begin practicing the skill ASAP after

e.g. maximise participation, fair complexity of skill, experience some success

process of teaching a skill - feedback

• for training to be effective, collect two types of feedback:

  • how to change an incorrect performance

  • how the completed performance compares with the desired performance

learning error

new to learning the skill and messing up (doesn’t know the skill)

performance error

really good at the skill but keeps messing up (does know the skill)

seven (7) components of a training session

1. introduction

2. warm up

3. fitness training

4. skill development

5. culmination

6. cool down

7. evaluation

leadership style - autocratic

• leader makes decisions quickly with no group input

• clear expectations and strict control over tasks/behaviour

• works well in high-pressure or time-sensitive situations

leadership style - democratic

• leader involves the group in decision-making & values input

• encourages teamwork, communication, shared responsibility

• increases motivation and commitment from team members

leadership style - laissez faire

• leader provides minimal guidance & allows group to self-manage

• works best with highly skilled, independent individuals

• leads to creativity, but can cause confusion without structure

internal feedback

• information regarding how the movement is kinaesthetically felt

• relayed from the muscles, tendons, joints

external feedback

• information that assists in performance

• can be seen, felt or heard by sensory organs in the body

types of extrinsic feedback

• terminal: given after the performance

• concurrent: given during the performance

• verbal: given through speech / instructions

• non-verbal: given through body language / gestures

five (5) main functions of bones

1. protect vital organs: individual bones protect specific vital organs

2. framework: gives the body its shape

3. support & attachment: allows bones to act as levers to produce movement

4. produce red blood cells: comes from bone marrow in long bones

5. stores essential minerals: such as calcium, giving bones its strength

functions of different shapes of bones

1. long bones: produce red blood cells

2. short bones: provide stability

3. flat bones: protect vital organs

4. irregular bones: provide strength in complex areas

examples of different shapes of bones

1. long bones: femur, humerus, radius

2. short bones: carpals, tarsals

3. flat bones: scapula, cranium

4. irregular bones: vertebrae

axial skeleton

- central structure to support the skeleton, protects vital organs

- cranium, ribs, vertebral column, sacrum, sternum

appendicular skeleton

- assists with movement & includes all major limbs

- clavicle, scapula, humerus, ulna, radius, pelvis, femur, tibia, fibula

name the bones

flexion/extension

flexion:  decreasing the angle between two body parts 

e.g. curling your biceps

extension: increasing the angle between two body parts

e.g. straightening the elbow

abduction/adduction

abduction: moving a body part away from the midline of the body 

 e.g. lifting arms out to the sides

adduction: moving a body part closer to the midline of the body

e.g. lowering your arms back down to touch your side

supination/pronation

supination:  moving the bones of a forearm so the palm is facing up 

e.g. holding a bowl of soup

pronation: moving the bones of a forearm so the palm is facing down 

 e.g. pouring out a drink

rotation

turning a body part towards your body

e.g. turning your head

circumduction

 where a limb moves in a circular motion 

e.g. windmilling your arm

dorsi-flexion/plantar-flexion

dorsi-flexion: lifting the top of your foot upwards 

e.g. your foot pushing off the ground

plantar-flexion: pointing your foot downwards

e.g. your foot landing on the ground

anterior/posterior

anterior: closer to the front of the body

e.g. your toes are anterior to your heels

posterior: closer to the back of the body

e.g. your heels are posterior to your toes

medial/lateral

medial: closer to the midline of the body 

e.g. the nose is medial to the eyes

lateral: farther away from the midline of the body

e.g. the eyes are lateral to the nose

superior/inferior

superior: closer to the head or above

e.g. the nose is superior to the mouth

inferior: closer to the feet or below

e.g. the knee is inferior to the hip

proximal/distal

proximal: closer to the trunk of the body 

e.g. the knee is proximal to the toes

distal: farther away from the trunk of the body

e.g. your eyes are distal to your chin

superficial/deep

 superficial: closer to the surface of the body 

e.g. the skin is superficial to the muscles

deep: farther away from the surface of the body

e.g. the bones are deep to the muscles

sagittal plane

divides the body into: left and right sections

e.g. doing a lunge

frontal plane

divides the body into: front and back sections

e.g. jumping jacks

transverse plane

divides the body into: upper and lower sections

e.g. spinning in a circle

what are muscles?

vital tissues in our bodies that enable movement by contracting (shortening) and relaxing (lengthening)

four (4) main functions of muscles

1. movement: create movement as skeletal muscles pull on bones

2. posture: through contraction of appropriate muscles

3. maintain bodily functions: e.g. heart muscle = blood circulation

4. joint stability: muscle tendons stretch over joints

skeletal muscle

• striated

• voluntary - can consciously control them

• these muscles attach to bones in the body, enabling us to move

cardiac muscle

• striated, branched & interconnected

• involuntary - work on their own

• these muscles continuously contract to pump blood through the heart

smooth muscle

• not striated

• involuntary - work on their own

• these muscles help move substances through hollow organs (stomach)

name the muscles

antagonistic pairs

pairs of muscles which work together by one contracting (shortening) and one relaxing (lengthening).

contracting muscle = agonist

relaxing muscle = antagonist

attachment points

origin: doesn’t move during contraction, located on the stationary bone

insertion: does move during contraction, located on the moving bone

joints

• any place where adjacent bones and cartilage come together to form a connection

• allow for movement and stability

fibrous joints

cartilaginous joints

synovial joints

ball and socket joints

• Allows movement in all directions, including rotation

• Most mobile type of joint

• e.g. shoulder, hip

hinge joints

• Allows flexion and extension only

• Movement in one plane

• e.g. elbow, knee

pivot joints

• Allows rotation

• One bone rotates around another

• e.g. neck, forearm

condyloid joints

• Allows movement in two directions

• Movements: flexion, extension, abduction, adduction

• e.g. wrist

saddle joints

• Allows movement in two directions

• Movements: flexion, extension, abduction, adduction

• Allows greater movement than condyloid

• e.g. thumb

gliding joints

• Allows small sliding movements

• Bones slide past each other

• e.g. wrist, ankle

ligaments

• strong bands of tissue that connect bones to other bones

• help stabilise joints and prevent excessive movement

tendons

• strong bands of tissue that connect muscles to bones

• when muscles contract, they pull on the tendons, causing movement

ectomorph

• naturally thin and narrow shoulders and hips

• fast metabolism - finds it hard to gain weight/muscle

mesomorph

• naturally muscular with broad shoulders and V shape body

• gains muscle and strength easily

endomorph

• wider hips and a rounder body shape

• finds it harder to lose weight but can build muscle well

circulatory system

• the body’s transport system

• moves blood to carry oxygen + nutrients

• removes waste like CO₂

the lungs ________ blood

and removes ___ when __________

the lungs oxygenates blood

and removes CO₂ when we breathe out

heart

• a strong muscle that pumps blood

• pushes blood to the rest of the body

blood (3 major functions)

• delivers oxygen + nutrients from lungs to body cells

• regulates body temperature

• fights off diseases and infections

blood vessels

• transport blood around the body

• delivers oxygen + nutrients to vital tissues

• removes waste from cells

types of blood vessels

• artery

• vein

• capillary

arteries

• type of blood and where

• walls

• valves

• pressure

• example

• carry blood away from the heart (oxygenated, except pulmonary arteries)

• thick, muscular walls to handle pressure

• no valves

• high blood pressure

e.g. aorta (to the body)

veins

• type of blood and where

• walls

• valves

• pressure

• example

• carry blood to the heart (deoxygenated, except pulmonary veins)

• thin, less muscular walls

• valves to prevent backflow

• low blood pressure

e.g. vena cava (to the heart)

capillaries

• what it does

• what it exchanges

• walls

• pressure

• example

• connects arteries and veins

• exchanges oxygen, nutrients, waste

• very thin walls (one cell thick)

• very low blood pressure

e.g. capillaries around alveoli (lungs)

components of blood

• red blood cells

• white blood cells

• plasma

• platelets

red blood cells

• role and function

• description

• percentage

• carry oxygen from the lungs to the body

• small, round, flexible

• 44% of the blood

white blood cells

• role and function

• description

• percentage

• fight off pathogenic diseases and infections

• do not have a fixed shape

• <1% of the blood

plasma

• role and function

• description

• percentage

• carries red/white blood cells, and platelets around the body

• pale yellow liquid

• 55% of the blood

platelets

• role and function

• description

• percentage

• form scabs to stop cuts from bleeding

• small, colourless

• <1% of the blood

role of the heart

• pump blood around the body

• right side = deoxygenated → lungs

• left side = oxygenated → body

• valves → prevent backflow

label the parts of the heart