PE Exam Notes

Unit 3 AOS 1

Sport specific skill:

• Advanced versions or combinations of fundamental motor skills, relevant to the rules and equipment of a sport

Fundamental motor skill:

• Foundational skills that provide the basis for the development of Sport specific skills

Movement precision:

• Fine motor skill:

  • A skill that recruits smaller or less muscle groups, which is focused on precise and controlled movements

• Gross motor skill:

  • A skill that recruits larger or more muscle groups, which is focused on producing speed or force

Type of movement:

• Discrete skill:

  • A skill with a distinct beginning and end

• Serial skill:

  • Several skills performed in a coordinated sequence

• Continuous skill:

  • A skill with no clear beginning and end

Predictability of the environment:

• Open skill:

  • A skill performed with little to no control over the environment

• Closed skill:

  • A skill performed with the greatest control over the environment

Factors contributing to predictability of the environment:

• Intertrial variability

  • Higher variability skills are more open

• Pacing

  • Self paced skills are more closed

• Predictability and stability

  • Higher predictability and stability are more closed
     

Cognitive learner:

• A person who has had little to no exposure to a particular movement skill

• Asks a lot of questions and is inconsistent in skill execution

Associative learner:

• A person who is beginning to refine their technique and success in a particular movement skill

• Can sometimes detect and correct own errors

Autonomous learner:

• A person who can complete a skill automatically in a range of settings

• Able to recognise and correct own errors, high consistent performance

Attention:

• Amount of conscious thought required to complete a movement skill

Error:

• A skill performed incorrectly or which does not achieve its intention

Continuum of learning:

• A spectrum from cognitive to autonomous in which all leaners can be placed

Enabler:

• Something or someone that has a positive influence on ones participation and skill development

Barrier:

• Something or someone that has a negative influence on ones participation and skill development

Family:

• Initially the most powerful influencer on participation in physical activity

Peers:

• During school years the desire to belong to a peer group can influence participation in physical activity

Community:

• The social and cultural characteristics of a community can influence participation in physical activity

Motor skills, participation and performance:

• If a person is unable to perform fundamental motor skills their participation is likely to decrease which will also decrease their performance

Qualitative movement analysis (QMA):

• Used to assess movement then improve movement which will lead to an increase in performance

Preparation:

• Involving the collection of all relevant information including a purpose, knowledge of the skill, amount of times observations will be made and method of observation that will be used

Observation:

• Involving watching the skill be performed either live or digitally

Evaluation:

• Involves judging the quality of the skill that was observed and how it may be improved

• Should be both valid and reliable

Error correction:

• Involves addressing issues or weaknesses observed using coaching

Validity:

• Refers to whether a test measures what it is intended to measure

Reliability:

• Refers to if a test will produce the same or similar results when repeated

Inter-rater reliability:

• Refers to the degree of agreement amongst different observers

Intra-rater reliability:

• Refers to the consistency of scores given by the same assessor

Linear acquisition:

• Based on a learner moving through predictable, step by step stages of skill development

Non-linear acquisition:

• Acquiring skills through a non-fixed path may involve rapid change and regressions

Direct coaching:

• Where feedback is generally given on every attempt and learner has little need to make decisions

  • Advantages

    • Environment is predictable and closed

    • Maximizes practice time

  • Disadvantages

    • Can be repetitive and boring

    • Doesn’t emphasize tactical awareness

Constraints based approach:

• More adaptive and changes depending on individual, environmental and task constraints

  • Advantages

    • Practice replicates games environment

    • Practice is varied and motivating

  • Disadvantages

    • Less refinement of skill technique

    • May not cater for all players

Types of constraints:

• Individual

  • Constraints personal to the player such as height, weight, motivation (coach can take into account)

• Environment 

  • Constraints involved in the playing area such as climate, lighting, cultural norms (Coach cannot control most)

• Task

  • Constraints involved in the game such as dimensions of play, rules, equipment (Coach can manipulate)

Confidence:

• The belief an athlete or learner has about their ability to execute a skill or  successfully

• It is important for an athlete to be self confident as they are more likely to calm and composed under pressure

• It is also important that a athlete is not over confident or arrogant as it may lead to a decrease in performance

Motivation:

• The causes of the initiation, maintenance and intensity of behaviour

Intrinsic motivating factors:

• Factors internal to the athlete such as happiness or satisfaction

Extrinsic motivating factors:

• Factors external to the athlete such as prize money or trophies

Positive motivation:

• Involves reinforcing or encouraging good performance

Negative motivation:

• Involves criticizing or punishing poor performance

Optimal arousal:

• Arousal is how ready a person is to perform an action or task

Ways to increase arousal levels:

• Increased breathing rate

  • Taking quick short breaths to stimulate the CNS and increase awareness

• Acting energetically

  • Listening to upbeat music, shaking muscles to 'get pumped'
     

Ways to decrease arousal levels:

• Reducing breathing rate

  • Taking slow deep breaths can help calm the body and focus the mind

• Progressive muscle relaxation (PMR)

  • Slowly tensing muscles then relaxing them, working from top of the body to the bottom, taking slow deep breaths at the same time

• Meditation

  • Focusing concentration internally, managing external distractions, quieting internal dialogue

Concentration:

• The ability to focus on relevant cues, and ignore distractions

Types of concentration:

• Broad internal

  • Focusing on own thoughts and feelings

• Narrow internal

  • Used to mentally rehearse specific upcoming movements and shut out irrelevant thoughts and feelings

• Broad external

  • Focusing on actions of others

• Narrow external

  • Focusing one particular thing that is external to your own thoughts and feelings

Types of practice:

• Part practice

  • Breaking down a skill into small manageable parts and practicing each part separately

• Whole practice

  • Performing the entire skill start to finish, beneficial for skills that are continuous and have interdependent components

Practice distribution:

• Massed practice

  • Involves longer less frequent training sessions with less time to rest throughout

  • Mainly used at local and amateur level, quicken initial learning but increase fatigue

• Distributed practice

  • Involves shorter more frequent training sessions

  • Used at professional level as it enhances learning, better balance of long term retention and rest

Practice variability:

• Blocked practice

  • Involves practicing the same skill continuously for a period of time without moving on to a different skill. While this may lead to improvements in skill during the session it may not correlate to a game situation

• Random practice

  • Involves varying skills or movements in a nonsequential order requiring the learner to constantly adapt and reengage cognitively

Types of Feedback:

• Intrinsic feedback

  • Where an individual uses their own senses to judge their performance

• Proprioception

Sensory information received from within the muscle

• Augmented feedback

  • External feedback generally from a coach

• Concurrent feedback

  • If feedback occurs during activity

• Terminal feedback

  • If feedback occurs after activity

• Knowledge of results

  • Refers to feedback about the outcome of a task

• Knowledge of performance

  • Refers to feedback about the characteristics of a task rather than the specific outcome of the task

Frequency of feedback:

• During cognitive stage frequent feedback is necessary however is less needed as the learner develops

Linear motion:

• Movement of an object or body in a straight line or curved path

Angular motion:

• Movement of an object or body around an axis (rotational)

General motion:

• A combination of linear and angular motion (most human movement)

Projectile motion:

• The flight path of an airborne body or object that can be manipulated by three main factors

Projectile:

• An airborne body (e.g. person) or object (e.g. ball)

Air resistance:

• Force acting on a projectile that affects the horizontal distance of a projectile

Gravity:

• Force acting on a projectile that affects the vertical distance of a projectile

Speed of release:

• The rate at which a projectile is released into the air

Angle of release:

• The angle at which a projectile is released into the air

Height of release:

• The starting height at which a projectile is released into the air

Mass:

• The measure of the quantity of matter found in an object or body

Inertia:

• The reluctance of a body to change its state of motion

Force:

• A push or pull from one body with mass to a second body, causing it to accelerate, decelerate or change direction

Distance:

• The amount of ground an object covers throughout its motion (or degrees it rotates)

Displacement:

• A body or object's overall change in position from start to finish (contains a direction)

Speed:

• Distance / time - the rate at which an object or body is moving from one location to another.

Velocity:

• Displacement / time - another rate at which an object or body is moving from one location to another (contains a direction, unlike speed)

Acceleration:

• The rate of change in velocity of an object or body

• An indicator of whether an object is speeding up, slowing down or staying the same (can be +velocity, -velocity or zero)

Momentum:

• The amount of motion that an object or body possesses

• Linear = Mass x Velocity

• Angular = Angular velocity x Moment of inertia.

Moment of inertia:

• The reluctance of a body or object to rotate

• (radius^2 x mass) of object that is rotating

Summation of forces:

• The correct timing and sequencing of body segments through a range of motion

• Body parts, sEquence, Stabilise, Timing (BEST)

Impulse:

• The change in momentum of a body

• (Impulse = force x time)

Torque:

• A force that causes an object to rotate

Friction:

• Occurs when two surfaces come into contact

• Successful skill execution may require high or low amounts of friction

Lever:

• A structure made up of a rigid bar, an axis, force input and resistance. Used in human movement to manipulate other objects (e.g. projectiles)

Axis:

• The point of rotation for a lever (e.g. an elbow)

Range of motion:

• The full extent (in degrees) that a lever can move through its potential arc

• The larger the ROM, the greater the speed advantage

Mechanical advantage:

• The measure of a lever's ability to produce speed or force (MA = length of Force arm / length of resistance arm)

• The lower an MA, the greater range of motion and speed that the lever can produce

Third class lever:

• where the force (effort) is applied between the axis (fulcrum) and the resistance (load)

Newtons first law:

• An object in motion stays in motion unless acted upon by an unbalanced force

Newtons second law:

• An object will accelerate proportionate to the force applied and inversely proportionate to its mass

• Force = mass x acceleration

Newtons third law:

• Every action has its equal and opposite reaction

Equilibrium:

• When all opposing forces are balanced, can be static (stationary) or dynamic (whilst moving)

Stability:

• The degree at which the body resists changes in equilibrium (this can be manipulated)

Balance:

• The ability to maintain or control equilibrium (this can be trained)

Base of support:

The area of an object that is in contact with a surface (greater BOS = greater stability)

Line of gravity:

• Imaginary line that travels through the centre of gravity into the middle of the base of support (LOG closer to middle of BOS = greater stability)

Centre of gravity: 

• The central point of an object that weight is evenly distributed around (lower COG = greater stability)

Unit 3 AOS 2

Energy systems:

ATP:

• Adenosine triphosphate - high energy compound that muscle cells break down to provide energy for movement

ADP:

• Adenosine diphosphate - by-product of ATP once it has been broken down

• Can be resynthesised back into ATP by the energy systems

Energy systems:

• Three unique chemical processes that resynthesises ADP and Pi back into ATP by breaking down a fuel

Fuel:

• A compound that when broken down, releases energy for ATP resynthesis

• Glucose, glycogen (carbs), triglycerides (fats), proteins and phosphocreatine

ATP-CP system:

• An anaerobic system which uses phosphocreatine as a fuel, breaks down CP

• Small yield, fast rate

Anaerobic glycolysis system:

• An anaerobic system which uses glycogen as fuel, glycogen is broken down into glucose for energy, creating acid

• Medium yield, Medium rate

Aerobic system:

• Uses glycogen, free fatty acids or protein as fuel, glycogen is broken down into glucose using oxygen

• High yield, low rate

Muscular fatigue:

Fatigue:

• The inability to continue functioning at the level of one's normal physical capabilities

Fuel depletion:

• Reduction in the amount of fuel available for energy systems to utilise

Accumulation of metabolic by-products:

• A build up of lactate and hydrogen ions in the muscles

Thermoregulatory fatigue:

• When performance decreases as a result of internal or external temperature increasing

Lactate inflection point:

• The last point where lactate removal is equal to production

• After this point, there is an exponential increase in lactate and hydrogen ions

Lactate tolerance:

• Ability to continue working at a high intensity despite the presence of lactate and hydrogen ions

Passive recovery:

• The fastest way to replenish phosphocreatine stores (sitting, standing, lying)

Active recovery:

• The fastest way to remove metabolic by-products from muscle cells (moving at a low intensity to maintain elevated oxygen levels)

System Interplay:

• How all systems work together to produce energy

Continuous:

• Any exercise that is non-stop, with intensity mostly unchanging

Intermittent:

• Any event that is 'stop-start' in nature (has rest breaks and several changes in intensity)

Oxygen Uptake:

VO2 max:

• The maximum amount of oxygen that can be taken in, transported and utilised in L/minute. A direct indicator of aerobic performance

• VO2 =  stroke volume x heart rate x a - vO2 difference

Oxygen deficit:

• A stage of exercise where oxygen supply does not meet the demands of the activity. Anaerobic pathways increase contribution during oxygen deficit, and acute responses (HR, RR etc) show a sharp increase

Steady state:

• A stage of exercise where oxygen supply meets the demands of the activity. The aerobic system is the major contributor, and acute responses (HR, RR etc) plateau

Excess post exercise Oxygen Consumption (EPOC):

• A stage of exercise where oxygen supply exceeds demands

• Shown by a gradual decrease of acute responses (HR, RR etc) and usually associated with the beginning of a rest/recovery period

Acute physiological responses to exercises:

Acute responses:

• bodily changes which occur when one begins exercise, lasts for the duration of exercise and immediate recovery period

Cardiovascular responses:

• Increasing heart rate

  • Number of beats per minute, more oxygen

• Increasing stroke volume

  • Amount of blood pumped out per beat, more oxygen

• Increased cardiac output

  • Amount of blood pumped out per minute, more oxygen

  • Cardiac output (Q) = Stroke volume (SV) x heart rate  (HR)

• Increased blood pressure

  • Systolic is blood from the heart through arteries, Diastolic is blood to the heart through veins and venules, more systolic (blood from)

• Decreased blood volume

  • Total blood, thickens as plasma is lost

• Increased venous returns

  • More blood being returned to the heart via vasoconstriction, muscle pump or respiratory pump, more oxygen

• Increased arteriole-venule oxygen difference (a-vO2 difference)

  • The difference in blood going to and from muscles, increases as muscles demand more oxygen

• Blood redistribution

  • During exercise blood is redirected to working muscles, more oxygen 

Respiratory responses:

• Increased respiratory rate

  • Number of breaths per minute, more oxygen

• Increased tidal volume

  • Amount of air inhaled in a single breath, more oxygen

• Increased ventilation

  • Total amount of air inhaled per minute, more oxygen

  • Ventilation (V) = Tidal volume (TV) x respiratory rate (RR)

• Increased pulmonary diffusion

  • More oxygen in more cO2 out

Muscular responses:

• Increased motor unit recruitment and activation

  • More units contracting, more force

• Increased temperature

  • More chemical reactions to produce energy, heat is produced

• Increased production of by-products

  • Higher intensity more lactic acid

• Decreased energy substrate levels

  • Fuels or substrates are used faster then they can replenish

Unit 4 AOS 1

Aerobic power:

• The maximum rate of energy production from the aerobic system

• Equal to VO2 max

• 2.4 KM run test

• Cooper 12-minute run test

• 20M multi-stage beep test

Local muscular endurance:

• The ability of muscle or group of muscles to sustain repeated contractions against a resistance for an extended period

• 60 second push up test

• 30 second sit up test

• Flexed arm hang

Flexibility:

• The range of movement around a joint

• Sit and reach test

• Trunk rotation test

• Ankle extension/dorsiflexion

Muscular strength:

• The peak force that a muscle can develop

• 1 RM

• Push pull dynamometer

• Grip strength dynamometer

Muscular power:

• The ability of a muscle or group of muscles to exert a maximum amount of force in the shortest period of time

• Seated basketball throw

• Vertical jump

• Standing long jump

Speed:

• The rate of motion

• 20 M sprint

• 35 M sprint

• 50 M sprint

Coordination:

• The ability to use different body parts together smoothly and efficiently

Agility:

• A combination of speed, flexibility and balance which allows an athlete to change direction with maximal speed and control

• Illinois agility test

• Semo agility test

• 5-0-5 agility test

Balance:

• The ability of the body to maintain a state of equilibrium while performing a desired task or skill

Anaerobic capacity:

• The total amount of energy obtainable from the anaerobic energy systems

• Phosphate recovery test

• 30 second Wingate test

• Repco peak power test

Pre-participation health screening:

• Involves PAR-Q questionnaire and informed consent

Unit 4 AOS 2

Methods of recording training data:

• Training diaries

• Digital tools

• Wearable technology

Warm up:

• Allows an athlete to gradually transition from a resting state to a state of readiness required for conditioning

• Contains an aerobic phase, dynamic phase and sports specific phase

Conditioning phase:

• Focuses on the development or maintenance of specific muscle groups and movements, energy systems and fitness components

Cool down phase:

• Exercise undertaken at low intensity at the end of an exercise that assists in the recovery process

• Contains active recovery and stretching

Type:

• Refers to what the individual is doing during their training session

Specificity:

• Refers to the process of replicating the characteristics of physical

Progression:

• Planned increase in training stimulus to cause a positive long-term adaption

Diminishing returns:

• The rate of fitness improvements diminishes as a person approaches their genetic potential

Frequency:

• Athletes need to do enough sessions a week for adaptations but also leave enough time for adequate rest

Intensity:

• Athletes need to ensure their level of exertion targets the correct energy systems and fitness components

Time:

• Ensure that the program duration, session length or exercise within a session allow correct energy systems and fitness components are targeted

Individuality:

• Individual responses to physical activity are highly varied and must be accommodated for

Variety:

• Changes to training methods, activities and drills to stimulate and challenge participants

Overtraining:

• Long term decline in performance due to inadequate time to rest and adapt to training stresses

Detraining:

• When training stops or is reduced beyond what is required for fitness to be maintained

Maintenance:

• Once a required level of fitness is achieved the level of effort to maintain that level is not as great as it was to achieve it

Tapering:

• Gradually reducing training load allowing the body to adapt and repair in the days leading up to an event

Physiological data:

• Includes muscle soreness levels, energy levels, health ratings and illness ratings

Psychological data:

• Includes stress levels, motivation levels and readiness to train

Sociological data:

• Includes venue of training, environmental conditions and who training was conducted with

Continuous training:

• Long, slow, distance training targeting the aerobic system

• Minimum 20 minutes work

• 70-85% MHR

Fartlek training:

• Continuous form of aerobic that also incorporates random bursts of speed

• Minimum 20 minutes work

• Low intensity periods 65-85% MHR (6-7 RPE)

• High intensity periods 80-90% MHR (8-9 RPE)

Long interval training:

• longer, paced intervals to develop lactate inflection point

• 2 sets 2-4 reps

• 70-85% MHR

• More than 60 seconds work

• 1:1 work to rest ratio

High intensity interval training (HIIT):

• Aerobic training involving short, high intensity work followed by periods of lower intensity or passive recovery

• 1 set 4-12 reps

• 90-100% MHR

• 30-240 seconds work

• 1:1 work to rest ratio with passive recovery

Short interval training:

• Short and explosive intervals to develop speed targeting the ATP-CP system

•  3 sets 6-15 reps

• 95+% MHR

• 3-10 seconds work

• 1:5 work to rest ratio with passive recovery

Intermediate interval training:

• Longer, high intensity intervals to target the anaerobic glycolysis system to develop lactate tolerance

• 2 sets 6-10 reps

• 85-95% MHR

• 10-60 seconds work

• 1:3 work to rest ratio

Plyometrics training:

• Involves explosive, powerful movements performed in a circuit

Circuit training:

• Involves working at a variety of activity stations in sequences

Flexibility training:

• Involves static stretching (cool down), dynamic stretching (warm up), PNF stretching (for developing flexibility), ballistic stretching (warm up for explosive activity)

Resistance training:

• Involves exercising the muscles against a resisting load

• Strength

• 3-6 sets 1-6 reps

• 80-100% 1RM

• 2-3 min rest

• Power

• 3-6 sets 3-10 reps

• 30-70% 1RM

• 2-3min rest

• Endurance

• 3-6 sets 15-25 reps

• 40-60% 1RM

• 1 min rest

Chronic adaptations:

• The body's long term response of the cardiovascular, respiratory and muscular systems

Unit 4 AOS 3

Cardiovascular chronic adaptations:

• Aerobic

  • Increased LV, SV and Q

  • Increased capillarisation

  • Decreased resting heart rate and submaximal HR

  • Increased blood volume

• Anaerobic

  • Increased thickness of left ventricle wall

• Resistance

  • None

Respiratory chronic adaptations:

• Aerobic

  • Increased TV and max V

  • Increased pulmonary diffusion

• Anaerobic

  • None

• Resistance

  • None

Muscular chronic adaptations:

• Aerobic

  • Increased oxygen utilisation

    • Increased size and number of mitochondria

    • Increased myoglobin stores

  • Increased a-VO2 diff

• Anaerobic

  • Increased Cp stores

  • Increases glycolytic enzymes

  • Increased lactate tolerance

  • Increased muscular hypertrophy

• Resistance

  • Increased muscular hypertrophy

  • Neural adaptations

    • Reduction in inhibitory signals

    • Increased motor unit synchronisation