GCSE PE - bexhillacademy.org PE Resources Mar… · Science and ICT in Sport Key Topics – GCSE PE...
Transcript of GCSE PE - bexhillacademy.org PE Resources Mar… · Science and ICT in Sport Key Topics – GCSE PE...
Friday 19th May – Afternoon – 1 Hour 30mins
Exam Paper = Section A and Section B
(Answer both sections and all questions)
Section A = 10 Multiple Choice Question
(40marks) = Short Answer Questions
Section B = Scenario (James)
(40 Marks) = Short Answer & 8 marks Questions
Easter Break Thursday 13th April – 9.30-11.30 Overview of all topics – Traffic light topics and plan your revision Thursday 20th April – 3.45-4,30pm Individual Differences and Demands of Performance, Health Fitness and Healthy active lifestyle Thursday 27th April – 3.45-4.30pm Aerobic/Anaerobic, Diet and Training Thursday 4th May – 3.45-4.30pm Influences on participation and performance and organisational influences ( Sport England, Dame Kelly Holmes, National Governing Bodies) Cultural and Social Factors (Leisure, recreations, etiquette, influences, Media, Sponsorship) Wednesday 10th May - 6-8pm Breaking down revision into bitesize chunks Being successful on the Scenario questions. How to get full marks on 8 mark questions Exam Question practice
Thursday 11th May 3.45-4.30pm Health and safety in sport Science and Technology in sport Opportunities and Pathways in sport Wednesday 17th May – 6-8pm Keywords and definitions Bitesize revision Final revision resources How not to panic!!! Thursday 18th May 3.45.4.30pm The night before- Final preparation Friday 19th May Lunch time Brain storm
Friday 19th May EXAM - afternoon
Revision Timetable – Plan – Prepare - Practice
Key Topics – GCSE PE
Range of Physical Activities and the different
roles that the active participant can choose.
Range of activities
Roles of the active participant
Individual differences
Demands of performance – Circulatory &
Respiratory
Leisure and Recreation
Key Topics – GCSE PE
Making informed choices about getting
involved in a lifetime of healthy physical
activity that suits their needs.
School influences
Organisation that influence participation
Leisure Time
Etiquette and fairness
Social groupings and role models
Pathways in physical activities
Media
Sponsorship
Types of competitions
International Sporting events
Health and safety in sport
Science and ICT in Sport
Key Topics – GCSE PE
Linking physical activity with diet work and
rest for personal health and balanced healthy
lifestyle.
Health
Fitness
Skeletal and Muscular system
Training
Diet
studied Learning Focus Revision
Year 10 Term
1
The participant as an individual
ageing
disabilities
males and females
body type
environment
risk and challenge
Different activity Levels
Participants ability to perform and train.
Year 10 Term
2
Physical and mental demands of performance
fatigue
stress (anxiety, motivation, arousal, personality)
injury
precautions that can be taken to avoid injury.
common injuries and what actions should be taken if an accident, injury or emergency does occur.
respiratory system, Components and the action of breathing and the process of gaseous exchange.
Know what is meant by aerobic respiration and activities that require it.
Know what is meant by anaerobic respiration, the activities that require it
recovery process from vigorous exercise.
circulatory system - Functions, Arteries, veins, capillaries, blood and the role and function of the
heart.
cardiovascular system and cardiovascular endurance, together with ways to monitor and improve
endurance levels.
Year 10 Term
3
Diet
balanced diet – Components – Food types
Be aware of the proportions of food that should be consumed to ensure a balanced diet.
problems that can occur through an incorrect diet.
Consider how diet is linked to levels of activity and the correct time to eat food in relation to
performing.
special diets – Carbohydrate loading, high protein
Year 10
Term 4
Health, fitness and a healthy active lifestyle
Good health
differences between health and fitness and to be aware of good exercise habits
components of fitness
Testing fitness components
Know how they can be acquired and developed and sporting examples
skeletal system and the functions that the system performs,
Main bones
Types of joints
Freely movable joints
muscular system – Muscle types
Main skeletal muscles
Antagonistic muscle action, action of muscles
Understand that the link between the muscular system and the skeletal system allows movement
and to know the major muscles involved.
Year 10
Term 5 and
6
Training
Principles of Training -SPORT - FITT
factors that affect the ability to train.
Types of training methods
safety precautions and requirements.
individual needs and requirements.
Training thresholds
Maximum Heart rate
Training Zones
Learning Focus
Yr 11
Term 1
School and Physical Education
why PE is taught in schools
PE programme, National curriculum, extra curricular, cross curricular
Key influences on performing and participation
National Healthy Schools Programme.
Organisations improving opportunities for participation in physical activity
Sport England
National Governing Bodies
Youth Sport Trust
Dame Kelly Holmes Trust
Yr 11 Term 2
Cultural and social factors
leisure time.
Choices about Leisure and the benifits
recreation and recreation time
different recreation types
link between recreation and leisure and the benefits
Providers of Leisure services and facilities - Public v private
user groups
Social Groups
Etiquette and Fair Play
Yr 11
Term 3
International factors and other Social Factors
Types of media and the ways in which they cover sport.
Understand the influences the media may have - positive and negative
Types of sponsorship
Understand the role that sponsors can play and the influences of sponsors
Understand the importance of role models and the influences that they can have.
Major international sporting events.
Advantages and Disadvantages of hosting major sporting events
Understand the importance of the Olympic Games as an international event.
Yr 11
Term 3
Social Factors in sport
Different types and levels of competitions that can be used together and
know the advantages and disadvantages of each.
Have an outline and guide to health and safety.
Know the rules/safety relating to sport and equipment.
Understand how science/Technology has been influential in sport. (sport
science)
Know the role ICT plays in sport.
Yr 11
Term 3
Activities and Roles in Sport
What are the different activities and skills required e.g Outwitting an
opponent
Roles for a participant e.g player/performer
Understand why participants take on different roles
Scenario – Section B of Exam paper James is 14 years old and in Year 10 at school. He regularly participated in PE and sport whilst at primary school where he played for the football, cricket and rugby teams. He also used to participate in football, swimming and fitness activities at his local sports centre. James was also trained as a playground leader in primary school where he use to run activities for other students at lunchtime. Since starting secondary school James has gradually become less active. Currently the only exercise that he does is during his PE lessons, however he quite often avoids these by not taking kit to lessons. James also has an unhealthy diet. Every lunchtime he visits the local fish and chip shop with his friends or spends his money on crisps and sweets. As a result his fitness has decreased and he has started to put on weight. James’ parents are both active and healthy and have started to become concerned about his health. They have had meetings with their doctor and teachers at James’ school. As a result James has agreed to change his lifestyle. His family have set a target of them all completing a local five mile fun run in six months’ time to encourage James.
AGE
Age affects physical maturity which in turn, affects
performance:
Flexibility – Decrease with age.
Strength – Increases till fully grown.
Oxygen Capacity – Decreases with age.
Skill Level – Can improve with age.
Recovery from injury - Takes longer as get
older.
Age divisions overcome this problem.
PHYSIQUE/BODY TYPE
Somatotype may determine which sport you may find
easier or more difficult:
Endomorph
Wide hips, shoulders and high body fat. Suitable for
Weightlifter. Unsuitable for Weight bearing exercise
such as cross country running
Mesomorph
Broad shoulders with muscular arms and legs. Suitable
for a football player. Sprinter etc.
Ectomorph
Narrow shoulders and hips. Thin lean build with little
body fat. Suitable for Ballet dancer, a gymnast, long
distance runner etc. Unsuitable for Power/strength
sports.
TRAINING
Level of participation
The higher the level, the more training required
Available Time
Professionals have the most time available for
training because participation is their full time
commitment. Amateurs have to fit in a high level of
training with competing demands.
Available Funds
The more funds available, the better training will be, e.g. better facilities and equipment, specialist
coaches, etc. .
GENDER
There are a number of physical differences between men
and women:
Physique –Women generally smaller and higher %
of fat.
O2 carrying capacity –Lower for women due to
smaller heart and lungs.
Strength and Power – Lower for women due to
less muscle mass.
Hormone Imbalance –Affects women due to
menstruation.
Metabolic rate –Lower for females due to higher
% body fat and lower muscle mass.
Opportunities for females are increasing
CULTURE
Positive Impact on Participation
Some ethnic groups are interested in certain sports,
which can encourage participation.
Negative Impact on Participation
Single sex rules
Strict dress code
Traditional values followed
Individual
Differences
Disability
Four categories: physical, mental, permanent, temporary
Facilities legally have to cater for disabled people:
Access (widened doorways, wheelchair access and
ramps), parking (disabled bays), provision (disabled
toilets, activities).
Sporting adaptations:
All sports can be adapted to cater for specific needs, e.g.
wheelchair basketball and football for the blind (ball-
bearing in ball)
Disability classifications:
Exist for all activities to make competition fair
Opportunities for disabled people are increasing # 400
took part in 1960 Olympics. In 2012 4,00 athletes took
part.
Activity Levels
Competitive or Recreational
Competitive activities require a higher level of
commitment due to training and competition.
Professional competitors focus on their sport/activity full
time.
Performance Level
As the level increases, more commitment is required.
Individual Factors
May influence the demands placed on them, e.g. age –
younger people tend to have more time available for
participation.
Benefits to the Participant
The level of participation affects the benefits received,
e.g. health benefits of high level competition are greater
than infrequent recreation. Risk and Challenge
Some people participate in physical activity for the
element of risk or challenge.
OAA activities such as rock climbing and white water
rafting have challenges and risk.
Risk Assessment: Before activity assess the level of risk
and check there are no potential dangers
Risk Control: Its important to continue the activity
safely after initial assessment. This is the responsibility
of the participants (correct clothing, not wearing
jewellery), and organisers (e.g. correct warm up, not
mixing age).
Environment
Weather: Affect ability to train
Pollution: High levels of pollution are serious health risk.
Altitude: Living and training at high altitude can be
advantageous, particularly for endurance events.
Humidity: High levels of humidity and heat make it difficult
to keep the body cool and increase dehydration
Terrain: Some sports require a specific landscape, e.g. skiers
What is fatigue? A state of extreme tiredness resulting from extreme exertion; can be physical or mental What is stress? The body’s reply to a change requiring physical, mental or emotional adjustment
Consequences of Fatigue • Muscular fatigue can cause
you to have to stop the activity completely
• Decline in concentration levels • Make mistakes • Incorrect execution of
techniques • Can lead to injury if you don’t
stop
Who experiences stress? More commonly experienced by individual performers due to increased focus on that person, but also experienced in team games.
Negative feedback/Criticism Participants that are fatigued may appear to spectators to not be putting enough effort in, and are subject to criticism
Boredom/Tedium Participants who get bored during training or practice are less likely to achieve in their sport
Link between Stress and Anxiety Feelings of anxiety can increase tension and agitation
Consequences of Stress • Aggression • Increased arousal • Muscle tightness (caused
by excitement, suspense or nervousness)
• Decline in motivation
Fatigue and Stress
Abide by the Rules
Players should ensure that they follow the rules of their sport to help prevent injury to others. There are specific rules for safety, e.g. no slide tackling in rugby. ‘Play Safe’ policies in schools are in place to ensure activities are taught in line with safety legislation.
Lifting and Carrying
It is important to use the correct technique when lifting or carrying to avoid injury. Bend the knees, keep the back straight and keep the object close to your body. If something is too heavy to carry on your own, get help
Health, Safety and Well-Being of Others
Footwear Some sports require specific footwear to be worn for safety and practicality: Athletics: track runners must wear spiked shoes Games: studs need to be worn on grass to prevent player slipping Gymnastics: no footwear required
Clothing Most sports have a kit that must be worn for competition, but any suitable clothing can be worn to training. Some sports have specific requirements, e.g. loose clothing can not be worn during trampolining in case it gets caught, and outdoor adventure activities may require warm, waterproof clothing to be worn to prevent getting too cold, etc.
Equipment Almost all sports require safety equipment to be
worn.
e.g. ice hockey players must wear a helmet,
gloves and pads
Rules Relating to Sport and Equipment
The Demands of Performance
Causes of Injury • Incorrect execution of technique can lead
to injury to the individual or their opponent, e.g. going in for a sliding tackle.
• Overuse injuries caused by over training, e.g. tennis elbow.
• Sudden injuries caused by movements such as stretching and twisting, e.g. damage to ACL during a netball pivot.
• Foul play from the opponent, e.g. pulling shirt
• Impact injuries, e.g. with equipment or playing surface
• Equipment/clothing: faulty equipment or badly fitting clothing, e.g. football boots causing blisters.
• Accidents: accidents occur, despite precautions to try to prevent them.
How can Injury be prevented? • Carry out and follow a risk
assessment
• Carry out a warm-up
• Enforce and follow code of conduct
• Wear the correct safety equipment/ clothing
Injury
Balanced Healthy Lifestyle
Fitness
The ability of the body to meet the demands that are placed
upon it on a daily basis, without stress
Exercise Any form of
physical activity
Health
Mental, Social,
Physical
Healthy Active
Lifestyle
It’s easy to incorporate good exercise habits in everyday life! Here are some examples: • Walk or cycle short distances instead of driving.
• Get off the bus one stop early.
• Take the stairs instead of the lift or escalator.
There are a number of factors which affect how much physical activity different people do! Type of job is a major factor. Jobs involving manual labour or being on your feet all day will incorporate a lot more physical activity compared to a SEDENTARY office job
Maintaining a balanced diet
The nutrients that make up a balanced diet are shown in the ‘eat well’ plate below
Dietary Imbalance
If you do not maintain a balanced diet, it could lead
to dietary imbalance:
• Malnutrition – insufficient nutrient intake
causing physical weakness
• Obesity – overweight caused by overeating,
leading to many health problems
• Anorexia – self-starvation due to the fear of
gaining weight, usually occurring in females
Whole-School Food Policy
• Healthy eating is one component of the National
Healthy Schools Programme
• The aim is to give children the confidence and
knowledge to make healthy food choices for
themselves.
• Healthy food and drink must be available across
the school day.
• Works with the School Food Trust to support
schools in delivering this programme.
• Whole-school approach is required, including
pupils, parents, staff and the community, in
order to successfully deliver the programme
Aerobic respiration
• Occurs in the presence of oxygen
• Glucose + Oxygen- Energy + Carbon Dioxide + Water
• Used during sustained exercise
• Constant supply of oxygen to the body is required
Anaerobic respiration
• Occurs in the absence of oxygen
• Glucose Energy + Lactic Acid
• Used during short bursts of exercise
• During anaerobic respiration oxygen is ‘borrowed’,
which is then ‘owed’ to the body – this is called the
oxygen debt. It causes a build up of lactic acid in the
muscles which causes pain. Completing a cool-down
allows the lactic acid to disperse.
The Recovery Period
After exercise:
• We take in extra oxygen to replace the oxygen debt.
• We expire carbon dioxide and other waste products.
• We perspire to remove excess sweat and let heat
escape.
• We excrete urine and faeces to remove excess water
and other waste products from lactic acid.
The Role of the Blood
• Transport oxygen and glucose to working muscles for
respiration.
• Transports water, carbon dioxide and other waste
products away from working muscles.
• Produces antibodies to fight infection.
• Clot to seal open wounds
• Regulate body temperature.
Specific Diets
• Carbohydrate loading – used by
endurance athletes, e.g. marathon
runners. Involves eating excess starch-
rich foods one week prior to an event
to increase glycogen stores in the
muscles. This helps delay tiredness by
providing a slow release of energy.
• High-protein diet – used by
bodybuilders to gain muscle and lose
fat. However, eating extra protein
does not directly add muscle and can
be difficult to digest School Lunches
Schools have to meet national nutritional standards for school lunches:
• Regular servings of quality meat and oily fish
• A minimum of two portions of fruit and veg with each meal
• Bread, cereals and potatoes regularly available
• Maximum of two portions of deep-fried food per week
• No fizzy drinks or confectionaries in meals or vending machines
Nutrient What is it for? Which foods contain it?
Carbohydrates Main source of energy Simple carbs, e.g. glucose and sugar Complex carbs e.g. pasta, bread and rice.
Fats Major source of energy Cheese, cream, meat, oils, butter
Proteins Important for growth and repair of tissue
Animal products and plant foods
Vitamins Essential for good health Fruit and veg
Minerals A number of different functions, required in small amounts
Vegetables and meat
Water/fluids Lack of water leads to dehydration
Water
Fibre Aids the digestive system Cereals, wholegrain bread, oats
Functions of Skeletal System: • Protection - the cranium and ribs protect the brain and
vital organs in the chest. • Shape - gives shape to the body and makes you tall or
short. • Support - holds your vital organs in place when playing
sport. The vertebral column holds the body upright. • Movement - muscle are attached to bones, which are
jointed. When the muscles contract the bones move. • Blood production - red blood cells (to carry oxygen)
and white blood cells (to protect against infection) are produced in the bone marrow of some bones.
Synovial joints and Connective Tissue Functions: • Cartilage reduces friction. Acts as a shock absorber. • Synovial fluid lubricates the joint. • Synovial membrane produces synovial fluid. • Tendon joins muscle to bone enabling movement. • Ligament joins bone to bone, stabilising the joint
Movement Description
Abduction Movement away from the mid-line of the body
Adduction Movement towards the mid-line of the body
Extension Straightening limbs at a joint
Flexion Bending the limbs at a joint.
Rotation A circular movement around a fixed point
Type of bone
Example Function in sport
Long Femur,
humerus Movement - to generate strength and
speed
Short Carpals, tarsal Shock absorption - spreading load
Flat (Plate) Ribs, cranium Protection of vital organs, attachment of
muscles to help movement
Irregular Vertebrae, face Provide shape, protection
Name of muscle
Function Example in sport
Triceps Extend the arm at the elbow Press-up, throwing a javelin
Biceps Flex the arm at the elbow Pull-up, drawing a bow in archery
Deltoids Move the arm in all directions at the
shoulder Bowling a cricket ball
Pectorals Adduct the arm at the shoulder Forehand drive in tennis
Trapezius Hold the shoulders in place, move head
back and sideways Holding head up in rugby scrum
Gluteals Adduct and extend leg at the hips Pulling back leg before kicking a ball
Quadriceps Extend the leg at the knee Kicking a ball jumping upwards
Hamstrings Flex the leg at the knee Bending knee before kicking a ball
Gastrocnemius Pointing the toes, help to flex the knee Running
Latissimus dorsi Adduct and extend the arm at the shoulder Butterfly stroke in swimming
Abdominals Flex the trunk across the stomach Pulling the body down when hurdling
Muscles and Movement: Muscles only provide one type of movement as they can only pull and not push. All muscles work in pairs, with one muscle pulling while the other relaxes, and then vice versa. These are called an ‘Antagonistic Pair’. The Prime mover muscle contracts to start a movement. It is also known as the ‘agonist’. The Antagonist muscle relaxes to allow movement to take place. Origin: the end of the muscle attached to the fixed bone. Insertion: the end of the muscle attached to the bone that moves.
Muscle Contractions Muscles contract when they work. If a muscle contracts to create movement, it is called an isotonic contraction. An isotonic contraction can be concentric, which is where the muscle shortens as the fibres contract or eccentric, where the fibres contract as the muscle lengthens. When a muscle contracts with no resulting movement, it is an isometric contraction.
Arteries • Carry blood away from the heart
(always oxygenated apart from the pulmonary artery which goes to the lungs)
• Have thick muscular walls • Have small passageways for blood
(internal lumen) • Contain blood under high pressure
Veins • Carry blood to the heart (always de-
oxygenated apart from the pulmonary vein which goes from the lungs to the heart)
• Have thin walls • Have larger internal lumen • Contain blood under low pressure • Have valves to prevent blood
flowing backwards
Capillaries • Found in the muscles and lungs • Microscopic – one cell thick • Very low blood pressure • Where gas exchange takes place.
Oxygen passes through the capillary wall and into the tissues, carbon dioxide passes from the tissues into the blood
Functions • Transports nutrients and waste • Delivers oxygen to the working muscles • Removes heat (temperature regulation) • Dilutes/carries away lactic acid (acidic
balance)
Cardiovascular Endurance: The ability of the heart, blood vessels, blood and respiratory system to supply oxygen and fuel to the muscles at a steady rate for a considerable length of time.
Effects of Exercise • Increase in breathing rate • Increase in heart rate • Increase in blood pressure
Testing CV Endurance • Resting pulse rate – lower it is the
better your endurance • Pulse recovery rate – the quicker HR
returns to normal, resting rate, the higher your endurance levels are.
Strength Strength is the ability of the muscles to exert force on an object. There are three types: 1. Dynamic strength – strength required to support weight or exert force against an object ( kicking a football)
2. Explosive strength – strength required for a short burst of movement (Sprinting , long jump take off or pushing a shot putt)
3. Static strength – strength applied to a static object (holding a position on gymnastic rings)
Speed Speed is the ability to move as fast as possible. It is the combination of reaction time and movement time. It is affected by strength and the percentage of fast twitch fibres.
Power Power is the combination of maximum speed and maximum strength. Such as pushing the shot putt as far as possible. Strength training increases power.
Cardiovascular Endurance
This is the ability of the heart and lungs to function efficiently during endurance exercise. Training can improve cardiovascular endurance.
Flexibility Flexibility is the range of movement at a joint. It can improve the effectiveness of a performance, reduce risk of injury and improve posture
Agility Agility is the ability to move at speed, changing direction and speed
Balance Balance is the ability to distribute weight evenly and remain in a steady and upright position It is important for most sports, but more so in sports such as gymnastics. It is linked to agility.
Coordination Coordination is the ability to produce a smooth movement by efficiently linking all parts of a movement together. Good hand-eye coordination is required for some sports, e.g. darts and any sport that requires catching.
Reaction Time Reaction time describes the time taken for a response to occur after a stimulus. It consists of a simple reaction time (reacting to something as it happens) and choice reaction time (deciding when to react after analysing a situation).
Muscular Endurance/ Stamina
This is the ability of a muscle to do sustained, continuous work.
Timing Timing is coinciding movements in relation to external factors It is a combination of decision-making, reaction time and coordination.
Altitude Training
Carrying out aerobic exercise at high altitude
Oxygen levels are lower at high altitude
It increases the oxygen-carrying capacity of the blood
Warm Weather Training
British weather is unpredictable
And, therefore, athletes often train
Abroad in warm weather where
Training will not need to be cancelled.
Key Term Definition
FITT
Frequency – how often we train Intensity – how hard we train Time – the length of time we train Type – the method of training chosen The requirements of a certain activity are Matched with training
Specificity Matching training to the requirements of your sport
Progression Making training gradually harder the fitter you are
Overload Overloading your body by increasing the frequency, intensity or duration of exercise
Reversibility Physical benefits gained from training will be reversed when you stop
Rest Recovery time
Recovery Allowing body tissues to recover and repair following training or competition
Individual Differences/Needs
Take into account a person’s body build / level of fitness, the sport (and position played) and their particular aims
Repetitions In weightlifting, the number of times you move the weights
Sets In weightlifting, the number of times a weight activity is carried out, e.g. a set of repetitions
Thresholds The minimum heart rate that must be achieved in order to improve fitness Maximum Heart rate (MHR) = 220 - Age
Training Zone The heart rate zone in which a training effect will occur
Training Session
Training session is split into phases: Warm-up, Fitness phase, skill phase and a warm-down.
Types of Training
Interval training involves a short intense work period followed by a rest period. Advantage: good for game players because you can mix aerobic and anaerobic exercise. Disadvantage: can become boring.
Fartlek means ‘speed play’ and involves fast and slow running over a variety of terrain or hills. Its useful for individual sports, e.g. athletics and team sports, e.g. football. Advantage: can be easily adapted for different sports and fitness levels. Disadvantage: difficult to see how much effort is being exerted.
Circuit training involves a number of exercises set up at stations. It may incorporate skills. It can be useful to team sports, e.g. football, racquet sports, e.g. tennis and individual sports e.g. running. Advantage: varied, so doesn’t get boring. Disadvantage: requires a lot of equipment and time to set up.
Weight training uses resistance either by weight lifted or the number of repetitions the exercise is performed. It is useful for sports which require strength, e.g. long jump and rugby. Advantage: improves muscular strength and tone. Disadvantage: muscles can be sore after.
Continuous training is slow and steady training. It is useful to improve aerobic fitness in, for example, cycling, running, and also for a sedentary adult who has not trained for a period of time. Advantage: doesn’t require much equipment. Disadvantage: not useful for game players because it doesn’t improve anaerobic fitness.
Characteristics and Benefits of Leisure and Recreation
• Leisure time refers to the time left over after eating, sleeping, school, work, etc. when you can choose what you would like to do.
• Recreation refers to time to relax and enjoy yourself, and is a good opportunity to do something active and healthy.
• Physical recreation refers to participating for intrinsic rather than extrinsic reward. For example, participating for health benefits.
• Outdoor recreation refers to activities with an element of challenge, such as climbing, caving and white water rafting, in which you have to cope with the natural environment.
• Lifelong sports are sports that can be carried on throughout life, such as swimming, and allow maximum benefit gained.
• Being active during leisure time helps people to live a healthy lifestyle.
Leisure and Recreation
In recent years, there has been an increase in opportunities for leisure time due to:
• Greater unemployment, giving people more free time.
• Shorter working week, allowing people to finish work earlier and therefore have more time in the evenings.
• Advances in technology, such as labour-saving devices like
washing machines, allowing more time to be spent on leisure activities rather than household chores.
The leisure industry(local authorities and private clubs) have grown to
meet the increased demand for leisure provision.
Specific ‘user’ groups have been identified and the leisure industry has targeted their provision at them. For example, mothers and toddlers,
unemployed people and shift workers.
Fairness and Personal and Social Responsibility
Etiquette in sport refers to taking part in the correct way and following the unwritten rules.
Some examples are:
• Kicking the ball out of play when a player goes down injured
• Shaking hands with opponents before and after a game
• Bowing to your opponent in certain martial arts
• Respecting the official’s decisions
• Adhering to the rules and the spirit of the game
This allows the games to be played fairly and safely.
Influences on Physical Activity
Participation
School Influences
National Curriculum • Teaching PE is a legal requirement. • Aims to improve health and fitness, provide a balance with other subjects by offering
a practical element, prepare pupils for physical activity post-school, provide qualifications and teach the value of physical activity and sport in society.
• Opportunities for PE in school: timetabled lessons, extra curricular activities, clubs, sports performance awards, links with local clubs and outside visits.
• Cross curricular links between PE and other subjects, e.g. Science, ICT and Maths. • Consists of a variety of categories, such as games activities, dance and outdoor
adventurous activities.
National Healthy school Programme • Long term initiative • Aim: to help young people be able to make informed health and life choices • Whole-school approach: everyone needs to be involved in order to successfully
achieve the aim, e.g. pupils, parents, staff and the community • Four core themes: 1. Personal, social and health education (PSHE) – sex, relationship and drug education 2. Healthy eating – teaching healthy food choices and providing nutritious food and
drink 3. Physical activity – provide pupils with a range of opportunities for participation, and
teach why it is important 4. Emotional health and well-being – support provided for vulnerable pupils, bullying
and behaviour and reward policies in place, and confidential pastoral support system available.
Organisations that provide increased opportunities for physical activity participation
Sport England Sport England is a government agency which aims to help people to ‘start, stay and succeed’ in sport, particularly focusing on priority groups. Its main role is to provide funding a facilities, and measure participation.
National Governing Bodies (NGBs) NGBs are responsible for their particular sport. They provide funding to support the development of talented athletes and competition at different levels. They also provide support to coaches and officials in sport. E.g. The FA (football), England Netball (netball)
Youth Sport Trust (YST) YST aims to increase the participation of young people in PE and school sport. It is responsible for managing national school sport competitions, as well as leadership and volunteering programmes.
Dame Kelly Holmes Legacy Aims to inspire young people to participate and mentor them, using elite sport role models.
Positive Effects Negative Effects
Peers
• Support your views and participation • Encouragement, e.g. watch you play • Listen to advice, e.g. your friend tells you its important • Admire/follow their example • Join in with them
• Go along with negative views of physical activity, PE lessons, etc. • Choosing not to be active because your friends aren’t • Not going to training when your friend doesn’t go
Family
• Role model: set a good example by being active • Financial support, e.g. buying new equipment • Provide transport for training and matches • Encouragement and motivation
• Poor role model: set a bad example by leading an inactive lifestyle • Lack of financial support • Lack of social support/ encouragement • Pressure to focus on academic work
Gender
• Less of an issue than previous years • More opportunities for women to play same sports as
men • More opportunities for female roles within sport
• Some gender differences do still exist, e.g. professional male football players get paid more than professional female football players.
Ethnicity
• Role models: there has been an increase in ethnic minority participation in elite sport
• Traditional views don’t always support participation, e.g. some religions don’t encourage females to take part in PE due to clothing issues
• Influenced by visibility of role models of a similar racial background, e.g. there are few black people in sports such as tennis and golf compared to football.
• Incidences of racial abuse in sport
Extra -Curricular Provisions
Cross- Curricular
Links
Extra -Curricular Provisions
Activity Range
Only traditional sports need to be offered during PE lessons.
Extra curricular activities offer a wider
range of activities.
Activities can be recreational or competitive.
Facilities
Some schools lack facilities, while others are well
resourced and have extra staff and facilities to offer
other activities.
Outside Visits
Provides more opportunities for
schools which lack facilities, e.g. dry
ski slopes , ice rinks, etc..
Attitudes of Staff
Attitudes, interests and abilities affect what activities they offer.
A negative attitude to helping out
with after-school activities will reduce the number of opportunities
available to pupils.
Club Links
Schools can develop links with clubs to offer a wider
range of extra-curricular
activities, e.g. hockey,
basketball, health clubs
and golf clubs.
PE Links with number of other subjects:
English: speaking and listening skills and specialised vocabulary
Mathematics: scoring, measuring distances and calculating
speeds
Science: biology and physiology links
Geography: orienteering, landscapes and weather
Food technology: diet, nutrition and energy balance
Citizenship: themes and values, such as trust, responsibility, inclusion, respect, etc.
Vocational Opportunities
Sports performers: professional (sport is their full time job and they get paid), amateur (they take part in the
sport/activity alongside their job, as a hobby and don’t get paid), semi-professional (work but play sport in their spare
time for payment).
Open sports enable amateurs to get paid through loopholes, e.g. sponsorship, expenses payments and
scholarships.
Careers: many opportunities, e.g. PE teacher, coach, physiotherapist, manager, personal trainer, etc.
Different roles that people can adopt:
Performer, leader/coach,
organiser, or official
Further Qualifications
BTEC, GCSE and GCE
Sports performance awards (e.g. leadership awards)
Proficiency testing and awards (available through NGBs and
delivered by schools, e.g. swimming awards that qualify people as
lifesavers
Range of Physical Activities
Give three examples for each.
Roles of Participants
Games Outwitting opponents to succeed in competition
e.g. Football, netball, hockey
Gymnastics Accurately repeating movements, which can be put together
to form a routine
e.g. handspring, somersault, cartwheel
Dance Communicating ideas and
emotions through choreographed routines to an audience
e.g. Ballet, ball room, street dance
Fitness and Health Activities Exercising safely to improve
health, fitness and well-being
e.g. Aqua aerobics, yoga, Zumba
Outdoor and Adventurous Activities
Overcoming adventurous challenges through problem
solving
e.g. rock climbing, canoeing, rafting
Athletics A variety of track and field events whereby athletes
compete in terms of speed, height, distance, strength
or accuracy
e.g. hurdles, pole vault, discus
Player/Performer
Aims to improve performance in a particular sport or
activity by developing good knowledge, skills,
tactics, positioning, technique and
movement
Organiser
Responsible for bringing everything together at
the right time and place.
Needs to have good managerial and
organisational skills
Has a range of duties including booking
facilities and managing funds
Leader/Coach
Specialises in a particular activity or sport
Helps the
player/performer to improve their
performance through appropriate training.
Influences achievement
of goals and behaviour in sport.
Official
Responsible for controlling a sport or activity, based on the rules and
regulations of the game
Ensures that the activity is played or performed safely and fairly
e.g. referee, umpire, judge, marshal,
timekeeper
Skill Using knowledge or expertise to succeed efficiently and effectively in achieving a particular objective and ability, which has been acquired by training. Basic skills • Often fairly simple and straight forward activities, e.g.
throwing, catching, running, jumping, hitting an object • Must be able to perform basic skills easily before
attempting higher level tasks. Complex skills • Take quite a long time to learn as they involve high levels
of coordination and control. • Higher level skills will be sport-specific due to the
uniqueness of that activity, e.g. performing the pole vault requires a coordinated combination of several complex skills.
Types of Skill Open Skills • Occur in situations that are constantly changing, such as any
invasion game activity where the environment around the performer is constantly changing.
• Skills may have to be adapted according to the demands of the
game. For example a football pass will be affected by your position, the position of your opponents and your team mates as well as playing conditions e.g. wind/wet pitch, etc.
Closed skills • These occur in situations that are constant and unchanging so
they are not affected by the sporting environment. • An example is performing a trampolining routine or a dance
routine.
Types of Guidance In order to acquire skill, performers often need addition guidance Visual • Seeing a demonstration, example or even watching their
own performance played back Verbal • Being told what needs to be done, what went well or what
needs improvement through constructive criticism. Manual • Being physically guided through something, such as being
helped with a hand stand
Types of Feedback A performer finds out how good their performance was through: Knowledge of results • This is a form of terminal feedback at the end of a
performance and could be as simple as winning or losing.
Knowledge of Performance • This relates to how well the performance was carried
out rather than just the end result The most common ways of feedback are: Intrinsic: this is sensed or felt by the performer while they are actually performing Extrinsic: this comes from sources other than the performer themselves, such as sounds or things they can see.
Types of Practice These are the ways a performer tries to gain skills they have particularly identified. Whole: a complete performance is carried out with all aspects of performance covered, e.g. the high jump technique. Part: complex skills are broken down into parts and each part is practised. Fixed: a set session or aspect is concentrated upon. Variable: a combination of all of the above
Skill Acquisition
Competitions International
Sport and Events
Science and ICT in Sport
What is it? Advantages Disadvantages
Knockouts One team plays another. The winner progresses to the next round and loser drops out of competition. Usually played in rounds. Darts is an example
Can be organised quickly and easily. High numbers can participate due to drop out.
Competition is over quickly if you lose your first game. Qualifying events or byes may be required to get the right number in each round.
Ladders Set number of players/teams on the ladder. Challenge people higher up the ladder to games and take their place if you win.
Suited to racket sports such as squash, badminton and tennis. Easy to run and administer.
Slow progress. Only small number of participants can take part.
Combination Combination of some or all types. For example qualifying leagues, and winners’ progress to further leagues or knockout. The Football World Cup is an example
Can play as many games as you like. More than one opportunity to qualify. A large number of teams can participate.
Its time consuming. ‘Meaningless’ games may be played where teams have already qualified for the next stage.
Examples of high profile events include football and rugby world cups, cricket test matches, athletics world championships, formula One world
championships, Wimbledon, Super Bowl and the Olympic Games.
Advantages of hosting international sporting events:
• Likely to make profit through sponsors, media rights and selling
merchandise.
• Facilities are updated / new facilities are built especially for the
event but can be used in the future.
• Raising the profile/reputation of the host country worldwide.
Disadvantages of hosting international sporting events:
• Security/risk of terrorist attack
• Political protests or boycotts
• Expensive to provide facilities and security
Developments in sport through the contribution of science:
• Equipment: e.g. lighter rackets made of fibreglass, Kevlar and Titanium instead of wood; stronger pole vault poles made of fibreglass or carbon fibre instead of bamboo; lighter cricket pads made of high density compressed foam; and lighter and aerodynamic bicycles.
• Materials: e.g. Lycra swimsuits which are more streamlined, artificial pitch surfaces and footwear made of a combination of natural and synthetic material with increased strength and flexibility.
• Facilities: e.g. purpose-built facilities for gymnasts, indoor tennis areas to allow play to continue when its raining, stadiums with retractable roofs, air conditioning and humidity control, and fitness gyms with significantly updated equipment.
Developments in sport through the contribution of ICT:
• Storing, analysing and presenting large data sets using computers.
• Using software and hardware to record and analyse performance, e.g. Dartfish allows individuals to review their own performance through video playback and ProZone, used by professional football clubs, allows analysis of an individual player, such as distance run and passes made.
• Performance aids, e.g. fitness monitoring devices such as heart rate monitors, Hawk-Eye technology used in tennis and cricket to track the trajectory of the ball, and video officials used to support referees’ decisions.
• Interactive games and devices, such as games consoles, allowing people to play interactive games and improve their fitness.
Television • One of the most powerful forms of media • Increase in the amount of televised sport
when digital transmission was introduced • Large numbers of channels dedicated to
sport are now available • The government set rules regarding
events shown on TV, e.g. ‘listed events’ such as the FA Cup Final cannot be shown exclusively on ‘pay per view’ or satellite/ cable channels.
Radio • Increase in the number of radio stations
broadcasting sport since the introduction of DAB
• There are now a number of stations dedicated to sport
• Cheaper to broadcast via radio than TV, and cheaper and more accessible/portable for listeners
Information Technology • Lots of information available on CD-ROMS
and the Internet • Increasing number of sites on the Internet
broadcasting TV and radio
Magazines • Often contain
sport stories • Increasing
number of specialised magazines in specific sports
Newspapers • Have dedicated
sports section at the back
Books • E.g. textbooks,
autobiographies, novels
How Can The Media Influence Performance and Participation?
• High standards of performance are shown – gives and example
of people to follow
• Slow motion replays allow good points to be emphasised and
the viewer can learn from it
• Promotion of physical activity and its health benefits
Edited Coverage
• Writers or directors can edit coverage so that an inaccurate
representation of the action is seen by the viewer
Different Types of Output
• Informative – sports news
• Educational – documentaries
• Instructional – coaching DVD
• Entertainment – live matches
Role Models Role models are people that others aspire to be like, and should
therefore set a good example.
How can role models shape attitudes?
• The way in which they play, e.g. fairly, abiding
by rules or playing unfairly against the rules.
• Setting trends
• The way in which they conduct themselves in both
their sporting and private life.
How can role models influence participation?
• By being an inspiration
• By being successful through good performances
• By representing a group, e.g. ethnic group, gender group or
disability
Sponsorship
Range and Scope of Sponsorship • Individuals: individual
sponsorship deals whereby the athlete gets given money to endorse a good, e.g. wearing a specific brand of footwear.
• Teams and clubs: payments made to the team, and used for equipment, kit etc.
• Sports: major sponsorship associated with the sport to promote leagues or competitions.
• Events: big events such as the Olympic Games attract many sponsors because it increases publicity
Unacceptable Sponsorship • Anything associated
with poor health, e.g. smoking and alcohol
Effects of Sponsorship • Provision of equipment,
clothing accessories, facilities, transport/travel
• Entry fees and expenses paid, e.g. hotel bills
Advantages of Sponsorship • Financial support
for the athlete
• Promotion of the sport
• Raise profile and image of sport
• Increased revenue
for the sponsor, and gives them a good image
Disadvantages of Sponsorship • Sponsors may start
to dictate changes, e.g. to the rules, clothing, timings etc.
• Sponsors can withdraw if the image of the sport is damaged
• Difficult for minority (less well-known) sports to get sponsorship