The Level 3 Award in Higher Sports Leadership Unit 1 Introduction to Higher Sports Leadership.
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Transcript of The Level 3 Award in Higher Sports Leadership Unit 1 Introduction to Higher Sports Leadership.
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The Level 3 Award in Higher Sports Leadership
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Unit 1
Introduction to Higher Sports Leadership
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The Sports Leader Awards Scheme
• Administered by Sports Leaders UK• The SLA scheme is made up of:
– The Level 1 Award in Sports Leadership– The Level 2 Award in Community Sports Leadership– The Level 3 Award in Higher Sports Leadership– The Level 2 Award in Basic Expedition Leadership– The Dance Leaders Award– The Young Leader Award– Women’s Get Set Go!– Foreign Language Leaders Award
OHT 1.1
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Level 3 Award in Higher
Sports Leadership
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit9
comp comp option option option comp comp comp comp
2
GLH
24
GLH
12
GLH
12
GLH
12
GLH
10
GLH
Min8
GLH
Min 6
GLH
16
GLH
N/a 10
LE
10
LE
10
LE
10
LE
N/a N/a N/a N/a
GLH = guided learning hours Comp = compulsory unitLE = leadership experience option = optional unit (2 out of 3)
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Responsibilities
THE HIGHER SPORTS LEADER Being a Higher Sports Leader is not just about being a better leader; it is about having the skills and confidence to initiate sports activities, to deliver them to a variety of community groups and to be able to take sole responsibility for the group’s welfare.
OHT 1.3
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A HSL should be able to:
• Use initiative• Work in a team• Lead without
supervision• Utilise the assistance of
others• Communicate to a
diverse audience
• Lead safe, purposeful activity for a variety of community groups
• Plan, deliver & Evaluate sports sessions
• Control a group
OHT 1.4
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Higher Sports Leader
Sports Leaders UK
Centre Course Managers & Tutor / Assessors
Employers
Insurers
Course colleagues
Themselves
Participants
Independent Witness(L.E. Supervisor)
OHT 1.5
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The Higher Sports Leader in Action
PREPARATION• Session content• Facility• Equipment• Assistance• Knowledge of
participants
DELIVERY• Appropriate to group• Inclusive• FUN
OHT 1.6
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HSL IN ACTION (cont..)
Assessment• Session• FeedbackSafe• Facility• Equipment• Content• First Aid• Awareness of Participants &
environment
Image• Appropriate clothing &
preparation• Prompt Start & finish• Reliable / Enthusiastic• Committed / Courteous
OHT 1.6
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External Verification
The External Verifier will look at:
• Course programme• Attendance register• Course Files• ROA’s• Students leading a
group
The External Verifier will also:
• Speak to the HSL’s• Sign ROA’s• Discuss course with
CCM.
OHT 1.7
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UNIT 2
Sports Leadership In the Community
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The Leader
I wanna be the leader
I wanna be the leader
Can I be the Leader?
Can I? I can?
Promise? Promise?
Yippee, I’m the leaderOK, what shall I do??
(anon) OHT 2.1
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Some components of Leadership
• Technical Competence• Experience• Communication• Planning and Preparation• Motivation• Awareness• Responsibility & Control
OHT 2.2
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INDIVIDUAL TEAM
TASK
Adair 1988OHT 2.3
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Core Leadership Skills
• Communication • Organisation• Motivation• Confidence• Safety Awareness
OHT 2.4
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“One can lack any of the qualities of an organiser, with one exception, ad still be effective and successful. The exception is the art of communication. It does not matter what you know about anything, if you cannot communicate to your people. In that event you are not even a failure. You are just not there.”
Alinsky 1972
Communication
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Ways of Communicating
Speech Signals Signs
Sounds Eye Contact Facial Expressions
Demonstrations
Leaflets Gestures
IT Books TV
Radio Videos Body language
Posters Braille Charts
Image ROLE MODEL
OHT 2.5
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Communication Skills
Sports Leaders must be able to:• Communicate clearly & precisely, using verbal and non-verbal
communication • Position themselves appropriately when leading• Listen to & Understand others• Recognise when others have understood what has been
communicated
Remember: Actions speak louder than words
OHT 2.6
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Verbal Skills Debrief
Volume Clarity Projection
Expression Questioning Jargon
Information Giving
Delegation FUN
OHT 2.7
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Communication methods debrief• Which communication methods were most effective?• What effect did repeating the routine have?• What effect did breaking the routine into stages
have?• What was the effect of enforced silence on learning?• How can methods be combined to improve
communication?• What other methods could improve the groups
learning?• How do these exercises relate to the way different
community groups learn?
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Let’s Consider
• Some of the group have a hearing impairment• The players were complete beginners• One of the players had a visual impairment• The players belonged to a veterans club• All of the participants have a learning
disability and some are accompanied by carers
• English is the second language
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Sports Leaders who are effective motivators are….
• Self Motivated• Responsible• Interested, enthusiastic• Enjoy Sport• Confident• Able to plan• Excited about achievement• Willing to learn & share good practice• A good role model
OHT 2.8A
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Sports Leaders who are effective motivators can………
• Appreciate & acknowledge effort and achievement• Take decisive action• Respond to situations• Laugh with their group• Laugh at themselves• Let the group laugh at you• Inspire others
OHT 2.8B
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Sports Leaders who are effective motivators……
KNOW:• That people come first• The difference between
encouragement & pressure
• The difference between negative and positive pressure
HAVE:• Vision• Clear Goals• Realistic expectation• Ability to inspire
OHT 2.8C
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Sports Leaders who are effective motivators….
RUN:• Appropriate,
challenging, safe, fun sessions
SET:• Realistic Goals
WANT:• Everyone to achieve
their potential
VALUE:• Others work &
achievements• The opportunity to
contribute to well being of others
SHOW:• Integrity, honesty,
selflessness.
OHT 2.8C
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A.P.P.L.E. – An organisation Cycle
Assess
Plan
Prepare
Lead
Evaluate
OHT 2.9
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Chuff chart
startEnd of warm upX
x
x
SKILLS PRACTICE x
Game
X
Full Game
X
Cool down
O O-
OHT 2.10
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A Sports Leader will delegate for:• EfficiencyDelegating jobs that do not need to be done by the
leader, frees the sports to concentrate on other relevant tasks. (Ineffective delegation can lead to more stress!)
• Confidence BuildingIf the person who has been given the task can
successfully complete it, confidence will be instilled (inappropriate delegation can ruin confidence and menial tasks can be).
• Team BuildingLeads to a team concept of achieving joint goals rather
than on sports leader doing everything.OHT 2.11
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Risk Assessment
• Factors to consider:• Type of activity and level• Competence, experience and qualifications of the
leader and other staff• Group members• Ratio of qualified leaders to participants• The quality and suitability of equipment• The weather
OHT 2.12
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5 Steps to Risk Assessment
1. Identify Hazard
2. Assess the risk, who will be affected & how seriously
3. Evaluate measures of control
4. Record findings
5. Monitor & review periodically
OHT 2.13
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Simple RA Part 1
• Hazard: the potential to cause harm will vary in severity
• The effect of the hazard may be rated:
3 – Major e.g death or major injury
2 – Serious e.g injuries where people may be off work for more than 3 days
1 – Slight e.g all other injuries including those where people are off work for a period of up to 3 days .
OHT 2.14a
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Simple Risk Assessment Part 2
• RISK: is the combination of the severity of the hazard with the likelihood of its occurrence
RISK = Hazard X Likelihood of
Severity Occurrence
Likelihood of occurrence:
3=High , certain of harm
2= Medium, harm will occur frequently
1= Low, seldom occurrence
OHT 2.14B
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Risk Assessment
• Who may be harmed?
Is the risk adequately controlled?
What further action is necessary to control the
risk?
Review
OHT 2.15
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REPORTING ACCIDENTS
• Report all accidents in writing stating:
Nature of incident
When it happened
Where it happened
Who it concerned
Nature of injury
Action taken when and by whom
Recommendation given to casualty
OHT 2.16
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LEADERSHIP STYLES
• DIRECTIVE – Coach focused, autocratic• SUPPORTIVE – Friendly, approachable,
considerate• PARTICIPATIVE – Sharing, decision making,
democratic• LAISSEZ – FAIRE – Laid Back, allow
decisions to come about naturally
OHT 2.17
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TEAMWORK DEFINED
TogetherEveryoneAchievesMore
Common Goal
Commitment
Accountable
Contribution
OHT 2.18
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Member Characteristics
• The Leader – takes the initiative
• The Doer – action orientated
• The Thinker – considers carefully
• The Carer – people orientated
OHT 2.19
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Some Characteristics of a good team
• High success rate• Leader who adjusts leadership styles
accordingly• Balances the “what” and “how”• Supportive Atmosphere• All team members are accountable• Learns form experience
OHT 2.20
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Qualities required for working in isolation
• Self starter• Take initiative• Confident • Committed• Determined• Technically competent• Knowledgeable• Imaginative• Clear thinking• Dynamic• Organised
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Why plan?
• Session content• Logical delivery• Time allocation• Helps to review / evaluate the session• Changes can be introduced• Can share ideas with someone else• Sessions can be filed for future reference
OHT 2.21
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Successful Planning
• Participant group• Ability level • Timing• Facilities• Resources• Fun challenging• Progressive well organised
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Evaluation and Feedback
• LOOK BACK AND ASCERTAIN STRENGTHS & WEAKNESSES
ASK: Was the aim achieved?
Did the participants enjoy?
Was it safe?
Was it well organised?
OHT 2.22
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SELF ASSESSMENTIs everyone active?
Lots of activity? Am I sticking to the plan?
Is everyone learning something new?
Is it relevant? Am I giving feedback?
Is it boring? Am I giving encouragement?
Did I prepare effectively?
Is it challenging?
Am I a good role model?
Is it achievable?
Review Review Review Review
OHT 2.23
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• Is everyone active?• Lots of activity?• Am I sticking to the plan?• Is everyone learning something new?• Is it relevant?• Am I giving feedback?• Is it boring?• Am I giving encouragement?
SELF ASSESSMENT
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Planning a Presentation
• Who is the audience?• Purpose of the presentation• Room layout• Method of presenting• Content• Structure• Style• Time• Resources• Where to stand
OHT 2.24
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Methods of Presenting
• Demonstration• Visual Aids• “Talk & Chalk”• Audience Participation
• Visual Aids - OHP, Video, Flip Chart, Power point, Posters, Flash Cards.
OHT 2.25
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What is your role within the community?
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What is Community Sport?
• What is the definition of Sport?
Competitive sports and games
Conditioning and fitness activities
Outdoor and adventurous activities
Aesthetic activities such as movement and dance• What is the definition of Community?
A community is made up of all people living in a specific locality, it will consist of a wide range of people, containing different ‘target groups’
Community Sport is all forms of activity, provided for the community
OHT 2.26
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What role does the Sports leader have in the provision of community sport?
• Leading sessions• Organising events• After school sports• Linking to TOPS
programmes• Working with voluntary
groups
• Linking to play schemes• Team Manager• Introducing taster
sessions• Assisting with regional
“Games” events• Working with specific
groups
OHT 2.27
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How might an individual benefit from participating in sport?
• Physical Development
• Cognitive Development
• Personal & Social Development
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Sports Development
Participation in Sport
QuantityIncrease number of participants
QualityImprove standards of performance
Sports Development is the promotion and provision of Sports Activities for the community.
OHT 2.29
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Sports Development Tools
• The Sports Development Continuum
Classifies participants in terms of their achievement in sport.
• Models of Sports Development
Show how individuals move through the continuum
• The Sports Development Strategy
Provides guidance and performance measures
Q: does your sport have any of these?OHT 2.30
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A Model Of Sports Development
Active Communities
ActiveSports
World Class
Active Schools
PERFORMANCE
PARTICIPATION
Foundation / Learning Basic Skills
Excellence
OHT 2.31Sport EnglandAdopted 1998
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Basic Progression
• Foundation
• Participation
• Performance
• Excellence
Q: where are you on the continuum?Q: where can you impact as a sports leader?
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Agencies involved in sports development
• Governing Bodies of Sport
• Local Authorities• National Sports
Councils• Voluntary Sector Sports
Clubs• Schools / Education
sector
Skills of an SDO:• Research• Marketing• Negotiating• Planning• Communication• Organisation• Evaluating
OHT 2.32
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Barriers to Participation
ATTITUDESStereotypingLack of confidenceLack of self motivationImage of sportFamily / personal relationshipsCultural normsLack of interestToo competitive
OHT 2.33
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Barriers to participation
ACCESS:
Facilities Lifestyle
Transport Health
Timing of openings Education
Lack of information Socio-economic status
Official procedures Other activities
Fees
Childcare
OHT 2.33
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Barriers to participation
PROGRAMME :
Content / Delivery
Range of activities
Inappropriate for ability
Inappropriate delivery style
Quality of provision
Too competitive
Not enough fun
OHT 2.33
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Sports Equity
• Overcoming Discrimination
Recognising your own prejudice
Understanding the difficulty
Talking to people
Support from others
Thinking of alternatives
Go on a training course
Using a policy / guidelines.
OHT 2.34
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Sports Equity
Can be achieved through:• Sharing common values• Promoting equality through sport• Working in partnership• Endorsing the Law• Challenging discrimination
OHT 2.35
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Sports Integration Continuum
MainstreamSport 1
MainstreamSport(modified) 2
ParallelSport 3
AdaptedSport(integrated) 4
AdaptedSport(segregated) 5
The Winnick Model. PJ Winnick, an Integration Continuum for sports participation
OHT 2.36
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Example of Partnerships in Action – Exercise in Prescription Schemes
Exercise on Prescription
scheme
Local GPs & Nurses
Sport DevelopmentUnit
Vol. Support groups
Local Authority Physiotherapists
LeisureFacilitystaff
Health Authority
NGB’sLocal Press OHT 2.37
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UNIT 3
Principles & Practice for Children in Sport
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What is the Sports Leaders role?
• Guardian• Organiser• Motivator• Teacher• Trainer• Facilitator
OHT 3.1
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Complete
• Appendix 3.1 – Observation of children's physical behaviour.
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How Children Grow
• At birth – a baby is about ¼ of its adult height• Up to 6 –7 years – fastest growth period• Adolescence – second growth spurt, slowing
until full height is reached.
OHT 3.2
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Changes in proportion are more dramatic
• A baby’s head = ¼ of its height• An adult head = a sixth of its height• A baby’s legs account for a third of its height• An adult’s legs account for ½ of its height• Just before the adolescent growth spurt,
children's arms and legs are disproportionately long (which often makes them clumsy and uncoordinated) OHT 3.3
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Body Shape
Fat / Muscular:
(Endomorph / Mesomorph)- Children who are fat or
muscular tend to be taller and heavier than their peers
- They mature earlier- They stop growing earlier- They develop into shorter,
heavily built adults
Thin:(Ectomorph)- Thin children often take
longer to mature- They develop into taller,
slimmer adults- They may develop
proportionally longer legs
OHT 3.4
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Muscles
• Muscle strength is closely related to muscle size
• Young children are disproportionately weaker than older children
OHT 3.5
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Gender and Body Shape • As boys and girls mature, they develop larger
body sizes:• BOYS – larger, fat free and increased muscle
mass• GIRLS – relatively more fat • Boys who are early maturers – stronger and
more naturally able• Girls who are delayed maturers – linear
physique, less fat, more naturally able• Boys and girls therefore show ability at
different stages of development OHT 3.6
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Implications in organising children’s sport
• Mixed gender participation
• Growth stages• Grouping children
according to height & weight
• Avoid matching children with different development needs
• Encourage skill learning for everyone
• Early talent spotting is not always effective
• Do not stereotype children into specific sports, based on body type.
OHT 3.7
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How children respond differently to exercise than adults
• They get a higher proportion of their energy aerobically
• They are less mechanically efficient• They produce more heat• They cannot regulate their body heat as
efficiently• They have weaker bones• They are much less aware of their real limits
OHT 3.8
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CHOICES
Because of the development difference between children of the same age,children should be offered a choice of:
Pace / Style / Duration / Distance / Equipment
during exercise , so that they can carry out a task at their own level.
OHT 3.9
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Safe Exercise Practice
Include Warm Up and Cool Down
Steady , low intensity exercises
REST PERIODS
Plenty of Fluid!
B, D & A
Appropriate clothing
Watch for signs of distress
Never PUSH a child to extremes
Encourage
monitoring of breathing / heart rates
Never use weights before bone dev. Is complete
OHT 3.10
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EMU
• Hold your hand above your head and make a beak like an Emu.
• Put the other hand on your heart• Open and close the beat in time with your
heart• How does it changes over different activities?
• How else might you or a child monitor their response to exercise?
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Feeling Hot and Breathing Alot
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Children Learn:Nerve and muscle system reach full maturity during
early adulthood. Immaturity of development makes it harder to learn specific skills, so younger children have a limited ability. They are less able to concentrate and make decisions.
Children Learn:• By doing• When they are motivated• When they are successful• By copying others• Through encouragement• Often rapidly. Children are more confident & willing to
make mistakes than adults. OHT 3.11
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Stages of Developing Skills
Understanding- the child must know / understand what they are trying
to achievePractising- purposeful practice is essentialFeedback- Reinforces progress or alters techniquesPerforming- the skill becomes almost automatic
OHT 3.12
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Learning Cycle
PLAN
PERFORMEVALUATE
Plan – the child understands the task and sets him / herself a goalPerform – the child practices the task
Evaluate – the child assesses his / her success against the goal
OHT 3.13
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Practical Tips
• Treat each child as an individual• Make sure the children are ready to learn• Use short, simple explanations• Demonstrate clearly• Give plenty of time for practice• Make it FUN, active and challenging
OHT 3.14
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Practical Tips (cont..)
• Ensure success is achieved before moving on• Use questions to help identify mistakes• Guide the child to the most important factor• Focus on one mistake at a time• Start with big simple movements – before complex
skills• Be Positive• LISTEN• Put the skills into a meaningful situation asap• Reinforce skills through repetition
OHT 3.14
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Your experience
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How children interact with others• We assume that sport helps children learn to work together
and develop positive attitudes to fair play• However some children might just see it as play or a chance
to see friends• They soon learn about competition and success and failure.
This can have a profound affect on a child self esteem.• Sports leaders are in a unique position to create a positive
atmosphere where participation, effort and progress are just as important as winning. Sport can therefore be a very positive experience for every child.
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Personal experience
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How children see themselves
Children’s image of themselves is shaped by:• The aims they have for themselves• Their achievements in competition• Other children's achievements• Feedback from adults• Feedback form other children
OHT 3.15
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Relationships with Others
• Very small children are at the centre of their own world
• Children starting school need lots of approval.
• Children at 6+yrs begin co-operative play & are less dependant on adults
• At 6 –9 yrs friendship becomes increasingly important
• At 9yrs children form tight knit groups
• From then on friends are a major influence – co-operation is better, along with awareness of others
OHT 3.16
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Practical Tips
Keep FUN in practice & competition
Childs needs first;
Winning second.
Focus on performance not outcome
Help CH to set own goals and evaluate progress
Use PRAISE!! Encourage Teamwork
Reinforce FAIR PLAY
Treat CH with equal consideration
Every child is Unique!
OHT 3.17
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Why Children do Sport
• FUN• ADVENTURE• CHALLENGE• COMPETITION• ACHIEVMENT• SOCIALISING• INDEPENDENCE• RELEASE ENERGY & EMOTION
OHT 3.18
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Sport can be detrimental to children when:
• Winning is everything• Rules are too restrictive• The emphasis is on right or wrong techniques• Leaders are autocratic• Inequalities are reinforced
OHT 3.19
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The benefits of physical activity for children
These could be described under 3 broad
headings:• Physical Development• Intellectual Development• Personal & Social Development
OHT 3.20
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Physical Development
• Basic Motor Skills e.g moving in different ways
• Spatial Awareness• Co-ordination & Control• Manipulative skills• Health & Fitness• Positive use of Energy
OHT 3.21
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Intellectual Development
• Creativity• Cognitive Skills ( awareness &
understanding)• Concentration• Language & Literacy• Numeracy
OHT 3.22
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Personal & Social Development• Confidence• Self – Esteem• Self – Awareness• Awareness of others• Co-operative skills• Organisational skills• Leadership skills• Equality & Justice
OHT 3.23
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When writing a Code of Conduct the following issues should be considered:
• Has the leader planned well?• Is the leader organised• How does the leader
interact?• Are the children clear about
the activity?• Are all children succeeding
and having fun?
• Is the activity safe?• How do the children treat
each other?• Does the leader challenge
discrimination?• Will the children come back?• Is the leader a positive role
model for children?
OHT 3.24
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All Sports Leaders and Coaches have a responsibility to ensure that they :
• Are suitably qualified in the sport activity• Are suitably insured• Understand their duty of care• Understand Health & safety requirements• Keep family members informed about the
nature of the activity
OHT 3.25
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Safety
• First Aid Kit / person identified• Emergency telephone• Playing surface checked• Dangerous obstacles eliminated• Equipment checked• Children’s attire checked• Rules and boundaries clearly explained
OHT 3.26
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PLANNING
• Venue has been confirmed• Numbers / ages / ability of children are known• Any specific needs / medical history• Staffing ratio is appropriate• Equipment prepared• Activities / Session prepared & identified• Times confirmed with parents• Contingency plan in place
OHT 3.27
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Organisation
• Arrive early – start on time• Prepare playing area• Sort / store equipment• Greet parents and children• Give clear instructions• Ensure staff and children know what they are doing• Finish on time
OHT 3.28
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Organising Space
Alternative Markings:• Cones placed closer together• Colour coding of cones• Chalk Lines• Tape Lines• Tactile Lines (visually impaired)• Throw down lines• Natural Boundaries
OHT 3.29
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Factors Influencing play- area size
• Number of children• Size of children• Mobility of Children• Type of activity• Need to work individually, in pairs or in small groups• Safety constraints of playing area• Need for zones
OHT 3.30
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Warm Ups and Cool Downs
• A Warm Up should include:• Low level activities to raise temperature,
breathing & heart rate• Controlled movements of joints• Stretches held for 6 – 10 seconds
OHT 3.31
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A Cool – Down should include:
• Cooling activities to gradually decrease intensity of exercise e.g walk back to changing room
• Stretches held still for 6 – 10 seconds
OHT 3.32
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CHILD FRIENDLY EQUIPMENTSome characteristics to consider • Which ball is easiest to
catch?• Which ball travels furthest?• What type of “ball” is easiest
to grasp?• What type of ball won’t roll
away?• Which bat / racquet is
easiest to control?
• Which ball is easy to dribble?
• Which ball has a controlled bounce?
• What difference does colour make?
• What is the point of a “tee”?
How will you help a child to choose the right equipment?
OHT 3.33
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Children want equipment to be:
Bright
Safe
Colourful
tactile
Easy to use
Durable“Cool”
FUN
Soft
Like the “Real Thing”
OHT 3.34
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Developing techniques
Rolling easier:• Using a larger ball• Roll with 2 hands• Kneel or sit down• Roll slowly• Move closer together• Move the target nearer• Use an aid e.g guttering
Rolling : More difficult• Use a smaller ball• Use non-dominant hand• Use variety of speeds• Roll along a line• Move further apart• Move the target further away• Smaller targets
OHT 3.35
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Throwing & catching
Easier:• Use larger, lighter ball• Use jingle or bright coloured
ball• Use 2 hands• Bounce then catch• Remain Stationary• Adjust distance between
partners• Throw underarm
More Difficult:• Use smaller faster ball• Use 1 hand• Use non-dominant hand• Throw then catch• Throw & catch on the move• Adjust distance between
partners• Throw over - arm
OHT 3.36
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KICKING
Easier:• Use a bigger less bouncy
ball• Stand still before kicking• Make the target larger• Move the target closer• Adjust the distance between
partners
More Difficult:• Use a smaller, faster ball• Travel with the ball whilst
kicking• Make the target smaller• Move the target further away• Use different parts of the foot
OHT 3.37
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Dribbling
Easier• Use a larger ball• Walk first, then jog• Use two hands• Use the outside of the
foot• Use a puck for hockey
More Difficult• Use a smaller ball• Jog then move quickly• Use one hand• Use alternate hands or
feet• Use one side of the
stick only
OHT 3.38
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Hitting
Easier• Start with a stationary ball or
use a tee• Progress to a rolled ball• Use a larger or lighter ball• Use a bat with a large face• Use a bat with a shorter
handle
More Difficult• Hit a moving ball• Return a volley• Use a smaller ball• Set up a rally• Use a string racquet
OHT 3.39
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Challenge
• Can you do … 5 …10…50 etc?• How many can you do in 30 seconds …1 minute?• Can you make consecutive passes, throws, etc?• How far can you kick, throw, roll, etc?• How many points can you score from hitting different
parts of a target?• Can you invent another game similar to this?
OHT 3.40
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Modifying Games
• Playing area• Equipment• Team structure• Individual roles and positions• Rules• Scoring
OHT 3.41
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Invasion Games• Have smaller/larger area• A wide playing area favours attack; narrow favours defence• Use non-threatening balls• Group children according to size not age• Have teams with an unequal number of players• Specify an individual’s role e.g. shooter• Allow all players to rotate• All player must touch the ball• Certain players can’t be marked• Increase the number of goals• Have zones within the playing area• Allow wheelchair users to play in zones outside the sidelines
OHT 3.42
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Net/Wall Games
• Have a smaller court
• Lower the net
• Use softer/larger balls
• Match children with similar abilities
• One child defends a smaller area
• The ball can bounce twice
• Each ‘score’ carries more points for some children
• ‘No go zone’ instead of a net, alter its width
• Singles against doubles
• Use side walls
• Change the type of serve
OHT 3.43
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Striking/Fielding Games• Zone hitting areas
• Use a tee
• Use a lighter bat with a larger hitting surface
• Ensure mixed ability teams
• Everyone fields whilst 1 person bats
• Different length ‘runs’
• Every child has a set number of hits
• Balls are drop-fed, rolled and bowled underarm
• The bowler is on the same team as the batters
• No one can be ‘caught out’
• Points for accuracy not just distance/runs
OHT 3.44
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Target Games
• Target sizes & distances are adjusted• Different delivery techniques are used e.g. rolling,
throwing, kicking etc.• An assistive device can be used e.g. guttering• Audible ‘guides’ are used• Players can choose different positions around the
target• Scores carry more points for some children
OHT 3.45
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General Issues
• Do not underestimate the intelligence or ability of disabled children
• Talk with them – find out what they can do• Explore ways of including rather than reasons for not
including• Enable disabled children to succeed and enjoy the
activity• Encourage the non-disabled children to identify ways
of including
OHT 3.46
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1. Assess the children's skill and mobility
2. Analyse the activity3. Modify the activity/adapt the
task4. Practice 5. Play the activity6. Feedback7. Praise8. Monitor progress9. Evaluate
1. What can they do? What can you do?
2. What skills are needed? What is the point?
3. Different ways and rules4. Give the children time5. Including the children6. Essential for learning. Take
account of player’s reactions7. Often & positive, don’t
reinforce unacceptable behaviour or under achievement
8. Leader & children9. Let the group discuss changes
OHT 3.47
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UNIT 4
Principles & Practice for Older People in Sport
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Ageing by Numbers
• 3 % of pensioners who regularly visit discos or nightclubs
• 4% of British grandparents who contact their grandchildren via internet or email
• 8% of men and women aged 80 – 84 who do voluntary work
• 37% of the population will be over 60yrs by 2041
• 49% projected % of men aged 60 –64 who will still be working in 8 years time
• 60 – the age of the oldest person to climb Mt. Everest
• 50% of babies born in 1995 will live to celebrate their 50th birthday
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Ageing by numbers (cont…)
• 95 Age of the worlds oldest triplets, Faith, Hope & Charity Cardwell
• 99 age of the world’s oldest parachutist, Hildegarde Ferrera
• 173% rise in US of over 60’s injured after taking up rollerblading, aerobics or
weights
• 188 number of women in their eighties
• 1,800,00 people have had to deal with ageism in employment
• 11,000,000 people in the UK are over state pension age
Information adapted from the Guardian Oct.’98 N. Ascherson
OHT 4.1
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AGEING QUOTATIONS
“Youth is a period of missed opportunities”Cyril Connolly(1903 –74) British Critic
“Man does not cease to play because he grows old, he grows old because he ceases to play”
George Bernard Shaw
“You are not necessarily as old as you feel, but you are as old as other people feel you are”
Neal Ascherson, Guardian Oct’98
“Some live dying, but best to die living”Edward J Steiqlitz
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Ageing – is the change in function of organs and systems
Functional Age includes:• Biological age – refers to physiological processes of the body,
the underlying mechanisms responsible for structural & functional changes changes that characterise advancing age.
• Psychological age – refers to one’s capability of cognitive
functioning, including self – esteem as well as learning and
memory.• Social Age - refers to society’s perception of what is
acceptable behaviour of an older person
OHT 4.3
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The Ageing process is related to:
• Genetics• Gender• Nutrition• Disease• Smoking• Stress• Trauma• Inactivity• Living conditions
OHT 4.4
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Changes associated with ageing
– the skeletal system
Change in bones• Reduced bone mass and bone density• Reduced bone mineral contentChanges in joints• Reduced water content and harder, drier cartilage• Thinner intervetebral discs• Increased synovial fluid stickiness• Reduced ligament strength• Reduced ligament and tendon pliability
Reduced range and ease of movementIncreased risk of injury
OHT 4.5
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Changes associated with ageing - The muscular system
• Reduced muscle mass• Reduced number and size of muscle fibres• Fewer fast twitch fibres• Reduced number of capillaries• Reduced number of motor cells
Resulting in reduced muscular strength, power and enduranceMore easily fatigued
OHT 4.6
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Changes associated with ageing
– the cardio-respiratory system
• Reduced heart mass• Decrease nervous stimulation of the heart• Increased furring and hardening of the arteries• Reduced numbers of capillaries• Decreased maximum heart rate• Reduced cardiac output and stroke volume• Reduced body temperature control• Tire more quickly, recover less quickly• Can overheat rapidly
OHT 4.7
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Changes associated with ageing – the nervous system • Fewer brain cells controlling movement• Fewer and reduced speed of messages• Reduction in balance mechanisms• Reduced vision and hearing • Slower information processing time• Slower reaction time• Poorer short term memory• Impaired balance
OHT 4.8
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Social benefits of physical activity for older people
Promotion of a more positive and active image of older
people by :-• Increased contribution to society by older people• Enhanced social integration, formation of new
friendships and the widening of social networks • Role maintenance and new role acquisition
• Maintenance of caring skills
OHT 4.9
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Health benefits of physical activity for older people
• Prevention and management of CHD and stroke• Prevention and management of type II Diabetes• Management of weight and obesity• Prevention of Osteoporosis• Reduction of accidental falls• Prevention of (colon) cancer• Improvement in length and depth of sleep
Even when taken up in later life
OHT4.10
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Psychological benefits of physical
activity for older people
• Reduction in stress and anxiety and improvement in overall psychological well-being.
• Reduction in depression• Improvements in cognitive function, self-esteem and self worth.• Improvements in perception of health• A reduction of loneliness and isolation• Enhanced feeling of worth to society
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REASONS FOR DOING PHYSICAL ACTIVITY - THE PERCIEVED BENEFITS
• To feel better• Enjoyment , fun• Social benefits• Health related reasons• Wanting to counter the effects of ageing• A sense of adventure, challenge, achievement
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PHYSICAL ACTIVITY
EXERCISE
SPORT
LEISUREACTIVITIES
DANCE OUTDOORACTIVITES
OTHERS egACTIVE LIVING OHT 4.13
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AIMS OF EXERCISE SESSION
• Promote circulation• Stimulate movement• Articulate specific movement
response• Broaden the range of
movement at each joint• Improve posture• Improve motor skills• Improve performance of
daily functions
• Increase body awareness• Increase awareness /
interaction with others• Engage attention• Increase daily activity levels• Increase enjoyment
OHT 4.13aExercise journal jan/feb ’99 S.Dinan
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APPROPRIATE PHYSICAL ACTIVITY
Appropriate activities are those which:• Meet the specific needs of older people• Take account of the current physical activity
recommendations for older people• Take place in a safe and supportive
environment
OHT 4.13B
HEA Guidelines, promoting PhysicalActivity with Older people
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Barriers to Physical Activity for Older People
Perception of self (How we
see ourselves)• I’m too fat• My health is not good
enough• I’m too old• I’m not the sporty type • I’m too shy or embarrassed
Time barriers (or excuses ?)• I’m too busy with work• I have grandchildren to look
after• I have an elderly relative to
look after
OHT 4.14
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Barriers to Physical Activityfor Older People
Motivational barriers• I need to relax in my spare
time• I haven’t got the energy• I’d never keep it up• I don’t enjoy physical activity• There’s no-one to go with
Availability barriers• I don’t know where to go• I can’t afford it• There are no facilities nearby• I haven’t got the right clothes
or equipment• I’d feel out of place in a gym
OHT 4.15
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Barriers to Physical Activity for Older people
Fears and concerns• It’s too strenuous, I might
overdo it • I might have a heart attack
• I could make my aches and
pains worse
Personal safety• It’s not safe to use the park• I don’t like using the buses in
the evening• I wouldn’t use my bicycle,
the roads are too busy
OHT 4.16
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LIFE STAGE FACTORS - TRIGGERS• Children leaving home• Wanting to play with grandchildren• Physiological signs of ageing• Retirement• Onset of ailments / illness• Becoming a widow / widower• Wanting to maintain independence• Moving out of the home into a residential
environment
OHT 4.17
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Countering the effects of ageing
Those entering old age• Looking ahead to retirement• Concern to prolong life• Fit enough to play with the grandchildren• Look after myself• Sense of achievement and challenge• Learn something new• Meet people and get out• Chance to let off steamMost likely 50 – 65 years
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Countering the effects of ageing Those in the transitional phase• Maintain mobility• Maintaining independence• Avoid becoming isolated/cut off• Keeping my mind active• Good to get some fresh air and have a break• Avoiding stiffness and keeping agile• To get out with the grandchildren• To help with caring activities• Helps with tying up my shoes
Most likely to be 60 – 80 years
OHT 4.19
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Countering the effects of ageing
Frailer older people• Keeps my mind active• Helps with my arthritis• I’ve always been active• Gives me something to do• We have a good time together• Helps we with my dressing• I can get around a bit more
Most likely to be 75 +
OHT 4.20
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LEADING OLDER PEOPLE IN SPORT & PHYICAL ACTIVITY
Leaders should be:• Trained in areas of physical activity and ageing• Able to offer a mixture of fun & purposeful activities• Able to relate meaningfully to older adults• Good listeners and empathetic• Patient with themselves and others• Organised• Clear, firm but not authoritarian• Trained in CPR able to recognise overexertion
OHT 4.21
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RECOMMENDATIONS FOR THE PROMOTION OF PHYSICAL ACTIVITY
BASED ON FINDINGS OF HEA STUDY OF PHYSICAL ACTIVITY AMONG PEOPLE OVER THE AGE OF 50
1 Media Images2 change perceptions of activity3 Reassure people about exertion4 Provide information around the time of retirement5 Promote activity to men6 Emphasise non-health benefits7 Avoid being patronising8 Promote information via the medical profession9 Improve facilities10 Start promoting physical activity to the young
OHT 4.22
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Aims of a warm up for Older People
• Gradually prepare mind & body for work safely & effectively
• Mobilise joints in order to improve joint function in the performance of everyday activities
• Promote circulation & generate heat• Stretch out the muscles as part of activity
preparation• Stimulate CNS facilitating performance• Enhance enjoyment & motivation by providing a
relaxed, fun atmosphere
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Aim of cool down for the Older adult
• To return the body to pre activity state• To ensure the cool down is gradual and
relatively prolonged: min 10 mins• Allow the HR a longer time to return to pre-
activity state• Avoid getting up and down from the floor
repeatedly
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Mobilising through walking
Can decreases immobility which can cause:-
• Gravitational odema (swelling on the legs)
• Leg ulcers
• Skin ulcers
• Constipation
• Joint stiffness
• Muscular wastage
• Deep vein thrombosis
- and increases mobility which can improve
• Circulation• Local muscle endurance• Range of movement and
mobility• Co-ordination• Balance• Gait rhythm• Social inter-action• Awareness of surroundings and
of others
Chart 4.6
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UNIT 5
Principles & Practice for Disabled People in Sport
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Medical Model
• Owned by the individual • Something wrong with the
person• Not preventable solution is
to find a medical cure• Only way to get rid of
disability is by making a person better
Social Model
• Owned by society• Something caused by a
negative attitude, planning & practice of society
• Preventable solution is to eliminate discrimination
• Prevented through better practice & positive attitudes that reflect equality of opportunities
OHT 5.1
Models of Disability
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Terminology Guideline Wheelchair user Learning disability Person who has a physical or learning impairment/challenge Disabled people Older person/people Non-disabled person Mental health challenge A person who has Cerebral Palsy A person who has Downs Syndrome Hearing impairment Deaf people Speech impairment Has …(the particular condition)
OHT 5.2
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Preferred Group Terminology
• Visual impairment – visually impaired people or blind people
• Hearing impairment – hearing impaired people or deaf people
• Physical impairment – physically disabled people
• Learning impairment – people with a learning disability
Disabled people: the preferred term to use when describing disabled people as it is based on the Social Model of Disability.
Impairment: the term used to describe a person’s medical condition such as a visual impairment.
Disability Sport: sport specifically played by disabled people.
OHT 5.3
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Pathways In Sport for Disabled People
Olympics & World Champion Paralympics & world championships
National Champs (non-disabled) National Champs (disabled)
Junior Development Squad Junior Development Squad (disab.)
Regional Champs/Squads Regional Champs/Squads (disab.)
Sports Specific Sports Club(non-disabled or disabled)
Multi-Sports Club(non-disabled or disabled)
Youth Service Voluntary SectorSchool
OHT 5.4
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Event Paralympic Records
Olympic Records
Archery 72 Arrows men 634 points 684 points
Athletics 100m men 10.72 secs 9.84 secs
200m men 21.89 secs 19.32 secs
Marathon Men Wheelchair
1:29:44 secs 2:09:21 secs
Long Jump 7.17m 8.90m
Shooting Air Rifle Standing 491.3 points 498.2 points
Swimming 100m freestyle men 56.40 secs 48.63 secs
OHT 5.5
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Communication ConsiderationsPhysically Disabled People
• Discuss personal needs and consider adaptations• Respect personal space for wheelchair users• Talk to wheelchair users in a position comfortable to
both of you• If assisting, ask how the disabled person would prefer
you to do this• Talk to the disabled person themselves and not their
helper, parent or friend that might be with them.
OHT 5.6a
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Communication ConsiderationsVisually impaired people / blind people
• Determine what can be seen (this can vary from day to day depending on light, weather and environment )
• Explain who is with them / who you are
• Describe the coaching area and layout and keep them aware of any changes in layout or group
• Guide people appropriately (see RNIB leaflets)
• May need to provide information on audio tape / large print or Braille
• Use of tactile demos / guiding. Ask permission first & tell person what you are doing.
OHT 5.6B
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Communication ConsiderationsHearing Impaired / Deaf people
• Find out if the person uses sign language / lip reads
• Find out if they use a hearing aid
• Face the person when talking to them
• Do not shout• Do not chew or cover your
mouth• Use gestures, signs and
signals
• Ensure your face is in good light
• If stuck write it down• Be patient• Inform those with
impairments what others have said
• May need to impose rules eg raise your hand when speaking
OHT 5.6C
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Hearing Impaired cont…..
• Speak to the person, not interpreter• Learn some simple signs• Check for understanding• Use visual clues to support language or
signals• Introduce buddy scheme
OHT 5.6C
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Communication ConsiderationsPeople with a learning disability
• Treat people by their age, not their apparent level of ability
• Use simple straightforward language
• Use gestures and changes in tone and volume of your voice
• Use demonstrations
• Check for understanding• Give time for learning and for
skills to develop• Repeat exercises in a variety
of ways• Break down skills into small
steps• Ask participant for
information and only if unsuccessful ask their carer
OHT 5.6D
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Communication ConsiderationsPeople with Speech impairments
• Do not pretend to have understood when you have not
• Be patient• Do not rush people• Do not finish their sentences for them• Always ensure understanding - yours and theirs
before proceeding• If after several attempts you are unable to understand
, then consult a carer
OHT 5.6E
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Inclusion of Disabled People Into Main stream Sport
Key components of sport include:• Techniques: kicking, hitting, running, throwing
catching• Skills• Rules• People• Tactics• Playing Areas• Equipment
OHT 5.7
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The Key Skills would be:
• Throwing• Catching• Kicking• Striking / hitting• Moving• Travelling
OHT 5.8
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Different ways of travelling
• Running• Crawling• Jumping• Rolling• Sliding
• Hopping• On 3 Limbs• On Backsides• Skipping
OHT 5.9
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Different ways of travelling with a ball include:
• Held in arms or hands• Carried on lap• Carried on lap tray• Held under chin• Held in receptacle• Pushed along ground
OHT 5.10
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Different ways of sendingand receiving a ball
Sending• Bouncing• Hitting• Rolling• Throwing• With scoop / ramp• Heading• Kicking
Receiving• Catching by hand• Catching with a glove• Catching with a device• Stopping with hands• Stopping with feet• Stopping with wheels• Seated or standing
OHT 5.11
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Main Categories of Sports Games
Sports can be divided up into 4 main types• Net / wall games• Striking / Fielding games• Invasion games• Target Games
OHT 5.12
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A Model for adapting activities
Select The Activity
Adaptation
Set Realistic GoalsObservation &
Analysis
Skills & ObjectivesIncidental Skills
NCF 1991OHT 5.13
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FOOTBALL Adaptations might include:
• Equipment
Larger, lighter, softer balls
Ball with bell inside• Rules
Smaller playing areas
Playing zones
• Players
Wheelchair users may stop the ball with wheels of chair. Players who use rollators, sticks, crutches or walking frames can also use these to assist in stopping / striking the ball
OHT 5.14
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HOCKEY Adaptations might include:
Equipment• Larger, lighter balls• Balls that are more• controllable• Koosh balls• Ball with bell• Larger ball• A puck• Strapping hockey stick to
chair
Rules:• Players can carry sticks on• Laps whilst manoeuvring• wheelchair• Use zones for players• All players touch ball• before shot• Some players cannot be marked
OHT 5.15
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NETBALL Adaptations might include:
Equipment:• Different size balls• Ball with bell• Different colour balls• Lower the ring• Alternative scoring system
• Use flag & whistle
Rules• WCH users can only use
one revolution of their wheels
• Increase holding time for
some players
OHT 5.16
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NETBALL (cont…)
Playing Area:• Extra Zones
Players:• Some players cannot be marked• Every player must touch before scoring
OHT 5.16
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NGB Award Schemes
Athletics
YES
Badminton
YES
Basketball
OPEN
Boccia
YES
Canoeing
OPEN
Croquet
OPEN
Football
YES
Gymnastics
YES
Hockey
OPEN
Life saving
OPEN
Netball
YES
Orienteering
YES
Rowing
OPEN
Rugby
OPEN
Rugby league
OPEN
Squash
OPEN
Swimming
OPEN
Table Tennis
OPEN
Tennis
OPEN
Triathlon
OPEN
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BOCCIA
• Boccia pronounced Botcha
• Similar to bowls• Target group• Played individually in
pairs or teams of 3• Originally designed for
people with severe impairment, (CP)
• All players play from a seated position
• Played locally in schools and clubs, regional, national, international, Paralympics & Worlds.
• Played by 30 Countries• Estimated 5000 people play
boccia in UK• NGB = British Boccia
Federation
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GOALBALL
• 3 a side game• Aim is to score ball by rolling
ball along floor into opponents goal
• Developed for visually impaired
• Played in 87 countries• Paralympic sport• BBS is the organisation
responsible
• Features which enable visually impaired people to play:
Ball has bell inside
Playing court has tactile
Markings
All players wear eyeshades to ensure everyone is equal
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GOALBALL (cont…)
• Approx. 15 clubs and school teams in the UK• BBS organises 10 one day tournaments a year,
national schools competition, British Goalball cup• There are at present no coaching courses for
Goalball
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POLYBAT
• A 1-1 hitting game played on a modified table tennis table
• Table has no net, with panels on 2 sides of the table
• Aim is to hit ball past opponent and off end of table
• Developed as a result of an increased level of young people with severe impairments, entering the special school system of the ’80’s.
• In 1990 the game was introduced to Disability Sport England National Mini Games, now played regionally
• Fast growing sport, currently played in Brazil, Canada, New Zealand, Spain, USA
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Table Cricket
• Involves all principles of cricket , but played on a table
• Played in teams, pairs or individually
• Developed as a result of the success of polybat, by Doug Williamson
• Designed to mirror as many aspects as possible of the traditional sport of cricket
• In 1992 Table cricket was included in the Disability Sport England National mini games.
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TABLE HOCKEY
• Aim is to score goal by striking puck or ball throguh goal at opponents end of table
• Played on a TT table• Screen placed in middle of
table, reducing reaction time for players
• Played as singles
• Developed by Ken Black from the YST
• Regarded as a hybrid game of polybat and table cricket
• Currently not played at regional / national competitions, but included
within SportSability
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Classification Systems
• The word classification means to arrange into classes• Participants are classified for competition purposes• Gender, age, weight, type of equipment, may determine which
class is suitable
• Key reason for classification is to ensure FAIR competition
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Sports Leadership & Classification Systems• Organisation of events or internal club competitions• Ensuring competitions are fair allowing everyone to achieve
their potential• Supporting disabled athletes to attend events and get involved
in the disability sports network• Assisting in competitions
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Types of Classification
• Impairment Based Classification Systems• Functional Ability Systems• The Time Banding System
• The Time Handicap System
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UNIT 6
Understanding Fitness & Health
in Sport
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ACTIVITY MATTERSThe Facts:
• 7 out of 10 men & 8 out of 10 women fell below their appropriate activity level necessary to achieve a health benefit
• 1 out of 6 people is reasonable sedentary, having done no activity for 20 mins or more the the last 4 weeks!
• 81% of men aged 45 – 54 fell below their level of activity, knowing they were at high risk of CHD
• Activity declines with age• Routine physical activity
plays a very small part in the daily life of most people
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Activity Matters
• 44% of men & 40% of women take part in sport at a vigorous / moderate intensity level
• People who exercise in their youth are more likely to continue in later years
• Activity level varies according to social / economic status
• There is clear association between past participation in sport & the prevalence of Heart disease, angina and breathlessness
• Men who smoked ( 20 a day)were found to be less active at a vigorous or moderate level compared with non - smokers
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ACTIVITY LEVELS
• Light Activity – little or no exertion, no noticeable change in breathing
• Moderate Activity – Requires sustained, muscular movement = to brisk walking, getting warm & slightly out of breath
• Vigorous Activity – Requires sustained, large muscle movements at 60 – 70 % of MHR, getting sweaty & out of breath
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Health Related Benefits of Physical Activity
Coronary Heart DiseasePhysical activity reduces the risk of CHD by
strengthening the heart and lungs, reducing fatty acids
in the blood, reducing chance of thrombosis and
normalising BP
The ProblemCHD is the single leading cause of death for M & Fin England. It accounts for 29% of all M deaths and23% of F deaths. Death rates from CHD in theUK are among the highest in the world
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CHD (cont….)
PreventionThe risk of CHD decreases as physical activity increases
The greatest reduction in the risk of developing CHD is found when
inactive people move towards moderate activity intensity, rather
than moderate to vigorous.
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ACTIVE FOR LIFE CAMPAIGN
During the initial 3 year campaign (1996 –9)Active For Life targeted the entire population of England aged 16
- 74, with emphasis on sedentary groups. These are:• Young Women aged16 – 24 yrs• Middle aged M & F aged 44 – 54 yrs• Older people aged 50 +
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RESULTS TO DATE
• Estimated that if the whole population exercised adequately the ave. annual care cost would be less than £10 per person for people aged 45 and over. The cost avoided would be more than £30 pp
• Health promotion programmes have been successful in increasing levels of activity among general population
• Workplace programmes have reported benefits to workforce including reduced absenteeism & improved job performance
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Five core Components of physical fitness
CARDIOVASCULAR• Sometimes called Stamina or
aerobic fitness• Heart, Lungs and Blood vessels• Delivers oxygen to the working
muscles & carries carbon dioxide to site of excretion
• Exercise improves CV system,allowing muscles to workharder & longer
MUSCULAR STRENGTH• Muscle exerts maximum force to
overcome resistance
• Increasing the amount of
resistance will train a muscle to become more efficient & stronger
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Components of Physical Fitness
MUSCULAR ENDURANCE
• The ability of a muscle to
exert a force to overcome a
resistance over a period of Time
• ME is increased by
performing high repetitions
using low resistance
FLEXIBILITY• Capability of an individual
to use the muscles &related joints through thefull natural range ofmovement
• Increased flexibility increases length of muscle, extending the range of movement of that joint
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Components of Physical Fitness
Motor Fitness• Refers to agility, reaction, time, co-ordination, power and speed.• These aspects are often inter – related• Improvements in these factors will lead to particular movement
being performed and executed more skilfully
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Factors Affecting Physical Fitness• HeredityThe genetic make up of aperson, will in partpredetermine their physicalcapabilities• LifestyleThe general level ofeveryday activities will affect physical fitness• DietHealthy eating patterns areimportant in order to providethe body with sufficientnutrients
• Body Type
The Morphic Shape of a
person can influence
capabilities
• Age
Physical capabilities tend
to decline with age
• Health Status
Performance can be severely
affected by poor health
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Functions of the Skeleton
• Movement• Shape• Protection• Storage• Production
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BONES – The Facts
• The human skeleton is made up of 206 bones
• The types of bones are long, short, irregular , flat
• Ossification is the process of bone formation
• Ossification is generally completed by the age of 21
• At birth , bones are made of cartilage and as growth occurs, calcium and phosphorus are laid down and cartilage becomes bone
• Developed bones have a hard compact outer layer and honeycomb like inner network
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Movement of the Spine
• Flexion & Extension of the neck occur in the cervical region• Rotation of the trunk occurs mainly in the thoracic region• Flexion & extension of the trunk occur mainly in the lumbar
region.
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Types of joints• Immovable e.g. skull• Slightly Movable e.g. vertebrae• Freely movable e.g. Hinge – ankle
Ball & Socket – hip Pivot - neck
• Ligaments – tissues which connect bone to bone
• Tendons – Connects muscle to bone• Cartilage – Glassy looking tissue covering
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The synovial joint
Please photocopy out of TRP and enlarge By 100%
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Joint ActionsOur movement is restricted by the structure of the joints. Knowledge of joint actions will help us to understand how we move.
• Bend – Reduce angle at joint FLEXION
• Straighten – Enlarge angle at joint EXTENSION
• Side Outward – Take away from body ABDUCTION
• Side Inward - Bring towards body ADDUCTION
• Pivot – Turn inwards / outwards ROTATION
• Complete circular movement – CIRCUMDUCTION
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Skeletal muscleMuscle Types
There are three types of muscle:• Skeletal – attached to the bone, its contraction is responsible for
supporting and moving the skeleton
• Smooth – surrounds various hollow organs or tubes, including the stomach, blood vessels and airways. Controlled by the sympathetic nervous system
• Cardiac – muscle of the heart whose contraction propels blood through the circulatory system.
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Skeletal Muscle (cont…)
• Approximately 650 muscles in the body
• Make up 35 – 40 % of total body weight
• Muscles attached to bone via tendon
• Muscles can only pull along the line of their fibres
• Muscles are more pliable when warm
• Muscles have elastic properties• Are always in slight tension,
ready to react• Two ends of a muscle move
closer together when contracting
• Muscles can stretch, contract and relax
• They work on the “all or nothing” principle
• Strength of contraction depends on number of muscle fibres
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Two Types of Muscular Work• ISOMETRIC
A static contraction, when the muscle contracts but there is no visible joint movement or limited range of joint movement. This could be when a muscle is activity engaged in holding a static position
• ISOTONIC A moving contraction, when a muscle moves through its full range of movement. There are 2 phases to this contraction:Concentric – when a muscle is shortening
Eccentric – when a muscle is lengthening
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The Strength Continuum
Absolutestrength
Muscle Endurance
Very high resistanceLow reps
Low or moderate resistance
Fast twitch fibres Slow twitch fibres
Stronger ligamentsIncrease in muscle sizeIncrease in muscle strength
Increased efficiency of fibresIncreased number of capillariesIncreased supply of 02
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Long – term benefits of muscular strength and endurance training
• Improves posture• Injury prevention• Improves body shape by toning muscles• Strengthens bone density• Improves functional capacity• Improves neuromuscular efficiency
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Psychological and Social Effects of
Muscular strength and Endurance training
• Increased feeling of well being• Reduced stress• Increased self esteem• Increased self confidence• Provides opportunities and occasions for
meeting and communicating with others
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The Respiratory System
Consists of:• Nose, pharynx, larynx,
trachea, bronchii, lungs
2 lungs, divided into several lobes
• Each lobe consists of thousands of tiny air sacs called alveoli
• Gaseous exchange occurs within the alveloi
Its Role:• To provide blood with a
constant supply of O2 from the air
• To allow unwanted carbon dioxide to be passed out of blood back into air.
As you exercise:• Efficient respiration is critical
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Diagram of Respiratory System
See diagram in TRP page 12 and photocopy at increased rate of 100%
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The route air follows through the respiratory system
AIR …ENTERS BODY VIA NOSE AND MOUTHAir is warmed, moistened & filtered
…PASSES THROUGH PHARYNXLies behind nose and mouth. Receives both air and food
…...PHARYNX TO LARYNXSeparated by epiglottis, which prevents food from entering the Trachea
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..THROUGH LARYNX TO TRACHEATrachea is a tube & is kept open by a series of cartilage rings. This allows free movement of
air …TRACHEA DIVIDES INTO 2 BRONCHI 1 bronchus leads to right lung, 1 to left
…Bronchi further divide into smaller bronchi & bronchioles leading to alveloi CAPILLARIES CARRYING DEOXYGENATED BLOOD SURROUND EACH ALVEOLUSDiffusion of gasses take place, CO2 passes into alveolus and O2 replaces it
…BREATHING ALSO INVOLVES THE DIAPHRAGMA SHEET LIKE MUSCLESEPARTATING THE CHEST & ABDOMEN
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BREATHING
• Automatically controlled by respiratory centre in the brain
• Happens continuously & unconsciously
• Air contains 21% oxygen• Illnesses which can affect
the respiratory system, making exercise uncomfortable are:- Common cold- Asthma- Bronchitis- Pneumonia
• Adults breathe 14 – 20 x per minute
• Babies breathe 30 – 40 x per minute
Regular aerobic exercise canincrease efficiency of therespiratory system, providingmore oxygen to the CV system
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THE HEART
• Is a double pump about the size of a man’s fist• Each pump has 2 chambers:
1 to collect blood in, Right & Left Atrium1 to pump blood around the body, Right & Left Ventricle
• Every time the heart beats we can feel the pressure wave where an artery crosses a bone = PULSE RATE
• At every heart beat, the heart pushes out a certain amount of blood = STROKE VOLUME
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The CV system
• When we breathe in, air with O2 enters the lungs and supplies the body with oxygen for ENERGY PRODUCTION
• Oxygen is absorbed from the air and transported to all parts of the body via the blood and circulatory system
• The exchange of O2 and CO2 takes place in the alveoli in the lungs
• CO2 is a waste product of energy production• From the lungs oxygenated blood enters the heart.
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IN THE HEART
• Oxygenated blood now enters the heart via the left atrium and is pumped out of the left ventricle via the aorta
• Arteries take blood away from the heart• The circulatory system takes the oxygenated
blood to the working muscles via arteries to arterioles to capillaries
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In the Heart cont..
• When O2 has been extracted from the blood and therefore contains CO2, this returns to the right side of the heart via capillaries to venules to veins
• Deoxy blood collects in the right atrium via the vena cava and is pumped out to the lungs via the right ventricleWe can then expire the waste products containing CO2
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The CV SystemHeart
Components
• Atria
• Ventricles
Function
• Chambers through which blood flows from veins
• Chambers whose contractions produce pressure that drive blood through vascular system back to the heart.
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The CV SystemVascular System
• Arteries
• Arterioles
• High pressure vessels which carry oxy blood from the heart to the tissues. They offer little resistance to blood flow, due to ability to expand & recoil like an elastic band
• Major sites of resistance to flow. Thicker layer of smooth muscle than larger arteries
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The CV System cont….
• Capillaries
• Venules
• Veins
• A network of tiny vessels, exchanging gases, nutrients and waste products
• Small veins.Relatively flaccid, more compliant
• Low resistance conduits for blood flow back to the heart
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Physiological Effects of Aerobic Exercise on the CV System
Immediate Effects:• HR increases• BR increases• Cardiac Output increases• BP increases• Arteries, Arterioles & capillaries dilate• Increased blood flow• Blood supply redirected to working muscles• Body Temp increases• Skin appears flushed• Sweating
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Physiological Effects (cont…)
Short Term Effects:• Heart becomes stronger• Increased stroke volume• Resting HR is lowered• Increase in size & number of blood vessels to
body• Increase capillaries in muscle• Shorter recovery time after exercise
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Physiological Effects (cont…)
Long Term Effects:• Heart becomes a more efficient pump• Prevents furring up of arteries• Decreased risk of CHD• Ability to cope with everyday tasks &
stressful situation improved
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FLEXIBILITY
• Flexibility = the maximum natural range of movement possible about a joint, or joints
• Stretching = Stretching muscles is a method of increasing or maintaining flexibility. This includes taking the origin & insertion of the muscle further apart.
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Why Stretch?
• Reduces muscle tension and makes the body feel more relaxed• Increases natural range of movement of joints & muscles so that
the body can work more efficiently.• Helps prevent muscle soreness or muscle tears.• Helps facilitate recovery from soft tissues• Improves exercise techniques by extending the body’s natural
range of movement• Returns the body to pre-exercise state.• Body awareness: knowing where your body is in time & space
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Flexibility is limited by:
• Joint Structure• Ligaments and tendons can offer greater
resistance• Muscle bulk can limit range of movement
round a joint• Elasticity of muscle wrappings• Age & Gender• Specificity
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Different types of StretchBALLISTIC
• Performed with jerky / bouncing movements• The force of the movements stretches the muscle• Creates tension in the muscle• Traditionally used by dancers / athletes• Stretching like this likelihood of injury• The position is not held, so the muscle never gets a chance to
relax in the stretch• High risk of muscle strain, soreness and possible damage. This
form of stretching is not recommended
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STRETCHING
STATIC• These movements take a muscle slowly and
deliberately to the end of its range• As the position is held, the tension from the
stretch eases allowing the muscle to stretch enhancing flexibility
• Safer and more effective than ballistic stretching as the tissues have time to relax
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STRETCHINGSTATIC
ACTIVE PASSIVE
•Stretching alone, without external aid•When the opposing muscle contracts & shortens, lengthening the opposing one•Depends on the strength in the muscle•Safest method of stretching, requiring no partner
•Achieved by using an external force while individual remains inactive•Allows all muscle surrounding joint to totally relax•Easy to stretch muscles beyond their limit, so must be done with care
Adapted Cullum & Mowbray 1992 OHT 6.27
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Types of Flexibility Training
• Preparatory Stretch
6 – 10 seconds in a warm up to reduce injury by preparing muscles for work to come
• Maintenance Stretch
Maintains the flexibility already established and should be used where flexibility of different areas is generally good. Usually performed as part of the cool down
• Developmental Stretch
To increase flexibility of muscles where range of movement is poor, held for 15 – 30 + secs, gradually increasing range of movement.
All these stretches are brought about by RELAXATION of the muscles and can be performed as part of the cool down session
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Stretching
Stretching exercises should take into account thefollowing areas of the body:• Neck• Arms• Chest• Legs• Shoulders• Gluteals / hips• Back
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Energy
How does muscular contraction take place?• Muscular contraction cannot take place
without energy
• O2 allows muscles to contract repeatedly
• O2 is transported to the working muscles via the CV system
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Food = Energy
• Food is the fuel we need for energy production, just as a car’s fuel is petrol
• Our bodies can use many different energy supplies and change from one to another depending on how hard we are working
• There are 2 main energy systems
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Energy systems
ANAEROBIC:• High Intensity Work
Explosive Movements WITHOUT O2
• Uses stored CHO’s in the muscle
• When work becomes too hard for our supplies to meet demand, then LACTIC acid is produced and the body reaches its Anaerobic Threshold
AEROBIC:• Lower level of intensity of
work with O2
• Longer period of time as long as Glycogen & Oxygen are present
• The only waste product is
CO2 & H2O
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Structure of a sessionEvery session, regardless of the session objectives, should have the following structure:
• A Warm Up = approx 15% of session• A Main Session = approx 70% session• A cool Down = approx 10% to include
feedback
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Why warm up?
• To Prepare the body for exercise to follow• To improve performance• To protect against injury
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COMPONENTS OF A WARM UP
The 3 main physical parts are the:• Joints• Heart & Lungs• Muscles
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How to warm up (1)
• The body adapts progressively• There should be no sudden burst of activity• Whole body approach• Small movement – full range of movement• Should be related to the activity to follow
JOINTS• Loosening joints to allow the synovial fluids
surrounding the joint to be lubricated• It allows the joint to move freely like the oil in the
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How to warm up (2)
Heart & Lungs• The heart is a pump• Pump needs to work more efficiently • H & L should be prepared for more strenuous activity• Heart needs to pump blood faster to the working muscles• Increase intensity gradually.
How?• By performing movements which make you work harder,
either at a low level using whole body movements, or by large movements involving large muscle groups
• As the muscles work harder the heart also has to work harder to pump more oxy blood to them. This increases HR.
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Muscles
• Muscles are made up of a collection of bundles of muscle fibres
• Fibres are elastic so they can:contract shorten
relax lengthen
When the muscles are worked, heat is released by the
contractions taking place:• Increase in temperature• Muscles are more pliable• allows muscles to move at a greater speed
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Warm up intensity
• WU should allow participants to work within 20 bpm of training HR zone
• Consider the temperature• Consider the ability• A warm up that is too
complex can take HR into the training zone
• Appropriate motivation from the leader, will control those too eager
How Long?• Fitness levels will affect
duration of WU• A fitter person will take
longer to get HR up• An unfit person will take a
short time to raise HR• Combination of mobility &
pulse raising activities will decrease overall length of time for fitter person
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Why cool down?
• Return the body gradually to pre-exercise state• Relax in order to reduce physical tension• Assist the CV system to remove substances that may
contribute to muscle stiffness or soreness• Prevents blood pooling• Assists CV system return to its normal rate of
function avoiding dizziness after exercise
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COMPONENTS OF A COOL DOWN
Pulse Lowering• To prevent blood pooling• To reduce HR and BR• To remove waste products ( & by productsStretching• Maintain & improve Flexibility• Realign muscle fibres to prevent injury• Core Temperature of muscle must be warm before stretching• Leaders may have to re-warm after main session
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HOW TO COOL DOWN
• Pulse decreasing activities using large muscle groups to help flush out lactic acid. Gradually decrease intensity.
• Stretching to prevent Delayed Onset Muscle Soreness (DOMS)• To realign muscle fibres after repeated muscular contraction• Maintain flexibility: hold stretch for 10 - 15 secs• Develop flexibility: stretches should be held for 15 secs +
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WHICH EXERCISE PROMOTES COOL DOWN?
• Mild jogging, skipping & walking• Variety of stretching to lengthen muscles
which have been shortened by the activity• It could be simply a reverse of the warm up
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TIME TO REST
Relaxation can be defined as:• A time of rest / refreshment after work• Relax by listening to music, reading, play a game of
badminton• There are specific forms of relaxation to truly rest the
body• Rest can be defined as a time when the body is free
from exertion, not moving, a period of calm• Rest is important in maintaining a healthy lifestyle
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REST
• It is during rest that the body adapts to the exercise stress and subsequently becomes stronger.
• When a muscle works, a certain amount of muscle tissue breakdown occurs. During rest this tissue repairs itself, becoming stronger
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REST
• Without regular periods of rest in a work out schedule, the body never gets a chance to recover and adapt but will remain in a constant state of fatigue.
• Ultimately performance will suffer, fitness improvements will plateau and the risk of over-use injuries will rise.
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REST GUIDELINES
• 24 HOURS rest between aerobic workouts• Minimum 24 – 48 hours between strength
training sessions• A more intense session e.g circuit training,
requires longer rest between sessions• At least 2 days off each week from moderate
to high intensity aerobic workouts
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WHAT IS NUTRITION?
Food provides the materials needed for:• Energy• Growth• Repair• Reproduction
These materials are called nutrients
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NUTRITIONAL REQUIREMENTS
THE BASIC NUTRIENTS ARE:• Proteins • Carbohydrates• Fats• Minerals• Vitamins
Each nutrient has a particular role to play in the body’s function
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ENERGY NUTRIENTS
CARBOHYDRATES PROTEIN FAT
Contains calories( a unit of a measure of energy)
Energy can be used in several ways:
•For heat•To build its structures
•To move its parts•Or to be stored as fat
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THE ENERGY BALANCE
ENERGY INPUT = ENERGY OUTPUT
GREATER THAN
LESS THAN
1
2
3
Adapted from LAY manual OHT 6.43
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Energy balance
1 energy balance is achieved
energy input = energy output
2 Body fat is stored
Energy input < energy output
3 Some body fat is used up
Energy input > energy output
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Nutritional Pyramid
• Photocopy from TRP OHT 6.41
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The Food Plate
Starchy foods Occasional foods
Meat & alternatives
Fruit & veg
Dairy prods
HEA 1994 – LAY manualOHT 6.42
It is important to select different Food from each group & to balance the amountYou eat each day.
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The importance of water
• Dehydration leads to a decrease in performance. 2% dehydration can lead to a drop in performance by 20%!! Replace fluid as soon as it is lost!
Guidelines• If you are thirsty its too late – you are already dehydrated• Drink at least 0.5 L of fluid before exercising• The 250ml every 15 mins• Again between 0.5L and 1L after exercise has stopped• On a daily basis, try to drink 4 pints
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HEALTH & SAFETYSPORTS LEADERS SHOULD BE AWARE OF:
• Medical problems• Past exercise / levels• Emergency procedures• Location of telephones /
number of nearest A&E• Location of first aid box• Care taker info• Clean activity area / safe• Availability of drinking water • Correct clothing to wear
Signs of over exertion & overexercise such as:• Undue fatigue during activity• Inability to recover after cool downSigns indicating that the participant should stop exercising:• Laboured breathing• Loss of co-ordination• Dizziness• Tightness in chest• Nausea / vomiting• Irregular HR• Muscular – skeletal problems
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SAFE EXERCISE CODE
• Always wear the appropriate clothing
• Wear extra layers of clothing in cold
• Always WU thoroughly• Practice good technique• Progress gradually• If it hurts don’t do it
• Always cool down after exercise
• When using equipment always follow guide lines
• Do not exercise if unwell• Do not exercise with existing
injuries• Seek medical advice for joint
injuries• If in doubt check with GP
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SCREENING ALLOWS SPORTS LEADERS TO:
• Collect essential information about participants health, fitness level and activity preference
• Identify medical conditions & medications• Discover contraindicated activities• Suggest suitable activities or exercise at appropriate
intensities• Adhere to legal & ethical requirements of exercise &
fitness industry
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INFORMED CONSENT
By completing Informal Consent forms participants will:• Be able to understand purpose of activity• Be informed about possible risks & benefits• Be able to ask any questions / voice concerns• Be advised that participation is voluntary
Getting the participants consent does not prevent legalaction or protect against negligence. It does indicatethat the leader is concerned with the participants safety
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SAFE / UNSAFE EXERCISE
When planning safe exercise, leaders should consider
the following:• Levels of fitness• Body type• Comfort & stability of position• Speed of activity• Range of movement previous injury• Participants preference
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When risks outweigh the benefits
Consider the following:• Continuous impact work where one foot leaves the
floor• Intense twisting actions in the legs and ankles• Excessive bone loading• Isometric work• Unsupported shoulder work for clinical conditions eg
frozen shoulder• Contraindicated exercises / stretches
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SIGNS OF OVER WORKING
STRESS• Skin colouring• HR too high• Severely laboured
breathing• Hyperventilation• Lack of co-ordination• Heaviness / clumsiness
OVERLOAD• In order to improve it is
necessary to stress the body to a higher level than normal
• Placed in a state of overload – above a critical threshold
• If threshold is not achieved, no improvement will occur
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OVERWORKING
FATIGUE• Inability to maintain a
given exercise intensity / or repeat the production of a contraction
• Fatigue limits the quality of a performance or activity and may make a person susceptible to injury
Fatigue has many causes
Including:• Energy systems may be
depleted• Severe dehydration• Psychological factors• Insufficient calcium inhibiting
muscle contraction
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OVERWORKING
Remember that:• Appropriate training • Appropriate diet• Suitable exercise environment…
….can allow an individual to perform well and
maximise their exercise enjoyment.
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RATE OF PERCIEVED EXERTION (RPE)
CONSIDER:• HEART – beating fast, steady, slow?• TEMPERATURE – warm, hot, sweaty, cold?• BREATHING – heavy, slow, fast, light deep, out of
breath?
Does the exercise feel: Easy?
Comfortable?
Hard? Difficult?
Exhausting? OHT 6.51
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RPE
• SCALE
0 -----------------------------1234 ------------------------------5678 -------------------------------910
• HOW EXERCISE FEELS
Nothing
Easy
Comfortable
Hard
Difficult
Exhausting
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MONITORING HEART RATES
Resting HR• Indicates lowest level of
heart beats• Take the pulse first thing in
the morning before you get out of bed
• Take for 60 seconds at the throat or wrist
• As you become fitter, number of beats will decrease
Training HR zone• Range within which the heart
needs to work for a consistent period of time to improve CV fitness
• Need to take pulse during exercise, or as close to finishing ex.
• Take pulse for 10 s and times it by 6 to work out bpm. Compare to chart.
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…cont
Recovery Heart Rate
• How long the HR takes to return to normal post exercise. A good indicator of fitness level.
• To establish the recovery HR, take the pulse immediately after exercise and then at regular intervals to establish how long it takes to return to “normal”.
• The greater the level of cardiovascular fitness, the quicker the HR and BR will return to normal
ADAPTED FORM GOSSELIN OHT 6.52
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Training HR Zones
AGE Max No beats in 10 s
TRAIN
60%
ING
75%
ZONE
85%
16– 24yrs 33 20 25 28
25-32yrs 31 19 24 27
33-39yrs 30 18 23 26
40-46yrs 29 17 22 25
47-53yrs 28 17 21 24
54-60yrs 27 16 20 23
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Training HR zones
Maximum HR is calculated using the following formula:
MHR = 220 – age
Training zone Intensity Energy system used
(%of MHR)
50-60% low aerobic
65-80% moderate aerobic
80-90% high anaerobic
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Planning the programme
• How Long?• How Hard?• How Often?• What Type?
The FITTA principle should be applied in order
to answer the above questions
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What is F.I.T.T.(A)?
• F frequency = the number of times an individual exercises in a week
• I intensity = how hard an individual should work in each exercise session
• T time = the length of each exercise
• T type = the specific types of activity that people should perform to maintain and promote health benefits
• A adherence = anyone engaging in exercise must adhere to the programme if long term benefits are to be gained
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ACSM GUIDELINES 1998
The ACSM (American College of Sports Medicine) has suggested
the following guidelines for applying the FITT principle to the
components of fitness:
Aerobic Exercise• F = 3-5 times per week• I = 55 –90% MHR• T = 20-60 mins. Lower intensity 30 mins +• T = continuous type exercises using large muscle groups,e.g
walking, hiking, running, jogging, cycling, skipping, rowing, skating, endurance games
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ACSM
Muscular Strength & Endurance• F = 2 days a week• I = moderate• T = 8 –12 reps x 8-10 exercises (for major
muscle groups) older people / frail:10 –15 reps
• T = Isotonic, whole body approach, 8-10 exercises
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ASCM
Flexibility• F = 3 times a week• I = not so extreme as to cause pain – mild tension• T = 10 – 30 s, repeated 3-5 times• T = static stretching
Exercise should involve expenditure of 250 –300kcal
per session, 3x pw for weight control
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Adapting a sessionaltering the way an activity is performed in order to change the intensity
WHEN TO ADAPT?• CHECK: signs of fatigue and Performance deterioration• RESPOND: adapt activity as appropriate, make less
demanding, break down technique • CONTEXT: level of fitness of participant and aims of participant
– social, enjoyable, competitive, improve fitness, psychological etc
OHT 6.56
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TYPES OF FITNESS TRAINING
Specificity Training• Use of specific aspect
of fitness to achieve a specific goal
• e.g . If the goal is to improve CV fitness the exercise will need to be aerobic based.
Cross Training• Where a specific
component of physical fitness is trained to help improve another activity.
• e.g using leg weights in the gym to improve leg strength to enhance cycling ability
OHT 6.57
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TYPES OF FITNESS TRAINING
Interval Training• Exercise is split into
high intensity sessions and rest sessions
• e.g interval running which involves running as hard as possible for 1 minute, then walking for 3 mins.
Circuit Training• Used for all – round
development of each physical fitness component
• Can be a combination of equipment / exercises arranged in stations. Amount of rest between is determined by the session objective
• e.g high intensity with no rest between stations - anaerobic
ADAPTED FROM GOSSELIN OHT 6.57
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UNIT 9
ORGANISING & RUNNING A SPORTS EVENT
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Unit 9 objectives
By the end of this unit you should be able to:• List the different types of sports events• Take part in an event organising group• PLAN, PUBLICISE,RUN & EVALUATE a
sports event
OHT 9.1
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Key questions to ask when planning an event…
• Why are we holding the event?• Where will the event be?• When will the event be?• Who needs to be involved?• What needs to be done?• How will things be done?
OHT 9.2
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WHAT NEEDS TO BE DONE?
• Facilities• Equipment• Staff / personnel• Support services• Administration• Presentation / media
OHT 9.3
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PRINCIPLES OF ‘AIDA’ IN PUBLICITY
• Attention – does the publicity attract attention?
• Interest – does the publicity arouse interest?• Desire – does the publicity create desire to go
to the event?• Action – does the publicity cause action?
OHT 9.4
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On the Day
• Signposting• Parking• First aid• Refreshments• Reception• Press• Post – event clear up
OHT 9.5
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On the day what if ?….
• ….there is a problem – who will troubleshoot?
• ….someone forgets what to do?• ….someone goes sick after the start?• ….there is an accident?• ….the reporter fails to turn up?• ….more people than anticipated turn up?
OHT 9.6