Wednesday, 17 December 2014

Year 11 - Session Plans

By the end of the lesson you should have completed your coaching session plans and published them. Please make sure that you have included the following:

  • Equipment needed
  • Adequate warm up
  • Main session that includes 2 drills for 1 skill
  • Conditioned game to conclude

You must also include the following in your plan:

  • Organisational notes (how many in a group/work in pairs)
  • Descriptions of the drills
  • Relevant coaching points for the skills you are teaching
  • YouTube videos of your drills embedded on your blog
  • Pictures that illustrate correct technique of the skills

Monday, 1 December 2014

Unit 6: Leading Sports Activities

In this unit you must plan a coaching session, deliver it, and then review the session based on the initial planning and your leadership of it. Today I would like you to begin planning this session and consider the following in your planning:
  • Sport - Football/Netball
  • Year - 7 or 8
  • Time - 30mins
  • Size - 10 pupils

You should plan your session on blogger and use the following headings as a guide:

Equipment - Write down all of the pieces of equipment you will require for your session

Warm Up - Choose a pulse raising activity, stretches and sport related activity

Main Session - Choose one skill to focus on and plan 2 drills to improve that skill. You first drill should be easier than the second so that the pupils can make progress

Game Situation - You should condition the game so that it allows students to practise the skill learnt in the lesson. For instance, a passing session may end with a conditioned game whereby each player is only allowed 2 touches as this will encourage more passing in the game.

Thursday, 20 November 2014

Online Test - Know the Basics!

Read the infographic below. Make sure that you know these absolute basics. You should be able to define and discuss each of them too:



Monday, 17 November 2014

Practise the Online Test....

Click the link below and try to find the answers to the online test that was used in June 2014:

HERE

Please record your answers on a word document.

Please ignore question number 18. I will go through this with you.

Monday, 10 November 2014

Two Weeks Left...

Two weeks until the exam. Complete the test (on paper) that was created by Chloe during our practical lesson last week.

Once you have done that, complete these tests below. Complete them using the 'test' format:

 

Monday, 6 October 2014

Leadership in Sport

In the shared area you will find a pdf file called 'Sports Coaching'. A few pages in, roles, skills and responsibilities of a Coach/Leader are written about.


Choose a famous manager and write about ways that he/she demonstrates some of the qualities from the text:

  • Try to give specific examples
  • Try to select 2 from each category of Roles, Responsibilities & Skills
  • Use a picture of the person you have chosen
  • If you finish, try to convert it to www.thinglink.com which some of you have used before

Tuesday, 16 September 2014

Checklist for the Online Test

Below is a checklist for all of the content that may come up during the online test. Hover over several of the subtitles/bullet points and you will notice that links have been attached to previous posts from this blog. Use these to help you revise:




·         Aerobic endurance

·         flexibility

·         speed

·         muscular endurance

·         muscular strength



·         Agility

·         power

·         balance

·         coordination

·         reaction time

 

Exercise intensity and how it can be determined:

● intensity be able to measure heart rate (HR) and apply HR intensity to fitness training methods



● know that the Borg (1970) (6–20) Rating of Perceived Exertion (RPE) Scale can be used as a measure of exercise intensity

● know about the relationship between RPE and heart rate where:RPE x 10 = HR (bpm)

● application of the FITT principles to training methods, regimes and given exercise situations.

 


F.I.T.T. Principle

frequency: the number of training sessions completed over a period of time, usually per week

intensity: how hard an individual will train

time: how long an individual will train for

type: how an individual will train by selecting a training method to improve a specific component

 


Other Principles of Training

● progressive overload

● specificity

● individual differences/needs

● adaptation

● reversibility

● variation

● rest and recovery

 

 

 



● safe, correct use of equipment and technique

● application of the basic principles of training (FITT) for each fitness training method

● linking each fitness training method to the associated health-related/skill-related component of fitness.

● advantages/disadvantages

● application of exercise intensity to fitness training methods

 

Fitness training methods for:


 

static: there are two types of static flexibility training. Firstly active stretching, which is performed independently where the performer applies internal force to stretch and lengthen the muscle. The second is passive stretching, also known as assisted stretching, which requires the help of another person or an object such as a wall. The other person/object applies external force causing the

muscle to stretch.

 

ballistic: this is where the performer makes fast, jerky movements through the complete range of motion, usually in the form of bobbing or bouncing. Ballistic stretching is specific to the movement pattern of the sport/activity to be performed. It needs to be undertaken with care as the technique can cause muscle soreness and strains.

 

Proprioceptive Neuromuscular Facilitation (PNF) technique: this is used to develop mobility, strength and flexibility. The technique may be performed with the help of a partner or alternatively by using an immovable object (as resistance to inhibit movement). PNF stretches can be used in rehabilitation programmes. To perform the PNF technique with a partner, the performer should stretch the muscle to the upper limit of its range of movement and then, with the help of a partner, hold the muscle in an isometric contraction, where there is no active shortening or lengthening of the muscle, for 6–10 seconds. Then relax the muscle and with the help of a partner a static (passive) stretch is performed to enable the muscle to stretch even further. The technique inhibits the stretch reflex which occurs when a muscle is stretched to its full capability, so that an even greater stretch and range of movement can occur.

 

strength, muscular endurance and power training:

 

circuit training: this is where different stations/exercises are used to develop

strength, muscular endurance and power. The stations/exercises use different muscle groups to avoid fatigue.

 

free weights:

o training for strength (low reps and high loads)

o training for endurance (high reps and low loads)

o intensity (% 1 Repetition Maximum – 1RM)

o training for strength endurance (50–60% 1RM and 20 reps)

o training for elastic strength (75% 1RM and 12 reps – for producing movements in very close succession, like in gymnastics)

o training for maximum strength (90% 1RM and 6 reps – producing a single movement against a resistance/load)

 

plyometrics: this type of training develops sport-specific explosive power and strength. It is used by sports performers such as sprinters, hurdlers, and netball, volleyball and basketball players. Plyometric exercises need maximal force as the muscle lengthens (eccentric action) before an immediate maximal

force as the muscle shortens (concentric action). Types of exercises include lunging, bounding, incline press-ups, barrier hopping and jumping. This type of training needs to be performed carefully because it can cause muscle soreness.

 

 

 

aerobic endurance training:

 

continuous training: this is training at a steady pace and moderate intensity for a minimum period of 30 minutes.

 

fartlek training: this is where the intensity of training is varied by running at different speeds or over different terrain. The training is continuous with no rest period. It is important to know about other ways in which intensity of training can be increased, including the use of equipment (harness, running with weights or weighted backpack).

 

interval training: this is where the individual performs a work period followed by a rest or recovery period. Typical work time can vary from training for 30 seconds to five minutes; recovery periods can be complete rest, walking or light jogging. Typical work intervals for aerobic endurance will be around 60% maximum oxygen uptake (VO2 max). Decrease the number of rest periods and decrease work intensity to develop aerobic endurance.

 

circuit training: this is where different stations/exercises are used to develop aerobic endurance. The station order/order of exercises is important to ensure different muscle groups are used to avoid fatigue. The number of stations, time spent at each station, number of circuits, rest period between exercises and number of circuit sessions per week can be varied.

 

 

speed training:

hollow sprints: a series of sprints separated by a ‘hollow’ period of jogging or walking.

 

acceleration sprints. This is where the pace is gradually increased from a standing or rolling start to jogging, then to striding, and then to a maximum sprint. Different drills can be used, such as resistance drills and hill sprints. Rest intervals of jogging or walking are used in between each repetition.

 

interval training: the individual performs a work period followed by a rest or recovery period. For speed training, the work intervals will be shorter and more intense – performed at a high intensity, close to maximum. Increase the number of rest periods and increase work intensity to develop speed.

 

 


 

flexibility: sit and reach test

strength: grip dynamometer

aerobic endurance:

o multi-stage fitness test, known as the bleep test

o definition of VO2 max

speed: 35m sprint

speed and agility: Illinois agility run test

anaerobic power: vertical jump test

muscular endurance: one-minute press-up, one-minute sit-up

body composition:

 

 

Requirements for administration of each fitness test:

● pre-test procedures (informed consent, calibration of equipment)

● knowledge of published standard test methods and equipment/resources required

● purpose of each fitness test

● accurate measurement and recording of test results

● basic processing of test results for interpretation (using published data tables and appropriate units for comparison purposes)

● ability to safely select appropriate test(s) for given purposes, situations and/or participants

● the terms ‘reliability’, ‘validity’ and ‘practicality’ related to each fitness test method

● advantages and disadvantages of fitness test methods.

 

Interpretation of fitness test results:

● compare fitness test results to normative published data

● compare fitness test results to those of peers

● be able to draw conclusions from data results

● be able to analyse and evaluate test results

● be able to suggest and justify appropriate recommendations for improvements to fitness for a given purpose/situation/participant

Tuesday, 15 July 2014

Work for Wednesday 16th July

Apologies for not being in today. I have a prize for Jamie for winning the BTEC Dream Team league which he can collect tomorrow.

In order for me to mark your coursework over the holiday, you need to go through your old posts on blogger and ensure that you have completed and published the following:

How the musculoskeletal system responds to short term exercise
How the cardiorespiratory system responds to short term exercise
How the musculoskeletal system responds to long term exercise
How the cardiorespiratory system responds to long term exercise
Describe the function of the three energy systems to produce energy for exercise

If you have completed all of these then work on the following:

Rules, regulations and scoring systems of volleyball
Rules, regulations and scoring systems of football

Once again, make sure THEY ARE PUBLISHED otherwise I won't be able to see them.

Monday, 30 June 2014

Revision Questions

You should use your exercise books and/or phones to answer the following questions in preparation for the online test next week:

1. Calculate the target zones of the following athletes:
a. Malcolm (49)
b. Glenda (18)
c. Michael (38)
d. Linda (55)
e. Graham (27)

2. Name the fitness test for the following components of fitness. For bonus marks, explain an advantage or disadvantage of the fitness test you have chosen (e.g. results could be inaccurate as human error could occur in the sprint test):
a. Agility -
b. Speed -
c. Cardiovascular Endurance -
d. Flexibility -
e. Power -

3. Plot a graph showing the heart rate for the two athletes below during their exercise (Heart Rate/Time on the axis):

 
Heart Rate after minutes of Exercise
Name
2
4
6
8
10
12
14
16
18
Bob (49)
100
120
120
120
120
120
120
100
80
Helen (30)
140
150
110
170
120
160
100
180
90

Using the lines on the graph, answer the following questions:
a. What activity was Bob doing? Why?
b. What activity was Helen doing? Why?
c. Was Bob working in his target zone? Explain

4. For the following sports, state which Method of Training would be most suitable to improve (e.g. a marathon runner would be best to use continuous training to improve his performance as this method matches the performance of the actual activity):
a. A midfielder in football
b. A 100m Sprinter
c. An 800m Runner
d. A Rugby Forward
e. A gymnast

5. Define the following Components of Fitness:
a. agility
b. speed
c. flexibility
d. muscular strength
e. muscular endurance
f. casdiovascular endurance
g. Power

6. Name 3 different Principles of Training (bonus marks for defining them)

7. Calculate the BMI (Body Mass Index) of the following:
Bob (height 181cm, weight 92kg)
Helen (height 167cm, weight 60kg)


 

Tuesday, 20 May 2014

Your Practical Coursework




POST 1: Rules, scoring systems and tactics for FOOTBALL

Post 2: Rules, scoring systems and tactics for VOLLEYBALL

You must also have an ‘Application of Rules’ heading where you describe 3 scenarios and state what the official must do to continue the game


Post 3: Skills and Techniques required for Football

Post 4: Skills and Techniques required for Volleyball

This will include a video of perfect technique, a video of you performing the skill, coaching points and a description of the shot and when it should be used in a game. You should also compare your skill level with that of the perfect model and state what your strengths and weaknesses are.

Wednesday, 14 May 2014

Embedding your Videos on Blogger

Firstly, start a post called:

Skills and Techniques required for Volleyball

This will include a video of perfect technique, a video of you performing the skill, coaching points and a description of the shot and when it should be used in a game

For your videos, watch the tutorial below to see how to embed your videos on blogger. Try to get all of your videos embedded by the end of this lesson:

 


If you finish, you should (under each video):
  • Analyse your strengths
  • Recognise your weaknesses
  • State what you should do to improve your weaknesses
  • Try to find the same skill performed by a professional on YouTube
  • Embed that video below yours
 

Monday, 12 May 2014

Flexibility Training - Stretching

Today we are looking at the different type of stretching you can perform to improve your flexibility:
  • Static
  • Active
  • Dynamic/Ballistic
  • Proprioceptive Neuromuscular Facilitation (PNF)
Watch the videos below and make bullet point notes on the features of each type of stretching technique. Think about movement, still, individual, with a partner etc.


Sunday, 27 April 2014

Borg's (RPE) Scale

Borg scale
In sports and particularly exercise testing, the Borg RPE Scale measures perceived exertion. In medicine this is used to document the patient's exertion during a test, and sports coaches use the scale to assess the intensity of training and competition. The original scale introduced by Gunnar Borg rated exertion on a scale of 6-20. Borg then constructed a category (C) ratio (R) scale, the Borg CR10 Scale. This is especially used in clinical diagnosis of breathlessness and dyspnea, chest pain, angina and musculo-skeletal pain.
 
The seemingly odd range of 6-20 is to follow the general heart rate of a healthy adult by multiplying by 10. For instance, a perceived exertion of 12 would be expected to coincide with a heart rate of roughly 120 beats per minute.
 
Set points on scale
It ranges from 6 to 20, where 6 means "no exertion at all" and 20 means "maximal exertion." Choose the number from below that best describes your level of exertion. This will give you a good idea of the intensity level of your activity, and you can use this information to speed up or slow down your movements to reach your desired range.
 
Try to appraise your feeling of exertion as honestly as possible, without thinking about what the actual physical load is. Your own feeling of effort and exertion is important, not how it compares to other people's. Look at the scales and the expressions and then give a number.
 
19 on the scale is an extremely strenuous exercise level. For most people this is the most strenuous exercise they have ever experienced.
 

 
 

Wednesday, 19 March 2014

Work for Wednesday 19th March

1. For your final piece of coursework for this unit you should select 2 different sports and explain how they use both the anerobic and aerobic energy systems.

  • Choose the 1500m and a team sport (football)
  • Remember to mention the 2 anaerobic systems (ATP-CP and Lactic Acid)
  • Remember to mention the aerobic system
  • Remember the intensities of exercise that you can do with each system

2. Practise the sample test that I showed you in the lesson on Monday.

Sample Test

Monday, 10 March 2014

The Energy Systems in More Detail

The food we eat, in the form of carbohydrates, fats and proteins, is used as fuel for reactions in the body that make us 'alive'. To utilise these fuels for muscle action, the body converts them to a common 'energy currency', called adenosine tri-phosphate (ATP). There are essentially two mechanisms for producing ATP, the aerobic and anaerobic pathways. 'Aerobic' means literally with oxygen, while 'anaerobic' means without oxygen.

For low intensity activities, for example sleeping, working and jogging, and more intense however sustained activities such as marathon running, the ATP required for muscle contraction is produced primarily by the aerobic pathway. The rate that ATP is supplied by the aerobic processes is relatively slow, and therefore the rate of work output is also slow. The by-products of aerobic metabolism are carbon dioxide, which is exhaled by normal respiration, and water. As long as there is a continual supply of fuel (eg. fats and carbohydrates stored in the body) and oxygen, aerobic activities can continue for long periods.

For more explosive movements, such as sprinting or jumping, ATP is required at a faster rate. This ATP can be supplied by anaerobic pathways. There are two pathways by which the body produces energy anaerobically. The muscle can use stores of ATP, or a similar compound called phosphocreatine, already present in the muscles. ATP can also be produced via the lactate anaerobic system, so called as lactic acid is produced as a by-product. The anaerobic processes cannot continue indefinitely as the stores of ATP or phosphocreatine become depleted, and lactic acid accumulates within the muscles and causes muscle pain and fatigue.

During exercise, both aerobic and anaerobic systems work concurrently, however the proportion of ATP supplied from each process varies according to the intensity and duration of exercise. For example, 100m sprinters will use predominantly the anaerobic system, an 800 meter runner both anaerobic and aerobic sources, while the long distance runner will derive most of their energy via aerobic processes.



Anaerobic - ATP-CP
This system uses creatine phosphate (CP) and has a very rapid rate of ATP production. The creatine phosphate is used to reconstitute ATP after it’s broken down to release its energy. The total amount of CP and ATP stored in muscles is small, so there is limited energy available for muscular contraction. It is, however, instantaneously available and is essential at the onset of activity, as well as during short-term high-intensity activities lasting about 1 to 30 seconds in duration, such as sprinting, weight-lifting or throwing a ball.

Anerobic - Lactic Acid
Anaerobic glycolysis does not require oxygen and uses the energy contained in glucose for the formation of ATP. This pathway occurs within the cytoplasm and breaks glucose down into a simpler component called pyruvate. As an intermediate pathway between the phosphagen and aerobic system, anaerobic glycolysis can produce ATP quite rapidly for use during activities requiring large bursts of energy over somewhat longer periods of time (30 seconds to three minutes max, or during endurance activities prior to steady state being achieved).

Aerobic
This pathway requires oxygen to produce ATP, because carbohydrates and fats are only burned in the presence of oxygen. This pathway occurs in the mitochondria of the cell and is used for activities requiring sustained energy production. Aerobic glycolysis has a slow rate of ATP production and is predominantly utilized during longer-duration, lower-intensity activities after the phosphagen and anaerobic systems have fatigued.
It is important to remember that all three of these systems contribute to the energy needs of the body during physical activity. These systems do not work independently of each other, but rather dominate at different times, depending on the duration and the intensity of the activity.

In groups you must create the following about one of the energy systems. You can use the computers available to research but by the end of the lesson you should have completed your presentation:

  • A diagram that explains how the energy is created
  • 5 Facts about the system
  • A brief explanation of how it works (one paragraph)
  • Sports/Activities that the system works with