Level 1 Award in Active, Healthy Living by Active IQ

Workbook www.activeiq.co.uk

Level 1 Award in Active, Healthy Living

Introduction Aim: to explain the links between activity and better health in order to demonstrate the opportunities within daily life to become more active. Objectives: •• to act as an introduction to the underpinning principles of how the body works •• to provide an understanding of the links between activity and improved health •• to enable learners to prepare a Personal Activity Log (PAL) for themselves that includes active daily living and more structured sessions e.g. exercise classes, gym sessions •• to enable learners to demonstrate a basic knowledge of healthy living •• to encourage learners to gain confidence in the subject area and commence or progress their exercise and/or activity levels •• to act as an introduction to career pathways in the health and fitness industry Qualification structure and unit content: This qualification comprises two units: Unit 1 - How the body works Unit 2 - How to adopt an active, healthy lifestyle Successful achievement of both units is required for the full qualification.

Assessment Unit 1 – How the body works This unit is assessed using a multiple-choice question paper. The pass mark for this paper is 70%. Your assessor/tutor will let you know when you need to take this paper. Unit 2 – How to adopt a healthy, active lifestyle This unit is assessed using a Personal Health and Activity Log (PAL). The PAL consists of the following: • • • • • • • • • •

health and lifestyle questionnaire 3 day food diary PAR-Q form goals and barriers health and safety form 4 week overview of activity one detailed programme card Personal Activity Log evaluation evidence of researching exercise / activity observed session

You will need to complete the PAL in full in order to achieve unit 2. When completing the 4 week overview you should show a basic application of the FITT principles in order to meet your end goals. The logged activity can be gym-based and/or include any type of activity for example, exercise to music, circuits, swimming, walking, rock climbing or any sport. When completing the detailed programme card you have a choice of either completing a gym-based exercise session or one of these alternative activity sessions. Example session plans are given within your PAL. The session/activity exercises should be in line with and relevant to your goals showing a basic application of the FITT principles. Your assessor/tutor will let you know when you will need to complete your PAL.

Contents Unit One - How the Body Works Aims and learning outcomes.................................. 8 The skeletal system............................................... 9 Joints................................................................ 16 The effects of exercise on the skeletal system.......... 18 The muscular system........................................... 19 The effects of exercise on the muscular system....... 25 The cardiorespiratory system................................ 26 The effects of exercise on the cardiorespiratory system............................................................... 31 Energy systems................................................... 33 Nutrition............................................................ 35 Unit Two â&#x20AC;&#x201C; How to Adopt an Active, Healthy Lifestyle Aims and learning outcomes................................ 46 Healthy lifestyles................................................. 47 Factors affecting our health ................................. 48 Exercise safety.................................................... 51 Screening forms.................................................. 53 Guidelines for physical activity.............................. 54 The FITT principle............................................... 55 Incorporating activity into your daily life................. 56 Components of fitness ........................................ 57 The SPORT principle........................................... 59 Components of an activity session......................... 60 Resistance exercise diagrams................................ 72 Stretch diagrams................................................. 87 Physical activity and exercise adherence................ 93 Testing your fitness.............................................. 96

Learner Details

Learner's Name:

Assessor's Name: Date Commenced:

Date Completed:

Unit One How the Body Works

How the Body Works Aim: to provide you with an understanding of how the body works and the links between physical activity and better health. .

Learning outcomes By the end of this unit you will: • know the structure and function of the skeletal system • know the structure and function of the muscular system • be able to outline a balanced approach to nutrition and the types of fuels used to provide energy for activity • know the structure and function of the cardiorespiratory system

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Whenever you see this pencil please write your answer in the space provided.

The skeletal system The skeletal system consists of bone, cartilage, ligaments and tendons. It has a strong flexible structure that supports the body.

Bone The skeleton consists of approximately

………………. bones.

Functions of the skeleton Functions of skeleton Framework Protection Locomotion Soft tissue attachment Production Storage

Description To provide a bony framework for the body and to give it shape To support and protect certain vital internal organs (e.g. the skull giving protection to the brain) To act as levers on which muscles can pull to produce joint motion To provide surfaces for the attachment of soft tissues e.g. muscles and ligaments Certain bones produce red blood cells, white blood cells and platelets from their red bone marrow To store several minerals such as calcium and phosphorus, to be released when required. Fats are also stored in the yellow bone marrow

Principles of bone formation Many people think that bone is not living material, but a bone in a living being consists of both living tissue and non-living substances (minerals). Within the 'live bone' are blood vessels, nerves, collagen and living cells. In the foetus, most of the skeleton is made up of cartilage - a tough, flexible connective tissue that has no minerals or salts. As the foetus grows, bones harden (ossification) and lay down calcium. In humans, different bones stop lengthening at different ages, but are fully grown (lengthened) between the ages of 18 and 30 years. During this lengthening period, the stresses of physical activity result in the strengthening of bone tissue.

Factors affecting bone formation Bone development is influenced by a number of factors, including: • nutrition • exposure to sunlight • hormonal secretions • physical exercise

Examples: exposure of skin to sunlight is favourable to bone development, because the skin produces vitamin D when it is exposed to such radiation. Vitamin D is necessary for the proper absorption of calcium. Vitamins A and C are also needed for normal bone growth and development. Weight-bearing exercise has also been shown to have a positive effect on bone formation in terms of increasing bone density.

Bone classification Bones are classified according to their shape (and not their size): There are four types of bone: • short • long • flat • irregular Short bones Short bones are normally about as long as they are wide and are cube-shaped. They are involved in smaller, delicate movements.

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Examples:…………………………………………………………………………...

Long bones Long bones have a greater length than width and act as levers.

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Examples:……………………………………………………………………….…

Flat bones Flat bones are thin and plate-like. They have a large area for muscle attachments and offer protection for internal organs.

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Examples:……………………………………………………………………….…

Irregular bones Irregular bones form very complex shapes and therefore cannot be classified in the previous groups.

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Examples:………………………………………………………………………….

The axial and appendicular sections of the skeleton The skeletal system can be broken down into the axial skeleton (consisting of the spine, ribs and skull) and the appendicular skeleton (consisting of the upper and lower limbs, the pelvic and shoulder girdles). The following tables list some of the major bones contained within the 2 sections of the skeletal system.

General area Head

The axial skeleton Bones Cranium (skull)

Back

Spine: Cervical vertebrae Thoracic vertebrae Lumbar vertebrae Sacral vertebrae Coccyx

Chest

Ribs

Notes

Sternum

General area Shoulders

The appendicular skeleton Bones Scapula (shoulder blade)

Notes

Clavicle (collar bone)

Arms

Humerus Radius Ulna

General area Hips

The appendicular skeleton Bones Pelvis/hip bones: Ilium Ischium Pubis

Legs

Femur

Tibia Fibula

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Student task – label the skeleton.

Notes

The spine The spine consists of 33 vertebrae. Most of the vertebrae are separated by discs made from cartilage, which allow movement and act as shock absorbers.

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Student task - label the 5 divisions of the spine.

Kyphosis (kyphotic curve)

Lordosis (lordotic curve)

The diagram below shows some common posture problems. These problems increase stress on the spine and surrounding structures, as well as decreasing the efficiency with which the body moves.

Normal

Hyperlordosis

Hyperkyphosis

Scoliosis

Connective tissue Connective tissue is present in the body to surround, connect and stabilise the various joints. There are three main categories of connective tissue: 1. Cartilage Cartilage is a dense, tough, connective tissue. It is found around the bone ends, and also in various shapes between joints. Cartilage is very durable, but does not have a blood supply. Cartilage acts as a shock absorber and helps to reduce friction by providing a smooth surface for the movement of the bone ends against each other. The health of cartilage depends on it being used i.e. in movement. 2. Ligaments Ligaments consist of a tough, white, non-elastic fibrous tissue strung together in a strap-like formation. They attach bone-to-bone in all joints to aid stability and to prevent unwanted movement, whilst still allowing normal movement to take place. 3. Tendons Tendons are similar in terms of structure to ligaments but play a slightly different role in the body. They are more cord-like in structure, attach muscle to bone and transmit the forces produced by muscles.

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Student task - complete the following table: Type of connective tissue

Main features

Note on blood supply: blood supply is one of the major influencing factors during the healing process of injury. It can be noted that, whilst bone and muscle tissue often unite fairly easily and quickly, this is not as easily achieved with injury to ligaments or tendons because of their poor blood supply. Healing is even more doubtful for cartilage, which has an even poorer blood supply.

To find out more about becoming an approved centre for this qualification please contact Katie Taylor on 01480 467950 or email katie@activeiq.co.uk