Physical Education for Leaving Cert Teacher's Guide

PHYSICAL

EDUCATION TEACHER’S GUIDE FOR LEAVING CERT

HIGHER AND ORDINARY LEVEL

Gary Murray and Kevin Campbell

Just Rewards Publications Letterkenny Co. Donegal www.justrewards.ie ISBN: 978-1-913137-52-6 © Just Rewards 2021 Authors: Gary Murray and Kevin Campbell Design: Audrey Kavanagh Editor: Tracy Kewley Images: All photographs © Shutterstock unless otherwise stated All rights reserved. No part of this publications may be copied, reproduced or transmitted in any form or by any means, without the written permission of the publishers or else under the terms of any licence permitting limited copying issued by the Irish Copyright Licensing Association.

Web references in this book are intended as a guide for teachers. At the time of going to press, all web addresses were active and contained information relevant to the topics in this book. However, Just Rewards Publications and the author do not accept responsibility for the views or information contained on these websites.

Content and addresses may change beyond our control and pupils should always be supervised when investigating websites.

Extracts from the National Council for Curriculum and Assessment © NCCA (https://ncca.ie) and State Examinations Commission © SEC (www.examinations.ie) are reproduced under the terms of the Regulations on the Re-use of Public Sector Information. No endorsement of the publication by either NCCA or SEC is implied.

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CONTENTS I:

LCPE course overview

4

II: Using the student text book and Coursework Planner

6

III: Two-year scheme of work

9

IV: Course tracker

13

V:

23

Chapter-by-chapter guide Chapter 1: Fitness and training demands of performance

23

Chapter 2: Skill acquisition

36

Chapter 3: Psychological demands of performance

43

Chapter 4: Diet, nutrition and the role of the energy systems

53

Chapter 5: Analysing skill and technique

63

Chapter 6: Structures, roles and safe practice in sport

75

Chapter 7: Planning for optimum performance

88

Chapter 8: Ethics and fair play

97

Chapter 9: Benefits and concepts of physical activity

107

Chapter 10: Promoting physical activity participation

114

Chapter 11: The impact of gender on participation

124

Chapter 12: Inclusive physical activity and sport

133

Chapter 13: Media and sport

140

Chapter 14: Technology in sport

147

Chapter 15: Business and enterprise in physical activity and sport

155

VI: The Physical Activity Project (PAP)

163

VII: The Performance Assessment (PA)

179

VIII: The written examination

187

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CHAPTER I: LCPE COURSE OVERVIEW The LCPE course has two strands that comprise ten topics. There are six compulsory topics and two prescribed topics selected by the State Exams Commission (SEC) every year. The final examination is based on the content from strand 1 and strand 2. The exam is worth 250 marks, which is 50% of the total marks for the course.

Strand 1: Towards optimum performance Specification topic

Student textbook chapters

1. Learning and improving skill and technique

2, 5

2. Physical and psychological demands of performance

1, 2.3, 3, 4

3. Structures, strategies, roles and conventions

6

4. Planning for optimum performance

7

Strand 2: Contemporary issues in physical activity Specification topic

Student textbook chapters

5. Promoting physical activity

9, 10

6. Ethics and fair play

8

Prescribed topics (two each year) 7. Physical activity and inclusion

11.1, 11.2, 12

8. Technology, media and sport

13, 14

9. Gender and physical activity

11.3, 11.4

10. Business and enterprise in physical activity and sport

15

Practical performance At the beginning of the course teachers should engage with the students to select three activities from the six physical activity areas. The three activities must come from different areas. Considerations for selecting activities include: ● teacher experience and preferences ● student experience and preferences ● availability of facilities and equipment ● selection of one activity from three different areas.

The final decision will rest with the teacher. The theoretical content should be linked with the practical performance where possible. The six areas of activity are outlined on the right.

4

Source: Physical Education Curriculum Specification (NCCA and the Department of Education and Skills, 2017)

Assessment There are three assessment components in LCPE: ● The written examination: students can chose to sit the exam at higher or ordinary level. ● The Performance Assessment: a video containing the student’s best performance in one of the three selected activities. Assessed at a common level. ● The Physical Activity Project: this project will be assessed at the same level as chosen for the examination.

Assessment component

Weighting

Level

Examination

50%

Higher and ordinary

Performance Assessment

30%

Common

Physical Activity Project

20%

Higher and ordinary

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5

CHAPTER II: USING THE STUDENT TEXTBOOK AND COURSEWORK PLANNER Specification coverage The student textbook has been designed by chapter instead of by topic to reduce the duplication of content from similar learning outcomes across different topics. This has enabled the streamlining of coverage whilst still meeting all the learning outcomes. The learning outcomes are outlined at the beginning of each chapter.

Strand 1 Strand 1 is covered in chapters 1 to 7 of the student textbook. This content is compulsory for the exam and forms the theoretical basis for the Physical Activity Project. For this reason, these chapters should be covered in year one of the course in preparation for the PAP in term one of year two. Chapter 7 must be covered for the exam, but is also essential preparation for the Physical Activity Project, and includes a mini PAP assignment. The sample scheme of work in chapter III provides a timeframe for completing each chapter. This scheme of work was implemented with a phase one class and is manageable in the time available.

Strand 2 Strand 2 is covered in chapters 8 to fifteen of the student textbook. Chapters 8 to 10 cover the two compulsory topics in strand 2. Each year the State Examinations Commission will prescribe two additional topics to be studied from strand 2. It is important to be aware that these two topics may encompass more than one chapter per topic. For example, Topic 7 (Physical activity and inclusion) is covered in chapters 11 and 12.

Chapter 16: Tackling the exam Chapter 16 of the student textbook provides an outline of the exam including preparation, structure, timing and tips. The requirements of the different types of questions are outlined along with an explanation of each of the command words that may be used in the questions.

Coursework Planner Both coursework components are explained and broken down in the Coursework Planner workbook. The workbook provides explanations, tips and examples of the coursework. It also has space for students to write their own PAP as they work their way through it. This can then be used as a final draft prior to completing the digital SEC booklet.

PowerPoint lessons Each chapter is accompanied by a set of slides that tracks the chapter content and includes: ● the key content of the chapter ● pictures and illustrations from the book ● diagrams, charts and graphs ● learning tasks ● videos ● relevant examples ● case studies ● practice questions ● assignments (summative assessment).

This removes the need for time-consuming lesson planning and building individual lesson resources. All of the lessons have been tried and tested with phase one classes and adjustments made based on student feedback.

6

Guide to using the student textbook

Key terms Definitions or explanations.

Links to the specification Learning outcomes to be addressed.

PRACTICE QUESTIONS Throughout each chapter, and especially at the end of each subsection, these questions will help you relate the content to the type of questions you may be asked.

Apply it The concept will be applied to examples from sport or physical activity.

TASKS Group work, research or individual activities to help further students’ understanding of the topic and encourage them to delve deeper into the content.

Expand your knowledge Delves deeper into a topic and explores it in more detail.

Suggests useful memory tools or highlights important exam areas.

CASE STUDY Applies the concept to a real event.

END-OF-CHAPTER ASSIGNMENT A piece of work that will gauge the students’ understanding of the chapter and could be used by the teacher as part of their summative assessment.

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7

Learning outcomes addressed by chapter Chapter

Specification learning outcomes covered

Strand

1

2.1; 2.2; 2.3; 2.4; 2.5; 2.6 (a), (b), (c)

1 (compulsory)

2

1.1 (a), (b), (c), (d); 1.3; 2.7 (c)

1 (compulsory)

3

2.7 (a), (b), (d), (e)

1 (compulsory)

4

2.8 (a), (b), (c), (d), (e), (f); 2.6 (d)

1 (compulsory)

5

1.2 (a), (b), (c)

1 (compulsory)

6

3.1; 3.2; 3.3; 3.4; 3.5; 3.6

1 (compulsory)

7

4.1; 4.2; 4.3; 4.4 (exam material and PAP preparation)

1 (compulsory)

8

6.1; 6.2; 6.3; 6.4; 6.5

2 (compulsory)

9

5.1 (a), (b)

2 (compulsory)

10

5.1 (a); 5.2; 5.3; 5.4

2 (compulsory)

11

7.1; 7.2; 7.3 (sections 11.1 and 11.2) 9.1; 9.2; 9.3 (sections 11.3 and 11.4)

2 (prescribed)

12

7.1; 7.2; 7.3; 7.4

2 (prescribed)

13

8.2 (a), (b), (c), (d)

2 (prescribed)

14

8.1 (a), (b), (c)

2 (prescribed)

15

10.1 (a), (b), (c), (d); 10.2; 10.3; 10.4

2 (prescribed)

8

8

CHAPTER III: TWO-YEAR SCHEME OF WORK

5th Year term one

Theory lessons (Strand 1) ● Chapter 3: Psychological demands of performance (3 double lessons) ● Chapter 4: Diet, nutrition and the role of the energy systems (3 double lessons) ●C hapter 5: Analysing skill and technique (6 double lessons)

5th Year term two

Theory lessons (Strand 1) ● Chapter 7: Planning for optimum performance (3 double lessons) Summer assessment: mini PAP 50%, exam 50% ● Chapter 6: Structures, roles and safe practice in sport (3 double lessons)

5th Year term three

Two-year scheme of work

Theory lessons (Strand 1) ● Chapter 1: Fitness and training demands (6–8 double lessons) Halloween assessment: assignment ● Chapter 2: Skill acquisition (3–4 double lessons) Christmas assessment: exam

Practical lessons (PAP preparation) ● Mini PAP coursework (Chapter 7; 6 double and 6 single lessons) Analysing performance Setting goals Designing the plan Repeating the analysis

Collect photograph and video evidence that may be beneficial for the full PAP

– – – –

Practical lessons (Performance Assessment) ● Selected activity two (12 double lessons): – Fundamentals of the activity – Rules and safety – Planning for assessment – Video evidence of performance

● Video editing of activity two (6 single lessons): Demonstrating their best performance

● PA coursework preparation continued (6 single lessons – ICT room) – Feedback on Christmas project – Time to edit and improve their video – Add missing components

Practical lessons (Performance Assessment) ● Selected activity one (12 double lessons): – Fundamentals of the activity – Rules and safety – Planning for assessment – Video evidence of performance ● PA coursework preparation (6 single lessons – ICT room) –P ractice project on Adobe Spark or other editing platform –S tudents choose their own topic e.g. favourite football team Christmas coursework (6 single lessons): creating a video of their best performance from activity one.

9

10

10

Mixture of practical, classroom based and ICT room based classes as required

Physical Activity Project (PAP) 20% (12 double lessons and 12 single lessons) 1. Performance analysis 2. Identification of four performance goals 3. Ongoing training/practice and reflection 4. Concluding analysis

Theory lessons (Strand 2) ●P rescribed topic (4–5 double lessons)

Theory lessons (Strand 2) ●C hapter 9: Benefits and concepts of physical activity (3–4 double lessons) ●C hapter 8: Ethics and fair play (3–4 double lessons) Halloween assessment: research task ●C hapter 10: Promoting physical activity participation (3–4 double lessons) Christmas assessment: Exam Practical lessons (Performance Assessment) (12 double lessons and 12 single lessons) ● Selected activity three – Fundamentals of the activity – Rules and safety – Planning for assessment ● Collecting video evidence for one activity ●E diting the selected final Performance Assessment from one of the three selected activities

Mock exam ●P rescribed topic (4–5 double lessons)

6th Year term two

6th Year term one

Two-year scheme of work

Exam preparation (12 double lessons and 12 single lessons) ● Revision of key areas ● Practice papers ● Class tests

Theory lessons (Revision) ●R evision of key areas of weakness identified from the mock exam or student feedback (6 double lessons)

6th Year term three

Theory lessons

5th Year term one

Practical lessons

Theory lessons

5th Year term two

Practical lessons

Theory lessons

5th Year term three

Two-year scheme of work template

Practical lessons

11

12

12

6th Year term two Theory lessons

Practical lessons

6th Year term one

Theory lessons

Practical lessons

Two-year scheme of work template

Practical lessons

Theory lessons

6th Year term three

CHAPTER IV: COURSE TRACKER Chapter 1: Fitness and training demands of performance Section

1.1 The difference between healthrelated and performance-related fitness.

1.2 Applying the components of fitness to physical activities

1.3 Fitness testing for physical activity

1.4 The principles of training and performance

1.5 Fitness training methods

1.6 Approaches to training in the activity and outside the activity

1.7 Periodisation of training programmes

13

Date completed

Notes

Chapter 2: Skill acquisition Section

Date completed

Notes

2.1 Defining skilled performance

2.2 The difference between skill and ability

2.3 Skill acquisition

Chapter 3: Psychological demands of performance Section

Date completed

Notes

3.1 Motivation and performance

3.2 Confidence

3.3 Anxiety

3.4 Concentration

3.5 Feedback and performance

3.6 Strategies to improve mental preparedness

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14

Chapter 4: Diet, nutrition and the role of the energy systems Section

4.1 A balanced diet

4.2 Hydration for performance

4.3 Sports supplements

4.4 The energy systems

4.5 Impact on performance, practice and recovery

15

Date completed

Notes

Chapter 5: Analysing skill and technique Section

Date completed

Notes

5.1 Levers of the body

5.2 Planes and axes of the body

5.3 Analysis of selected movement

5.4 Vectors and scalars

5.5 Newton’s laws of motion applied to physical activity

5.6 Quality and effectiveness of movement

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Chapter 6: Structures, roles and safe practice in sport Section

6.1: Structures, strategies and roles in physical activity

6.2 Rules, rituals and conventions

6.3 Roles within physical activity

6.4 Safe practice in (training, performance and organisation of) physical activity

6.5 Common injuries, their causes and treatment

6.6 Fatigue and overtraining

17

Date completed

Notes

Chapter 7: Planning for optimum performance Section

Date completed

Notes

7.1 Personal performance analysis

7.2 Analysing the factors that affect Performance

7.3 Aesthetic and artistic considerations

7.4 Planning for optimum performance

Chapter 8: Ethics and fair play Section

Date completed

Notes

8.1 Principles of ethical practice in sport

8.2 Code of ethics

8.3 Sportsmanship and gamesmanship

8.4 Drugs and sport

8.5 Legal supplements

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18

Chapter 9: Benefits and concepts of physical activity Section

Date completed

Notes

9.1 Benefits of physical activity participation

9.2 Play, leisure and recreation

9.3 Physical Education and outdoor and adventurous activities

9.4 Sport and mass-participation sport

Chapter 10: Promoting physical activity participation Section

10.1 Physical activity participation

10.2 Methods of collecting data about physical activity participation

10.3 Physical activity promotion

10.4 Examining the role of national governing bodies (NGB)

10.5 Physical activity promotion and adherence

10.6 Pathways to excellence

19

Date completed

Notes

Chapter 11: The impact of gender on participation Section

Date completed

Notes

11.1 Barriers to female participation and its solutions

11.2 Developments in physical activity and sporting opportunities for women over the past 2 years

11.3 Boys’ and girls’ participation in physical activity and sport

11.4 Gender, media and body image

Chapter 12: Inclusion in physical activity Section

Date completed

Notes

12.1 The supports and barriers to participation for disabled people

12.2 Inclusion

12.3 Pathway towards excellence for disabled sportspeople

12.4 Ethnicity, social class and older adults

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20

Chapter 13: Media and sport Section

Date completed

Notes

13.1 Media coverage of elite and mass-participation sport 13.2 Gender stereotyping in the media

13.3 Spectators and the media

Chapter 14: Technology and sport Section

14.1 Technology for performers

14.2 Technology for coaches and choreographers

14.3 Technology for officials

14.4 Technology for spectators

14.5 Planning for optimum performance

21

Date completed

Notes

Chapter 15: Business and enterprise in physical activity and sport Section

Date completed

Notes

15.1 Sport-related advertising

15.2 Sponsorship, endorsements and merchandising

15.3 Business and sport

15.4 Mass-participation sport

15.5 Tourism and sport

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CHAPTER V: CHAPTER-BY-CHAPTER GUIDE

Chapter 1: Fitness and training demands of performance 1.1: Health-related and performance-related fitness Introduction: Ask the class to identify what fitness means to them. Explain that it depends on the person’s daily demands.

TASK 1.1 (a) ANSWER TASK: Make a list of your daily demands.

Examples include: – Work/school – Bodily needs e.g. eating and washing – Chores e.g. cooking and cleaning – Training – Travel e.g. walking to school.

TASK 1.1 (b) SAMPLE ANSWER TASK: Compare and contrast the daily demands of two different individuals.

For example, an office worker and a professional footballer. You can do this by making a list of demands for each person.

Office worker

Professional footballer

Bodily needs e.g. eating and washing

Bodily needs e.g. eating and washing

Travel to work e.g. walk to the bus stop

Four hours’ training of varying intensity

Eight hours’ work (sitting)

Travel to and from training

40 minutes in the gym

Chores

● Health-related fitness is important in order to enjoy an active healthy life. ● Ask the students to identify examples of each component of health-related fitness.

– Cardio-respiratory endurance e.g. cycling to school – Strength e.g. lifting a heavy schoolbag – Flexibility – Body composition – Muscular endurance.

TASK 1.2 ANSWERS TASK: Copy the table and identify each component of health-related fitness from the example.

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Example from physical activity

Fitness component

A rugby player forcing back his opponent

Strength (Dynamic)

A gymnast performing a straddle

Flexibility

A football player taking a shot from 20 metres

Explosive strength

A cyclist completing a 100km stage race

Cardio-respiratory endurance

A gymnast performing the crucifix on the rings

Static strength

A swimmer performing the 400m freestyle

Muscular endurance

A boxer preparing for a weigh-in before a fight

Body composition

PRACTICE QUESTION ANSWERS Q1. Cardio-respiratory endurance is the ability of the heart and lungs to supply oxygen to the working muscles. Explain why a marathon runner would require a higher level of cardio-respiratory endurance than a 100m sprinter.

– T he race lasts much longer (over two hours). It is run at a much slower pace, therefore the aerobic energy system will supply most of the energy (oxygen).

– The sprinter will use anaerobic energy (without oxygen).

Q2. Compare the body composition of a rugby front row to that of a full back in terms of muscle and fat mass.

– The front row will have much higher body fat and more muscle bulk in order to add mass to the scrum.

– T he full back requires more speed and agility, so they will have much lower body fat and less muscle bulk.

Q3. Discuss whether maximum strength or muscular endurance would be more beneficial to an Olympic 2000m rower. Explain your answer.

– M uscular endurance would be more beneficial as the rower must repeat strong muscular contractions in the arms and legs for a sustained time (over six minutes).

– Strength is required at the start when a much greater force is required to move the boat form a stationary position.

Q4. Identify the type of strength required for each of the following activities: (a) Weightlifting: Dynamic strength/maximum strength (b) Sprinting: Explosive strength/dynamic strength (c) Rugby scrum: Static strength and dynamic strength.

Performance-related fitness is the ability to perform specific learned skills efficiently and effectively in order to enhance performance.

Introduction: Ask the students to identify examples of each component of performancerelated fitness: – speed e.g. sprinting to close down an opponent and make a tackle in Gaelic football – power e.g. jumping to head the ball in soccer – co-ordination – balance – agility – reaction time.

TASK 1.3 ANSWERS TASK: Copy the table and identify each component of performance-related fitness from the example.

Example from physical activity

Fitness component

A diver performing a handstand on the edge of the 10m board

Balance

Avoiding a jab at close range in boxing

Reaction time

Performing the serve in badminton

Co-ordination

A long jumper at take-off

Power

A sprint finish in the 800m

Speed

Avoiding a tackler in rugby

Agility

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PRACTICE QUESTION ANSWERS Q1. I dentify the two most important components of performance-related fitness required in a game of volleyball. Explain your choices.

– C o-ordination in order to move your feet and hands into position to strike the ball effectively

–A gility to move quickly from side-to-side and back-and-forth – P ower to strike the ball hard e.g. a serve or spike – R eaction time to quickly respond to the movement of the ball.

Q2. Identify which one of the following performance-related fitness components is not required by a javelin thrower: speed, power, agility, co-ordination.

– Agility as there is no change of direction required.

Q3. Describe what is meant by the term agility and why is it important in invasion games. Use examples to support your answer.

– Agility is the ability to change direction quickly without loss of speed or balance.

–G ames players need agility to turn quickly in order to make space for a shot or lose a marker.

Q4. Outline the point in the race were a marathon runner would require speed.

–A t the finish (100m to go).

Q5. Co-ordination is a key component of fitness in golf.

(a) Explain why reaction time is not important in golf.

(b) I dentify two other components of performance-related fitness that you consider important in golf. Justify your selections.

– In golf you play at your own pace and do not need to quickly react to a stimulus.

– Co-ordination is important in order to strike the ball well (hand-eye co-ordination).

–P ower is important in order to strike the ball with speed to maximise distance.

– Arm speed is important in order to impart more speed on the ball.

–F lexibility at the shoulders will increase the range of motion and therefore speed and power.

– Balance is important when trying to strike the ball cleanly.

Long answer question sample answer Choose an activity and outline three health-related and three performance-related components of fitness that are important to performance. Use examples from the activity to explain where each component is required.

Activity: Track cycling Health-related components:

–C ardio-respiratory endurance is required in order to sustain a hard pace over the entire distance.

– Strength

is required at the start as the bike has only one gear which requires a lot of force to turn from a stationary position.

– Body

composition is important as track cyclists need high levels of muscle in their legs to create power and very low levels of body fat to increase power to weight ratio.

Performance-related fitness components:

–P ower is important in order to accelerate quickly and increase the power output for the duration of the race.

– Speed is important as the legs must be turned over very quickly.

– Balance is important in order to stay upright on near vertical banks.

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1.2 Applying the components of fitness to physical activities Introduction: Discuss the games example and athletics examples from the student textbook (see pages 13 to 14) with the class: – Which components are the most important in each example?

– Ask the class to create their own example in groups.

TASK 1.4 (a) ANSWERS Discuss the fitness demands of marathon running, 50m freestyle sprint swimming and basketball. List them in order of importance* to successful performance.

Marathon running

50m freestyle sprint swim

Basketball

Cardio-respiratory endurance

Speed

Co-ordination

Muscular endurance

Power

Power

Body composition

Strength

Speed

Co-ordination

Coordination

Agility

Speed

Reaction time

Strength

* Opinions differ on the order of importance, especially from ranks 3–5.

TASK 1.4 (b) SAMPLE ANSWERS Examine two different activities in relation to their fitness requirements.

Outline the fitness components required in order of importance and justify your selections.

Remember the most important component is the one that ultimately determines success.

Activity 1: Shot put in athletics –E xplosive strength or power is the most important component of fitness as the performer must move a heavy object as far as possible.

–A gility is important to executing the rotation technique at speed whilst maintaining balance.

–C o-ordination is important as the athlete must precisely co-ordinate the movement of the feet with the arm action in order to push the shot at the optimal moment.

Activity 2: Orienteering –C ardio-respiratory endurance is the most important as the event is run over difficult terrain and distances in excess of two miles.

–B alance is important as the ground is uneven and competitors must run on slopes, forests and rough ground.

– Muscular endurance is important as competitors often have to run up and down hills.

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1.3 Fitness testing for physical activity Link with practical performance: Carry out each of the fitness tests with the students: – Explain the procedures and let the students participate in the tests.

–M aximal tests such as the multi-stage test could be conducted as part of the warm-up and should be stopped at an early stage to avoid exhaustion for the other tests.

–A lternatively you could let the students take the lead by assigning two students to lead the class through each test. Allow preparation time for the students (e.g. up to a week).

Link with the Coursework Planner (PAP): Complete the analysis of health-related and performance-related fitness including the results tables and record video evidence of the tests being completed.

TASK 1.5 (a) ANSWERS Use the fitness test descriptions outlined in this section and the information on the components of fitness from sections 1.1 and 1.2 to design an appropriate battery of fitness tests for one named physical activity.

Activity: Badminton – Illinois agility test as badminton involves a lot of changes of direction – 30m sprint test as players must be fast over a short distance – Vertical jump test as players must have high levels of power – Press-up test as players require high levels of muscular endurance in the arms – Alternate ball throw as players require excellent co-ordination.

TASK 1.5 (b) ANSWERS Identify the most appropriate fitness test for each component of fitness and then suggest a physical activity that would require a high level of that fitness component.

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Component of fitness

Fitness test

Physical activity

Cardio-respiratory endurance

Multi-stage test

Marathon running

Muscular endurance

Press-up test

Rowing

Maximum strength

1 rep max test

Weightlifting

Explosive strength

Standing broad jump

Long jump

Flexibility

Sit and reach test

Gymnastics

Body composition

BMI or skinfold measurement

Sprint

Agility

Illinois agility test

Tennis

Balance

Standing stork test

Gymnastics

Co-ordination

Alternate ball throw

Basketball

Power

Vertical jump test

High jump

Speed

30m sprint test

100m sprint

Reaction time

Ruler drop test

Table tennis

PRACTICE QUESTION ANSWERS Q1.

Q2.

Q3.

Q4.

Q5.

Q6.

Q7.

Q8.

Outline why the multi-stage fitness test would not be appropriate for a sprinter.

– A sprinter does not require high levels of cardio-respiratory endurance.

– The 30m sprint test would be more sport specific and valid.

Identify and describe a suitable test of speed for a games player.

Activity: 30m sprint – Equipment: non-slip surface, cones and stop watch.

– A short, lead-in running start is taken.

– The test begins when the performer passes through the first set of cones.

– The performer must pass through the second set of cones as quickly as possible.

Outline the protocol for conducting the alternate ball catch test.

– Stand two metres away from the wall.

– Throw the tennis ball with the one hand and catch it with the other.

– Continue to throw and catch with alternate hands for 30 seconds.

Balance is a key component of fitness for a gymnast. Outline a suitable test of balance.

Standing stork test – Level surface and stop watch needed – Place your hands on your hips.

– Lift one foot and place your toes against the knee of the standing leg.

–R aise yourself up onto the ball of your foot and hold this position for as long as possible.

Identify the fitness tests that are most appropriate for a footballer. List at least three components of fitness and the corresponding fitness test.

– Speed: 30m sprint test – Agility: Illinois agility test – Power: Vertical jump test – Strength: 1 rep max test – Cardio-respiratory endurance: Multi-stage fitness test – Co-ordination: Alternate ball throw or alternate ball kick to make it sport specific.

Examine if the vertical jump test is sport specific for a long jumper.

– It does test the same muscle groups, but it tests jumping height, not distance.

– It is a valid test of leg power.

– Standing broad jump would be more sport specific.

If you scored highly in the multi-stage test which sports are you most likely to be good at?

– Endurance activities e.g. cycling, running, swimming – Games of a long duration that require constant movement e.g. football, hurling.

When designing a battery of fitness tests there are several factors that need to be considered. Outline three steps you could take to ensure your selected tests are accurate and relevant.

– Tests should be sport-specific.

– Tests should replicate the sporting movements and sporting environment.

– Tests should be predictive.

– Tests should be valid and reliable.

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1.4 The principles of training and performance Link with practical performance: The principles of training could be explained by designing a training programme and implementing it as part of the practical activity such as the warm-up: – Progression could be added each week (intensity, time or type) – SPORRRT – FITT.

PRACTICE QUESTION ANSWERS Q1. Identify the principles of training including SPORRRT and FITT.

–S pecificity, Progressive overload, Readiness, Recovery, Reversibility, Tedium

– Frequency, Intensity, Time, Type.

Q2. Describe what is meant by progressive overload. How would you apply the FITT principle to ensure effective progression?

– G radually over time greater demands must be made of your body if an improvement in fitness is to be achieved and a plateau avoided.

– Applying the FITT principle in order to progressively overload: – Increase the frequency of training e.g. four days per week instead of three.

– I ncrease the intensity of the training session (% MHR for endurance or % 1RM for strength).

– Increase the time of the sessions e.g. 40 minutes instead of 30 minutes.

– C hange the type of training in order to make the body adapt and improve. For example, moving from continuous training to fartlek training will stress the energy systems more.

Q3. Using the FITT principle outline how a marathon runner could apply progressive overload during preparation.

–T hey could gradually increase the number of times per week they train (frequency) e.g. from five to six sessions per week.

–T hey could gradually increase the intensity by running at a faster pace, higher heart rate or adding uphill running.

–T hey should gradually increase the time they spend training e.g. from 60 minutes per session to 70 minutes per session.

–T hey could change their type of training from continuous training to fartlek training in order to work their energy systems harder.

Q4. In order for a tri-athlete to apply specificity to their training, which activities would they prioritise in training?

– Running, swimming and cycling.

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LONG ANSWER QUESTION SAMPLE ANSWER Choose one physical activity and apply the principles of training in order to demonstrate how performance could be improved.

Activity: Swimming –S pecificity: The majority of the training should take place in the swimming pool working on the strokes that they intend to compete in.

–P rogressive overload: The swimmer should gradually increase the training by progressively applying the FITT principle.

–T hey should add additional training sessions e.g. from three to four days per week as fitness improves.

–T hey should gradually increase the intensity by swimming faster or adding resistance.

–T he time spent training should be gradually increased as fitness improves and adaptation has taken place from the previous training block.

–T hey can vary the type (method) of training. For example, they can gradually add more intense training such as fartlek sessions where they vary the pace, or interval training where they work hard for a period of time before taking a rest/recovery and repeating the sequence.

–R eadiness: The swimmer should be physically ready for hard training sessions by having a base of low-intensity fitness training after a break. They should warm up well, be properly fuelled (nutrition) and well hydrated.

–R ecovery: They should be given adequate recovery during the session in order to maintain the intensity and not experience extreme fatigue. They should also be given recovery days between hard training sessions.

–T edium: The training should be varied in order to avoid boredom. For example, introducing land-based sessions such as weight training.

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1.5 Fitness training methods Link with practical performance: The methods of training could be effectively taught within the practical activity by taking the students through short bouts of each method as part of the warm-up or main session: – continuous – interval – fartlek – weight – circuits – plyometrics – flexibility.

PRACTICE QUESTION ANSWERS Q1. Explain what is meant by fartlek training and identify a performer who would benefit from it.

–F artlek training involves speed play or changing the pace/intensity repeatedly throughout the session.

– It is an advanced variation of continuous training with no stoppages.

– Games players/athletes/swimmers/cyclists would benefit from it.

Q2. Outline two methods of training flexibility.

– Static stretching involves holding a position in order to lengthen the muscle.

– Dynamic stretching involves controlled movements such as lunges.

Q3. Strength is an important component of fitness for games players. Describe one method of strength training that a games player would use.

Weight training involves using free weights or resistance machines to work a muscle group.

Q4. Distance runners engage in several hours of continuous training each week. Outline the advantages and disadvantages of this method of enhancing stamina.

Advantages:

– Improves cardio-respiratory endurance

– Low intensity, so low injury risk

– Time efficient and easy to follow.

Disadvantages:

– Can be boring

– Does not improve speed or the anaerobic energy system.

Q5. Explain why a basketball player would benefit from performing plyometric training.

Increases power and speed so they can sprint faster and jump higher.

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TASK 1.6 ANSWERS Use the information in section 1.4 and 1.5 to apply the FITT principle to the selected components of fitness.

Frequency

Intensity

Time

Type(s)

Cardio-respiratory endurance

Minimum of 3 times per week

70%–85% MHR

30 minutes

Continuous Interval Fartlek

Muscular endurance

2–5 sessions per week

Low weight 50%–60% 1RM High reps

20 minutes

Weights Circuits

Strength

2–4 sessions per week

85–100% 1RM

20 minutes

Weights

Flexibility

2–7 sessions per week

Low to moderate

10 minutes

Static Dynamic PNF

Power

2–4 sessions per week

75–85% 1RM Moderate to high

20 minutes

Weights Plyometrics

Speed

2–4 sessions per week

High to very high

15–30 minutes

Interval training

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1.6 Approaches to training in the activity and outside the activity Introduction: Explain the difference between training inside and outside the activity.

– Training inside the activity is specific to the activity.

– Training outside the activity is supplementary or alternate training due to injury.

PRACTICE QUESTION ANSWERS Q1. D escribe two suitable methods of training inside the activity and outside the activity for a games player.

Inside the activity:

–S kills training such as drills or small-sided games, targeting the key skills of the game

–F itness training specific to the requirements of the game e.g. interval or fartlek training.

Outside the activity:

–C ross training: an injured player may train separately in the gym, on the bike or in the pool to stay fit.

–S trength and conditioning may be performed by players at home in their own time in order to work on specific weaknesses or injury prevention.

Q2. Outline one method of training that a sportsperson could perform whilst injured in order to maintain their fitness.

– Cross training in order to maintain cardio-respiratory endurance

–T his could take place on a stationary bike, elliptical machine or in the pool if weight bearing exercise is not possible.

Q3. Explain the benefits of performing proprioceptive training.

– Increased neuromuscular function, making skills more co-ordinated

– Improved technique e.g. running action

– Rehabilitation of injuries.

TASK 1.7 (Physical activity task) SAMPLE ANSWERS

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Week

Fitness component

Frequency

Intensity

Time

Type

1

Strength: upper and lower body

2 sessions

85% 1RM

3 sets of 5 reps

Weight training

2

2 sessions

90% 1RM

3 sets of 4 reps

Weight training

3

3 sessions

90% 1RM

3 sets of 5 reps

Weight training

4

3 sessions

95% 1RM

4 sets of 3 reps

Weight training

1.7 Periodisation of training programmes Introduction: Outline the three phases of the training year with an examples from seasonal sports, for example: – Activity: Football –P re-season preparation: For a football player this would involve fitness training such as strength, cardio-respiratory endurance, speed and agility.

–C ompetition season: Focus on regular competition, maintaining fitness and working on skills, tactics and strategies.

–P ost-season recuperation: Rest and recovery is the focus, whilst maintaining base level fitness such as stamina and strength.

TASK 1.8 ANSWERS Consider the following stages of a swimmer’s training programme and identify which stage of periodisation each relates to.

• Swim 7000-8000m per week = Pre-season preparation • Swim no more than 5000m per week = Competition season • Swim 3000-4000m per week = Post-season recuperation.

PRACTICE QUESTION ANSWER Q1. Outline the training that would be carried out during each of the

three periods of the year for one selected activity.

Activity: Rugby Pre-season:

–F artlek training for speed and cardio-respiratory endurance: twice per week for 20–30 minutes at 70%–100% MHR

–W eight training for strength: three sessions per week at 85%–100% 1RM targeting upper and lower body, low reps e.g. four sets of five reps

–S kills training and pressure training: three sessions per week for 60–90 minutes at moderate to high intensity.

Competition season:

– Interval training for speed

– Weight training to maintain strength

– Tactics and strategy such as set plays and formations

– Skills and pressure training.

Post-season:

– Light continuous training to maintain cardio-respiratory endurance

– Weight training to maintain strength.

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CASE STUDY QUESTIONS ANSWERS Q1. Study the three phases of the athlete’s year and identify:

(a) three differences in the typical training week between the preparation phase and the competition phase.

– 50% reduction in training volume in the competition phase (50 miles)

– Reduction in length and increase in intensity of interval training

– Weight training reduced to one session per week

– Easy runs (continuous) reduced in length

– Rest day added.

(b) how the goals of training change from the preparation phase through to the post season

– A move from increasing cardio-respiratory endurance and strength to maintenance

– Focus has changed to speed and anaerobic capacity.

(c) the changes in volume of training as the phases progress

– Volume progressively reduces as the athlete moves through the phases

– From 100 miles to 50 miles to 20 miles per week.

Q2. How does this athlete’s coach apply the principle of tedium (variety)?

– A range of training methods adopted: continuous, interval, fartlek, weight, plyometric

– Variety of environment/terrain e.g. hills, gym

– Variety of intensities.

Q3. There is a significant risk of overtraining during the preparation phase. What strategies could the coach and athlete employ to avoid this scenario? Consider:

(a) the volume of training

(b) the intensity of training

(c) enhancing recovery.

– Inclusion of easy days with reduced intensity/hard-easy principle

– Inclusion of rest days

– Easy week every fourth week with less volume and intensity

– Plenty of sleep: 8–9 hours per night

– Take naps after training

– Diet: adequate carbohydrate and protein

– Ice baths; NormaTec pulse recovery system

– Massage.

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Chapter 2: Skill acquisition 2.1 Defining skilled performance Explain what is meant by skilled performance.

– Discuss what makes a highly skilled performer.

– Outline the components of skilled performance: RACE FACE. –D iscuss the example (Apply it) and ask the students to come up with their own examples in pairs.

PRACTICE QUESTION ANSWERS Q1. Using a sporting example, explain what makes a performance skilful.

Tip: be sure to apply the key elements of the definition.

–A skilful badminton player will be able to consistently strike the shuttlecock well in the direction intended (pre-determined result and accuracy).

– They will have an efficient and smooth technique (aesthetic).

– They can adapt their skills to deal with challenges.

Q2. Use sporting examples to explain the terms effective, efficient and responsive in relation to skilled performance.

–E ffective: for hand-passing to be effective it must find the hands of the target player and requires accuracy, consistency, confidence and control.

–E fficient: the cyclist must minimise their energy expenditure by having efficient technique.

–R esponsive: the football player must adapt their skills to respond to their opponent and the conditions.

Q3. Complete the acronym RACE FACE to identify the key characteristics of skilled performance.

–R esponsive, Aesthetic, Controlled, Efficient, Fluent, Accurate, Consistent, Effective.

Q4. Identify each key term in relation to how a novice will differ from an experienced performer in terms of skill.

Key terms: adapt, time, fluent, efficient, consistent.

An experienced performer will:

– get it right almost every time = consistent

– use less energy to perform the Skill = efficient

– perform the skill faster = time

– be able to respond to the environment and opposition = adapt

– perform the skill smoothly = fluent

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2.2 The difference between skill and ability Explain the difference between skill and ability: we are born with abilities, but we must learn skills.

– Discuss the characteristics of abilities.

– I dentify the physical abilities and explain that being born with naturally higher levels of these abilities influences the activities we are good at.

TASK 2.1 ANSWERS Which physical abilities are needed for the following activities? (a) Perform a handstand in gymnastics: strength, balance, co-ordination (b) Perform an overhead kick in soccer: agility, co-ordination, power, flexibility (c) Run 100 metres in under 10 seconds: speed, strength, power, reaction time, co-ordination (d) Score a three-point shot in basketball: co-ordination, power, strength (e) Perform the butterfly stroke in swimming: co-ordination, strength, flexibility, power

PRACTICE QUESTION ANSWERS Q1.

Outline the difference between skill and ability. Apply to an example.

– We must learn skill.

– We are born with abilities (innate/genetic).

–F or example, a gymnast may be born with a high level of flexibility, co-ordination, balance and strength but they will still have to practise for many hours to learn the skills required for a complete floor routine.

Q2. Explain two characteristics of ability.

– Innate: we are born with abilities

– Enduring: they remain stable over time

– Cognitive: thinking ability e.g. strategy.

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2.3 Skill acquisition Link with the Coursework Planner (PAP): Following completion of this section each student could analyse their own performance or the performance of a peer in order to identify their/their peer’s stage of learning. A proforma and sample is provided. Video evidence could be used for the analysis.

Explain the three stages of learning a new skill: – Cognitive: beginner – Associative: developing – Autonomous: expert.

PRACTICE QUESTION ANSWERS Q1. Identify the three stages of learning a new skill.

– Cognitive

– Associative

– Autonomous Q2. Outline three characteristics of a performer at the autonomous stage of learning.

– Highly proficient (high level of performance)

– Consistency of performance

– Able to adapt the skill to the situation

– Faster decisions and execution of the skill Q3. Identify one difference between a cognitive performer and an associative performer?

– the associative performer will perform the skill better/not make as many mistakes

– t he associative performer will have a mental picture of how the skill should be performed.

Discuss how skills are learned effectively.

– Discuss the importance of feedback when learning a skill.

– ACE IT: accurate, concise, easily understood, immediate, truthful.

– Explain the different types of feedback.

–A sk the students to identify each type of feedback described in the examples (see PowerPoint).

TASK 2.2 (Group work) ANSWER Discuss which type(s) of feedback would be best suited to each stage of learning: – Cognitive: terminal, positive, extrinsic, knowledge of results – Associative: terminal, constructive, extrinsic, knowledge of performance – Autonomous: continuous, constructive, intrinsic, knowledge of performance.

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PRACTICE QUESTION ANSWERS Q1. Describe the differences between intrinsic and extrinsic feedback.

– Intrinsic feedback comes from inside – the feel of the movement or skill.

–E xtrinsic feedback comes from outside sources such as a coach telling how well you performed.

Q2. Explain when feedback should take place and what factors need to be considered to make the feedback effective.

Feedback can take place during the practice or immediately after and needs to be:

– accurate: specific to the performance

– concise and not overly elaborate

– easily understood and not confusing

– immediate: during or after the performance

– t ruthful: constructive feedback is crucial to improvement even if it is unpleasant.

Q3. Using an example from sport, investigate the differences between knowledge of performance and knowledge of results.

–K nowledge of performance outlines the positive and negative elements of a performance. For example, a gymnast will receive feedback on the execution of each element of their routine from their coach, highlighting errors and areas for improvement.

–K nowledge of results is concerned only with the objective result such as the score the gymnast received for each element of the performance.

Q4. Complete the sequence on Feedback using the following key words: feedback, adjustments, future performance, learning.

– Performance outcome: 1) feedback 2) learning 3) adjustments 4) future performance.

Guidance Link with practical performance: This could be introduced as part of a practical lesson by incorporating visual and verbal guidance into your lesson and making students aware of the differences and benefits of each. Allow students the chance to try each type of guidance with a partner.

Explain the four different types of guidance: – Visual – Verbal – Manual – Mechanical.

Link the types of guidance to the stages of learning.

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PRACTICE QUESTION ANSWERS Q1. Outline an example of when a coach would combine visual and verbal guidance.

–D emonstrating and explaining a skill to a group of cognitive learners e.g. passing in soccer.

–H ighlighting errors and demonstrating how to make corrections for associative and autonomous learners e.g. verbally explaining the cause of the error to a gymnast and then demonstrating the correct technique.

Q2. Describe why it would not be suitable to use verbal guidance with a beginner.

– The cognitive performer does not yet have a mental picture of the skill.

– It will be confusing without a demonstration.

– Verbal guidance may be misunderstood.

Q3. Identify which stage of learning would be best for a coach to use:

(a) verbal feedback only: autonomous (b) verbal and visual guidance: associative.

Q4. Identify which type(s) of guidance would be most appropriate for learning the following skills:

(a) a cognitive level swimmer learning the butterfly stroke: visual/manual/ mechanical

(b) an associative level gymnast learning to vault: verbal/manual

(c) a cognitive level tennis player learning to serve: manual/visual

(d) an associative level athlete practising pole vaulting: mechanical/visual.

Practice Link with practical performance: Practice types and methods can be incorporated into a practical lesson by teaching students a skill using an appropriate guidance method and then organising students into groups to rotate around different practice sessions. For example, the standing triple jump: Practice Practice Practice Practice

1: 2: 3: 4:

distributed practice using the whole-part-whole method massed practice using the progressive part method. fixed practice using the whole method fixed practice using the part method.

Explain the four different types of practice and link to examples: – Fixed – Massed – Variable – Distributed.

Explain the four practice methods and link to examples: – Whole – Part – Whole-part-whole – Progressive part.

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TASK 2.3 (a) ANSWER Copy the table and tick an appropriate method of practice for each skill.

Whole practice

Part practice

Tennis serve Football pass

Whole-part-whole

Progressive part

✔ ✔

Triple jump

✔

Sprint start

✔

Front crawl

✔

Pole vault

✔

TASK 2.3 (b) ANSWER Select a practice method and type of practice for each stage of learning for a triple jumper.

Stage of learning

Practice method

Practice type

Cognitive

Progressive part

Distributed

Associative

Whole-part-whole

Distributed

Autonomous

Whole

Fixed

PRACTICE QUESTION ANSWERS Q1. Identify an appropriate practice method for each of the following:

(a) a simple skill such as running, jumping, kicking or throwing: whole practice

(b) a complex skill such as pole vault, triple jump or a tennis serve: part practice/ progressive part.

Q2. Explain why variable practice is beneficial for invasion games such as basketball.

–S kills in invasion games are open and affected by external factors, especially the opposition.

– Performers in invasion games need to be able to adapt and vary the skill.

Q3. Outline two benefits that distributed practice has over massed practice.

– Allows breaks for recovery

– Allows for feedback to be given

– Allows for guidance to be given.

Q4. Describe the process of performing whole-part-whole practice.

– Perform the whole skill first e.g. the tennis serve.

–B reak the skill into each of its component parts and practise these separately e.g. the toss of the ball and the overhead shot.

– Perform the whole skill again.

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LONG ANSWER PRACTICE QUESTION ANSWER Design a practice session incorporating the principles of effective practice and a variety of practice methods.

Include: • An outline of the practice session for a skill or fitness component. This should include text and diagrams where appropriate.

• Application of the principles of effective practice i.e. the type and method of practice best suited to the skill. Is the skill affected by external factors such as opposition or weather; safety etc?

• A description of how you would use guidance and feedback effectively – select the most appropriate types.

• An explanation of how the stage of learning and experience of the learner will influence the session plan, type of feedback and guidance used.

Skill: dribbling in basketball – Instructions: Dribble out with the right hand to a cone 20m away and then switch hands as you turn around the cone and dribble back to the start.

– The type of practice is distributed in order to give feedback.

– The method of practice is whole practice as dribbling does not lend itself to being broken into parts.

– The coach can use the breaks in the practice to give positive and constructive feedback on technique and footwork.

– Verbal and visual guidance should be given in order to refine the technique and eliminate errors.

– A cognitive performer will require visual and manual guidance prior to attempting the skill and should start at a walking pace. Feedback should only be given during the breaks in performance and it should be positive, clear and concise.

– An associative performer will benefit from verbal and visual guidance in order to refine their technique and gain consistency.

– An autonomous performer will require less guidance and feedback as they are already at a high level. The guidance and feedback would be verbal and can take place during the performance. They require constructive feedback in order to make small adjustments.

END-OF-CHAPTER PRACTICAL TASK Guide the students in designing the practice session, ensuring they include all three key elements: • an appropriate practice method and type of practice e.g. fixed practice of the whole skill • appropriate guidance for the level of performer e.g. visual for cognitive/beginner • effective feedback during and/or after the practice e.g. positive or constructive, continuous or terminal.

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Chapter 3: Psychological demands of performance Link with the Coursework Planner (PAP): Following completion of this chapter each student could analyse their own/peer’s psychological preparedness before, during and after performance. Proformas are provided for tests of confidence, anxiety and motivation and sample analysis. Retain the evidence for possible use as part of the PAP.

3.1 Motivation and performance Introduction: Motivation is a key driver affecting effort, focus and determination to succeed.

– Outline the differences between intrinsic and extrinsic motivation.

– Discuss examples with the class.

Discuss the Apply it example. How did Philip Deignan’s motivation change throughout his involvement in cycling?

Explain achievement motivation and how it differs from fear of failure.

Drive theory: Performance increases linearly with motivation.

– Ask the students to think of ways of increasing motivation?

– Compare the answers from the class with the list in the book/PowerPoint.

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PRACTICE QUESTION ANSWERS Q1. Outline which type of motivation you think is most effective and why.

(Give three reasons.)

– I ntrinsic motivation increases long-term participation, consistent effort in training and enjoyment.

–E xtrinsic motivation can further increase effort and focus in competition in order to achieve the reward/try harder/focused preparation.

–A chievement motivation will ensure the performer is not afraid to take risks, try again despite previous failures and seek to improve.

Q2. Discuss any potential problems with extrinsic motivation.

– When the rewards become unattainable participation may stop.

– Intrinsic motivation may be reduced if too much emphasis is placed on rewards.

– There may be less enjoyment and satisfaction from participation.

Q3. Identify one extrinsic motivator for a named activity.

– Football: professional contract (money)

– Trophies

– Media attention/fame.

Q4. Investigate the differences between intrinsic and extrinsic motivation.

– Intrinsic motivation comes from inside you, because you enjoy it.

– Extrinsic motivation comes from outside sources such as rewards (money, medals, praise).

Q5. Suggest reasons why achievement motivation is so crucial to successful performance.

– Ensures the performer will keep trying despite previous failures.

– The performer will play without fear/take risks.

– They will embrace competition and difficult situations and not fear them.

Q6. Analyse the link between motivation and performance according to drive theory.

– Performance will increase linearly with motivation.

– Performers will train harder, compete harder, seek feedback and improvement.

Q7. Describe three ways a coach could enhance the motivation of a performer.

– Ensure enjoyment and fun in training.

– Use rewards such as awards for most improved player.

– Ensure success is experienced.

– Set achievable goals.

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3.2 Confidence Explain confidence and its effect on performance.

– Ask the students to identify examples of confident sportspeople.

– Discuss the effect of low self-confidence on performance and ask for examples.

TASK 3.1 With a partner, make a list of teams and/or sportspeople who play/compete: (a) with confidence and without fear of failure (offensive and take risks) (b) with caution and fear of failure (defensive and avoid risk).

No sample answer as it is personal opinion and is often divisive, but creates good debate!

Explain self-efficacy as being the level of confidence a performer has in a specific situation or at that moment in time.

– Outline the model with examples in the PowerPoint table.

–A sk the students to discuss an example when they had low or high self-efficacy in sport.

–A sk the students to identify strategies they use to increase their self-efficacy prior to performance. Compare with the strategies in the textbook/PowerPoint.

PRACTICE QUESTION ANSWERS Q1. Outline three strategies that could help enhance your confidence in a sporting situation or physical activity. Apply to a named activity.

– Experience success in your club soccer training sessions.

– Remind yourself of previous successful performances such as a recent soccer match you performed well in.

– Control stress and anxiety prior to an important soccer match.

– Watch performers of similar ability performing successfully in training or a match.

– Link success to intrinsic factors such as your football ability and motivation.

Q2.

Self-efficacy is the level of confidence a performer has in a specific situation.

Describe two components of the self-efficacy model, linking them with examples from physical activity.

–P ast performance: experiencing success in a previous performances will increase self-confidence e.g. a penalty taker who has scored in all previous attempts.

–V erbal persuasion: positive feedback and encouragement will increase confidence in future performances such as a coach praising your courage and commitment.

–V icarious experience: watching others successfully complete a task increases confidence e.g. a young gymnast watching a peer’s performance can increase their self-efficacy.

– Physiological/emotional states: physical and mental arousal, anxiety, stress, nerves and motivation will impact their self-confidence e.g. an athlete who embraces the pre-race stress, butterflies, increased heart rate and breathing rate will go to the starting line with more self-belief.

Q3. Describe three ways that a coach could enhance the confidence of a performer leading up to an important competition.

- Achievable tasks that ensure success

- Praise and encouragement

- Help with mental preparation/pre-event routines/anxiety-control strategies

- Linking their success to intrinsic factors such as their ability.

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3.3 Anxiety Discuss the effect of anxiety on performance including: – the difference between state and trait anxiety – the difference between cognitive and somatic anxiety – the graph used to explain the effect of increasing cognitive and somatic anxiety – why cognitive anxiety needs to be kept lower than somatic anxiety.

Explain arousal and the inverted U theory: – Arousal is a state of readiness.

–P erformance improves within increasing levels of arousal up to a peak and after this point performance gradually decreases.

CASE STUDY

Discuss the effect of high cognitive anxiety on golfer Graham DeLaet.

CASE STUDY QUESTION ANSWERS Q1. Identify the reason why Graham had to withdraw from competition.

High levels of cognitive anxiety.

Q2. In order to return to competition Graham had to implement mental strategies to overcome his anxiety. Outline one strategy Graham could use to control: (a) Somatic anxiety before competition: deep breathing or progressive muscular relaxation (b) Cognitive anxiety during competition: thought-stopping, mental rehearsal or imagery prior to an important shot, positive self-talk.

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PRACTICE QUESTION ANSWERS Q1. Describe what is meant by anxiety in sport.

– Feeling apprehensive prior to performance

– Can be cognitive (mental) or somatic (physical)

– Can be state anxiety due to the importance of the competition

– Can be trait anxiety i.e. your normal stable level of anxiety.

Q2. Outline three ways anxiety can affect performance.

– I mproves performance by increasing readiness/arousal e.g. the release of adrenaline, increased heart rate and blood flow

– Increases focus, concentration and motivation

–C an have a negative effect on performance e.g. fear of failure, make mistakes, lower confidence, physically sick.

Q3. Explain the difference between competitive state and competitive trait anxiety.

–C ompetitive state anxiety is felt during a specific competitive situation and is unstable, usually influenced by the importance of the competition.

– Competitive trait anxiety is your normal stable level of anxiety.

Q4. Use figure 3.3. to explain why cognitive anxiety should be kept low and somatic anxiety at moderate levels to enhance performance.

– I ncreased cognitive anxiety will lead to fear of failure, self-doubt, lower levels of concentration, reduced motivation and increased errors in performance.

–M oderate levels of somatic anxiety will increase physical readiness including increased heart rate and reaction time (adrenaline).

Q5. Use figure 3.4 to describe the effect of low, medium and high levels of somatic anxiety on performance?

–L ow levels of somatic anxiety will leave the performer under-prepared physically and cause them to under-perform.

–M edium levels of somatic anxiety will increase readiness to perform by improving concentration, motivation, reaction time and physical readiness such as increased heart rate and adrenaline levels.

–H igh levels of somatic anxiety will lead to reduced performance as the performer is unable to cope with this level of anxiety and may, for example, be physically sick.

Figure 3.3: The effect of cognitive and somatic anxiety on performance

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Figure 3.4: The inverted-U theory

3.4 Concentration Introduction: Concentration is the ability to exert deliberate mental effort.

– Discuss the positive effects of improved concentration – Discuss the negative effects of poor concentration Discuss the ways that concentration could be enhanced.

– Ask the students what strategies they use to improve their concentration.

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3.5 Feedback and performance Introduction: Feedback is the information received by the performer during and after their performance.

– Outline how the different types of feedback can impact upon performance.

PRACTICE QUESTION ANSWERS Q1. Performance in sport is heavily influenced by the ability of the performer to sustain their concentration for the duration of activity. (a) Explain the term concentration.

–C oncentration is the ability to apply deliberate mental effort to a specific situation e.g. a penalty kick.

(b) Outline three occasions in sport where maintaining concentration can influence success.

–A snooker player must concentrate on every shot as one miss could lose them the frame.

– A rugby penalty kick requires intense concentration.

– A sprinter must concentrate on the starter’s gun completely.

(c) Explain two positive effects of good concentration on performance.

– Anticipating your opponent

– Maintaining tactical positioning

– Improving reaction time

– Improving accuracy

– Improving mental preparation.

Q2. When a sports performer makes a mistake it is often down to physical or mental fatigue.

(a) Outline two negative effects poor concentration can have on performance.

– Making mistakes/poor decisions

– Missing signals

– Failing to read the play

– Reducing accuracy

– Slow reaction time.

(b) What strategies could a performer implement to enhance concentration?

– Mental rehearsal of performance

– Selective attention to block out distractions

– Thought stopping to remove negative thoughts or distractions

– Mental routine for set plays

– Pre-performance routines

– Fixing their attention on an opponent

– Cues and triggers to focus attention.

Long answer question: Investigate how feedback can affect performance. Include a range of positive and negative effects linked to the types of feedback from section 2.4.

–F eedback can affect performance positively by identifying weaknesses and putting in place strategies to improve.

–P ositive feedback and knowledge of results can improve confidence and motivation.

–N egative feedback and knowledge of performance can focus the high-level performer on eliminating small errors.

– Extrinsic feedback can be used to set goals for improvement and control anxiety.

– I ntrinsic feedback can improve confidence and concentration as well as controlling anxiety by helping the performer focus on their own performance.

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TASK 3.2 ANSWERS Apply the effects of these psychological factors on performance: (a) Increased cognitive anxiety will impact performance by improving alertness and concentration but too much cognitive anxiety will increase the likelihood of making mistakes. (b) Increased concentration will impact performance by focusing the performer, and improving reaction time and decision making. (c) Increased motivation will impact performance by increasing effort in competition and consistency in training. (d) Positive feedback from a coach will impact performance by increasing confidence and self-esteem.

3.6 Strategies to improve mental preparedness Discuss the effect of goal setting on performance.

– Ask the students to create a short-term goal and a long-term goal.

Explain mental rehearsal and its effect on performance.

–A sk the students to read the example (see page 72 of the student textbook) and explain the difference between internal and external visualisation.

– Give students the opportunity to try mental rehearsal.

– Discuss the benefits of mental rehearsal.

Outline self-talk, deep breathing and progressive muscular relaxation.

– Lead the students through each strategy in class.

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PRACTICE QUESTION ANSWERS Q1. O utline what is meant by the term goal setting and identify three ways it can benefit mental preparedness.

– Goal setting means setting targets for yourself

– Helps to motivate you which leads to increased effort

– Helps focus your attention/concentration

– Gives direction to your training (peaking for the big event/main goal)

– Allows you to check your progress

– Meeting goals gives you confidence.

Q2. Explain how mental rehearsal could be of benefit to a gymnast.

– Allows the gymnast to practise their routine prior to the competition

– Increases confidence/self-efficacy in their ability to execute the routine

– Stimulates the neuromuscular system prior to performance

– Allows dangerous components to be rehearsed

– Rehearses dealing with disruption and moments of crisis.

Q3. Explain why a 100m sprinter would benefit from mental preparation strategies such as self-talk prior to the start of their race. Which other types of mental preparation would be most appropriate for a sprinter immediately before their event?

– I t can be done immediately before the start in order to focus attention and increase confidence and motivation.

–M ental rehearsal could be used to visualise a successful performance and increase confidence.

– Thought-stopping could be used to banish negative thoughts.

Q4. Identify three sports where you feel mental preparation would be beneficial to performance. For each sport chosen, outline which methods of mental preparation would be most suitable and why.

–S nooker: self-talk could be used before and during the competition to focus attention; mental rehearsal could be used to visualise successful shots and increase self-confidence; progressive muscular relaxation could be used to control anxiety and tension in the shoulder/arms.

–S printing: thought-stopping and self-talk could be used immediately prior to the start in order to banish negative thoughts and improve focus.

–R ugby: the kicker could use a well-rehearsed mental routine to ensure consistency and accuracy. They could also use deep breathing, thought-stopping and self-talk to control anxiety and replace negative thoughts with positive ones.

Q5. Describe how physical relaxation strategies such as deep breathing and progressive muscular relaxation benefit the mental preparation of the performer.

– By increasing relaxation in the body performers can also relax their minds.

– It focuses attention away from the stressful situation.

– Controls anxiety (cognitive and somatic).

– Decreases heart rate, blood pressure, breathing rate, muscle tension.

– Improves concentration.

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END-OF-CHAPTER ASSIGNMENT – MARK SCHEME (Can be used as summative assessment) Design a mental preparation plan for a named activity. Outline the strategies that the performer could use before, during and after their competition.

Include methods of: • enhancing motivation • increasing confidence/self-efficacy • controlling anxiety • improving concentration • mentally preparing • appropriate feedback during and after the event.

Each element of the mark scheme should be addressed in the assignment.

Before competition: – Increase motivation/use of intrinsic and extrinsic motivations/encourage achievement motivation.

– Increase confidence/self-efficacy: past performance/verbal persuasion/vicarious experience/physiological and emotional states/setting goals/mental rehearsal.

– Control anxiety: recognise symptoms of anxiety/physical strategies including progressive muscular relaxation and deep breathing/psychological strategies including thought-stopping, self-talk and mental rehearsal/distract attention e.g. music.

During competition: – Maintain concentration: focus attention/selective attention/blocking out distractions/fix attention on the task/mental rehearsal prior to set plays/pre-performance routine/cues and triggers.

– Control anxiety and maintain relaxation: mental rehearsal prior to set plays/thought stopping/deep breathing/positive self-talk.

– Feedback: intrinsic/extrinsic from coach such as positive or constructive.

After competition: – Feedback: positive or constructive feedback/knowledge results and performance.

– Goal setting: evaluate success (goal fully/partially/not achieved)/set new goals.

– Relaxation strategies: progressive muscular relaxation/deep breathing/visualisation of the performance and including the identification and correction of errors.

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Chapter 4: Diet, nutrition and the role of the energy systems Link with the Coursework Planner (PAP): Following completion of section 4.1 and 4.2 each student could analyse their own diet and hydration using a food diary, urine chart and/or app. The necessary proformas and samples are provided in the booklet.

4.1 A balanced diet Explain the main macro-nutrients including carbohydrate, fat and protein covering: • the role of each nutrient • where to find each nutrient (foods) • their importance for sport.

– Ask the students to identify the most important nutrient for their sport.

Explain the main micro-nutrients including vitamins and mineral covering: • the role of vitamins and minerals • their application to sport e.g. calcium for strong bones to avoid injury.

NB: Students do not need to know the functions of each vitamin.

TASK 4.1 (Group work) ANSWER Research the main dietary requirements for one of the following sportspeople and report your findings to the class: –M arathon runner: High carbohydrate intake for energy; iron for RBC; calcium for strong bones; protein for recovery and repair of muscles; vitamins for energy production, immune function and blood circulation

– Sprinter: Protein for muscle mass and recovery; moderate carbohydrate for energy; calcium for strong bones; vitamins for energy production, immune function and blood circulation – Jockey: Low carbohydrate and fat to maintain low body fat; protein for recovery; calcium for strong bones to avoid breaks when falling off; vitamins for healthy body function –G AA player: Carbohydrate as main energy source; protein to gain muscle mass and recovery; minerals for RBC and strong bones; vitamins for energy production, immune function and blood circulation –S umo wrestler: High fat and high protein diet to increase body mass; calcium for strong bones to carry the large mass; vitamins to maintain general health – Weightlifter: High protein diet to maximise muscle bulk, low carbohydrate and fat to avoid fat gain prior to competition, calcium for strong bones to bear the weight, vitamins for good general health.

Outline the Apply it guidelines: Nutritional considerations for performance.

Discussion: Why do sportspeople need to take on additional macro-nutrients for training or competition lasting more than 90 minutes?

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PRACTICE QUESTION ANSWERS Q1.

Q2.

Q3.

Q4.

Identify two nutrients required for energy production.

– Carbohydrate – Fat Explain the role of protein in our bodies.

– Muscle repair and growth – Recovery from training e.g. micro-tears.

What do you understand by the term balanced diet?

– A diet with the right amount of calories and a variety of nutrients.

Outline the importance of vitamins and minerals in our diet.

– Vitamins

help keep our bodies healthy e.g. skin, eyesight, bones, teeth, energy production, immune function, blood circulation.

–M inerals contribute to the healthy functioning of our bodies including red blood cell production, nervous system, strong bones, hydration.

Q5. Identify the key nutrients (macro and micro) required by each performer and justify your selections:

(a) rugby front row: protein for muscle bulk, carbohydrate for energy, fat for extra protection from the high impact, calcium for strong bones

(b) 50m sprint swimmer: carbohydrate for energy, protein for muscle bulk to increase power, vitamins and minerals for healthy body function

(c) weightlifter: protein to increase muscle mass, carbohydrate for high-intensity energy, calcium for strong bones

(d) Tour de France cyclist: carbohydrate for energy, protein for recovery, vitamins to maintain immune function and energy production, minerals such as iron to increase red blood cells.

Long answer question Outline a set of nutritional guidelines for a named activity including specific advice for:

(a) Before performance: the days leading up to competition and the hours before the start.

(b) During the event e.g. in competition, during breaks, whilst on the move.

(c) After the event: he hours immediately after the event.

Activity: GAA

–B efore: Increase carbohydrate intake in the days leading up to the match in order to carbohydrate load. Consume antioxidants and beetroot in the form of juices in the week leading up to the event.

– 3-4 hours prior to the match, consume a high complex carbohydrate meal to maximise energy stores; maintain good hydration; avoid sugary or fatty foods.

– 1 hour before, consume an espresso or flat coca cola to increase caffeine levels.

–D uring: Maintain hydration; consume a high-carbohydrate drink or gel at half-time to restore energy supply in the muscles; drink during breaks in the play.

–A fter: Re-hydrate with water and electrolytes; drink a hypertonic recovery drink with protein; eat a meal high in carbohydrate and protein within one hour of the final whistle to take advantage of the increased metabolism.

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4.2 Hydration for performance Discuss the effect of hydration on performance including: – the negative impact of dehydration on performance – how to maintain hydration before, during and after performance.

TASK 4.2 (In pairs) ANSWER Design a hydration plan for (a) a marathon runner (b) a GAA player.

• Consider pre-event, inter-event and post-event hydration.

• Type of drinks e.g. isotonic, Hypotonic, Hypertonic (see below) Marathon runner Pre-event: Ensure full hydration by regularly sipping water with electrolytes. Consume an isotonic drink 30 minutes prior to the start to pre-hydrate and boost glucose levels.

During the event: Consume 150ml–200ml of a hypotonic drink every 20 minutes to maintain hydration and glucose levels.

Post-event: Consume hypertonic drink to replace carbohydrate stores. Consume 1.5 litres of fluid for every kilogram of weight lost, by drinking regularly for several hours post-race.

GAA player Pre-event: Ensure full hydration by regularly sipping water with electrolytes. Pre-hydrate with 300–500ml of an isotonic drink.

During the event: Drink water during stoppages in play and consume an isotonic drink (500ml) at half-time to rehydrate and boost glucose levels.

Post-event: Hypertonic drink to replace carbohydrate stores. Consume 1.5 litres of fluid for every kilogram of weight lost, by drinking regularly for several hours post-match.

Outline the sources of hydration including: – hypertonic, isotonic and hypotonic drinks.

PRACTICE QUESTION ANSWERS Q1. Describe the difference between a hypotonic drink and a hypertonic drink.

– Hypotonic = low carbohydrate (4%)

– Hypertonic = high carbohydrate (10%) Q2. Explain what electrolytes are and how they affect hydration.

–E lectrolytes are salts and minerals such as potassium contained in the blood that help maintain hydration as well as nerve and muscle function.

Q3. Investigate how hydration affects performance. Apply to an example.

–G ood hydration has a positive effect on endurance performance such as triathlon as temperature can be regulated, heart rate reduced and muscle function maintained.

–D ehydration has a negative effect on endurance performance such as triathlon (2% dehydration = up to 10% reduction in performance) as temperature and heart rate will increase.

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4.3 Sports supplements Discuss sports supplements including: – their role in sport – the risks and challenges of using supplements.

TASK 4.3 ANSWER Design a dietary table for one physical activity.

Sport/activity: Football player Primary source

Secondary source

(Most important)

Source of energy

Complex carbohydrate e.g. potatoes, pasta, bread

Unsaturated fat e.g. olive oil, nuts, seeds

Vitamins and minerals

Fruit and vegetables to obtain a wide variety of vitamins

Meat and dairy e.g. iron and calcium

Protein

Lean meat and fish

Beans and lentils

Hydration

Water with electrolytes

Isotonic drink at half-time

PRACTICE QUESTION ANSWERS Q1. Outline three reasons why sportspeople use supplements.

– In-competition energy replacement

– Protein shakes for recovery

– Additional nutrition

– To extend performance (endurance).

Q2. Describe two problems sportspeople may experience with supplement use.

– Expensive and some are ineffective

– Long-term health effects e.g. high-sugar energy drinks

– Ethics.

Q3. Examine the dietary requirements of a performer in one selected physical activity including:

(a) the most important nutrients for the performer based on the requirements of the sport

(b) maintaining hydration

(c) nutritional requirements for competition before and during the competition.

(d) nutrition for recovery (post training or competition).

Activity: Athletics – shot put

– Protein for muscle bulk, strength and recovery from weight training.

– Carbohydrate for energy (explosive activity).

–H ydration should be maintained by regularly sipping water; hydration is not a major consideration in shot-put performance as it is not an endurance event.

– Pre-competition meal containing complex carbohydrate and lean protein.

– During competition no additional energy intake is required.

–A meal containing carbohydrate and protein should be consumed within one hour of competition to maximise recovery.

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4.4 The energy systems Introduction: Explain the difference between aerobic and anaerobic energy production.

– Aerobic = energy produced with oxygen – Anaerobic = energy produced in the absence of oxygen – Discuss the advantages and disadvantages of each energy systems.

Explain the energy continuum with the help of the graph: – Anaerobic alactic (ATP-PC): very fast energy supply for around eight seconds – Lactic acid system: fast energy for up to 60 seconds –A erobic energy system: slow energy for low-moderate intensity exercise; takes up to two minutes to reach its full potential due to the need for oxygen.

Compare the relative contribution of each energy system in selected events. (Use table 4.6.)

TASK 4.4 ANSWER Look at the activities being performed in the images. Determine if it will be predominately the aerobic or anaerobic system supplying the energy.

Family walk/jog = aerobic High jump = anaerobic Alactic/ATP-PC Rugby dive = anaerobic Alactic/ATP-PC Rowing (2000m/6 minutes +) = aerobic system will provide most of the energy with a significant contribution from the anaerobic lactic acid system.

TASK 4.5 ANSWER Copy and label the diagram with: Aerobic, Anaerobic alactic (ATP-PC), Anaerobic lactic acid (LA).

Time 0 sec Alactic

10 sec

60 sec

90 sec

Lactic Acid

3mins

10mins

Aerobic

TASK 4.6 ANSWER Place each of the following athletics events into the most suitable box based on the predominant energy system.

100m 100% Anaerobic

400m

1500m 50%

10,000m

Marathon 100% Aerobic

Video: Show the class the video of the energy continuum in action on the PowerPoint.

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PRACTICE QUESTION ANSWERS Q1. Describe the differences between aerobic and anaerobic energy production.

–A erobic energy production is the breakdown of glucose and fat in the presence of oxygen.

– Anaerobic is the breakdown of glucose quickly without oxygen.

Q2. Outline two benefits and two drawbacks of:

(a) aerobic energy production

– Can use glucose and fat as fuel; long-term energy supply; no fatiguing waste products.

– Slow energy production; delay in reaching full working capacity (oxygen); cannot supply fast energy for high intensity; requires the use of glucose to break down fats.

(b) anaerobic energy production

–F ast energy for high intensity; no oxygen required; energy can be supplied when required/throughout a game; no waste products with the alactic/ATP-PC system.

–L actic acid build-up causes fatigue; short-term energy supply; slow to be replenished; inefficient use of nutrients/low energy yield.

Q3. Explain how the three energy systems combine to ensure that our energy needs are met during physical activity. Refer to figure 4.1 in your answer.

–A t the start of activity the aerobic system is slow to provide enough energy due to a lack of oxygen in the muscles so the alactic system will provide most of the energy at the very beginning (10 seconds).

–T he lactic acid system will dominate the energy supply from around 10 seconds up until around 60–90 seconds when it will start to become depleted and the aerobic system gradually increases its contribution.

–B eyond two minutes the aerobic system will supply the majority of energy as the supply of oxygen to the muscles has increased and the lactic acid build-up must be reduced.

– I n games the alactic system can be called on for short intense sprints throughout, provided adequate low-intensity recovery is taken.

–T he lactic acid system can also be called upon to increase its energy contribution for repeated longer sprints provided excess lactic acid levels have been recycled by the aerobic system in between.

Q4. Sportspeople use all three of their energy systems while competing. The intensity and duration of the activity will determine which energy system provides the greatest contribution. For each energy system identify two activities that rely on this energy supply and justify your answer based on intensity and duration:

(a) anaerobic alactic system (ATP-PC)

– 100m sprinting requires very fast energy for a very short duration.

–T hrowing events (javelin, discus) require explosive energy production over a very short period.

– Weightlifting requires maximum effort for a very short duration. (b) anaerobic lactic acid system

– The 400m sprinter requires fast energy for 45–50 seconds.

– Games players often have to make repeated sprints over a short period of time.

– Rowers must work at a high intensity for several minutes.

(c) aerobic energy system

–M arathon runners must supply energy to the muscles for a long time at a steady intensity.

–G ames players must keep active in between high-intensity sprints to recover and keep up with play. The game can last in excess of 90 minutes requiring a significant amount of aerobic energy.

–R oad cyclists must complete stages up to and in excess of 200km requiring steady energy supply for several hours.

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4.5 Impact on performance, practice and recovery Introduction: Discuss how the need to train the predominant energy system will impact the structure of the session.

– Compare the sprinter and the marathon runner (see Apply it).

– Discuss the need for games players to train all three energy systems.

Explain how knowledge of the strengths and limitations of each energy system influence performance.

Discuss the impact of intensity and energy system waste products on recovery post training.

Outline the recovery process and ask students to identify strategies to improve recovery.

CASE STUDY QUESTION ANSWERS Q1. Identify the strategies used to stimulate recovery from the previous day’s exertion.

– Light aerobic exercise (stationary bikes) – Foam rolling the major muscle groups – Static and dynamic stretching exercises – Pool based mobility exercises – Cold water immersion.

Q2. Suggest additional strategies that you would use with a team:

(a) immediately after performance – Perform a cool-down of light aerobic exercise and stretching.

– Consume a recovery drink containing high carbohydrate and protein.

– Achieve full hydration (1kg body weight loss = 1.5 litres fluid).

– Well balanced meal (complex carbohydrate and protein).

– Massage, ice bath, NormaTec pulse recovery system.

– Sleep.

(b) in the days following the performance.

– Massage/NormaTec – Stretching and mobility – Light training, especially aerobic exercise – Additional sleep – Consume regular complex carbohydrates and lean protein – Consume fruit and veg high in anti-oxidants – Maintain hydration.

PRACTICE QUESTION ANSWERS Q1. Discuss how a coach should apply their knowledge of the energy systems to enhance training and performance.

–T he coach should structure training to stress the most important energy system(s).

–T he coach should allow adequate recovery during the session to maintain intensity, especially when targeting the anaerobic systems.

–T he coach must allow adequate recovery between training sessions with more recovery following high-intensity anaerobic training.

–T he coach should employ time-efficient training methods when the activity requires more than one energy system to be trained e.g. fartlek training.

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PRACTICE QUESTION ANSWERS (continued)

–T he coach should advise the performer on pacing during competition in order to maximise the use of each energy system without causing premature fatigue.

–T he coach should advise games players on the limits of the alactic (ATP-PC) system and the length of time required to replenish the creatine in the muscles.

–A n endurance coach should be aware of the aerobic and anaerobic thresholds in order to ensure correct pacing strategies.

Q2. Explain why it takes longer to recover from high-intensity anaerobic training than from low-intensity aerobic training.

– Build-up of fatiguing waste products.

– Increased damage to muscle fibres from high-intensity effort.

– Heart rate will remain elevated for up to 24 hours.

– Muscle glycogen stores must be replenished with adequate carbohydrate intake.

Q3. How would a performer know if full recovery had been achieved?

– Heart rate, breathing rate and temperature have returned to normal.

– Lactic acid levels have returned to normal (muscle fatigue/soreness reduced).

– Fully hydrated.

– Energy levels restored.

Q4. Outline three ways performers can improve recovery.

– Cool down

– Ice bath

– Diet (carbohydrate and protein intake)

– Supplements

– Sleep

– Massage.

Q5. Describe three benefits of performing a cool-down.

–M aintaining elevated breathing rate and heart rate will increase oxygen levels in the muscles.

– Gradually decreases temperature.

– Recycles lactic acid as aerobic energy.

– Reduces stiffness or DOMS.

– Increases the removal of all waste products e.g. carbon dioxide.

Q6. Outline the process of performing a cool-down.

– Light aerobic exercise for at least five minutes.

– Static stretching to lengthen the muscles.

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TASK 4.7 ANSWER Copy the table below and outline a training session that will enhance each energy system.

Characteristics

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ATP-PC system

Lactic acid system

Aerobic system

(anaerobic)

(anaerobic)

(with O2)

Time/duration

Very short fast intervals <6 seconds 10 x 40m sprint

Short intervals <60 seconds 6 x 300m

30 minutes – >2 hours of continuous training; 3–10 minute intervals or fartlek efforts

Intensity

Maximal effort; full sprint

Hard >90% MHR

Low to moderate intensity; 60%–85% MHR

Type of training

Interval training; weight training; plyometric training

Interval training; fartlek training

Continuous training; interval training; fartlek training

Recovery

Long: several minutes rest or light activity 1:20–1:50

Long: lactic acid must be cleared >2 minutes 1:3–1:10

No recovery for continuous or fartlek; short recovery for intervals 3:1, 2:1, 1:1

END-OF-CHAPTER ASSIGNMENT – MARK SCHEME (Can be used as summative assessment) Design an effective and specific dietary plan to meet the nutritional needs of an athlete in a named activity. (a) An outline of the main nutrients required based on the dietary requirements of the activity.

–C arbohydrates such as pasta or bread for fast-release energy. Essential for highintensity anaerobic activities such as games, running events, gymnastic.

–F ats, especially unsaturated fats such as olive oil, avocado, and fish provide enzymes for energy production and an almost limitless source of low-intensity aerobic energy.

–P rotein such as lean meat, beans and lentils provide amino acids for recovery from training and the growth and repair of tissues.

–V itamins are essential to maintain healthy body functions and the health of bones, ligaments and tendons, thus preventing injury.

–M inerals are essential for maintenance of good health and performance. For example, iron is needed to create the red blood cells that carry oxygen to the muscles. (b) Outline a hydration strategy.

Maintaining good hydration: – Drink little and often throughout the day.

– Two litres of water per day.

– Light coloured urine.

Pre-event: – Drink small amounts regularly in the hours leading up to the activity.

– Drink during training and competition e.g. hydration breaks/half-time.

– Consume 300–500ml 15 minutes before the start of competition (pre-hydrate).

During the event: – Only for events lasting longer than 60 minutes e.g. games, marathon.

– Water, hypotonic or isotonic drinks.

– 200ml every 15 to 20 minutes.

Post-event: – Hydration status can be checked by weighing yourself pre and post event.

– 1kg body weight reduction = 1.5 litres of fluid required.

– Full hydration achieved when light coloured urine is passed regularly.

– Electrolytes (salts/minerals) should be added to the drink to speed up hydration.

– Hypertonic drinks can be used to speed up the replacement of glycogen stores. (c) Suggest strategies to support recovery and adaptation post training.

– Perform a cool-down.

– Consume a meal containing carbohydrate and protein within one hour of activity.

–C onsume a recovery drink containing electrolytes, carbohydrate and protein (hypertonic) immediately post exercise – Drink before, during and after training to maintain good hydration.

– 8–9 hours of good quality sleep.

– Massage to removes waste products and relax the muscles.

– Ice baths to increase blood flow to the muscles.

– Compression clothing to increase blood flow.

– Cherry juice or beetroot juice (antioxidants).

– NormaTec pulse recovery system.

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Chapter 5: Analysing skill and technique Link with the Coursework Planner (PAP): Following completion of this chapter each student could analyse their own/peer’s biomechanics in order to identify strengths and weaknesses. This would predominantly focus on the performance of the skill in relation to planes and axes, the use of levers and mechanical advantage but it could be broadened to include the use of scalars, vectors and laws of motion. Video analysis and apps such as Hudl or Coach’s Eye will allow for enhanced analysis by using slow motion, lines, angles and comparison with a model performer. A proforma and sample is provided.

5.1 Levers of the body Introduction: Identify the three main components of a lever on the diagram (effort, resistance and fulcrum).

Explain the classification system for levers: – FRE = 123 – First class = fulcrum is in the middle – Second class = resistance is in the middle – Third class = effort is in the middle.

– Ask the students to identify each class of lever from looking at the basic diagrams.

TASK 5.1 ANSWER Copy and complete the table.

First class lever F

Example of joint

Application to sport

Elbow (triceps)

Overarm throwing

Ankle

Jumping/running/kicking

Longer resistance arm

Running/jumping/kicking

E

R

Second class lever F R

E

Third class lever F E

R

Explain the concept of mechanical advantage with the help of the diagram.

–A sk the students to read the Apply it section on mechanical advantage and then use the table to identify two more examples from sport.

– It may be beneficial to let them work in pairs.

Ask the students to identify the type of mechanical advantage in each of the PowerPoint images (strength or speed) by judging the length of the effort arm and resistance arm.

– Link it to a sporting example for the body part shown.

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PRACTICE QUESTION ANSWERS Q1. I dentify the type of mechanical advantage being harnessed during each movement – speed or strength. To do this you must work out if the effort

arm or resistance arm is longer.

–L onger resistance arm allows more speed to be applied to the ball in order to gain more distance.

– Longer effort arm allows more strength to be applied to a heavy weight (the body).

–L onger resistance arm allows more speed but less strength making it harder to lift a heavy weight when performing the bicep curl.

Q2. Copy the table and identify the effects of mechanical advantage for each class of lever.

Longer effort arm or resistance arm

Strong or weak

Fast or slow movements

First class lever e.g. elbow (triceps) overarm throwing

Longer resistance arm

Weak

Fast

Second class lever e.g. the ankle

Longer effort arm

Strong

Slow

Third class lever e.g. the knee, hip, shoulder or elbow (bicep)

Longer resistance arm

Weak

Fast

Q3. Identify the component in the middle for: (a) first class lever: fulcrum (b) second class lever: resistance (c) third class lever: effort.

Q4. Complete a basic sketch of each lever system and label the fulcrum, effort and resistance.

First class lever

Second class lever

Third class lever

Q5. Explain what is meant by the term mechanical advantage and give an example from physical activity.

– The advantage attained by a lever by having either a longer effort arm or resistance arm.

–E xample: A taller sprinter will not create as much force as a smaller sprinter at the start of a race because the resistance arm at the knee and hip will be longer. As the race progresses the taller sprinter will then generate more speed due to their longer levers.

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5.2 Planes and axes of the body Introduction: Emphasize that movement takes place along a plane (in the same direction) and around an axis (always at 90o to the axis).

–A foosball table is a good example to explain the axis as the bars run through players in the frontal axis allowing them to move only in the sagittal plane.

TASK 5.2 ANSWERS Use the diagram to help you identify the type of movement possible along each plane and then identify a suitable sporting example.

Plane

Movement

Sporting example

Sagittal

Back and forth

Running

Frontal

Sideways

Star jumps

Tranverse

Rotational

Spinning or twisting

TASK 5.3 ANSWERS Identify sporting examples of movements that take place around each axis.

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Axes

Movement

Sporting example

Sagittal

Sideways

Star jumps, underarm shot in tennis or badminton, lateral raise

Frontal

Back and forth

Running, jumping, punching, bicep curl

Vertical

Rotational

Skater spinning, discus throw, pirouette in dance or gymnastics

5.3 Analysis of selected movement Explain why each movement takes place in the plane and axis identified.

– Demonstrate and ask the students to mimic the movement to reinforce the learning.

–H ighlight the shoulder joint in overarm throwing and press-ups: the shoulder rotates as these actions takes place so the resulting movement will be in the transverse plane and vertical axis.

Exam tip: The vast majority of movements take place in the sagittal plane and frontal axis and most joints in the body are third class levers.

PRACTICE QUESTION ANSWERS Q1. Analyse the movement of the sprinter.

(a) Identify the lever, plane and axis operating at the knee.

– Third class lever, sagittal plane and frontal axis.

(b) Sketch the lever system at the knee.

(c) Outline how mechanical advantage is utilised by sprinters to forcefully leave the starting blocks. Refer to the effort arm and resistance arm at the ankle.

– The ankle benefits from a longer effort arm than resistance arm allowing the sprinter create a lot of force in order to push the sprinters entire body weight forward out of the blocks.

Q2. Identify the plane and axis for each of the following movements: (a) a cartwheel: frontal plane and sagittal axis

(b) a forward roll: sagittal plane and frontal axis

(c) a high catch in Gaelic: sagittal plane and frontal axis

(d) a boxer punching (jab): sagittal plane and frontal axis.

Q3. For each movement identify the lever system and produce a basic sketch of it labelling the fulcrum, effort and resistance:

(a) a bicep curl (elbow):

third class lever

(b) a press-up (elbow): first class lever

(c) vertical jump (ankle):

second class lever

(d) sprinting (hip): third class lever

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5.4 Vectors and scalars Introduction: Explain that a scalar has a magnitude but no direction.

– Ask the students to read the cycling Apply it example before attempting task 5.4.

TASK 5.4 ANSWER Apply a sporting example to each scalar. Distance is completed for you. (a) Distance: A footballer must judge the distance of his/her pass and apply the correct force. (b) Speed: The sprinter who produces and maintains the most speed will win the race. (c) Energy burned (calories): A marathon runner will burn thousands of calories during the race. (d) Power (watts): A sprint cyclist must produce a lot of energy (watts) quickly in order to gain speed. (e) Mass: A heavier sumo wrestler will use his greater mass to overcome his opponent. (f) Time: Sprinters require a fast reaction time.

Explain that vectors have a magnitude and a direction. For example, velocity relates to how fast you move in a particular direction as opposed to speed which takes no account of direction.

TASK 5.5 ANSWER Which scenario is a scalar and which is a vector and why? (a) A cyclist is travelling at 30kph: speed. (b) A cyclist is travelling north-east at 30kph: velocity.

TASK 5.3 ANSWERS Copy the diagram of the pitch (figure 5.25) and draw a long-lofted pass hit between two players. Indicate player A providing the pass and Player B receiving the pass.

• Add the displacement of the ball which can be indicated by a straight arrow between the two points.

• Identify three scalars and three vectors in this example.

–S calars: mass of the ball, speed of the ball, distance travelled by the ball.

–V ectors: weight of the ball, velocity of the ball, force applied to the ball, displacement of the ball.

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Diagram:

B

A

TASK 5.7 ANSWER This task requires use of the internet and would be best set as a homework task unless your acceptable usage policy allows phones to be used in class for educational purposes.

Research each vector below and relate them to sporting examples: – Displacement: The tennis ball is displaced by the racket.

– Velocity: The velocity of the golf ball will affect how far it travels.

– Acceleration: The sprinter requires a lot of acceleration out of the blocks.

– Force: A boxer who punches with more force is more likely to knock out his opponent.

– Weight: A jockey must minimise his/her weight to make the horse more efficient.

– Momentum: A heavier rugby player will generate more momentum when travelling at speed.

Explain the link between mass and weight – mass is the amount of matter a body possesses and weight is the amount of force exerted by gravity on the mass.

PRACTICE QUESTION ANSWERS Identify whether each of the following examples is a scalar or a vector.

Justify your answer: (a) The football player running at 10 kilometres per hour towards the goal: vector. (b) The size of the penalty box on the west side of the stadium is 14 metres2: scalar. (c) The temperature of the velodrome was 15 degrees Celsius: scalar. (d) The sprinter accelerated north at a rate of 4 metres per second: vector.

TASK 5.8 ANSWER Will a basketball ball and a medicine ball of equal size both hit the ground at the same time when dropped from equal height? Test this theory in your school gym and discuss the results.

–Y es, the gravitational force will be greater on the medicine ball but the acceleration will be proportionally lower.

Video: Watch the PowerPoint video after completing the experiment.

Explain that inertia is the reluctance of an object to move or change its direction.

– Link to the practical task 5.8 and to the rugby example in Apply it.

– Larger, heavier objects have greater inertia.

Explain that distance measures the amount of ground covered whereas displacement takes account of direction i.e. the shortest distance between the start and finish.

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PRACTICE QUESTION ANSWERS Q1. Who/what has greater inertia?

(a) A tennis ball or a shot put thrown at 20kph.

– A shot put due to its greater mass.

(b) A sumo wrestler or a jockey running at 10kph.

– A sumo wrestler due to his greater mass.

Q2. Describe how a soccer player uses inertia to score a header from a corner kick.

–T he player uses his/her head to overcome the force of the ball in order to change its direction whilst maintaining its velocity.

Q3. Explain how a sumo wrestler uses inertia to win a contest.

–A sumo wrestler with a greater mass will create more inertia in order to overcome his opponent. He will also be more difficult to move backwards.

Q4. Look at the image of the 400m running track.

(a) If an athlete runs one lap of the track what is their distance covered and their displacement?

– Distance = 400m

– Displacement = 0m

(b) When an athlete runs the 200m will their displacement be greater of lesser than the distance covered?

– Lesser as displacement always measures the shortest possible route.

Q5. Identify if (a) distance and (b) displacement are scalar or vector quantities.

– Distance is a scalar as it has a magnitude but no direction e.g. metres covered.

– Displacement is a vector as it has both direction and size.

TASK 5.9 ANSWERS If an athlete were to break the world record in the three distances below: (a) Calculate the average speed needed during each race. (b) Calculate the average velocity during each race.

Distance

Time

Displacement

Average velocity

Average speed

(m)

(s)

(m)

(m/s)

(m/s)

100m

9.58 sec

100m

10.4m/s

10.4m/s

200m

19.19 sec

160m

8.34m/s

10.4m/s

400m

41.03 sec

0m

0m/s

9.75m/s

Explain acceleration and deceleration using the example of a sprint swimmer – Ask the students to identify other examples of acceleration and deceleration.

Momentum: Use the rugby Apply it example to explain momentum.

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PRACTICE QUESTION ANSWERS Q1. Describe a situation in sport where momentum will affect the outcome.

(a) Describe the specific situation within the activity.

–A pair of sumo wrestlers competing will attempt to use momentum to overcome their opponent.

– A long jumper at take-off uses the momentum gained during the run-up.

– Skiers use the steep downhill sections to gain momentum.

(b) Describe the effect of mass and velocity on the sportsperson and/or object.

–T he sumo wrestler with the greater mass will gain more momentum unless the lighter wrestler can significantly increase his velocity towards his opponent.

–T he greater the velocity of the long jumper on the run-up, the greater the momentum gained at take-off.

–A skier must use the velocity gained on the steeper downhill sections to maintain momentum on the flatter sections. A skier with more mass will gain more momentum on the steeper gradients.

(c) Identify the likely outcome.

– The heavier sumo wrestler will win if he can match his opponent’s momentum.

–T he long jumper who gains more velocity on the run-up is likely to jump further provided their technique is good at take-off and in flight.

–T he heavier skier will be faster in a straight line but may not be as agile on a course with lots of sharp turns.

TASK 5.10 ANSWERS Copy and complete the table by calculating the momentum of the long jumper, tennis ball and football. Create your own example in column 4. What do your answers tell you about the importance of mass to gaining momentum?

–M ore momentum can be gained with greater mass provided enough velocity can be achieved.

Person/object

Velocity (m/s)

Mass (kg)

Momentum (kgm/s)

1. L ong jumper at take-off

10m/s

60kg

600kgm/s

2. Tennis ball serve

80m/s

0.0585kg

46.8kgm/s

3. F ootball penalty kick

50m/s

0.43kg

21.5kgm/s

4. Skier

40m/s

70kg

2800kgm/s

Explain impulse and apply to the examples: sprinting blocks and follow-through when kicking increase impulse; moving your hands towards your body when catching and bending the knees when landing a jump reduce impulse.

TASK 5.11 (a) ANSWER Outline two examples of impulse in sport for: (a) the body: rugby scrum, swimmer starting blocks. (b) an object: shot put rotational technique, follow-through in racquet sports.

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TASK 5.11 (b) ANSWER Copy the table and place the vector and scalar quantities below in the appropriate column.

– Vector: acceleration and deceleration, velocity, weight, impulse, inertia.

– Scalar: speed, mass, distance.

CASE STUDY QUESTIONS Q1. Identify whether Usain was accelerating or decelerating during each 10m split. The first and last 10m splits are completed for you. (See table.)

Distance

Time

Split

10m

Acceleration

Deceleration

(m)

(s)

(s)

velocity (m/s)

(speeding up)

(slowing down)

Reaction time

0.146s

0-10m

1.85s

1.704s

5.87m/s

✔

10-20m

2.89s

1.04s

9.62m/s

✔

20-30m

3.78s

0.89s

11.24m/s

✔

30-40m

4.64s

0.86s

11.63m/s

✔

40-50m

5.49s

0.85s

11.76m/s

✔

50-60m

6.31s

0.82s

12.2m/s

✔

60-70m

7.11s

0.80s

12.5m/s

✔

70-80m

7.92s

0.81s

12.35m/s

✔

80-90m

8.74s

0.82s

12.19m/s

✔

Q2. Identify the point in the race where he begins to decelerate and give a reason for this based on figure 4.1 from chapter 4. Make specific reference to the ATP-PC system.

–U sain begins to decelerate after 70 metres as this is the point at which the ATP-PC system has been depleted (8 seconds).

Q3. How could Usain use impulse to improve his start?

– By applying more force against the blocks for a sustained period.

Q4. Usain had more mass than most of his opponents resulting in him having a greater inertia. (a) Why would this be a disadvantage at the start of the race?

– Harder to accelerate and create momentum.

– More force required to gain speed and overcome inertia. (b) At what point in the race would this become an advantage and why?

–W hen he reaches maximum velocity he will have a higher inertia and therefore he will decelerate less.

Q5. Usain had very long levers. How would this have given him an advantage over his smaller opponents?

– Longer levers allow the sprinter to generate greater speed (longer stride).

– Longer resistance arm will result in slower acceleration but a greater top speed.

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5.5 Newton’s laws of motion applied to physical activity Explain Newton’s first law (inertia).

– Students should read the Apply it example before attempting task 5.12.

TASK 5.12 ANSWERS Outline examples from sport where: (a) a force causes an object at rest to move: a snooker ball being struck by the cue. (b) a force causes a moving object to change direction: a football player heading the ball. (c) a force causes a moving object to accelerate: a volleyball player spiking the ball in play. (d) a force causes a moving object to decelerate: a cricket player catching a ball.

Explain Newton’s second law (acceleration).

– Students should read the Apply it example before attempting task 5.13.

TASK 5.13 ANSWERS Identify the vectors affecting acceleration during each of the following actions: a) a sprinter leaving the blocks: impulse. b) a snooker player striking through the ball: impulse. c) a football player shouldering an opponent off the ball: momentum. d) a high jumper during take-off: velocity of the run-up and inertia as the horizontal velocity is converted into vertical lift.

Explain Newton’s third law (counterforce) using the Apply it examples.

–A sk the students to identify the counterforce in each activity (water for the swimmer, the ground for the high jumper, the racket for the tennis ball).

Exam memory tip: 123 = IAC (inertia, acceleration, counterforce).

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PRACTICE QUESTION ANSWERS Q1. Identify Newton’s third law and apply it to a physical activity example.

–A ction/reaction or counterforce: A gymnast performing a floor routine will use the counterforce provided by the sprung floor to gain additional height when jumping/twisting/somersaulting.

Q2. Identify each law of motion from the example below.

(a) Law = First/inertia

An example of this law can be seen in tennis at the highest arc of a server’s toss when

the ball is nearly motionless. It will either fall straight down due to the force of gravity,

or travel across the court from the force of the racket striking it.

(b) Law = Second/acceleration

This law comes into effect every time the tennis player moves around the court.

Taller players are less agile on the court because their larger mass accelerates and

decelerates more slowly compared to smaller players. Heavier players need more time

to get from one part of the court to the other and more strength to move their heavier body.

(c) Law = Third/counterforce

This law is applied when a tennis player jumps. The force exerted by the player’s feet

downwards is countered by an equal and opposite force exerted upwards by the floor,

allowing the player to leave the ground.

Q3. Apply one of Newton’s laws to each of the following scenarios:

(a) a soccer player striking a free kick

–F irst law (inertia) as the ball will remain still unless acted upon by an external force (the footballer’s foot) and will then remain in motion unless acted upon by an external force such as the goalkeeper blocking it.

– Second law (acceleration) as the ball will accelerate when struck with force.

– T hird law (counterforce) as the foot provides the action force and the ball exerts a reaction force.

(b) a sprinter leaving the blocks

–T hird law (counterforce) as the sprinter exerts force against the blocks, which exert an equal and opposite force upon the sprinter.

– Second law (acceleration) as the sprinter accelerates forward.

–F irst law (inertia) as the sprinter overcomes inertia in order to move from rest to motion.

(c) a trampolinist gaining height.

–T he trampolinist uses downward acceleration (second law) in order to increase the counterforce (third law) exerted by the trampoline and inertia (first law), as gravity stops the upward flight and pulls the trampolinist downward again.

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5.6 Quality and effectiveness of movement Introduction: Explain economy of movement and link to the Apply it marathon example.

TASK 5.14 ANSWER Analyse a sportsperson of your choice in terms of economy of movement.

Sportsperson: Usain Bolt –E fficient technique as his arms and legs move fluently back and forth and not side-to-side.

– Relaxed facial muscles; low shoulder action.

– High level of muscular strength allowing him to generate power.

– Low body fat ensuring energy is not wasted and power-to-weight ratio is high.

–T aller than most of his opponents allowing him to utilise longer levers and mechanical advantage (longer resistance arm allows more speed to be generated).

–L ight running spikes with good grip combined with tight-fitting light clothing ensures streamlining.

TASK 5.15 ANSWER Apply the principles of economy of movement and creative application of skill to one activity of your choice.

Activity: Cycling –E conomy of movement is enhanced through the use of an ultra-lightweight carbon fibre bicyle, an aerodynamic helmet and a vortex dimpled speed suit. Cycling technique is also important as power must be delivered through the pedals in a co-ordinated way with both legs and whilst maintaining a low aerodynamic position on the bike.

–C reative application of skill is demonstrated when cyclists surprise their opponents by applying new and creative tactics when attacking, such as high speed descents in wet conditions, or by demonstrating exceptional bike-handling skills, such as putting on and taking off clothing whilst cycling at speed uphill or downhill. Cyclists have been known to cycle uphill on one wheel to entertain the crowd with their skill levels (Peter Sagan).

PRACTICE QUESTION ANSWERS Q1. Identify the factors that affect the economy of movement in one physical activity.

–S wimming/running/cycling: technique, body weight, clothing, equipment, streamlining, elasticity of tendons, muscle strength, fatigue.

Q2. Endurance performers go to great lengths to increase their economy of movement.

Outline how a cyclist can increase economy of movement.

– Improve aerodynamics through equipment and a low body position on the bike.

– Lower body weight.

– Co-ordinated cycling action.

– Cycling proficiency/bike handling/use of gears.

Q3. Explain what is meant by the creative application of skill and outline two examples.

– Performing original ideas and actions.

– Developing a new skill in a game such as soccer, for example the Cruyff turn.

– Creative pass in a game, for example disguised.

– Developing a new routine in gymnastics/dance.

– Creating a new move in half-pipe snowboarding or skateboarding.

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Chapter 6: Structures, roles and safe practice in sport 6.1: Structures, strategies and roles in physical activity Link with the Coursework Planner (PAP): Following completion of this section each student could analyse their own/peer’s performance in relation to their effective use of tactics and strategies. Video analysis, notational analysis, a tactics board/app and observations could be used. A proforma and sample is provided. Evidence should be retained for possible use in the final PAP. Introduction: Explain the differences between structures, strategies and roles, applying to examples (see table 6.1).

TASK 6.1 (Group work) ANSWER Identify the structures and strategies that exist within one physical activity.

Include: • formations and organisation • tactics and strategies • roles within the activity.

Activity: Soccer Formation and organisation: – Eleven players from each team are allowed on the pitch.

– Seven substitutes can be named but only three may be used.

– The game is 90 minutes in duration (two x 45-minute halves).

– Additional time may be added by the officials due to stoppages such as injuries.

– Formations are applied to outfield players such as 4, 4, 2.

– There are rules and boundaries for play with sanctions for violations.

– Scoring is in the form of a goal – when all of the ball crosses all of the goal line between the goal posts and under the crossbar.

Tactics and strategies: – Defensive and offensive strategies such as creating or denying space, offside trap, marking opponents.

– Systems of play and changes in formation.

Roles: – Player – Coach – Official – Manager – Spectator – Organiser – Physical therapist/doctor/physiotherapist – Stewards.

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Discuss the examples of how structures and strategies can be modified.

– Direct students to the 100m sprint Apply it example on page 134 of the textbook.

Discuss the methods of evaluating performance, linking them to the examples on pages 131–132 of the textbook.

– Direct the students to the Apply it example on page 132 in the textbook.

–A sk the students to identify the method of analysis taking place in figure 6.1 (football tactics – knowledge of performance).

–D iscuss the use of technology such as Prozone software as a means of evaluating tactics and strategies.

–A sk the students to identify the method of analysis taking place in figure 6.2 (tennis serve/knowledge of results). Discuss how this analysis may benefit the performer during the competition.

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PRACTICE QUESTION ANSWERS Q1. Structures exist within all competitive activities. Outline the structures for one named activity.

Activity: 100m sprint

– Race run in lanes with no contact.

– The race starts when the starter fires the gun.

– A false start will lead to disqualification.

– Winner decided by crossing the finish line first.

–P hases of the race include the start, acceleration phase, maintaining speed and overcoming deceleration, the finish.

Q2.

Winning or losing is often decided by strategy. Outline two examples of when tactics could make the decisive difference between two opponents.

–F ormations in invasion games can prevent your opponent from scoring and create scoring opportunities for your team.

–S print finish in endurance events: saving energy by drafting and waiting until the final sprint can often lead to success in running and cycling.

– I dentifying and exploiting an opponent’s weakness. For example, a cyclist who is aware of their opponent’s inability to descend quickly can exploit this weakness in order to gain time.

Q3. There are many different roles within a physical activity. Choose one activity and outline three roles that exist within it.

Activity: Basketball

–P layer: to work as part of a team to score baskets and defend their own basket.

–C oach: to train, select and organise the team including tactics, strategies, roles, substitutions.

– Official: to know and apply the rules, communicate with players and fellow officials.

Q4. Evaluating performance is important for improving performance. Describe three ways you could evaluate performance in one selected activity.

Activity: Soccer

– Knowledge of results: score, successful passes/interceptions/tackles, metres covered.

–K nowledge of performance: contribution to the team, skill, technique, effort, implementation of tactics.

– Compared to other performers: work rate, shot success, possession.

– Technology: video analysis, fitness analysis.

– Self-evaluation: intrinsic feedback/how the performance felt.

Q5. It may be necessary for a coach to modify the structure or strategy of a team before or during an important game. Describe three situations where this this may be necessary.

– When a team concedes a goal they may need to implement a more offensive strategy.

– Defending a lead by implementing a more defensive strategy.

– Changing the formation following a red card.

Q6. Coaches must evaluate the performance of their team and their upcoming opponents in order to prepare their structures and strategies. Outline two methods of analysis they could use to do this effectively.

– Video analysis software in order to identify formations and tactics.

–K nowledge of results such as games won, possession, shot success, passing success rate.

–K nowledge of performance in order to identify weak areas such as tactics or individuals within the team.

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6.2 Rules, rituals and conventions Introduction: Explain the concepts of rules, rituals and convention.

– Discuss the examples provided.

– Watch the PowerPoint video of rituals in sport.

–E xplain task 6.2 and direct students to read the 100m sprint Apply it example prior to completing the task.

TASK 6.2 ANSWERS Research and identify rituals and conventions in the following activities: (a) Football or hurling –R ituals: using the same equipment or clothing; pre-match meal, prayer or routine.

–C onventions: the home team getting to wear their home colours; tossing a coin to determine who gets to decide which end they will attack first; shaking hands before the game; if any team breaks a deadlock by scoring as time runs out, the referee is expected to give the losing side a chance to square the match; a player is not fouling the ball if an opposing player is fouling them at the same time e.g. taking too many steps while your jersey is being pulled. (b) Soccer –R ituals: Players can be superstitious about the number of their jersey, where they sit on the bus, who they share a room with, their haircut, how they enter the pitch; prayer.

–C onventions: the home team getting to wear home colours; tossing a coin to decide which end your team gets to attack first; kicking the ball out for an injured opponent; returning the ball to the team who kicked it out; shaking hands before the match. (c) Rugby –R ituals: The New Zealand team performs the Haka facing their opponents; players may insist on the same food before every game; how and when they put on their boots and jersey; being last or first out of the changing room; prayer.

–C onventions: shaking hands after the final whistle; applauding each other as they leave the field; not arguing with the referee as a sign of respect; remaining quiet for the goal kicker.

TASK 6.3 (Practical task) – NOTES Organise an event/performance in which the particular rules, roles, rituals and conventions of the activity are respected.

– Designate the students who will be performers, officials and managers.

– Ask the students to volunteer as lead organisers (two to four students).

– Try to incorporate the task into your current practical activity if possible.

– Allow students time to prepare for the task (e.g. three to seven days).

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PRACTICE QUESTION ANSWERS Q1. Rules are the laws that govern how an activity is played. Explain how rules benefit the performers in a named activity.

– Make it fair

– Ensure safety and player welfare

– Prevent an unfair advantage being attained

– Limit gamesmanship

– Increase respect and integrity.

Q2. Describe what is meant by a ritual and outline two examples.

A behaviour carried out in the belief that it will influence performance positively:

– Wearing the same clothing or using the same equipment

– Prayers

– Lucky objects

– Pre-match food or journey.

Q3. Choose an activity and outline two conventions that exist within it.

– Coin toss to decide who will start/which end they attack

–R espect e.g. declaring a foul/shaking hands/stopping play for an injured opponent; behaviour towards opponents and officials

– Remaining silent for a goal kick/start of a race.

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6.3 Roles within physical activity Introduction: Ask the students to work in groups and use the textbook to identify the requirements of different roles.

– Four groups: one group per role.

– Allow three minutes for completion.

– Compare the students’ work with the answers listed in the table on the next slide.

Explain how an official can be assertive in order to maintain order and control the game.

PowerPoint group task: What makes an effective coach or choreographer?

– Ask the students to complete this task in the same groups.

– Each group must identify as many qualities of a coach or choreographer as they can.

– Compare the group answers with the completed table on the next slide.

Discuss the benefits of adopting different roles, including skills and qualities developed.

PRACTICE QUESTION ANSWERS Q1. Suggest three benefits of becoming a coach or official.

– Increase knowledge of the activity

– Skills such as communication and decision-making

– Earn money/career

– Stay involved in the activity after a playing career

– Improve/maintain fitness.

Q2. Discuss four qualities or skills required for a role of your choice.

Role: Coach/choreographer

– Knowledgeable

– Observation/communication/organisation skills

– Good motivator

– Leader

– Patience/empathy

– Creative and enthusiastic.

Q3. Describe what is involved in being a successful official.

– Knowledge: know, interpret and apply the rules

– Understand and apply the correct scoring

– Check safety such as playing surface, equipment and first aid

– Communicate effectively with players, coaches and other officials

– Work as part of a team

– Be fair and consistent

– Be assertive: firm in your decision-making in order to gain respect.

Q4. Officials often have to deal with conflict during a competitive activity. Describe how an official could effectively deal with conflict in an activity of your choice.

– Be clear and decisive

– Be assertive with decision-making

– Be friendly and reassuring

– Listen and show empathy

– Give options and use discipline where necessary.

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PRACTICE QUESTION ANSWERS (continued) Q5. The demands of being a performer differ from a coach or official in terms of

the level of physical fitness and skill required. Identify two similarities in the

demands of the performer and the demands of a coach or official.

– Team work and communication

– Knowledge of the game

– Decision-making skills.

Long answer question As part of your PE course you are required to take on the role of a coach. Design a physical fitness and skills training programme for a performer in one activity with the aim of preparing them for optimum performance:

a) Identify the most important components of fitness (chapter 1). b) Construct a fitness training programme based on key areas of fitness (chapter 1).

c) Identify the key skills of the activity.

d) Outline specific practices to improve skill.

Activity: Soccer

(a) Components of fitness: cardio-respiratory endurance, strength, speed, power, agility, co-ordination.

(b) Fartlek training session with the aim of improving stamina, speed and agility:

Duration: 30 minutes

Intensity: varied from moderate to high

Grid: 60m x 30m.

Instructions:

– Jog the 60m section and sprint the 30m sections.

– Jog a lap after every fourth sprint for active recovery.

– Change direction quickly after every second sprint.

c) Identify the key skills of the activity: passing, shooting, tackling, heading, dribbling. d) Practices to improve skill:

– Small conditioned games e.g. pass and move

– Drills e.g. dribble and pass to player opposite; heading drills with a feeder

– Pressure training: shooting whilst under pressure form a defender.

TASK 6.4 (Practical task) – NOTES Take on the role of coach, choreographer or official in your current practical activity.

Apply this task to your current physical activity. Assign students the role of coach, official or performer. Multiple groups could be used e.g. small-sided games.

–C oaches and officials must evaluate their success within the role based on the criteria listed in the book.

– Performers should provide each coach and official with constructive feedback.

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6.4 Safe practice in physical activity Introduction: Explain what is involved in a risk assessment and how risks can be reduced.

– Outline the main elements of a warm-up and cool-down.

– Watch the PowerPoint case study video: Liverpool FC warm-up.

–D iscuss possible risks and hazards associated with facilities, clothing and equipment.

Use the examples as prompts.

PRACTICE QUESTION ANSWERS Q1. Describe a sport specific warm-up and cool-down for an activity of your

choice. Include all the key elements (RAMP).

Activity: Hurling/camogie Warm-up:

–P ulse raiser jog on the pitch progressing through a range of movements (side steps, high knees, heel flicks, zigzags)

– Dynamic stretching of the major muscles in the upper and lower body

– Resistance band exercises to activate the leg muscles

– Activity-specific exercises with the hurly and sliotar (striking, dribbling, catching)

– Mental preparation such as focusing, concentration, controlling anxiety.

Cool-down:

– Light aerobic jog to maintain heart rate and clear waste products

–S tretching to the lengthen the muscles: targeted at the main working muscles (legs, shoulders, arms).

Q2. Identify three measures that can be taken to minimise the risk of injury in physical activity.

– Carry out a risk assessment to identify hazards.

– Inspect facilities and carry out maintenance if required.

– Wear appropriate clothing.

– Use equipment that is in good condition.

– Carry out a warm-up.

Q3. Describe the benefits of carrying out a warm-up and cool-down.

–W arm-up: increases heart-rate, breathing rate, temperature and blood flow; prepares the neuromuscular system; increases the range of movement at the joints; helps the performer to mentally prepare

–C ool-down: Maintains heart-rate and breathing rate to provide oxygen to the muscles; clears waste products such as lactic acid and heat; lengthens the muscles.

Q4.

Outline three strategies other than a cool-down that a performer could use to speed up recovery.

– Ice baths

– Sleep

– Massage to relax the muscles/remove tightness

– Antioxidants to reduce muscle damage

– Compression clothing to increase blood flow

– Diet: carbohydrate and protein replacement.

Q5. Identify three potential hazards for a named activity and suggest how each hazard can be solved.

– Inappropriate facilities for the activity: solution – move to a suitable facility.

– Hazards within the facility e.g. damaged flooring: solution – carry out repairs.

–U nsuitable clothing e.g. loose fitting clothing on a trampoline: solution – change to appropriate clothing.

– Equipment in poor condition: solution – repair equipment or provide an alternative.

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CASE STUDY QUESTION ANSWERS Q1.

Describe the key elements of the Liverpool football players’ warm-up including: (a) The activity used as a pulse raiser. Why was this activity chosen instead of light jogging?

– Low-intensity passing

– Used as it is sport-specific to football. (b) The activities carried out during the activate-and-mobilise phase.

– Dynamic stretching

– Kicking out, high knees, heel flicks. (c) The activities used to potentiate the neuromuscular system. Suggest a reason why the coaches chose each of the activities identified.

– Short sprints and a variety of movements

– Small-sided games (high intensity)

–T hese exercises are more sport specific as they mimic the movements performed in a match

– Small-sided games include tactical and strategic practice.

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6.5 Common injuries, their causes and treatment Explain each type of common injury.

– Ask the class to identify activities that are likely to lead to such injuries.

Explain the components of PRICE treatment for soft tissue injuries.

TASK 6.5 ANSWERS Create and complete a summary table like the one below outlining the signs, symptoms and treatment for each injury.

Injury

Signs and symptoms

Treatment

Muscle strain

Pain, stiffness, swelling

PRICE Anti-inflammatory Physiotherapy

Dehydration

Thirst, tiredness, dizziness, weight loss, sickness, cramp, reduced performance

Take on fluids with electrolytes Move out of the sun Seek medical help if severe

Blisters

Pocket of fluid under the skin, pain, redness

Do not burst it Allow it to dry naturally Avoid footwear than puts pressure on the area

Break or fracture

Pain, deformity, swelling, bruising, unable to take weight, loss of function

Immobilise and protect the area Seek medical help

Winded

Difficulty breathing, pain in upper abdomen

Stop activity, stay calm, try to breath normally Seek medical help

Cuts

Broken skin, pain, bleeding

Elevate the area Clean the area Dress the area

Concussion

Knocked unconscious, dizzy, sick, confusion, memory loss

Recovery position if unconscious Check airway Seek medical help

Exhaustion

Extreme fatigue, pale skin, weak, dizzy, sore head, nausea, cramp

Rest Reduce temperature Drinks to re-hydrate and provide energy

Case study: Allow the students to read the Callum Hawkins case study.

– Discuss the conditions that affected Callum: heat exhaustaion and severe dehydration.

CASE STUDY QUESTION ANSWERS Q1. Identify the causes of Callum’s collapse and how might he have avoided this.

– Heat exhaustion due to the extreme heat during the race

– Severe dehydration due to heavy sweating and inadequate fluid replacement

–C allum could have paced his race better by running more slowly in order to reduce the rise in his body temperature and increased his intake of fluids to compensate for the additional sweat loss in the heat.

Q2. What signs and symptoms did he experience prior to his collapse?

– Stumbling

– Lack of co-ordination and loss of neuromuscular function (legs like jelly)

– Falling repeatedly.

Q3. What recommendation does Callum make for future incidents where an athletes’ welfare is in danger?

–T hey should limit the amount of times an athlete is allowed to fall before stepping in to help and remove him/her from the race.

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PRACTICE QUESTION ANSWERS Q1. Outline the causes and treatment of three common injuries for one

selected activity.

–S oft-tissue injuries (e.g. muscle strain) are caused by overuse, fatigue, over-stretching, impact, weakness, twisting or turning. PRICE treatment is effective – protect, rest, ice, compress and elevate the affected area.

–D ehydration is caused by a loss of body fluid. Treated by increasing fluid intake, electrolytes and reducing fluid loss by moving to a cooler area to reduce sweating.

–E xhaustion is caused by extreme fatigue from over-exertion. It can be treated by resting, re-hydrating, moving out of the heat, taking on energy.

Q2. Describe two common injuries and their likely causes experienced by games players.

–S oft-tissue injuries are strains or tears to the muscle, ligament or tendon. These are often caused by impact from an opponent, over-stretching for a tackle or ball, fatigue, poor technique, twisting, turning, sliding or falling.

–A break or fracture is when a bone is broken or cracked. These injuries happen as a result of high-impact tackles, hyper-extending a limb, slipping, falling or collisions.

Q3. Marathon runners often experience a range of minor medical problems following completion of the event. Outline two injuries or medical issues they may experience and suggest an effective treatment.

–D ehydration is a loss of fluid caused by the runner sweating for a long period of time without being able to adequately replace the fluid during the event. This can be treated by consuming fluids regularly for a sustained period after the event.

–B listers occur on the runner’s feet as a result of friction and resulting in a pocket of fluid below the skin. The runner should not burst it and should allow it to dry naturally.

They should avoid wearing shoes that irritate the blister.

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6.6 Fatigue and overtraining Explain fatigue and its effect on performance.

Explain overtraining and its effect on the performer.

–E mphasise that overload is not overtraining but too much overload can contribute to a state of overtraining.

Discuss how overtraining can be avoided by applying the principles of training and the hardeasy principle.

PRACTICE QUESTION ANSWERS Q1. Describe what is meant by the term fatigue and explain how it is caused.

– Extreme physical or mental tiredness

– Experienced as a result of very hard exertion.

Q2. A performer may experience poor performances, lack of motivation and poor energy levels in competition even though they have been training harder than ever.

Explain:

a) What is this scenario called?

– Over-training b) What could be the reason for this unexplained underperformance?

– Too much training with inadequate recovery.

c) How it could be avoided?

– Allow adequate recovery between sessions

– Hard-easy principle

– 3:1 (three weeks’ hard training, one week easy)

– Steadily increase training load

– Good nutrition with adequate energy intake

– 8–9 hours of sleep per night.

Q3. How does overload differ from overtraining?

–O verload is a principle of training that is necessary to improve fitness as performers must work their body harder than normal in order to gain a training response and improve performance.

–O vertraining is consistently training too hard and failing to recover properly leading to reduced performance.

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END-OF-CHAPTER ASSIGNMENT – MARK SCHEME (Can be used as summative assessment) Select a physical activity you are familiar with and describe: • the role and demands of a coach in that activity – Improve skill, technique and fitness – Physical and mental preparation – Structure, tactics and strategies – Team cohesion and discipline.

• the qualities of an effective official in that activity – Knowledgeable – High level of organisation, communication, decision-making and observation skills – A leader and provides motivation and team cohesion – Patience and empathy – Ability to evaluate and analyse.

• three possible hazards that exist for performers and how they could be avoided – Any hazard specific to the activity – Facilities: damage, litter, uneven surface –E quipment: broken/damaged, not secured, not assembled correctly, not stored correctly –C lothing: loose-fitting items catching on equipment, lack of protective equipment, inappropriate clothing for the weather, shoes without adequate grip.

• two common injuries that affect performers in the activity including their cause, signs and symptoms, and a suitable treatment Injury

Signs and symptoms

Treatment

Muscle strain

Pain, stiffness, swelling

PRICE Anti-inflammatory Physiotherapy

Dehydration

Thirst, tiredness, dizziness, weight loss, sickness, cramp, reduced performance

Take on fluids with electrolytes Move out of the sun Seek medical help if severe

Blisters

Pocket of fluid under the skin, pain, redness

Do not burst it Allow it to dry naturally Avoid footwear than puts pressure on the area

Break or fracture

Pain, deformity, swelling, bruising, unable to take weight, loss of function

Immobilise and protect the area Seek medical help

Winded

Difficulty breathing, pain in upper abdomen

Stop activity, stay calm, try to breath normally Seek medical help

Cuts

Broken skin, pain, bleeding

Elevate the area Clean the area Dress the area

Concussion

Knocked unconscious, dizzy, sick, confusion, memory loss

Recovery position if unconscious Check airway Seek medical help

Exhaustion

Extreme fatigue, pale skin, weak, dizzy, sore head, nausea, cramp

Rest Reduce temperature Drinks to re-hydrate and provide energy

• three strategies that performers could apply to avoid overtraining.

–P rogressive overload: gradually increasing the training volume and intensity slowly over a prolonged period –3 :1 training ratio: plan three weeks of hard training with steady progression, followed by one easy week for recovery and super-compensation (can also be applied to training days i.e. one easy day after every three hard days) –A ctive recovery: plan for low-intensity, shorter training days to aid recovery between hard days –D iet and nutrition: the performer should have a nutritional strategy to suit their needs and the requirements of the activity including sufficient carbohydrate, protein and fat – Rest: 8–9 hours of good quality sleep and daytime naps.

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Chapter 7: Planning for optimum performance Note: Planning for optimum performance is closely aligned to the requirements of the Physical Activity Project (PAP). It is also a key component of the strand 1 compulsory examinable content. This chapter lays the theoretical basis for the PAP and provides the necessary content for the exam. The Coursework Planner focuses exclusively on completing the PAP. It provides detail on the requirements of each section, samples and a proforma for students to collect evidence and complete their first draft.

7.1 Personal performance analysis Introduction: Discuss the factors that affect performance.

–A sk the students to identify the factors that they believe influence their performance most and why.

TASK 7.1 ANSWER Identify four factors that affect performance in one activity.

– Justify and explain your choices based their importance to success in the activity.

Activity: Orienteering – Health-related fitness: Cardio-respiratory endurance is important in orienteering as competitors must cover large distances over difficult terrain.

– Tactics and strategies: Competitors must be able to plan a fast route taking into account natural obstacles and risks.

– Performance-related fitness: Competitors must move quickly across uneven terrain requiring high levels of dynamic balance and co-ordination.

–P sychological: Competitors must be self-reliant and be able to handle stress and anxiety as they may go off course or get lost.

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PRACTICE QUESTION ANSWERS Q1. Identify and explain three factors that affect performance in:

(a) a team games activity: Gaelic football

–F itness: Gaelic football requires high levels of health-related fitness such as cardio-respiratory endurance and strength, as well as performance-related fitness such as speed and agility.

–T raining: Performers must commit to regular training and apply the principles of training in order to progress their fitness, skills, tactics and strategies.

–S kill: Gaelic football requires a broad range of skills with the feet and hands. Highly skilled performers will influence the outcome of matches by creating opportunities and accumulating scores.

(b) an individual activity: Sprint swimming – Performance-related fitness: The swimmer will require fast reactions, arm and leg speed, agility to perform the tumble turn, co-ordination of the arm and leg action, arm power to pull the arms through the water quickly and leg power to push off the wall at the turn.

–H ealth-related fitness: Body composition is important as a sprint swimmer requires high levels of muscle and low levels of body fat, as well as flexibility in the shoulders to ensure fluent and efficient arm action, strength to increase the force that can be applied to the water during the stroke and muscular endurance to repeat strong contractions during the race.

– Psychological preparedness: The performer must control their anxiety prior to performance as a false start will result in disqualification. Their motivation and confidence levels must be high as events such as the 50m freestyle last just over 20 seconds, so they must be ready to deliver their maximal effort throughout.

Q2. Outline how the environment you live and train in can impact upon performance.

– I n order to train for some activities you require the right environment and climate, for example for skiing you need mountains and snow.

–E xtreme climates (hot or cold) make training and competing more difficult and increase risk.

–P ollution may impact your training as air pollution in big cities can lead to respiratory problems.

Q3. Describe two psychological factors that can influence performance in a named activity.

Activity: 100m sprint

–A sprinter can be affected by cognitive or somatic anxiety. They may experience negative thoughts about their ability or experience physical shaking or sickness.

–C onfidence is critical to the performance of a sprinter. They must have complete belief in their ability to execute each phase of their race perfectly in order to stay relaxed and focused.

Q4. How can the lifestyle of a sportsperson positively and negatively affect their performance?

–P ositively: If the performer incorporates good nutrition and recovery into their lifestyle they will benefit from improved energy levels and training performance.

–N egatively: A performer who consumes alcohol regularly and stays out late will find recovery from training is slow, fatigue will increase and weight may be gained.

Q5. Disability can have a significant impact upon participation and performance levels in physical activity. Identify two ways that having a physical or mental disability can affect performance.

–P hysical disability will affect health-related and performance-related fitness as one or more body parts may not be functioning properly.

–A ccess to training facilities may be difficult and there may be a lack of specialist equipment and coaching.

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7.2 Analysing the factors that affect performance Link with the Coursework Planner (PAP): Following completion of this section each student could analyse their own/peer’s skill and technique in order to identify strengths and weaknesses. Observations, checklists, notational analysis and/or video analysis could be used. Sample proformas and sample analysis are provided in the Coursework Planner. Retain all evidence for possible inclusion in the final PAP.

Analysing skill and technique Discuss the different methods of analysing skill and technique including: – video analysis – biomechanical analysis – coach or peer evaluation – checklist.

Link to practical performance: These methods could be incorporated into a practical lesson. For example, students could use video analysis to evaluate their skill against a checklist. They could then conduct a peer evaluation with the evidence they have accumulated.

Analysing structures and strategies Discuss the different methods of analysing structures and strategies including: – video analysis – notational analysis – coach evaluation.

Link to practical performance: These methods could also be explained through a practical lesson by splitting the class into groups in order to evaluate a small-sided game using one of the three methods. For example: –G roup A (video analysis): Video the performance and identify the structure of the team (formation and roles) and one strategy used.

–G roup B (notational analysis): Record three key performance indicators such as interceptions, passes completed and shots on target.

–G roup C (coach evaluation): Take on the role of the coach and provide an evaluation of performance to their team during a break in performance.

Analysing performance-related fitness Explain how field-based fitness tests can be used to analyse performance-related fitness.

– Provide a baseline for performance.

– Enable performers to set goals.

– Track progress.

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Questioning: How have GPS devices taken over from fitness tests in the tracking and analysis of fitness?

– Real-time performance data – Can be used to inform decision making during the event – Detailed analysis of training performance.

Analysing choreography Link with the Coursework Planner (PAP): Following completion of this section each student could analyse their own/peer’s performance in relation to choreographic approaches.

Explain how choreography can be analysed effectively with: – video analysis – performance checklist – observation from an experienced choreographer.

Analysing psychological preparedness Explain the three methods of analysing psychological preparedness including: –O bservation of behaviour before and during performance: the coach or psychologist looks for signs of cognitive or somatic anxiety, poor motivation or lack of self-confidence.

–S elf-reporting questionnaire: the performer must fill in a questionnaire as honestly as possible prior to performance to assess levels of anxiety, motivation or confidence.

–B iofeedback: identifying the physical effects of anxiety such as increased heart rate and breathing rate.

Comparing performance to a more skilled/model performer Link with the Coursework Planner (PAP): Following completion of this section each student could compare their own/peer’s performance to that of a model performer in order to identify similarities and differences. A sample is provided in the booklet.

Discuss why developing performers often look to more experienced performers as inspiration for improvement. This process usually involves: – observation – comparison – statistics.

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PRACTICE QUESTION ANSWERS Q1. Outline the most relevant performance-related fitness tests for one selected

activity. (Tip: Use chapter 1 to aid your decisions.)

Activity: Rugby

– Strength: the one rep max test can be used to test upper and lower body strength.

– Speed: the 30m sprint test can be used to test speed.

– Power: the vertical jump test can be used to test leg power.

– Co-ordination: the alternate ball throw test can be used to test hand-eye co-ordination.

Q2. Describe how GPS motion tracking can aid a coach in making tactical or strategic decisions.

– It can identify if work rate has declined due to fatigue.

– It can identify a drop in peak speed.

Q3. Identify three pieces of information provided by GPS tracking and power meters.

– Distance

– Peak speed

– Cadence.

Q4. Explain how video analysis can be used to analyse skill and technique.

– The skill can be watched repeatedly and from different angles.

– Slow motion can be used to provide a clearer picture of technique.

– Lines and angles can be added in apps such as Hudl Technique.

– Technique can be compared with previous performances or a model performance.

Q5.

Notational analysis is a widely used analysis technique in games. Describe three benefits of employing this analysis tool.

– Provides objective data on players such as work rate.

– Success rates of players can be compared e.g. shot success.

– Performance indicators can be tracked e.g. distance covered, speed, tackling success.

– Tactical success can be evaluated.

Q6. Describe how biomechanical analysis could be beneficial to performance in one activity.

Activity: Golf

–S wing technique can be analysed in order to make changes targeting increased force and accuracy. This will enable a player to strike the ball further and more precisely.

–D irection of travel of the club can be tracked, allowing the player to adjust body position in order to ensure that the club comes through in a straight line.

–S wing speed and power can be calculated. This information can be used to devise a training programme and monitor its effectiveness.

– Errors in technique can be identified and rectified reducing the risk of overuse injuries.

Q7. Psychological preparation is a key part of performance in modern sport. Outline one method of analysis for measuring levels of:

(a) anxiety

–T he competitive state anxiety inventory is a self-reporting questionnaire that measures cognitive anxiety, somatic anxiety and self-confidence.

(b) motivation

–T he sport motivation scale is a questionnaire that evaluates a performer’s motivation towards their sport.

(c) confidence.

–V ealey’s Trait Sport-Confidence Inventory (TSCI) measures a performer’s confidence to compete in sport.

Q8. Sportspeople often compare themselves to others in order to analyse their performance.

Describe the process of observing and comparing your performance against a more skilled performer.

– Observing involves watching a more skilled performer live or on video.

–C omparison is the process of identifying the elements of performance that are similar in standard to the more skilled performer and those elements that require improvement in order to reach that standard.

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7.3 Aesthetic and artistic considerations Introduction: Explain the difference between artistic and aesthetic performance.

– Artistic performance displays meaning or an idea.

– Aesthetic performance relates how a performance looks, for example style.

Video: Show the PowerPoint video of the perfect 10 performance by Katelyn Ohashi and discuss why it was scored so highly on its artistic and aesthetic elements.

TASK 7.2 ANSWER Design a marking criteria for an activity of your choice based solely on the aesthetics and/or artistic interpretation of the performance. Dance, gymnastics, or trampolining all lend themselves to this, but you could also do it for a game or athletics.

Activity: Running – Fluency: smooth relaxed technique – Stride length and frequency – Upper body action: relaxed face and shoulders and hands brushing past the hips –L ower body action: Feet and legs coming through in a straight line, knee lift and full extension, landing on the forefoot.

PRACTICE QUESTION ANSWERS Q1. Identify three activities that are scored based on aesthetic and/or artistic performance.

– Half-pipe snowboarding

– Dance

– Figure skating.

Q2. Outline two criteria that are often used when evaluating aesthetic performance.

–S mooth and fluent e.g. a gymnastic routine where one movement flows into the next seamlessly.

–B ody position and posture e.g. a gymnast fully extending their arms and legs and pointing the toes when performing a straddle jump.

–C omposure and relaxation e.g. a sprinter maintaining a relaxed expression when running at full effort.

Q3.

Subjective scoring is based on the opinions of judges. Identify the potential problems with this type of scoring.

– Open to corruption/biased judges

– Lack of consistency as opinions vary from person to person

–M istakes can be made, especially if the judge only gets to view the performance once in real time.

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CASE STUDY QUESTION ANSWERS Q1. Which elements of performance did Katelyn have to execute to perfection

in order to be awarded a score of ten?

A perfect execution requires:

– Perfect technique compare to a perfect technical model

– Perfect artistic/aesthetic performance

– No deductions for errors.

Q2. Katelyn’s routine combined a choreographed dance routine with complex physical skills.

Outline the methods that Katelyn could use to analyse: (a) her choreography

– Observation through the use of video

– Coach observation and feedback

– Performance checklist to highlight areas for improvement. (b) her skill and technique

– Video analysis with slow motion

– Biomechanical analysis through the use of apps such as Hudl Technique

– Coach observation and feedback

– Skills checklist.

(c) performance-related fitness

– Fitness testing of key components such as power, co-ordination, speed and agility

– GPS motion tracking.

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7.4 Planning for optimum performance Outline the eight steps to improving performance: – Step 1: Identify the key components of performance.

– Step 2: Analyse your performance in these key components.

– Step 3: Identify your strengths and weaknesses.

– Step 4: Set SMART goals to improve performance.

– Step 5: Design a training plan.

– Step 6: Implement the training plan.

– Step 7: Analyse the effectiveness of the training plan.

– Step 8: Reflect on your progress and identify areas for further development.

Setting performance goals Emphasise that performance goals are focused on comparing your own performance levels.

– Outline SMART goals and ask the students to create their own SMART goal.

Providing evidence on the effectiveness of the programme Outline the differences between: – Objective assessment: based on facts such as measurable results such as fitness tests.

– Subjective assessment: based on opinions such as coach observations.

– I psative assessment: based on comparisons between two performances such as the performer’s match statistics in two games or a test of skill.

CASE STUDY QUESTION ANSWERS Q1. Michael’s diet and nutrition goal was to eat smaller meals more frequently

(six meals instead of three) to maintain energy levels. (a) Analyse this goal in terms of how well it aligns with the SMART principle.

–S pecific: Michael’s goal is specific to his needs as a sportsperson and he has

set a specific target of six meals per day.

–M easurable: Michael can measure the success of this goal by recording his dietary intake in a food diary or app. He could record the number of meals he has per day on a calendar or table to measure his success.

–A chievable: Eating six smaller meals is achievable as Michael plans his weekly diet in advance.

– Realistic: This goal is realistic for a motivated and organised person such as Michael.

–T ime-bound: This goal has no timeframe for completion but it should be for the duration of the training and competition season.

(b) Identify which of Michael’s four goals is most aligned to the SMART principle. Justify your choice.

Area of development 3: Skill and technique (but any goal could be analysed)

–S pecific: To kick 10 successful free kicks is specific to Michael in the role he plays.

– Measurable: Michael measured the success of this goal in a table.

–A chievable: To score all 10 kicks is achievable for Michael as he has a high success rate in competition.

–R ealistic: This is a realistic goal provided the coach does not place the ball out of his range.

–T ime-bound: There is no timeframe for completion as it is set for every training session. He could set an eight week timeframe in order to review his success and set a new goal as the season progresses.

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CASE STUDY QUESTION ANSWERS Michael Murphy Q2.

Michael believes the role of team captain is central to the cohesion and

success of the team. How does the role of captain differ from the role of

player in terms of its demands?

– The players only need to focus on their own performance.

–T he captain must focus on decision-making and the performance of the team as a whole.

– The captain is responsible for: – building relationships and team cohesion – providing help, support and advice – checking on the welfare of players.

Q3. Identify and explain one more area for development a Gaelic player such as Michael should analyse.

Area for improvement: Performance-related fitness – speed

(a) How could the chosen area be effectively analysed?

– The 30m sprint test could be used to analyse his speed. (b) Set a SMART goal for the chosen area of development.

‘To improve my 30m sprint speed from 4.5seconds to 4.3 seconds in 6 weeks’.

–S pecific: Improving speed is specific to my requirements as a centre forward as I need to be quick to get away from defenders to make space for a shot at goal.

–M easurable: Improving my time from 4.5 to 4.3 seconds can be assessed objectively.

It provides ipsative data as I will be comparing my own performances.

– Achievable: Completing the 30m sprint in 4.3 seconds is achievable.

–R ealistic: An improvement of 0.2 of a seconds is achievable with six weeks of specific training such as interval training.

– Time-bound: Six weeks is the timeframe. (c) Outline three steps/strategies that could be used to meet the goal.

–D esign a training plan that is specific to speed and enhancing the ATP-PC energy system.

– I mplement the plan by performing appropriate methods of training such as interval training e.g. short, high-intensity sprints with a long recovery such as 10 x 40m with a 1:30 recovery ratio.

–A pply the principles of training, especially progressive overload (FITT). Gradually increase training frequency, intensity, time and type.

END-OF-CHAPTER ASSIGNMENT – NOTES (Can be used as summative assessment) – Can be used as a summative assessment e.g. monthly assessment or half-term.

– Provides a useful introduction to completing the Physical Activity Project (PAP).

–A sk the students to keep to a 1200-word limit as concise writing will be important for completing the final PAP which is limited to 1600 words.

–A sk the students to make use of diagrams and tables as these do not contribute to the word count.

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Chapter 8: Ethics and fair play 8.1 Principles of ethical practice in sport Introduction: Explain integrity: morals and fair play.

– Ask the students to read the two Apply it examples from the textbook.

– Discuss the positive example of integrity set by the Leeds United manager.

– Discuss the negative example of integrity that affected the winter Olympics in Sochi.

Discuss personal integrity of sportspeople and the effect that a lack of integrity (e.g. widespread cheating) can have on the sport as a whole by bringing the sport in disrepute.

–A sk the students to complete task 8.1 on the success of retrospective sanctions against simulation (diving) in soccer.

TASK 8.1 – AREAS FOR DISCUSSION Simulation (diving or faking injury) has become such a regular occurrence that the FA has had to act and introduce new rules, sanctions and retrospective discipline. Discuss the success of these measures.

A panel made-up of ex-officials, an ex-manager and an ex-player will review footage and decide if there was a successful deception of the referee. If deception has taken place: – a caution or red card can be rescinded – a two-match ban can be issued to the guilty player.

Success of the measures: – They have acted as a deterrent to players.

– They have made ‘diving’ more than just gamesmanship or unsporting behaviour.

Criticisms of the measures: –T he ‘cheat’ still gains an advantage in the game as the penalty/free kick they ‘win’ is not overturned.

–A player who gets sent off after falling victim to simulation is not reinstated until after the match has finished, disadvantaging their team.

– I t is based on subjective opinion and some players strongly deny that they dived and feel wronged when labelled a cheat.

Discuss the factors that affect the of integrity of sport.

–E tiquette: players and performers must respect the unwritten rules of their sport, for example kicking the ball out for an injured player.

– Anti-doping: a robust anti-doping program upholds the integrity of the sport.

– Rules and regulations: officials must implement the rules consistently and fairly.

– Player behaviour: players must act with honesty and integrity, for example by not diving.

Explain respect as having regard for the rights and feelings of other.

– Outline the ways that respect can be shown in sport.

– Ask the students to identify examples of respect.

– Ask the students to complete practice questions 1 to 4 as classwork or homework.

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PRACTICE QUESTION ANSWERS Q1. Explain the importance of respect in sport.

–T aking account of the rights and feelings of others ensures everyone can participate and enjoy sport.

– It reduces discrimination and bullying.

– It improves the behaviour of spectators.

– It encourages positive interaction between participants, officials and coaches.

Q2. Outline three examples of respect or lack of respect in sport.

– Applauding the winning team

– Shaking hands

– Arguing with or verbally abusing the officials.

Q3. Explain what is meant by integrity and how it can affect sport.

– Honesty and morals

–E tiquette is based on integrity and it is has a positive effects such as promoting respect for fellow participants and the welfare of others.

– It ensures participants compete in the ‘spirit of the game’ and respect the rules.

– A lack of integrity can bring the sport into disrepute e.g. doping or cheating.

Q4. Outline two examples of etiquette from one chosen activity.

– Football: shaking hands before and after the game

– Kicking the ball out for an injured player

– Returning the ball to the team who kicked it out.

Explain the case study on respect: the GAA ‘Give Respect, Get Respect’ initiative.

– Ask the students to use the case study to answer the questions.

CASE STUDY QUESTION ANSWERS Q1. Discuss the importance of the ‘Give Respect, Get Respect’ campaign from the perspective of one group:

• participants: playing fairly and by the rules; respecting others including officials, players, managers and spectators will lead to a positive atmosphere and greater enjoyment for all

• parents: appreciating the efforts of all players; respecting officials; not being offensive or critical will ensure the welfare and happiness of young players

• spectators: staying in the spectator area; not being abusive; respecting officials, managers and officials will improve the atmosphere at games and ensure GAA matches retain their family friendly appeal.

Q2.

The ‘Give Respect, Get Respect’ campaign was initially targeted at underage players before being rolled out across all levels of the GAA.

(a) Outline two reasons why a campaign like this is beneficial to underage participants and their parents.

– It enhances the positive experiences of young players.

– Parents can contribute to creating a safe environment for children to enjoy sport.

– I t educates young people and their parents about the importance of respecting each other and others.

(b) Describe two ways that this initiative is instilling positive respectful behaviour in young players.

– Respect for other players and officials

– Promoting good etiquette among young players

– Creating good habits.

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CASE STUDY QUESTION ANSWERS (continued)

(c) E xplain why is it important for parents, guardians and spectators to ‘appreciate every player regardless of ability’?

– Improves the experience for all – Discourages a ‘win at all costs’ mentality – Reduces drop out from sport –F ocusing only on success diminishes the importance of participation and positive qualities such as teamwork, fair play, integrity and respect for others.

Discuss the ways fairness can be ensured in sport.

– Applying the rules consistently and fairly – Strong anti-doping enforcement – Responding to developments in the sport such as changing rules.

Explain that rules are the laws of the sport and that they are important for fair competition.

Explain that equity ensures everyone gets what the need to ensure access to physical activity. Discuss examples of the three main components of equity in sport.

TASK 8.2 (Research) Investigate two examples of fairness or equity in sport (recent examples if possible).

Students complete this task by researching the internet (in school or at home) for recent examples of fairness and equity in sport.

Examples include: – Equal prize money for men and women in grand slam tennis tournaments –T he Leeds United manager instructing his team to allow Aston Villa to score an uncontested goal after his team scored whilst a Villa player was down injured – I n Australian soccer, the women’s team and men’s team now receive equal shares of the total player revenue for international matches.

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PRACTICE QUESTION ANSWERS Q1. Choose one activity and outline the importance of:

(a) integrity: ensures honesty which enhances sportsmanship and fair play e.g. declaring a foul

(b) respect: protects the rights of others such as performers, officials, coaches e.g. shaking hands after the game

(c) fairness: ensures the rules are applied equally and performers are not disadvantaged e.g. use of technology such as Hawk-Eye to make decisions more objective.

Q2. Rules have an important role to play in making the activity fair. Discuss this statement and apply to examples.

–P laying in the spirit of the game, promoting sportsmanship and sanctioning gamesmanship for example shaking hands with your opponent

– Fair play and safety for participants e.g. the yellow card in soccer discourages dangerous tackling

– Respect for officials e.g. only the captain should approach the officials in rugby

– Maintaining the integrity of the competition e.g. anti-doping controls

– Reducing discrimination e.g. players taking the knee.

Q3. ‘Men dominate positions of power in sport’. Discuss this statement in relation to equity including: a) the governance of sport

–M en often dominate the boardrooms of sporting organisations and therefore govern the sport in the interest of men e.g. funding and promotion of football in England disproportionately favours the men’s game.

–E quity would require rules limiting the number of men that make up each board.

b) the funding of sport.

–M en have traditionally enjoyed significantly more pay and prize money in sport as men control the decision-making and finances in many sports.

–M en’s sport often attracts greater media attention and therefore significantly higher levels of sponsorship and TV money.

– I n order to achieve equity this money would need to be distributed across all sections of the sport including female and disabled teams/leagues/competitions.

Long answer question How do the rules laid down by the federation or National Governing Body (NGB) ensure fairness in sport? Apply to examples, for example UEFA financial fair play rules, anti- doping rules, rules of the sport.

– Rules set boundaries for participants, ensuring everyone gets treated equally.

– They prevent some competitors from getting an unfair advantage.

– They prevent teams from risking bankruptcy in order to ‘buy success’

–T hey restrict the use of supplements and performance-enhancing drugs in order to stop some competitors getting an unfair physical advantage or damaging their health in order to improve performance.

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8.2 Code of ethics Introduction: Outline the key elements of a code of ethics.

– Ask the students to complete task 8.3 and report back to the class.

–C reate four groups, one for each section: parents, spectators, coaches and club officials, participants.

TASK 8.3 (Group work) – NOTES Discuss the code of ethics from the perspective of one group (participants/ parents/coaches/spectators) and identify three core values within it. Justify your selections.

– Accept any three relevant points from the textbook (see pages 188–189).

– Students can include their own point and justify it.

PRACTICE QUESTION ANSWERS Q1.

Identify three areas that should be included in the code of ethics of a

sporting body.

– I ntegrity, fair play, relationships, safety, roles and responsibilities, policies and procedures, good practice, child protection policy and procedures.

Q2. Examine what should be included in a code of ethics from the perspective of two of the following groups:

(a) participants: respect and fair play, gracious in defeat, shake hands, care for equipment, report harm

(b) parents: encourage participation and fair play, attend training and competition, teach respect for referees/coaches/competitors/teammates

(c) spectators: lead by example, applaud good play, show respect, condemn violence and verbal abuse, encourage fair play, contribute to the atmosphere and enjoyment

(d) coaches and club officials: plan sessions, ensure fun and enjoyment, set appropriate goals, prioritise development over results, praise and encourage, show respect.

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8.3 Sportsmanship and gamesmanship Introduction: Explain that sportsmanship is linked to fair play, respect and integrity.

– Outline the key elements of sportsmanship – Ask the class to come up with examples.

Discuss the pressures on sportsmanship and the ways it can be promoted.

Explain gamesmanship – bending the rules to gain an advantage.

–D iscuss the common types of gamesmanship and ask the class whether they believe that gamesmanship is positive or negative for sport, especially fair play.

– Ask the students to come up with examples of gamesmanship.

Video: Show the PowerPoint video on sportsmanship and gamesmanship.

–A sk the students to identify whether each sportsperson was engaging in sportsmanship or gamesmanship.

PRACTICE QUESTION ANSWERS Q1. What do you understand by the term sportsmanship?

– Playing fairly and in the spirit of the game.

Q2. Outline examples of good sportsmanship from one or more activities.

– Shaking hands with your opponent after a tennis match

– Applauding your opponents at the end of a rugby match

– Concern for an opponent’s’welfare e.g. stopping play by kicking the ball out in soccer

– Declaring a foul in snooker.

Q3. Is sportsmanship in decline? Justify your answer with examples from sport.

–Y es: Doping in sport, win at all costs, high rewards and deviant behaviour (cheating), poor spectator behaviour influencing performers, simulation/faking injury, pressurising officials, social media behaviour.

–N o: Many sportspeople are positive role models who demonstrate and encourage good sportsmanship e.g. stopping play for an injured opponent, applauding the winner in rugby, declaring a foul in snooker.

Q4. Describe three ways of promoting sportsmanship.

–R espect and fair-play initiatives, use of role models, use of technology encourages better behaviour, sportsmanship encouraged among young performers, codes of conduct, sanctions for unsportsmanlike behaviour.

Q5. Outline examples of gamesmanship from three selected activities.

– Diving in football

– Distracting an opponent e.g. before a penalty

– Verbally taunting an opponent

– Physical harassment e.g. nipping, tugging on an opponent’s shirt, standing on toes

– Time wasting.

Long answer question Analyse the effects of sportsmanship and gamesmanship on how we engage in sport.

Some of the following points should be addressed:

–S portsmanship encourages positive engagement: fair play; respect for opponents, officials, coaches; integrity (honesty); responsibility for our actions e.g. declaring a foul; positive role models for young people; also encourages positive behaviour from other partipants (players, spectators, coaches).

–G amesmanship encourages negative engagement: disrespectful behaviour e.g. verbal abuse or intimidation of officials; lack of integrity; poor behaviour and a lack of accountability for actions; unsafe/aggressive play; negative role models.

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8.4 Drugs and sport Introduction: Explain the categories of performance-enhancing drugs (PEDs).

Outline the implications of PEDs for the sport and for the sportsperson.

– Ask the students to name sports that have been affected by PED use.

– Ask the students to name sportspeople who have been caught taking PEDs.

TASK 8.4 SAMPLE ANSWER Research two examples of performers who used drugs to enhance performance and outline: Performer: Marian Jones (USA Athlete) (a) the drug they took: anabolic steroids (b) the benefits to performance they achieved: stronger, more powerful athlete who could sprint faster and jump further enabling her to dominate female track athletics (c) the consequences of using it for the sportsperson: side effects such as severe acne; stripped of all her achievements; disgraced; prosecuted and jailed (d) the consequences on other competitors: loss of medals and the chance to stand on an Olympic podium; loss of prize money and endorsements; underachievement and premature ending to careers.

Explain Irish anti-doping rules, the sanctions for violations and how the rules are enforced.

Discuss the Apply it example and the difference between James Cronin and Ray Walker in terms of intentional and unintentional doping.

Case study: Ask the students to read the Operación Puerto case study in their textbooks and complete the questions.

CASE STUDY QUESTION ANSWERS Q1. Identify the method of anti-doping enforcement used to initiate the

investigation into Doctor Fuentes.

– A tip-off from a sportsperson.

Q2. Doctor Fuentes engaged in blood doping of sportspeople. (a) Explain what is meant by blood doping.

– Increasing the number of red blood cells in a performer’s blood to enhance endurance. (b) Identify the sanction that is likely to be imposed on a sportsperson for intentional blood doping.

– 4-year period of ineligibility.

(c) Identify the benefits to performance the sportspeople are likely to get from blood doping.

– Increased cardio-respiratory endurance

– Increased recovery e.g. repeated sprints in games

– Reduced lactic acid levels

– Run/swim/cycle/row faster for longer.

(d) Describe the risks for the sportsperson from blood doping.

– Blood clot

– Stroke

– Heart attack

– High blood pressure.

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CASE STUDY QUESTION ANSWERS (continued) Q3. The police investigation and subsequent trial was limited to cycling. (a) Examine if this was the correct decision.

– No: several cyclists claimed to have seen other sportspeople attending the clinic.

– Football clubs had links with the doctor and paid for his services.

– Many of the blood bags did not belong to cyclists. (b) Outline the allegations made about football.

– Several clubs paid for the services of Dr Fuentes.

– Several high profile players visited the clinic.

– The establishment (government and judicial system) protected football.

– Clubs used their wealth and power to avoid being investigated.

(c) What reasons did Dr Fuentes and others give for the exclusion of football from the investigation?

– Powerful people protected them: political and Royal ties.

– Economic power of the top clubs. (d) Outline three consequences for the sport of football if it was to be linked to systematic doping.

– Spain may have had to return the World Cup.

– Scandal may have lead to the loss of sponsors.

– Fans may lose faith in the game.

– Loss of revenue.

– Loss of the sport’s clean/drug-free image.

– Compensation to clubs who were cheated e.g. Champions League qualification.

Explain that a therapeutic use exemption (TUE) allows a sportsperson to legally take a banned drug to treat an illness.

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PRACTICE QUESTION ANSWERS Q1. Identify two anti-doping violations and the sanctions imposed for each.

– Presence of a banned substance = 4 years of ineligibility

– Use or attempted use of a banned substance = 4 years of ineligibility

– Evading, refusing or failing to submit a sample = 4 years of ineligibility

– Any other of the 11 violations in table 8.5.

Q2. Explain why a sportsperson may need to take a banned substance and the process they need to follow in order to avoid a breach of the anti-doping code.

– Due to illness

– To treat an existing chronic or long-term condition e.g. asthma

– They must apply for a therapeutic use exemption (TUE) from their association.

Q3.

Outline how a sportsperson may take advantage of the TUE rule to enhance performance.

–T hey may apply to use a drug they don’t need based on false medical grounds e.g. asthma medication they don’t need.

– They may take more of the drug than they need to treat the illness.

– They may continue to take it for longer than permitted.

Q4. Identify two ways the anti-doping regulations are enforced.

– Tip-off, testing, whereabouts filing, intelligence.

Q5. Identify which anti-doping rule (if any) was violated (in the situations described on page

203 of the student textbook).

(a) Tampering with doping control

(b) Three whereabouts failures in 12 months

(c) Prohibited association if found to be intentional

(d) Possession of a banned substance; use or attempted use of a banned substance (e) Trafficking of a banned substance

(f) None, unless complicity could be established

(g) Use of a banned substance

(h) Presence of a banned substance

(i) N one (he acted within the law but some people feel it was complicity in order to protect high profile sportspeople)

(j) Presence of a banned substance; use or attempted use of a banned substance; administering a banned substance (doctor); complicity (doctor)

(k) Trafficking; tampering with doping control.

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8.5 Legal supplements Introduction: Outline the types of legal supplements commonly used by sportspeople.

TASK 8.5 (Research) SAMPLE ANSWER Investigate the use of dietary supplements designed to optimise performance in one selected physical activity. Justify your choice of the most effective supplements.

Activity: Sprinting – Caffeine: as a stimulant to speed up reaction time and muscular contraction – Creatine: to extend the capacity of the ATP-PC system – Protein: to increase recovery and muscle bulk – Herbal remedies: to maintain the immune system.

Discuss the ethics of using supplements with the class.

Explain the hierarchy of nutritional need for sportspeople and emphasise that supplements should only be used as a small addition to a balanced diet and not as the primary source of daily nutrition.

PRACTICE QUESTION ANSWERS Q1. Identify which supplement claims to: (a) increase muscle mass: protein (b) increase muscle energy stores: creatine (c) reduce fatigue: caffeine (d) increase oxygen to the muscles: beetroot juice (e) reduce blood acidity (increase pH): bicarbonate of soda/beta alanine.

Q2. Discuss: Are sports supplements ethical or should they be banned? Provide three reasons to justify your answer. (Tip: you can give both sides of the argument in your discussion.)

– Many supplements are widely used already by non-sportspeople.

– Some are already used socially e.g. caffeine.

– Most are legal and have little or no side effects.

– Some have no proven benefit beyond the placebo effect.

– Free society should allow free choice.

Q3. Investigate if therapeutic use exemptions (TUEs) should be allowed. Outline the

reasons for and against them in sport.

Yes:

– Athletes can get sick like everybody else and require treatment.

– The vast majority of sportspeople use TUEs correctly and obtain no advantage.

–A thletes should not be prevented from competing by a long-term but manageable condition such as asthma.

No:

– TUEs have been abused by some to get an unfair advantage.

–A thletes who are sick enough to need strong medication should not be fit to continue training and competing, and should therefore be ineligible for a period after consuming the banned medication.

–T he athlete may continue to take it for the duration of the exemption despite recovering from the illness and returning to training/competition.

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Chapter 9: Benefits and concepts of physical activity 9.1 Benefits of physical activity participation Introduction: Discuss the physical, psychological, social and economic benefits of physical activity.

–A sk the students to identify the benefits they feel most relate to their experience of participation in physical activity.

–A sk the students to identify how the importance of physical activity and the benefits we experience change throughout our lives, for example the benefits for a teenager may be different the benefits for a pensioner.

PRACTICE QUESTION ANSWERS Q1. Suggest ways that physical activity can benefit people at different stages:

(a) childhood (1–11): physical benefits e.g. stronger bones and muscles

(b) adolescents (12–18): physical (weight control, stronger muscles and

cardio-respiratory system), social (meeting friends) and mental benefits

(relieving exam stress)

(c) adulthood (18+): reduces risks of lifestyle diseases such as heart disease, obesity, diabetes; stress relief; social.

(d) old age (66+): social (meeting new people and avoiding loneliness, maintaining physical health (strong bones and muscles).

Q2. Describe the benefits of physical activity including:

(a) physical: strengthens bones, muscles, cardio-respiratory system, weight control

(b) mental: relieves stress and improves self-esteem

(c) social: meeting friends and reducing isolation/loneliness

(d) economic: provides employment, reduces stress on healthcare system, increases economic output i.e. lost productivity due to lifestyle related illnesses.

CASE STUDY QUESTION ANSWER Q1. Identify the benefits that Derval experienced from physical activty:

(a) as a young person: meeting new friends, travel, health and fitness

(b) as an adult: earned a living as a professional athlete; rewards such as

medals and fame; provided a career in TV, books and online.

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9.2 Play, leisure and recreation Introduction: Complete task 9.1 as an introduction and as a test of existing knowledge.

TASK 9.1 (a) (Group work) ANSWERS Discuss why play is considered the least organised and sport the most organised types of physical activity.

– Play is spontaneous but sport is scheduled e.g. fixture – time and date.

– Play has little or no rules, usually agreed before or during the activity.

– Sport has a lot of rules which are enforced by officials.

–S port is highly structured e.g. team numbers, playing area, time, scoring, governing body, serious end product e.g. trophy/money/publicity.

– Play is unstructured and just for fun.

TASK 9.1 (b) ANSWERS Discuss where you would put outdoor and adventurous activities on this scale.

– Between recreation and physical education.

– I t can be participated in just for recreation or it can be through competitive sport e.g. kayaking is part of the Olympics.

– These activities have national governing bodies and structured events.

–M any people participate in outdoor and adventurous activities just for fun in an informal, unstructured way.

Explain the concept of play as a spontaneous activity participated in voluntarily and for fun (intrinsic rewards).

– Discuss each of the features of play with the class.

– Ask the class to complete task 9.2 on the benefits of play.

TASK 9.2 ANSWER With a partner explain each benefit of play by applying it to an example.

– Cognitive skill: play often involves decisions and planning e.g. hide and seek.

–C reative and expressive: play often involves imagination and creating new activities e.g. role-playing – doctors.

–D eveloping independence: play is a time when children can make their own decisions and be in charge and not be led by an adult.

–C ommunication and negotiation skills: children learn to communicate effectively through play and a lot of negotiation takes place e.g. who gets to be the leader, who gets to use each toy first.

– Fitness: children are very active through play e.g. tag.

–M ental health: play helps children to learn to control their emotions and experience a broad range of emotions.

– Intrinsic rewards: children experience fun and enjoyment through play.

Take it further: Ask the students to identify ways that play could be incorporated into the PE curriculum, for example at primary school.

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PRACTICE QUESTION ANSWERS Q1. Describe how a teacher might incorporate play into the PE curriculum.

– Allow students to take control of decisions e.g. rules/creating new games.

– Make PE fun and enjoyable.

– Give a range of choices when appropriate e.g. at the end of term.

Q2. Identify and explain three benefits of play.

– Social e.g. meeting friends.

– Developing cognitive skills such as thinking and decision-making skills.

– Creative and expressive benefits such as creating a new game, role play, dance.

– Developing independence – time away from parents.

– Developing communication and negotiation skills through interaction with others.

– Fitness benefits (physical) e.g. tag is physically demanding.

– Mental health benefits e.g. controlling emotions.

– Intrinsic rewards: fun and enjoyment.

Q3. Explain the key elements of the definition of play – spontaneous, voluntary and intrinsic rewards.

– Spontaneous: takes place on the spur of the moment – not pre-planned

– Voluntary: freely chosen

– Intrinsic rewards: for fun and enjoyment not medals or trophies.

Q4. Identify three other elements that make up play.

– Loosely organised e.g. minimal rules and structures

– Freedom: children gain a sense of freedom as they are in control

– No extrinsic rewards: not participated in for gains such as medals or praise.

Q5. Outline two differences and two similarities of play and recreation.

Differences:

– Children participate in play and adults in recreation.

– Recreation is more organised e.g. recognised physical activities with more rules.

– Recreation is often used as an escape from the stresses of work.

– Recreation is sometimes used for extrinsic reasons e.g. to improve social life.

–R ecreation can have extrinsic rewards such as a medal for completing an event e.g. half-marathon.

Similarities:

– Participated in for enjoyment (intrinsic motivation).

– Loosely structured with rules agreed between participants.

– Enhance physical and mental well-being.

– Participated in during free time and are freely chosen.

– No serious end product or extrinsic reward e.g. money or medals.

TASK 9.3 ANSWERS Identify the key features of each of the following concepts: • play: spontaneous, intrinsic motives, voluntary, loosely organised • leisure: free time, opportunity, choice, active or passive • recreation: an activity, during free time, intrinsic motives, informal structure.

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9.3 Physical Education and outdoor and adventurous activities Physical Education Introduction: Discuss the concept of Physical Education.

– Preparation for task 9.4: How does it differ from recreation?

– What are its benefits?

TASK 9.4 ANSWERS Use the following terms to contrast PE and recreation: compulsory, voluntary, highly structured, informal structure, teacher in charge, self-regulated, highly organised, loosely organised.

Physical Education

Recreation

Compulsory

Voluntary

Highly structured

Informal structure

Teacher in charge

Self-regulated

Highly organised

Loosely organised

TASK 9.5 ANSWER Compare and contrast PE and recreation through one selected activity.

–S wimming lessons during PE will be timetabled, highly structured and with the focus on learning; there is a set time and a teacher in charge.

–S wimming for recreation is primarily for fun and intrinsic reasons such as fitness.

There is no set time and nobody in charge (self-regulated); decisions are made spontaneously and there is an informal structure to the session.

PRACTICE QUESTION ANSWERS Q1. Explain the aims of Physical Education and link them to examples.

– Increases knowledge e.g. tactics and decision-making

– I ncreases skill through progressive practice, feedback and guidance e.g. badminton

– Develops creativity e.g. through gymnastics and dance

– Develops confidence by increasing skill levels, working with others and leadership

– I nclusive physical activity: learning with others and in classes with a broad range of abilities and disability.

Q2. Explain three of the concepts of PE in figure 9.5.

– Compulsory: timetabled lessons with mandatory participation

– Balanced: a broad range of activities including individual and team activities

–S tructured: teacher in charge, structured lesson, set number of participants, starting and finishing time.

Q3. What are the shared characteristics of Physical Education and physical recreation? Use figures 9.4 and 9.5 to help.

– Develops skills

– Active/healthy

– Improves well-being.

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Outdoor and adventurous activities Introduction: Discuss the characteristics of outdoor and adventurous activities.

– Link to the Ask the students example: kayaking.

– What are the benefits or these activities to the individual?

TASK 9.6 ANSWERS Explain three of the key characteristics in figure 9.6 in relation to outdoor and adventurous activities.

–N atural environment: these activities take place in the natural environment such as parks, countryside, rivers, lakes, sea or mountains.

–D ecision-making: these activities require a great deal of decision-making e.g. route planning, safety, suitable clothing and equipment.

–C ompetitive or recreational: many of these activities can be participated in for fun (recreation) or can involve serious competition e.g. world championships in orienteering.

PRACTICE QUESTION ANSWERS Q1. Define ‘Outdoor and adventurous activities’ and outline three of its characteristics.

–A ctivities performed in the natural environment which often carry some

risk or challenge

– Takes place in the natural environment such as the countryside, rivers or lakes

– Participation can be on your own or as part of a team e.g. orienteering with family

–T here are risks when taking part in activities in the natural environment e.g. hazards in the river, sudden changes in weather.

Q2. There are many benefits of outdoor and adventure activities. Outline three of these.

– Mental health e.g. stress relief, escape from the city

– Social skills e.g. working with others

– Acquire new skills e.g. map reading, safety.

Q3. Outdoor and adventure activities can be competitive or purely for recreation. Explain how this is possible.

–A ctivities such as kayaking and orienteering can be participated in for fun but are also competitive sports with major championships, a high level of training and a serious end product e.g. Olympic medal.

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9.4 Sport and mass-participation sports Introduction: Explain what is meant by the term sport – highly structured, competitive, energetic.

– Discuss the characteristics of sport.

– Ask the students to identify the benefits of sport.

PRACTICE QUESTION ANSWERS Q1. Explain what is meant by the term sport.

–S port is a highly structured, competitive activity that is usually physically energetic and requires complex physical skills and strategies.

Q2. What are the characteristics of sport that distinguish it from play or recreation?

– Level of organisation is high e.g. NGB

– High level of structure e.g. fixtures, officials

– Serious end product and extrinsic rewards.

Q3. Use examples to explain three benefits of sport.

– Enhances health and fitness e.g. training regularly with a team

– Provides an opportunity to experience success, improve self-esteem and confidence e.g. winning a competition

–S ocial skills such as communication and teamwork are enhanced as you will meet new people and engage with team mates, coaches and officials

–P sychological skills such as problem-solving and decision-making e.g. tactics and strategies.

Mass-participation sports Introduction: Talk about large-scale competitive and inclusive events.

– Ask the students to identify examples of mass-participation sporting events.

– Ask the students to identify the characteristics of these events.

– Discuss the benefits of these events for the individual.

TASK 9.7 NOTES Assign this as homework or allow students to access the internet in class (acceptable usage policy).

Research a mass-participation event of your choice and find the following information: • • • • •

the location, name and date of the event number of participants categories of participation (age, gender, disability) cost of entering how the event is marketed (what they do to attract participants).

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PRACTICE QUESTION ANSWERS Q1. Explain the key characteristics of mass-participation sports events.

– Large number of participants e.g. a marathon or mud run

– Inclusive: these events usually cater for participants of all ages and abilities

–C ompetitive: everyone is competing, even if it is with themselves to complete the event or achieve a personal best

– I ntrinsic and extrinsic rewards e.g. a finisher’s medal and the personal satisfaction/ sense of achievement.

Q2. Outline how these events differ from other competitive sports events.

– Much larger numbers

– I nclusive and not elitist: most people competing have a low level of ability in the activity

– Focused on participation and not winning.

Q3. Describe three benefits to the individual of participating in one of these events.

– Physical health is improved through increased fitness (training)

– Increased motivation to be active

– Improved self-esteem

– Social: meeting new friends.

TASK 9.8 ANSWERS Compare and contrast sport with one other concept (play, recreation, PE, outdoor and adventurous activities). Think about: • competitive or non-competitive • highly structured or loosely organised • intrinsic or extrinsic rewards • institutionalised or not • voluntary or compulsory.

Sport versus Recreation

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Similarities

Differences

Health/fitness

Sport is more organised – NGB

Intrinsic satisfaction

Sport is more structured – rules, officials

Voluntary

Sport is more serious, not just for fun

Takes place during free time

Sport has extrinsic rewards

Chapter 10: Promoting physical activity participation 10.1 Physical activity participation Introduction: Discuss the supports and barriers to physical activity participation in school and the community: • social groups such as peers • cost • access • role models • school.

– Ask the students to identify how social groups have affected their own participation.

– Ask the students to contribute examples from their own school and local area.

PRACTICE QUESTION ANSWERS Q1. Outline the effect it is likely to have on you if your peer group regularly participate in physical activity.

–P eers who are active and involved in physical activity will have a positive effect on your participation.

– Peers who participate will have a positive attitude towards physical activity.

– Peers will be more likely to support and encourage your participation.

Q2. Outline how cost can be a barrier to participation and what can be done about it.

–P revents some groups from participating e.g. working class, unemployed, retired.

– Lower rates for unemployed people and pensioners during off-peak times.

– Deals for families e.g. family memberships.

– Subsidised by local government e.g. council run leisure centres.

Q3. Access to facilities can affect participation in physical activity. Outline two solutions to this problem.

– People with disabilities need ramps, automatic doors, suitable changing facilities.

– Opening times need to accommodate shift workers.

– Mothers/fathers need baby-changing and crèche facilities.

– Public transport needs to be available.

Q4. Explain what a role model is and how role models can have a positive influence on participation.

A role model is someone who other people follow and aspire to emulate e.g. Brian

O’Driscol. Role models:

– motivate people to get involved and try to emulate their success

– set a high standard of performance and influence trends

– shape attitudes towards physical activity by showing it can be enjoyable and exciting

– raise interest in an activity through increased media coverage

– set an example by playing fairly and demonstrating good sportsmanship.

Q5. Describe three barriers to participation in school and three ways schools can support participation.

Barriers:

– Old or damaged facilities may discourage students from taking part.

– A lack of facilities will prevent participation.

–A negative attitude from staff towards extra-curricular activities will reduce opportunities.

– A lack of funding will result in a lack of equipment.

–A lack of trained PE specialists teaching PE will reduce the quality and breadth of the curriculum.

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PRACTICE QUESTION ANSWERS (continued)

Supports: –A broad and balanced PE curriculum can help develop physical competence and confidence.

–A wide range of extra-curricular activities encourages participation (competitive and recreational).

– Staff with a positive attitude and a range of expertise will increase participation in an attitudes towards physical activity.

–H aving access to well-maintained facilities means more activities can be offered e.g. a swimming pool on-site.

– School trips and rewards can spark interest e.g. ice rinks or dry ski slopes.

–D eveloping links with outside clubs helps provide additional opportunities and facilitate lifelong participation.

Q6. Explain how the attitude of teaching and non-teaching staff towards physical activity in schools can affect participation in sport.

– A positive attitude from staff will encourage participation.

– A greater range of activities will be provided.

Explain the impact of facilities, coaching and the environment on participation: – Facilities, especially location, cost and access.

– Coaching: availability of good-quality coaching from across a diverse section of society.

–E nvironment and climate: can influence ability to train (i.e. pollution or extreme weather) and the activities available (e.g. skiing).

TASK 10.2 ANSWER Copy and complete the table with three factors that affect the participation in school and the community.

School

Community

Attitude of staff

Family

Peers

Access

Facilities

Facilities/role models/coaching

PRACTICE QUESTION ANSWERS Q1. If your local sports facilities are outside of town, old or run down, how

might this affect participation levels?

– Access will be difficult e.g. lack of public transport.

– Poor facilities present risks which discourage people from participating.

– The range of activities will be limited.

Q2. Describe two ways to increase the number of qualified coaches available in an area.

– Offer coaching courses for free or low cost through the Local Sports Partnership.

– National governing bodies can provide coaching and training for coaches.

Q3.

Describe three ways that the environment in which you live can affect participation in physical activity.

– Pollution or extreme climate can make participation difficult.

–T he natural environment may present opportunities for some activities e.g. mountains with snow for skiing, sea for surfing.

– A mild dry climate encourages participation in outdoor activities.

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Case study: Discuss the case study on Bode Miller (USA skier).

– Show a video of Bode racing on YouTube (see PowerPoint).

– Identify the supports and barriers to participation that he faced.

CASE STUDY QUESTION ANSWERS Q1.

Bode Miller had to overcome many challenges and barriers to participation growing up. Identify these barriers and explain how they affect participation in physical activity.

–H omeschooling may have limited his access to a broad range of physical activities through a lack of school-based facilities for curricular and extra-curricular activities.

– He had a lack of facilities at home e.g. warm water to shower after physical activity.

– He lived in an isolated area (forest) without peers to engage in physical activity with.

– His parents divorced, reducing his family support network.

Q2. Identify the supports Bode may have benefited from that ultimately increased his chances of participating in ski racing.

–A ccess, environment and climate: he had easy access to mountains and snow to participate in skiing.

–C ost: he received a scholarship to a ski racing academy which helped with the cost of the activity.

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10.2 Methods of collecting data about physical activity participation Introduction: Discuss the methods of collecting physical activity data that the students in the class have access to or have used in the past including: – pedometers e.g. Fitbit – physical activity diary – GPS watches e.g. Garmin – heart rate monitor e.g. Polar – apps e.g. MyFitnessPal.

PRACTICE QUESTION ANSWERS There is a wide variety of methods available to collect physical activity data.

Each method has its unique benefits. Outline one benefit and one potential drawback of: (a) pedometers: measures steps taken per day but does not measure intensity (b) a training diary: detailed data can be recorded but it is time consuming and reliant on motivation (c) satellite tracking devices: detailed data is recorded including time, distance and intensity but they are expensive and require an additional device to download/upload the data to (d) a heart-rate monitor: provides real-time information on intensity and training zones but are expensive and require a chest belt to be worn (e) apps: track a range of information from diet to physical activity quantities and intensity but often require additional technology such as a GPS device or else the data may have to be inputted manually.

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10.3 Physical activity promotion Introduction: Start this section with task 10.3 (group work). This will allow the students to explore the policies together and discuss their merits.

–A llow the students to conduct research on the internet (on their phones) if this is compatible with the school’s acceptable usage policy.

–T he answers provided by the groups should cover most of the key areas of the ‘Get Ireland Active’ plan. The teacher can lead the discussion on any areas not covered.

Outline the goals of the National Sports Policy 2018–2027.

– This is a key policy for students to understand.

– Cover the key areas: participation, excellence and capacity.

– Use task 10.4 as a means to engage students in a discussion on the policy.

TASK 10.4 ANSWERS Examine the role of the National Sports Policy in promoting improvements in physical activity.

• Which goals are most likely to lead to improved participation levels?

–P articipation as it aims to ensure at least half of the population are active across all groups, including women and children.

–C apacity as it aims to increase facilities and workforce in the area of physical activity.

• Which groups does it intend to target most?

– Women – Children – Sedentary people.

• Identify two ways it intends to improve the capacity for higher levels of participation.

– Increase facilities – Increase workforce in the area of physical activity provision – Better governance of sporting bodies – Improved gender balance in positions of power.

Explain the Local Sports Partnership (LSP).

– Outline the main objectives and target groups of the Local Sports Partnership.

–T ask 10.5 can be completed in class or as homework depending on your acceptable usage policy on phones for research.

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PRACTICE QUESTION ANSWERS Q1.

Select one national policy that targets physical activity participation and outline: (a) the goals of the policy (b) the groups it will target (c) two strategies it will use to meet its goals.

National Sports Policy 2018–2027 – Goals: increase participation, excellence, capacity –G roups: sedentary people, children, women, high-performance sportspeople, volunteers, sports sector workforce

–S trategies: increase social involvement in sport e.g. coaches and volunteers; increase the number of NGBs and LSPs signed up to the code of governance; improve the facilities and workforce capacity in the sports sector; improve the gender balance on boards of publicly funded organisations.

Q2.

Increasing physical activity among the sedentary population is most effectively tackled at a local level. Explain how local sports partnerships (LSPs) contribute to the national targets including:

(a) targeting increased participation among key groups in society

–S port Inclusion Disability Programmes, women in sport programmes, inner-city development programmes, community sports development officers, programmes such as Couch to 5k and Fit for Life, targeting sedentary people.

(b) how LSPs could contribute to one of the eight key areas of ‘Get Ireland Active’.

– I mplementation through partnership could be a key area for LSP’s as they have partnerships with a range of organisations at local level including schools and clubs.

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10.4 Examining the role of national governing bodies (NGBs) Introduction: Discuss the role of NGBs at local, national and international level with the class.

Outline the key aims of NGBs: – Implement rules for fair competition.

– Increase participation across all groups.

– Educate and support coaches.

– Identify and support talent.

– Oversee competition.

TASK 10.6 SAMPLE ANSWER (FAI) Research a governing body of your choice. Find out the following information: • What is their main function (what they do for their sport)?

– Promote and develop participation, coaching, officiating and volunteering in football.

• Do they have an equal opportunities policy?

– Yes. They launched an intercultural opportunities plan in 2007.

• How do they promote participation in their sport?

–S occer skills camps throughout the country; supporting clubs; soccer development officers; Homeskills initiative; Football For All initiative.

• Do they have support for clubs?

– Yes. They have a Club Mark initiative.

• Do they have national teams and compete in international competitions?

– Yes. There are men’s, women’s and underage teams.

TASK 10.7 (Group work) SAMPLE ANSWER (GAA) Examine the role of the national governing body in one selected physical activity.

Consider how the activity is provided for at: – l ocal level: through an extensive network of clubs based in every parish. These clubs provide for participation at all levels, encourage volunteering and are embedded in the community e.g. fundraising and charity work.

–n ational level: intercounty squads that train and compete in national leagues and cup competitions.

– international level: the international rules series allows players the opportunity to compete for their country.

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10.5 Physical activity promotion and adherence Introduction: Explain what is meant by physical activity promotion and adherence.

–A sk the students to come up with ways of increasing promotion of, and adherence to, physical activity participation.

Discuss the qualities of a role model.

–A sk the students to identify someone who they aspire to be like and why. What qualities do they possess?

TASK 10.8 (Group work) Design a physical activity promotion and adherence tip sheet for a specific target group.

–P romotion should highlight the positives such as fun and enjoyment, physical and mental health benefits, social benefits.

–A dherence should encourage the target group to stick with it, for example exercise with friends and the chance to participate in a variety of activities. Break it into manageable amounts such as 15 minute blocks if time is tight; make a plan and keep a diary; share your experiences by using technology such as a smart watch and link it to an app such as Strava in order to compare with others and challenge others.

PRACTICE QUESTION ANSWERS Q1. Choose a role model you look up to and identify the qualities you admire

in them?

– Leadership/lead by example

– Honesty/fair play

– High standard of performance/innovator/trendsetter

– Inspirational

– Accessible

– Active in the community.

Q2. Describe three ways of increasing participation and adherence in one physical activity.

–P romotion: posters, videos, social media, role models, taster sessions, advertising, live broadcasts or highlights.

–A dherence: rewards, praise, enjoyment, participation with social groups, education (benefits), set goals, monitoring progress, gradual increase in time and intensity, routine, suitable environment.

Q3. Explain the role of a national governing body (NGB) at:

–a ) local level: to increase participation, employ development officers, develop facilities and ensure access for all.

–b ) national level: to develop and implement polices, train and employ coaches and officials, raise awareness and change attitudes e.g. racism, establish the rules and organise competitions.

–c ) international level: to dentify and develop talent, host competitions, select teams, provide a pathway to excellence from local to international, provide funding and support to sportspeople through the sports council, anti-doping and athlete education, access to the National Sports Campus.

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10.6 Pathways to excellence in physical activity Introduction: Explain the participation pyramid by relating it to examples: – Foundation: a child learning a skill for the first time such as catching a ball.

– Participation: a teenager participating at school or in a local club.

–P erformance: a young person training and competing regularly for the their club or school.

–E xcellence: a person reaching a high level such as selection for a county team, provincial squad or national squad.

Discuss: Ask the students to identify ways of strengthening the pathway between school and community-based participation.

– Prompt them by discussing school-club links in your own area.

Explain the role of Sport Ireland in supporting excellence through: – performance planning – the carding scheme – Sport Ireland Institute Link to the Apply it example: David Gillick.

Discuss the effectiveness of our provision for excellence.

–A talk/recording from a local high-level sportsperson on the support they receive and what they feel is lacking would be a useful tool to engage the students in this area.

TASK 10.9 Analyse the current provision and support for excellence in one physical activity.

– Sample answer provided in the student textbook.

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PRACTICE QUESTION ANSWERS Q1. Explain three ways that the pathway between school and communitybased physical activity provision could be enhanced.

– School-club links: developing links with outside clubs helps to provide additional opportunities and ensures participation when young people leave school.

–T aster sessions: students have a chance to try community-based activities to encourage participation.

– Special offers: free trial club membership for students.

– Shared facilities: clubs having access to school facilities.

– I nformation and promotion: clubs using school noticeboards to advertise; talking at assembly; running an event in the school.

Q2. Outline briefly the three key components that underpin the provision for sporting excellence in Ireland.

–P erformance planning is used to invest in high performance through the national governing bodies of sport.

– The International Carding Scheme provides support for elite sportspeople.

–S port Ireland Institute drives excellence through the delivery of world class services such as sports science and sports medicine.

Q3. Investigate how the provision for excellence could be enhanced.

– Increased funding of high-performance sport

– Exploring alternative funding opportunities such as corporate investment

– Narrowing the range of sports supported based on medal potential

– Moving to a funding model based on four-year Olympic cycles.

– Increasing co-operation with Northern Ireland and universities to help retain talent

– Better governance of NGBs – adopting the governance code, training on best practice.

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Chapter 11: The impact of gender on participation Important: Disability is another group discussed for this learning outcome (covered in Chapter 12). Students must be able to analyse the supports and barriers for at least two different groups. Student may also select older adults, ethnic groups or socio-economic groups to study. The supports and barriers for these groups can be found in section 12.4.

11.1 Barriers to female participation and its solutions (Topic 7) Introduction: Discuss the key statistics from the Irish Sports Monitor survey 2019 with the class including: – The decreasing gender gap (3.4% in the 2019 mid-year survey) –T he difference in activities that appeal most to men and women, for example team games are popular among men but not women.

TASK 11.1 ANSWERS Study table 11.1 and identify two differences between the participation of men and women. Suggest two reasons for this.

– T eam sports are more popular among men. This may be due to stereotyping, competitiveness, more clubs for men, male-dominated activity e.g. especially in positions of power.

– Non-competitive fitness and body-toning activities are more popular among women.

This may be due to body image pressures on women and the media’s portrayal of women in sport.

Explain: Use examples to explain prejudice, discrimination and stereotyping.

–P rejudice is often seen in the unfair treatment and attitude towards women in sport, immigrants or people form ethnic minorities.

–D iscrimination can be seen in clubs that try to exclude people on the basis of gender or social class.

–S tereotyping can be seen in women’s sport when the standard of performance is compared to men’s sport, and when women engaging contact sports are described as masculine.

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PRACTICE QUESTION ANSWERS Q1. Define the term prejudice. Describe two examples of prejudice in society.

–U nreasonable negative opinion based on intolerance of race, gender, culture or religion

– Labelling the traveller community as dishonest

– Channelling people towards activities based on their race.

– Not offering the same opportunities for participation to girls e.g. in sports clubs.

Q2. Describe what is meant by discrimination and provide two examples.

– Discrimination is to act on a prejudice and treat people unfairly. Examples include:

– Excluding women from clubs e.g. men only golf club

– Membership clauses based on gender, social class or race

– Verbally abusive towards a participant or official based on their race or gender.

Q3. Women in sport face barriers to participation such as negative stereotypes. Explain,

using examples, what is meant by this statement.

–S tereotyping is a standardised image or opinion about a group of people and it is usually negative.

–W omen are sometimes stereotyped as the primary carers e.g. ‘a women’s place is in the home’ and not on the sports field.

–W omen participating in traditionally male-dominated activities can be stereotyped as being masculine.

CASE STUDY QUESTION ANSWERS Q1. Two television advertisements were banned in the UK for perpetuating harmful gender stereotypes. (a) Describe the stereotype that the Philadelphia advert was found to be promoting.

– That men were incapable of being responsible parents. (b) Does the Philidelphia advert prejudice men in any way?

– It displays an unreasonably negative view of men as parents.

(c) The Volkswagan advert depicts men as being innovative and adrenaline seeking whilst women were shown in the primary carer role. Explain how images like these might be responsible for reinforcing stereotypical gender roles.

– I t reinforces the stereotype of women as the primary carers for children and a predominantly domestic role in society.

– Men are depicted as driving innovation.

Discuss the barriers to female participation and the solutions.

– Ask the students to put forward reasons for and examples of each barrier.

Discuss the Apply it example of the female referee Stephanie Frappart including: – the barriers she may have faced in her career.

– the impact she might have on women aspiring to become officials.

Explain the 20x20 initiative’s main aims: –2 0% increase in participation, media coverage and attendance at women’s sports events.

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PRACTICE QUESTION ANSWERS Q1. Women face many barriers to participation in physical activity and sport.

(a) Describe two of these barriers.

–S tereotyping: the development and acceptance of women’s sport has suffered due to unfair negative opinions about women’s sport.

–L ack of role models: there is a lack of role models across a wide range of activities in women’s sport which negatively impacts upon participation.

(b) Outline potential solutions to the barriers identified in (a).

–S tereotyping: strong leadership from government; campaigns and initiatives promoting women’s sport; education; social acceptance of women’s sport as being equal to men’s

–L ack of role models: increased media coverage of women’s sport; increase in women as presenters, pundits and columnists.

CASE STUDY QUESTION ANSWERS Q1. (a) Outline the aims of the 20x20 initiative.

– 20% increase in media coverage of women’s sport

– 20% increase in participation at all levels of women’s sport

– 20% increase in attendance at women’s sport.

(b) This initiative is supported by the Federation of Irish Sport. What supports could the national governing bodies of sport in Ireland put in place to ensure 20x20 succeeds?

– Initiatives to drive participation e.g. female sports development officers

– Funding for women’s sport e.g. competitions, high performance

– Promotion of women’s sport e.g. advertising events and competitions.

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11.2 Developments in physical activity and sporting opportunities for women over the past 20 years (Topic 7) Introduction: Ask the students to complete task 11.3 to help them to extract key information.

TASK 11.3 ANSWERS Use the information to help identify: • three important developments made in women’s sporting opportunities –T he gender participation gap reduced from 15.7% in 2007 to 3.9% in 2019.

–T he Women in Sport policy was launched in 2019 which will address equality of opportunity for participation.

–T he National Sports Policy 2018 included a fund to promote increased and sustainable participation in sport by females.

– The Women in Sport grant scheme was launched in 2006 to remove barriers.

• two important policies that have or will influence future participation by women – The Women in Sport policy 2019 – The National Sports Policy 2018–2027.

• the one initiative that you feel will be most successful in promoting an increase in participation, attendance and media coverage of women’s sport.

–2 0x20 as it has the support of a broad range of media as well as the Federation of Irish Sport.

• Chart the changes in the gender participation gap between 2007 and 2019.

– 2007 (15.7%), 2011 (12%), 2013 (9.3%), 2015 (7.1), 2017 (4.5%), 2019 (3.9%) (A simple line graph could also be used.)

TASK 11.4 (Group work) Investigate the progression of women’s participation within the Olympics including: • Identify three sports that became open to women in the past 20 years.

–B oxing, golf, rugby, wrestling, bobsleigh, triathlon, weightlifting, modern pentathlon.

• Chart the progress of women in positions of power within the Olympic movement over the past 20 years.

– 2004: a woman was elected IOC Vice-President – 2008: a woman was elected to the executive board.

–2 010: a woman is elected Chair of the Coordination Commission for the Olympic Games in Rio 2016 –2 012: women were elected in positions of influence within the IOC including VicePresident, Chair of the IOC Athletes’ Commission, IOC executive board – 2013: women now make up over a quarter of the IOC executive board –2 018: female representation on the IOC commission rises to 42.7% (98% increase) and executive board membership rises to almost one third – 2019: 33% of IOC members are now women.

• Highlight areas of further improvement required i.e. in which areas has full equality still not been achieved.

–T here is still not equal participation of men and women at the Olympic Games (45% women).

–T he IOC has yet to reach full equality of representation across the IOC membership, IOC commission and the executive board.

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TASK 11.5 (Group work) PREPARATION –S tudents will require access to the internet. Phones can be used if your acceptable use policy allows them to be used for educational purposes.

– This could also be used as homework or a monthly assessment.

TASK 11.5 (Group work) SAMPLE ANSWER Highlight the main developments in women’s participation in one physical activity including: Sample activity: GAA • participation levels –L adies’ Gaelic Football Association has 1200 clubs and 188,000 members.

• positions of power and influence within the sport such as positions on the board of the governing body –T he Chief Executive and Operations Manager are both women.

– Fourteen of the full-time staff are women (66.6%) and seven are men.

• developments in attendances and media coverage –O ver 56,000 people attended the All-Ireland final in 2019 and there has been significant year-on-year growth.

–M ore games are being broadcast live by RTÉ and TnaG. –H ighlights featured on the Sunday game.

–S ky Sports broadcast the 2019 camogie and football finals.

• initiatives by the National Governing Gody (NGB).

–S trategic roadmap 2017-2022 –S upport for 20x20 initiative –G aelic4Mothers&Others initiative.

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11.3 Boys’ and girls’ participation in physical activity and sport (Topic 9) Introduction: Discuss the figures on participation by boys and girls in physical activity including: –G irls receive less PE time and are less likely to meet the recommended 60 minutes of moderate activity per day.

–T he impact of not meeting the recommendation on health and fitness, for example obesity and high blood pressure.

–P hysical activity levels are decreasing with age. Discuss the implications of this for adulthood.

Student led learning: –A sk the students to look through the main influences on participation of boys and girls and identify the factors that they feel relate most to them and their situation for example location, school, gender.

–A sk the students to choose three methods of addressing the imbalance between boys’ and girls’ participation that they feel is likely to have an impact.

PRACTICE QUESTION ANSWERS Q1. Examine table 11.5 and identify two important differences between the participation of boys and girls in physical activity.

– Girls tend to participate two to three times per week.

– Boys participate more often (four plus days per week).

Q2. Outline the recommended minimum level of activity for boys and girls.

– At least 60 minutes per day of moderate to vigorous physical activity.

Q3. Discuss three influences on the participation levels of boys and girls in school and the community.

– Access to facilities as many schools do not have a sports hall

–T he amount of PE and extra-curricular activity available at school and the range of activities on offer

– Age and gender: participation is less for girls and decreases with age.

Q4. Investigate how you think the imbalance between boys’ and girls’ participation might be addressed.

–P ositive attitude from school teachers towards girls’ physical activity with a range of activities and initiatives for example boys’ and girls’ teams across the full range of sports; offering non-competitive activities

–P romotion and publicity of girls’ activities and equal status given to the achievements of girls

–T he Girls Active programme, which offers participation without competition in activities selected by girls.

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11.4 Gender, media and body image (Topic 9) Introduction: Ask the class to identify what they feel society considers to be the ideal female and male physique.

– Identify the characteristics that are considered masculine and feminine.

– Ask what has influenced their choices, for example role models, celebrities, social media, mainstream media, peers.

Explain that their decisions were probably influenced by social regulation – the expectations of society/pressure to conform.

Explain hegemonic masculinity and femininity as the stereotypical dominant traits associated with being manly or womanly.

– Masculine: competitive and aggressive.

– Feminine: gently, sensitive and caring.

Examine and discuss the case study on Caster Semenya in relation to hegemonic femininity and discrimination.

– Read the case study in the student textbook.

– Watch the video clip in the teacher PowerPoint.

CASE STUDY QUESTION ANSWERS Q1. Caster Semenya did not conform to the traits associated with hegemonic

femininity. This led to some of her competitors complaining she had an

unfair advantage. How did the athletics governing body respond to her

naturally higher levels of testosterone?

–T hey banned her from competing in her specialist events unless she agreed to take medication that would lower her testosterone level.

Q2. Levels of testosterone vary significantly among male athletes and influence levels of aggression, strength and performance. Suggest reasons why the athletics governing body has not attempted to place limits on male testosterone levels.

–S trength, aggression and competitiveness are associated with hegemonic masculinity and seen by society as ‘manly’ and ‘desirable’.

–S port is seen as a male preserve and testosterone is a male hormone.

–T he IAAF, like most governing bodies, is dominated by men who traditionally hold the positions of power in sports organisations.

Q3.

Caster Semenya did not cheat or take performance-enhancing drugs, yet she was still banned from competition. Many people believe this is discrimination.

(a) What do you understand by the term discrimination?

– Discrimination is to act on a prejudice and treat someone unfairly.

(b) Do you agree with the court’s decision that the decision is ‘discriminatory but necessary”

– Yes it is discriminatory.

–N o it is not necessary as sportspeople benefit from a wide range individual differences that give them an advantage such as higher levels of strength, endurance or coordination.

or

– Yes it is necessary as it provides an unfair advantage.

Examine the case study of Rhys McClenaghan, an Irish male gymnast.

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PRACTICE QUESTION ANSWERS Q1. ‘Body image affects female participation in physical activity more than male participation’. Do you agree with this statement? Give reasons to justify your answer.

–Y es: women sometimes choose not to participate in mixed groups due negative perceptions of their body.

–N egative body image is often a motivator for participation in physical activity among women.

–T he type of activity participated in is often influenced by body image e.g. weight loss, fitness-based activities.

Q2. Explain what is meant by social regulation and investigate its effects on body image and the type of participation favoured by males and females.

– Unwritten rules on what is considered acceptable behaviour by society.

–W omen are encouraged to participate in non-contact activities that improve appearance.

–M en are encouraged to participate in activities that enhance their masculinity such as contact sports and weight training.

Q3.

Discuss whether the media perpetuates social regulation of male and female participation in physical activity and sport.

–T he media follow some areas of female sport and ignore others, thus reinforcing gender stereotypes e.g. live coverage of female tennis but not rugby.

–S ome media focus on women’s sex appeal and femininity rather than their physical ability and performance e.g. tabloid newspapers.

–S portswomen who conform to the ‘ideal’ image of femininity are often rewarded with increased media coverage and therefore higher commercial sponsorship.

–T he media concentrate their coverage on stereotypically masculine activities such as contact sport like football, rugby and boxing.

Q4. Outline what you understand by the term’s hegemonic masculinity and hegemonic femininity.

–H egemonic masculinity: the dominant behavioural traits that are considered masculine such as competitiveness, strength and aggression.

–H egemonic femininity: the dominant traits that are considered womanly such as gentleness, empathy, humility and sensitivity.

Q5.

Create a table to summarise the traits associated with hegemonic masculinity and hegemonic femininity.

Hegemonic masculinity

Hegemonic femininity

• Competitiveness • Aggression • Strength

• Sensitivity • Humility • Gentleness

Q6. Examine the traits you compiled in question 5. Discuss how the association of these traits with men and women can impact upon participation in physical activity and maintain stereotypes.

–T hey will determine the activities that are deemed socially acceptable for men and women.

– They will create stereotypes that place barriers to participation.

– They will define what it is to be masculine or feminine in sport.

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CASE STUDY QUESTION ANSWERS Q1. Gymnastics is not a sport typically associated with stereotypical male traits.

(a) How was Rhys made aware of this at school?

–H e was asked why he didn’t play football or rugby/traditional masculine activities. (b) How did Rhys deal with this?

– He ignored it and focused on his goals. (c) Which similarities in the fitness requirements of gymnastics and games did Rhys identify?

– Strength, flexibility and balance.

Q2.

Identify one trait of hegemonic masculinity that is present in gymnastics and one that is absent.

– Competitiveness is present.

– Aggression is absent (non-contact).

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Chapter 12: Inclusive physical activity and sport Important: Physical disability and intellectual disability are treated as two separate groups in the specification. The barriers and supports outlined in section 12.1 of the student textbook are general barriers and supports that affect both these groups. Gender is another group discussed for this learning outcome (covered in Chapter 11). Students must be able to analyse the supports and barriers for at least two different groups. Student may also select older adults, ethnic groups or socio-economic groups to study. The supports and barriers for these groups can be found in section 12.4.

12.1 The supports and barriers to participation for disabled people Introduction: Ask the class to identify reasons why only 29% of people with a disability participate regularly in physical activity compared to 46% of the able-bodied population.

– Link it back to Chapter 11: The impact of gender on participation.

–A sk the class to identify solutions to the barriers identified and ways of increasing participation among disabled people? (For example in schools, in the community, nationally/government, through the national governing bodies.)

– Compare the answers from the class with the summaries (figures 12.4 and 12.5).

Discussion: Ask the class how much disabled sport they view per month.

– Zero is likely to be the answer.

– Start a discussion on the media’s role in promoting disability sport.

TASK 12.1 ANSWERS

Use the section on the developments in physical activity for disabled people to identify: • three important developments in physical activity and sporting opportunities for disabled people.

– CARA Sport Inclusion Ireland launched – CARA launch strategic plan targeting increased opportunities – National Sports Policy 2018 includes a Sports Inclusion Disability Charter – Sports Inclusion Disability Officer (SIDO) programme established – 20 local Sports Inclusion Disability Officers appointed – 100 organisations signed up to the Sports Inclusion Disability Charter – Many national governing bodies of sport cater for the needs of disabled sportspeople – I ncreased range of sports included in the Paralympic Games, offering greater opportunity to compete at the highest level and increase role models.

• two important policies or programmes that have or will influence future participation of disabled people.

– Sport Ireland policy on participation in sport by people with disabilities – National Sports Policy 2018, which includes a Sports Inclusion Disability Charter.

• Chart the development in the Paralympic games from 2000 and 2020. Include data on spectator numbers, TV audiences and the range of sports included in the games.

– Ticket sales grow over 200% to 2.7 million.

– TV audience grows over 200% to 3.8 billion – The number of sports grows from 17 to 23

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PRACTICE QUESTION ANSWERS Q1. Identify two barriers that affect participation for people with disabilities and

link them to examples.

–S afety: many sports clubs do not allow disabled people to compete with able-bodied people due to the risk of injury e.g. contact sports.

–D iscrimination: disabled people are often treated differently/unfairly, especially when it comes to access to facilities, clubs and competitions.

–P E provision: young disabled people often receive less PE in terms of time and access to a broad range of activities due to a lack of training and access to specialist equipment.

Q2. Investigate solutions to the barriers you have identified.

–E nforcement of the Equal Status Act and support for clubs, gyms and leisure centres to make their facilities accessible to all.

–P rovide specialist training and resources for Physical Education departments including equipment and purpose-built disabled changing facilities.

Q3. Describe how stereotyping can impact upon the participation of disabled people.

– Able-bodied people have lower expectations of disabled people

– Leads to discrimination e.g. exclusion justified on the basis of safety

– Lowers self-esteem of disabled people

– Leads to labelling and channelling disabled people into segregated activities

– Reduces integration.

Q4. Discuss the media’s coverage of disability sport and how this might affect participation by disabled people.

– Coverage extremely low in Ireland

– Limited to one-off big events e.g. Paralympics every four years

– Leads to a lack of role models

– Lack of representation in the media profession e.g. presenters and journalists.

Q5. Outline three significant developments in the opportunities for disabled people to participate in physical activity and sport.

– CARA Sport Inclusion Ireland launched

– CARA launch strategic plan targeting increased opportunities

– National Sports Policy 2018 includes a Sports Inclusion Disability Charter

– Sports Inclusion Disability Officer (SIDO) programme established

– 20 local Sports Inclusion Disability Officers appointed

– 100 organisations signed up to the Sports Inclusion Disability Charter

– Many national governing bodies of sport cater for the needs of disabled sportspeople

– I ncreased range of sports included in the Paralympic Games, offering greater opportunity to compete at the highest level and increase role models.

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12.2 Inclusion Introduction: Ask the students what inclusiveness means to them.

–E xplore the advantages and disadvantages of integration and segregation in physical activity.

– When is segregation more appropriate than integration e.g. rugby for safety?

Adapted activities Introduction: Ask the students to identify adaptations that can be made to activities in order to make them accessible to disabled people. Think about: – the rules and player roles – the equipment – playing area and time.

Examine the examples of adaptations for swimming, basketball and tennis outlined in the book.

TASK 12.2 (Group work) SAMPLE ANSWER Examine if and how, participants with a disability could participate in one selected physical activity.

Activity: Athletics – Can be participated in as an integrated activity.

–P erformers with a physical disability can be easily accommodated with small changes to the rules e.g. not having to perform a block start in sprinting.

– Performers with a sensory disability such as vision could have a partner guide them.

–P erformers with hearing difficulty could have a visual stimulus instead of a gun or whistle to start e.g. waving a flag to start.

TASK 12.3 NOTES Evaluate the provision for adapted physical activity opportunities in your school or in the community.

– Encourage students to research and collaborate.

– Can the students identify any disabled performers in their community?

– Are there inclusive clubs or specialist disability sport clubs in the community?

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Case study: Discuss the Oscar Pistorius case study in the student textbook and watch the PowerPoint video.

CASE STUDY QUESTION ANSWERS Q1. Oscar Pistorius was born with a physical disability, but he didn’t allow this

to prevent him from competing in sports. (a) Describe Oscar’s physical disability and how did he overcome it.

– He was born without a fibula and had both legs amputated below the knee.

– He used prosthetic legs to allow him to walk and compete in sports.

(b) The IAAF tried to exclude Oscar from competing with able-bodied athletes. What reasons did they give for this?

– He had an unfair advantage over able-bodied athletes.

– His blades made him more energy efficient and therefore faster over a set distance.

Q2. Oscar became a high-profile role model for other disabled athletes and the pursuit of integration and inclusion. (a) What do you understand by the term role model?

– A role model is someone you aspire to be like. (b) Explain what is meant by integration.

– Able-bodied and disabled people participating in physical activity together. (c) Should elite sport be integrated or segregated? Justify your answer.

Arguments for integration

– Disabled people will feel more included in society.

– I t may help reduce discrimination as integration promotes understanding and appreciation of the abilities of disabled people in sport.

– Use of the same facilities and times increases access.

– Increases the awareness of capabilities of disabled sportspeople.

– Allows the use of appropriate modifications.

– Raises the self-esteem of disabled people through acceptance and success.

Arguments for segregation

– Disabled participants may achieve more.

– May increase safety and feelings of security, especially for contact sports.

– More equal competition/disabled people are not disadvantaged.

– Modifications can be used and rules changed to suit the needs of disabled people.

– Teachers or coaches can focus on the requirements of disabled participants.

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12.3 Pathway towards excellence for disabled sportspeople Introduction: Outline the pathway towards excellence for disabled sportspeople from foundation level to participation, into performance level and excellence for some.

–F oundation and participation: learning the skills and participating at school and/or in a club.

– Performance: selection for development squads and performing at a higher level.

– Excellence and elite: performance at national and international level.

Make the students aware that the pathway for excellence is inclusive in Ireland.

–E lite disabled sportspeople receive the same funding and supports form Sport Ireland as able-bodied sportspeople.

– I dentify the specialist agencies that support participation, performance and excellence including: – CARA: Sport Inclusion Ireland – Paralympic Council of Ireland – Special Olympics Ireland – The role of the NGBs.

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PRACTICE QUESTION ANSWERS Q1. Identify three solutions to help increase participation in physical activity

among disabled people.

– Access to facilities

– Transport

– Inclusive PE

– Funding

– Clubs and competitions.

Q2. Outline one example of how an activity can be adapted for each area below:

(a) Rules: There is no double dribble in wheelchair basketball.

(b) Equipment: There is a bell in the ball for deaf football. (c) Playing area: Wheelchair rugby is played indoors on a solid floor. The playing area is therefore reduced to the size of a basketball court.

(d) Time: The time for wheelchair rugby is reduced to four eight-minute quarters.

Q3. Describe two barriers to participation for disabled people and outline one solution for each?

–S tereotyping affects disabled people as able-bodied people may have low expectations about their ability to participate in some activities, leading to reduced opportunities.

– The solution is education, role models and increased media coverage of disability sport.

–L imited access to facilities has reduced the opportunities for disabled people as some facilities do not have ramps and lifts to allow independent access.

–T he solution is to ensure all facilities are upgraded and retrofitted with appropriate access such as replacing stairs with a ramp.

Q4. Explain how disabled sportspeople are affected by:

(a) Discrimination: They are often treated unfairly and excluded. Their needs are not considered due to the additional costs and provisions required to adapt facilities and provide specialist support such as trained coaches.

(b) Stereotyping: Able-bodied people may label disabled people unfairly as not wanting to participate in an activity alongside them due to safety or differences in ability. (c) Prejudice: Disabled people are often treated differently due to unfair negative opinions resulting in them being channelled into segregated activities.

Q5.

Examine if, and how, participants with a disability could participate in one selected physical activity.

Activity: Sprinting

–D isabled participants could be integrated into the activity by modifying the rules, such as the starting position.

–T he activity is run in lanes so wheelchair users could participate alongside able-bodied participants.

– A signal could be used instead of a whistle for deaf participants.

– A flag could be used to signal the start for deaf participants.

Q6. Outline the pathways towards excellence for disabled sportspeople.

–P rogression from foundation and participation level at school or in clubs to performance and excellence with the support of the national governing body.

– Equal access to funding and supports from Sport Ireland.

– Sports Inclusion Disability Officers can provide support locally (LSP).

– Sport Inclusion Ireland targets participation levels.

–P aralympic Council of Ireland and Special Olympics Ireland target performance and excellence.

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12.4 Ethnicity, social class and older adults Note: Gender and disability have been covered in detail in chapters 11 and 12. The specification requires at least two groups to be analysed. Gender and disability fit well with the other learning outcomes in topic 7. The authors selected these groups for detailed analysis. The other groups are covered in less detail in this section.

PRACTICE QUESTION ANSWERS Q1. Describe three factors that can affect participation among people from

ethnic minorities.

– Some cultures discourage women from participating.

–C ultural background may prevent a person from taking part in some activities. For example, in Northern Ireland Gaelic games is predominantly played by Catholics.

–R eligious dress codes may limit participation in some activities e.g. full body coverage at all times.

–S ingle-sex rules prevent women from participating in mixed-sex activities in some cultures.

–P eople of ethnic minority backgrounds may avoid joining an activity for fear of discrimination.

– Lack of facilities and clubs in areas with predominantly ethnic minorities.

– Racism and prejudice by the dominant group discourages participation.

– Stereotyping and channelling ethnic minorities into activities linked to their race.

Q2.

A person’s socio-economic situation can have many implications for participation in physical activity, especially low income and education. Describe two barriers to participation faced by people in lower socio-economic groups and two potential solutions.

Barriers:

– Lower self-esteem/confidence

– Isolation and alienation from social institutions

– Low income and personal mobility (transport)

– Lack of local facilities

– Pay to play: activities are expensive

– Lack of role models e.g. active parents

–S tereotypes: people from lower social classes may be seen as suited to certain sports e.g. boxing.

Solutions:

– Social change: institutions change to meet the needs of everyone in society

– Funding for initiatives such as free coaching and equipment

– Local infrastructure e.g. facilities

–C reate local role models such as community workers in sport to help change stereotypes

– Funding for local schools to provide extra-curricular activities

– Promotion of physical activity benefits.

Q3. Physical activity is a vital part of staying healthy for older adults.

(a) How can prejudice be a barrier to their participation?

–O lder people can be viewed as a burden, patronised or even mocked by younger sports performers, instead of valuing their experience and knowledge.

(b) What has been done to increase inclusion for older adults in physical activity?

– Many clubs and competitions have masters categories.

–P olicies and funded initiatives such as Keeping Active for Better Ageing, Healthy Ireland, Get Ireland Active and Go for Life all support inclusion.

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Chapter 13: Media and sport 13.1 Media coverage of elite and mass-participation sport Introduction: Discuss the positive and negative effects of the media on: – Elite sport: sport at the highest level – Mass-participation sport: large-scale competitive and inclusive events.

TASK 13.1 ANSWERS Discuss the impact of media coverage on elite sport. Consider the positives and negatives before reaching your final conclusion.

Positives: – Increased sponsorship/revenue/audiences/interest for sport – Creates positive role models and inspires people to participate – Improved player and spectator behaviour e.g. highlighting racism – Inspires national pride and togetherness e.g. Irish rugby team.

Negatives: – Loss of privacy/negative publicity and intense pressure on sportspeople – Over-sensationalised events can lead to violence – ‘Win at all costs’ mentality may be promoted – Loss of control as the media may demand changes to rules and the timing of events – There is a biased popularity of a small number of sports – Audiences for elite sport may be reduced by subscription TV instead of ‘free to air’.

PRACTICE QUESTION ANSWERS Q1. Explain what is meant by elite sport.

– Sport at the highest level of competition

– Professional sport or major championships such as the Olympics.

Q2. Discuss how elite sport differs from mass-participation sport.

– Mass-participation sport is on a large scale.

– Mass-participation sport involves inclusive events and is not elitist.

– Example: the Dublin Marathon is open to everyone.

Q3. The media often provide coverage of large-scale competitive events aimed at all levels of competition and all categories of participant. Describe the effect of the media on massparticipation sports events.

– The media helps increase income and participation levels through publicity.

– The media may try to influence the event e.g. start time.

– The media may highlight negative issues around the event.

– Spectator numbers may be reduced if it is televised.

Q4.

The media focus much of their attention on elite sport. Examine the effect of this coverage on elite sportspeople and the sport.

Sportspeople

– Increased earning potential e.g. sponsorship

– Improved player behaviour due to media scrutiny

– Loss of privacy/negative publicity and intense pressure on sportspeople

– ‘Win at all costs’ mentality may be promoted.

The sport

– Increased sponsorship/revenue/audiences/interest for sport

– Creates positive role models and inspires people to participate

– Improved spectator behaviour e.g. highlighting racism

– Over-sensationalised events can lead to violence

– Loss of control as the media may demand changes to rules and the timing of events

– Audiences for elite sport may be reduced by subscription TV instead of ‘free to air’.

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Case studies: Examine the case studies about the golden goal and the Dublin Marathon.

CASE STUDY QUESTION ANSWERS Q1. Case study 1: The golden goal

(a) Why was the golden goal introduced into soccer in 1993?

– To increase excitement

– To increase the chance of a goal in extra time

– Higher levels of risk and reward.

(b) How might the decision to implement this new rule have been influenced by the media?

– Increased viewing figures due to the increased stakes and excitement of sudden death.

– Provided additional talking points and TV discussions.

(c) Why did this rule change fail?

– Teams chose not to pursue the golden goal as the risk was too high.

– The aim was to increase offensive play but it had the opposite effect.

Q2. Case study 2: The Dublin Marathon

(a) Why has the number of people running the Dublin Marathon increased so significantly?

– People seeking a challenge/sense of achievement

– Viewed as inclusive and achievable for all

– Running for a cause e.g. charity

– Media attention.

b) Why is the Dublin Marathon considered to be inclusive?

– It is open to everyone regardless of gender, age, ethnicity, disability.

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13.2 Gender stereotyping in the media Introduction: Discuss the statistics for media coverage of female sport in Ireland: 2% of TV coverage, 3% of print coverage, 4% of online coverage.

– What are the reasons for such low coverage?

– Should the level of coverage be higher?

– Is the media playing a significant part in keeping sport as a male preserve?

Discuss the traditional gender stereotypes (table 13.3) and the media’s role in maintaining these stereotypes.

TASK 13.2 ANSWER Is the media to blame for the gap in public interest between male and female sport? Justify your answer.

– The media is partially to blame as the coverage of women’s sport is so small.

– Only 2% of TV coverage is allocated to women’s sport.

–T he public must also take responsibility and support women’s sport by attending events.

– 58% of people believe that women’s sport does not receive sufficient media coverage.

– 41% watched a female sports event either on TV or online.

– Only 35% of females watch women’s sport compared to 48% of men.

– Only 13% of Irish people attended a women’s sports event in 2018.

PRACTICE QUESTION ANSWERS Q1. Explain the term stereotyping and outline two examples.

–A widely held opinion about a social group or individuals, linking them with particular behaviours that are usually negative. Examples of stereotype:

– The woman’s place is in the home (carer).

– A woman with a muscular physique is more masculine.

Q2. Explain how the media has contributed to maintaining gender stereotypes in sport.

– Highlighting the stereotypically masculine or feminine qualities of sportspeople

– Praising and rewarding aggression in male sport

–A ffording greater media attention to sportswomen who conform to the ‘ideal’ image of femininity

–M anipulating how women’s sport is viewed, such as focusing on women’s sex appeal and femininity rather than their physical ability and performance

– Men featuring more as participants and media sport professionals

– Non-contact sports for women being given more positive media coverage

–M assive inequality in coverage of women’s sport reaffirms the stereotype that sport is a male preserve.

Q3.

Do you consider the media’s coverage of women’s sport to be adequate? Support your answer with facts and/or statistics.

– No. Women’s sport receives only: – 2% of TV coverage – 3% of print coverage.

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13.3: Spectators and the media Introduction: Discuss the characteristics of sport that give it spectator appeal.

–L ink to examples from sport, for example the competitiveness and unpredictability of Gaelic games.

TASK 13.3 ANSWER From a selected activity, identify three characteristics that give the sport spectator appeal and suggest one change to the activity that would give it more appeal.

Activity: Gaelic football – Full contact and aggression – Spectators have an interest and attachment e.g. county team – High level of skill and fitness – Change: professionalism would further increase the standard of play –R ule changes that increase risk and uncertainty e.g. removing the mark or square ball rule.

Discussion: Ask the class to think of examples of positive and negative spectator behaviour that they have witnessed at an event or on the TV, for example: – Violence – Abuse of players or coaches – Applauding outstanding play or an injured player.

PRACTICE QUESTION ANSWERS Q1. Identify three characteristics of a named activity or sport that has spectator appeal.

Activity: Boxing

– Full contact and aggression

– High risk and reward

– Easy to understand and follow

– Attachment to participants.

Q2.

The media has an important part to play in influencing spectator behaviour. Describe two ways the media can have a positive effect on spectator behaviour.

– Creation of positive role models for people to aspire to emulate

–R educes anti-social behaviour at sports events through campaigns e.g. antihooliganism or anti-racism.

Q3. The media can negatively influence spectator behaviour by encouraging a ‘win at all costs’ mentality. Describe two other ways that the media can negatively influence spectator behaviour.

– Hype and sensationalism potentially leading to violence and hooliganism

– Condoning gamesmanship

– Trolling of high-profile sportspeople on social media (now a regular occurrence)

– Verbal abuse of sportspeople as a result of media attention

–R educed spectator attendances linked with live television coverage e.g. GAA league matches.

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END-OF-CHAPTER ASSIGNMENT – MARK SCHEME (Can be used as summative assessment) Examine the role of the media in sport including: (a) its impact on elite sport and mass-participation sport Positive impact on elite sport (any two points): – Increased sponsorship opportunities for the sport and individual sportspeople – Increased revenues for events – Creates positive role models from a variety of groups – Increases audiences and interest in a variety of sports – Inspires others to want to emulate their heroes and pursue excellence – The intense focus of the media has improved player and spectator behaviour – Coverage of international sport inspires national pride and togetherness – ‘Ringfenced’ events get shown on free-to-air stations.

Negative impact on elite sport (any two points): – Loss of privacy for sportspeople as the media invade the privacy of ‘stars’ – Over-sensationalised events can lead to violence between rival fans – Pressure on sportspeople can lead to mental health issues – ‘Win at all costs’ mentality may be promoted, leading to negative role models – Loss of control as the media may demand changes to rules and the timing of events – There is a biased popularity of a small number of sports amongst the media –H arsh negative publicity for some sportspeople can affect their performance and enjoyment – Audiences for elite sport may be reduced by subscription TV instead of ‘free to air’.

Positive impact on mass-participation sport (any two points): – Increased income through sponsorship for the organisers – Increased participation levels by motivating people to get active –M edia may focus on the inspirational stories of ordinary people and their reasons for participating – Increased sense of achievement for participants due to national coverage – Promotes and educates a large audience about the benefits of physical activity.

Negative impact on mass-participation sport (any two points): – The media may try to influence the event – The media may highlight negative issues around the event – Spectator numbers attending the event may be reduced if it is televised –M edia attention is focused around a small number of high-profile events and not a wide variety. (b) its role in maintaining gender stereotypes in sport Examples of male and female stereotypes: – The woman’s place is in the home (carer).

– Women in sport should be gentle and physically attractive.

– To be competitive is not feminine.

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– – – – – – –

Women lack the strength and endurance for competitive sport.

Training will increase muscle mass and undesirable male features.

A muscular physique is more masculine.

Men are naturally competitive.

Men should be aggressive and enjoy contact sports.

Men do not perform domestic duties.

Artistic activities such as dance or gymnastics are not masculine.

Examine if the media has helped create or maintain these stereotypes: The media have contributed to stereotyping by: – Highlighting the stereotypically masculine or feminine qualities of sportspeople – Praising and rewarding aggression in male sport –A ffording greater media attention to sportswomen who conform to the ‘ideal’ image of femininity leading to higher earning potential through sponsorship –M anipulating how women’s sport is viewed, such as focusing on women’s sex appeal and femininity rather than their physical ability and performance –F eaturing men more as participants and media sport professionals (commentators, presenter, pundits) – Giving more positive media coverage to non-contact sports for women – Tending to show women’s sport as a ‘special feature’ – Giving more prime time coverage to men’s sport –T he massive inequality in coverage of women’s sport reaffirms the stereotype that sport is a male preserve. (c) its effect on spectator behaviour Positive effects (any two): –S pectators are exposed to extremely high playing standards, thus increasing their expectations of performance levels.

–S pectators viewing on TV can watch the game from several different angles, thus allowing a deeper understanding of the game.

–M edia coverage increases awareness and knowledge of sport and its issues in society e.g. inequality and racism.

– It creates positive role models for people to aspire to emulate.

– It reduces anti-social behaviour at sports events through campaigns.

–V iewers have instant access to statistics and data to complement their viewing of the sport.

–S pectators may develop more empathy towards sportspeople as they view both their sporting career and social life in the media and create a deeper connection.

Negative effects (any two): – Hype and sensationalism by the media may lead to violence and hooliganism.

– I t may contribute to a loss of values such as sportsmanship due to a ‘win at all costs’ mentality among spectators, especially when media reward gamesmanship.

–T rolling of high-profile sportspeople on social media has become a regular occurrence, especially if they have received negative media attention.

– Media campaigns may lead to verbal abuse of sportspeople.

– Reduced spectator attendances have been linked with live television coverage.

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Why sport has spectator appeal: – Audience has an interest in or attachment to the competitors – High level of anticipation, excitement and uncertainty – Aggression and full contact – Risks and rewards – High levels of skill and fitness – Displays of excellence, heroics and bravery – Competitive and sensational – Easy to follow and understand – Rule changes increase uncertainty, mistakes and scoring.

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Chapter 14: Technology in sport 14.1 Technology for performers Introduction: Engage the class in a discussion on technology in sport, including: –E xamples of technological advances for performers in terms of clothing, equipment and injury prevention – The merits and drawbacks of technology e.g. slowing down the game – Examples of technology the students have used/benefited from.

Discuss the Nike running shoes Apply it example and the case study on equipment.

PRACTICE QUESTION ANSWERS Q1. There have been significant developments in sports technology over the

past two decades. Using a named activity:

(a) Explain how clothing and footwear have developed over time to enhance performance.

– Cycling suits made from Lycra will reduce drag and increase efficiency.

–R unning shoes that absorb more shock and provide more energy return will increase running economy and reduce fatigue.

(b) Outline two other ways technology has impacted performers in a named activity.

Activity: Athletics

– Increased recovery e.g. NormaTec pulse massage

– Improved nutrition e.g. specialist supplements to extend performance

– Prosthetic limbs for disabled performers e.g. blades for running and jumping

– Performance analysis.

(c) Do technological advances provide an unfair advantage to some athletes?

–Y es: some technology is only available to sponsored athletes or athletes who can afford it.

Q2.

Some sports require the use of playing equipment. Advances in performers’ equipment may heavily influence the outcome of the competition. Using one selected activity:

(a) Identify how equipment used for the activity has developed.

– Hurling: modern hurleys have dimples for improved traction.

– Running: shoes absorb more shock and return more energy.

– Football: boots are lighter and more flexible; the ball is lighter. (b) Outline the benefits to the performer.

– Hurling: improved control.

– Running: less fatigue and improved economy.

– Football: more control and less fatigue and impact.

(c) Discuss the potential negative effects for sportspeople of technological advances.

– Lessens the challenge by making the sport easier e.g. completing a marathon.

– Some technology is only available to sponsored athletes or those who can afford it.

Q3. Identify two methods of recovery that have been influenced by technology. Identify the type of performer who would benefit from each method and why.

–C ryotherapy has replaced ice-baths. Football clubs have installed these to speed up recovery between matches.

–N ormaTec pulse recovery systems massage the performers’ legs to aid recovery and reduce the need to attend a physio session. An athlete who is travelling between races may not have access to a physio.

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CASE STUDY QUESTION ANSWERS Q1. Identify one benefit to performance as a result of advances in technology for:

(a) a golfer: developments in the design and construction of golf clubs have increased velocity and accuracy

(b) a hurler: developments in the construction of a hurley have improved the feel and control of the sliotar; modern helmets are safer.

(c) an endurance athlete: athletes can rent or buy an altitude tent to stimulate an increase in red blood cells without having to relocate to a high-altitude training camp.

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14.2 Technology for coaches or choreographers Introduction: Discuss the positives and negatives of technology for coaches/choreographers.

– Explain the purpose of video analysis, GPS tracking and heart-rate monitoring.

TASK 14.1 (Group work) ANSWER

Discuss the benefits of one piece of technology for coaches/choreographers and identify: • the purpose of the technology • its impact on the sport • benefits and drawbacks for coaches.

Technology: GPS devices – Purpose: Provide data on speed, distance, acceleration and position.

– I mpact: Allow coaches to track training and competition performance, compare players’ work rates, individualise training plans and inform decision-making such as substitutions.

–B enefits: track training and competition performance in real time; identify social loafing in a team, avoid overtraining by monitoring volume and intensity; aid decisionmaking.

–D rawbacks: give no indication of skill/tactics/strategies; provide a lot of data to be analysed which is time consuming for coaches; additional education may be required to understand the data.

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14.3 Technology for officials Introductory discussion: Technology has many benefits for officials but it also has negatives for sport.

– Improved decision-making and communication between officials.

– Slows the game down e.g. watching replay or awaiting a VAR/TMO decision.

– Undermines the officials e.g. big screen replays/TV slow motion.

TASK 14.2 (Practical task: sprinting) NOTES Compare the three results and outline one advantage and one disadvantage of each method. Decide which method was most accurate and fair.

–M ethod 1 (counting): This is the easiest method as it requires no equipment and can be carried out by anyone. It is likely to be the least accurate.

–M ethod 2 (stopwatch): This method is likely to be more accurate but is still subject to human error.

–M ethod 3 (video timer): This method is should be most accurate as the officials can replay the performance and repeat the timing process in order to get an average time.

It is much more time consuming and requires access to technology.

This task can be linked in with practical classes, especially if sprinting has been selected.

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14.4: Technology for spectators Introduction: Discuss the technology available to spectators: • at home • at the sports venue.

PRACTICE QUESTION ANSWERS Q1.

Coaches have become heavily reliant on technology for analysis of performance. Discuss the positive and negative implications of technology for coaches.

Positives

– Identifies the strengths and weaknesses

– Highlights areas for development

– Provides objective in-depth analysis of performance

– Provides objective feedback on tactical, strategic and structural decisions

– Sets performance markers e.g. percentage of possession

– Useful for talent identification

– Informs decision-making such as strategy and substitutions.

Negatives

– Time consuming

– Technology can be used to undermine a coach

– Requires coaches to have additional skills and qualifications.

Q2.

How can GPS tracking and heart-rate monitoring aid a coach to manage training and competition?

– Tracks intensity and volume to avoid overtraining

– Identifies social loafing in a team

– Supports individualised training programmes

– Uses real-time objective data to enable decisions on substitutions.

Q3.

‘Athletes from countries who can afford to invest heavily in sports technology have an advantage when it comes to competition.’ Discuss this statement making reference to the advantages for coaches and sportspeople.

–T echnology is expensive and many sportspeople and clubs cannot afford the latest developments in devices.

–R icher countries can afford to invest heavily in preparing their national teams e.g. GB cycling customises bikes and performance clothing.

Q4. Examine how the use of sports technology has impacted upon the role of sports officials.

– Reduced human error

– Improved communication and decision-making

– Can undermine officials

– Allows officials to have a seconds look at an incident.

Q5.

‘Technology has led to more people becoming less involved in sport as physically active participants’. Evaluate this statement based on the impact of technology on spectators.

– I mproved viewing experience and ready availability of live sport has encouraged armchair spectators.

–T echnology such as television can inspire people to get active in order to try to emulate their role models.

– Spectators are more involved with the sport and sports stars through social media.

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Case study: Explore the Tottenham Hotspur Stadium case study. Show the video of the stadium in the PowerPoint. Discuss the technologies incorporated into the stadium that improve the spectator experience and the multi-functionality of the playing surface.

CASE STUDY QUESTION ANSWERS Q1. The Tottenham Hotspur Stadium boasts the latest technology. Outline how

this stadium uses technology to enhance the spectator experience.

– Large HD screens situated around the stadium to watch the live action and replays

– Free Wi-Fi

– Cashless payment linked to stadium access cards

– An app for tickets, transport and a stadium wayfinder.

Q2. The playing area is innovative and multipurpose. Describe the technological features incorporated into the playing area.

– The turf pitch is mounted on retractable panels.

– There is an NFL pitch underneath the turf pitch.

– There is grow-lighting and an irrigation system.

Q3. The influence of technology in soccer has increased significantly in recent years. Outline examples of how technology affects:

(a) players

– Improved clothing, boots and equipment

– Detailed performance analysis

– Improved recovery methods and medical treatment

– Improved safety equipment

– Invasion of the players’ private lives through social media

– ‘Technological doping’ provides an unfair advantage.

(b) officials

– Improved decision-making through technological assistance

– Improved communication between the officiating team

– Clarity of scores and rule infringements e.g. Hawk-Eye

– Technology undermining officials may reduce trust

– Slow decisions affect the game

– Undermines honesty and the spirit of fair play.

(c) coaches

– Performance can be tracked and analysed easily

– Collaboration with other coaches and specialists

–P layers can be monitored to ensure peak fitness, reducing injury and avoiding overtraining

– Detailed analysis of each player is time consuming

– Technology is expensive

– Coaches’ performances and stats are scrutinised rigorously.

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14.5 Planning for optimum performance Introduction: Discuss the impact of technology on fitness testing and training analysis.

–C ompare the traditional fitness tests with technology-based tests.

– Explore the use of tracking devices such as GPS (time, speed, power, intensity).

–E xamine video analysis of technical and tactical elements.

TASK 14.3 ANSWERS Identify one app that you could use to monitor fitness levels and outline: App: MyFitnessPal (a) what does it measure or record: exercise time and calories burned; diet including macros (carbohydrate, protein, fat) and micros (vitamins and minerals) (b) two benefits of the app: links exercise and diet in order to control weight; links with smartwatches and GPS devices to track exercise (c) one recommendation to improve it: add additional lifestyle considerations such as sleep (d) a performer who would benefit from it: game players could use it to maintain their body composition.

Technology for analysis of fitness – Ask

the students to provide examples of fitness tracking technology they use or are aware of.

– I dentify the type of data produced by these devices e.g. Fitbit.

–D iscuss the benefits of these devices to performers.

Technology for technical and tactical analysis of performance –D iscuss the use of video analysis software.

–E xplore how technique be analysed e.g. slow motion, measuring angles, comparing with others performers.

– Explore

how tactics be analysed e.g. Hudl Sportscode combines multiple angles and presents the data on one screen offering live match analysis for coaches.

– Discuss

the benefits for coaches and performers.

Link to the Physical Activity Project (PAP) Section A: Performance analysis – The

benefits of fitness testing technology can be discussed and tested when collecting evidence for the analysis of fitness.

–S tudents can use video analysis to analyse their technical performance (Hudl) or tactical performance.

Link to the Performance Assessment (PA) – Students will collect their PA evidence on video.

–W hen teaching students how to effectively collect evidence, the benefits and drawbacks of technology can be reinforced.

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PRACTICE QUESTION ANSWERS Q1. Explain the difference between performance analysis and training analysis.

–P erformance analysis: the process of observing, recording and assessing performance in order to identify strengths and weaknesses.

–T raining analysis: the data that is collected during training and is used to influence future training plans or evaluate the effectiveness of the training.

Q2.

In terms of performance analysis, explain the difference between tactical and technical analysis.

–T actical analysis is the process of observing, recording and assessing the success of a pre-planned method of play.

–T echnical analysis is the process of observing, recording and assessing actions relating to skill and technique.

Q3. Identify examples of technology that a coach could use to enhance their tactical and technical analysis of performance.

– Video analysis software such as Dartfish.

– Live match analysis such as Hudl Sportscode.

– Quintic biomechanical analysis for technique.

Long answers Examine the impact of technology on the analysis of training including:

(a) the impact on the evaluation of fitness

–T echnology can be used to test fitness such as touch screens for agility or electronic timing gates for testing speed.

(b) tracking fitness progression

–G PS devices and heart-rate monitors can track intensity, distance, speed and training time.

– Time spent in each training zone and above each training threshold can be calculated.

– Increases in speed and endurance can be tracked. (c) technical and tactical analysis of performance

–T echnique can be evaluated using video software in order to identify areas for improvement.

– Comparisons can be made between performers in terms of technique.

–T he effectiveness of tactics can be tracked and compared using software such as Hudl Sportscode.

– Tactical data can be used to inform decision-making such as future formations.

Outline the benefits of training and performance analysis technology for:

(a) the sportsperson

– Provides a clear picture of their technical strengths and weaknesses.

– Highlights their tactical errors.

– I mproves their decision-making by identifying good and poor decisions from past performances.

– Improves confidence/self-efficacy if the data is positive.

– Motivates and focuses the sportsperson to improve. (b) the coach

– Clearly identifies the strengths and weaknesses of the team and individuals.

– Highlights area for development in their own coaching practice.

– Provides objective in-depth analysis of performance.

– Gives objective feedback on tactical, strategic and structural decisions.

– Sets performance markers.

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Chapter 15: Business and enterprise in physical activity and sport 15.1 Sport-related advertising Introduction: Discuss the role of sport in increasing sales of products through advertising and endorsements.

– Apply to examples such as the GAA football championship or the Premier League.

–E xplain the golden triangle of sport, the media and business: how do they benefit each other?

TASK 15.1 ANSWER From the images identify the range of products and services being advertised through sport.

– Grocery shops (Centra) – Mobile phones (Tecno) – Airlines (Etihad) – Energy drinks (Red Bull) – E-commerce (QNet) – Energy suppliers (Bord Gáis) – TV (Sky Sports) – Catalogue shopping (Littlewoods) – Tyres (Pirelli) Examine: How might sport-related advertising influence young people?

– Ask the students if they feel influenced by advertising.

– Do they feel they need to show brand loyalty to a club they support?

PRACTICE QUESTION ANSWERS Q1.

Use figure 15.1 to explain ‘The Golden Triangle’ in terms of the

commercialisation of sport.

– Businesses use sport to reach their target group of consumers.

–S port and sportspeople rely on the media to give them a platform and increase revenue from sponsors.

–T he media use sport to generate revenue and interest from sponsors for TV advertising.

Q2. Discuss the influence of sports-related advertising on young people.

–Y oung people may view an unhealthy product as healthy due to its links to physical activity.

–L inking role models with brand names will influence young people to spend their money on expensive products in order to keep up with trends.

–M any food and drink retailers invest heavily in sport-related advertising to target young people, despite being linked with childhood obesity

–B usinesses that sponsor local community events may be viewed in a positive light by young people regardless of the product they sell e.g. alcohol.

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15.2 Sponsorship, endorsements and merchandising Introduction: Discuss high-profile examples of: – sponsorship e.g. AIB and the GAA football championship – endorsement e.g. Lebron James and Coca-Cola and then Pepsi – merchandising e.g. Ronaldo and his Nike brand CR7.

Discuss: Ask the students to identify positive and negatives of sponsorship for the sport/ National Governing Body and the sportsperson.

Examine the factors that should be considered when selecting a sponsor – Identify the risk factors for sponsorship of underage teams/individuals

PRACTICE QUESTION ANSWERS Q1. Explain the difference between sponsorship, endorsement and merchandising.

– Sponsorship: A business providing money or support to a team, individual or event.

–E ndorsement: when a sportsperson or team promotes a product or service for financial rewards.

–M erchandising: the act of commercialising the name, logo, badge or image of a team or sportsperson.

Q2.

Sport and its NGBS rely on money from sponsorship to fund grassroots sport. Examine the advantages and disadvantage of sponsorship for NGBs.

Advantages

– Creates interest

– Increases revenue and funding for facilities, equipment, coaching and identifying talent

– Creates role models who inspire other to participate in sport

– Increases the number of competitions and events

– Provides funding for technology to help officials make the correct decisions.

Disadvantages

– Sponsors can withdraw their support.

– Loss of control for the sport as the large corporations exert their influence.

– The location and start time of events could be changed to suit sponsors.

–T he vast majority of sponsorship is targeted at a small number of popular sports which are already well funded.

–T he format, rules and name of the competition may be influenced by commercial interests.

– Minority sports suffer lower participation and funding.

Q3. High-profile sportspeople often earn more from endorsements than prize money. Analyse the impact of this on the performer.

– Increased earnings

–M ay take their attention away from training with increased time spent on publicity

– May reduce intrinsic motivation due to large extrinsic rewards

– Become dependent on the endorsements as their main source of income

– Loss of endorsements may financially ruin the sportsperson.

Q4. The GAA took the decision to cease all sponsorship linked to alcohol. Suggest why the

GAA might be against such a sponsorship deal, especially for clubs with youth teams.

–A lcohol is illegal for under 18s and promoting it at youth sport may encourage underage drinking.

– Alcohol abuse plays a large part in premature deaths in Ireland.

– I t goes against the ethos of sport and promoting the physical/mental benefits of sport.

– The GAA is a pillar of the community and must be seen to be setting an example.

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15.3 Business and sport Introduction: Discuss the two case studies: – AIB and the GAA football championship – Nike in athletics.

CASE STUDY QUESTION ANSWERS Q1. Describe two ways that AIB might benefit from their association with the

Gaelic GAA Football Championship.

– Advertising: their logo will be shown at all games in the football championship and broadcast regularly on TV.

– Goodwill through links with the community e.g. sponsoring the All Ireland club championship competitions.

– Gaelic football appeals to the youth market which is a prime recruitment area for AIB.

– Corporate hospitality: complementary tickets for specific games or use of a corporate box in Croke Park to impress potential clients.

– Associated with success: the football championship is considered a sporting success and therefore AIB can benefit from being associated with excellence and success.

Q2. Outline the risks for AIB of committing to a long-term sponsorship deal with a sporting body.

– Negative publicity if the sport falls into disrepute

– Large financial commitment which may be difficult to sustain if profits fall

– Reduced viewership or loss of TV rights from free-to-air channels to Sky may reduce their advertising exposure.

Q3. Describe the benefits to athletics that Nike has provided.

– The corporation offers large financial rewards to the top athletes.

– It funds innovation such as sports shoes and clothing,

– Sponsorship of national governing bodies provides valuable investment in the sport for high-performance and grass roots athletics.

– It sponsors events.

Q4.

Examine the drawbacks for the sport of athletics of becoming heavily reliant a powerful commercial corporation.

– Influence: becoming a major sponsor of athletics governing bodies gives them considerable influence in the direction of the sport.

– Negative publicity: Nike set up the Nike Oregon project which was linked to doping of its athletes by head coach Alberto Salazar.

– Athlete welfare: Nike has been accused of making their athletes sign complex legal documents that restrict their rights.

– Nike has in the past been found to be using child labour and sweatshops to produce their clothing at a low cost in order to enhance profits.

Q5. Outline the risks to athlete welfare that have been associated with Nike.

– One-sided contracts that give power to the company over the athletes

– Limited athlete rights

– Sexism: pregnant athletes have had their payments stopped or reduced

– Doping allegations plagued the Nike Oregon project.

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TASK 15.2 SAMPLE ANSWER Research one of your selected activities and identify a sponsor linked to it.

Outline: Activity and sponsor: Irish Cricket and Turkish Airlines (a) the benefits the sponsor is likely to gain from the partnership

– Increased revenue: Turkey is a popular tourism destination for Irish people.

–G oodwill: Irish cricket fans may be more likely to use Turkish Airlines out of brand loyalty.

– Advertising and publicity at matches all over the world (players shirts).

–A ssociated with success: the Irish cricket team have been very successful in recent years. (b) the factors that should have been considered before selecting the sponsor

– Their reputation: how they treat their staff and customers/rights.

– Their financial stability: will they able to meet the commitments of the deal?

–W hat they will want in return and whether it is in the players’ and association’s best interests.

– Their ethos and ethics. (c) the benefits to the event, team or sportsperson

– Financial support for high-performance and grassroots cricket.

– Stability and financial security for the association.

– Increased profile internationally. (d) the risks for the event, team or sportsperson

–T he company may withdraw support due to a breakdown in diplomatic relations between Ireland and turkey.

–T here may be negative publicity if the company is associated with financial irregularity or workers’ rights violations.

– They may demand influence over the team or association.

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15.4 Mass-participation sport Introduction: Link examples of mass-participation events to its main features: – Large scale e.g. Dublin Marathon has 25,000 participants.

– Inclusive: caters for people of all ages, genders and disabilities.

Discuss the reasons for the growth in popularity of these events and the opportunities for business from this growth: – Health and fitness, social, provides a challenge etc.

– Tourism sector, transport, events companies, sports clothing.

TASK 15.3 (Group work) ANSWER As a group, research and outline examples of mass-participation events from your local area and identify the likely economic benefits and potential opportunities for business.

Sample: Ring of Kerry Charity Cycle – 10,000 participants – Increased domestic and international tourism –L asts up to 14 hours and passes through local towns and villages where competitors stop for food and drink – Increased occupancy for accommodation providers – Increased footfall for local shops.

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PRACTICE QUESTION ANSWERS Q1.

Explain what is meant by mass-participation sport. Describe three reasons

why these events have increased in popularity.

–L arge-scale, competitive events that cater for inclusive participation

– Provide a challenge and sense of achievement for individuals

– Enhance motivation to increase fitness (setting a goal)

– Seen as a fun way to keep healthy

– Social events: a good way of meeting new people.

Q2. Identify the types of business that benefit from mass-participation events and outline how they benefit.

– Leisure industry such as gyms benefit from increased memebership.

– Tourism industry such as hotels and guest houses benefit from sports tourism as it increases occupancy.

– Retail industry may sell more sports clothes and equipment to participants.

– The catering industry benefits from the increased sales in cafes and restaurants.

Q3. Outline the possible commercial benefits of sponsoring mass-participation events.

– Brand visibility: a large audience of potential customers for the business

– Targeted marketing: identifying potential customers through entry form information and gathering participant information

– Consumer perception: sponsoring events generates a positive image for companies

– Generating leads: participants opting into direct marketing.

Q4.

Mass-participation events have seen considerable growth in popularity. Discuss the reasons for this increase in popularity and give examples of the types of events people are participating in.

– Provide a challenge and sense of achievement for individuals

– Enhance motivation to increase fitness such as setting a goal

– Seen as a fun way to keep healthy

– Social benefits: provide the opportunity to meet new people

– Sports tourism: provide the opportunity to visit new places at home and abroad

– Rewards including improved health, body shape or a finisher’s medal

– Mental health and self-esteem enhanced as endorphins associated with exercise make you feel good and provide a sense of achievement and satisfaction

– Positive media coverage of these events makes them attractive

– Examples include marathons, adventure races, sportif cycling events.

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15.5 Tourism and sport Discuss: What is sports tourism?

– Travelling to a destination to participate in or spectate at an event.

– Visit a sporting attraction e.g. Olympic stadium.

TASK 15.4 (Group work) SAMPLE ANSWER Work in groups to develop a mass-participation event aimed at attracting sports tourism to your area: • Describe the event.

• Set a target for the number of participants you hope to attract.

• Devise a strategy for attracting overseas participants.

• Develop an advertising and marketing plan.

Adventure race in Lough Key Forest Park, Roscommon • An adventure race incorporating a 10km run, 40km cycle and 3km of kayaking within the park.

• 500 participants • Provide inclusive packages with accommodation, transfers, meals and entry fee included.

• Advertise the amenities and natural beauty of the park through social media targeted at people interested in adventure races in scenic areas; provide information on the website; partner with other adventure races in Europe to promote the event.

CASE STUDY QUESTION ANSWERS Q1. There was a significant economic impact of just 12 mass-participation

events in Ireland. Outline three benefits to the Irish tourism sector of these

types of events.

– €46 million to the economy

– 100,000 visitors

– Over 95,000 bed nights for the accomodation sector

– Higher spending category of tourist.

Q2. How do sports tourists differ from regular tourists in terms of their spend and the ecomomic gains to Ireland?

– Significantly higher spend per person

– Seven times more likely to stay in high-value accommodation such as a hotel

– An average spend per person of almost €800.

Q3. How can a partnership between tourism and sport benefit rural Ireland?

– Brings much needed economic stimulus to rural economies.

– Markets lesser known parts of the country.

– Sport is a means of enticing tourists away form the traditional tourist locations.

– Income is generated from the natural terrain therefore preserving the natural beauty of rural Ireland.

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PRACTICE QUESTION ANSWERS Q1. Explain what is meant by sports tourism and provide examples.

– People travelling to attend a sports event, either to participate or spectate

– Big city marathons, European football matches, major championships

– Travelling to visit sporting attactions such as a stadium or museum.

Q2. Analyse the potential of sports marketing on the development of tourism in Ireland.

– Tourism is Ireland’s largest indigenous industry.

– Sport Tourism is the fastest-growing sector of the global tourism industry.

– It targets the motivations of sports tourists such as participation or adventure.

– Provides positive media coverage of successful international events hosted by Ireland e.g. the Giro d’Italia generated interest in Ireland as a cycling destination.

– Provides a wide range of events across a range of sports and locations.

– Uses the country’s natural resources and unique countryside to promote events.

Q3. Identify how sports tourism can boost economic growth.

– Spectators and participants will spend money in the local economy:

– Travel: flights/taxi/buses/car rental

– Hospitality sector: Food and drink

– Leisure industry: entry fees/clothing/entertainment/gyms and leisure centres.

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CHAPTER VI: PHYSICAL ACTIVITY PROJECT (PAP) The Physical Activity Project is one of the three assessment components of LCPE. It is an assessment that requires the practical application of the theoretical knowledge acquired in the classroom in order to analyse performance, set clear goals, implement a training programme and reflect on its success. Each step of completing the PAP is explained with examples in the Coursework Planner. In this section of the Teacher’s Guide the focus will be on the criteria, timeframe, rules and pitfalls of completing the PAP for the first time.

Important criteria for the PAP Levels and marks • The PAP is worth 100 marks which is 20% of the total marks for LCPE. • The same PAP criteria and proforma must be followed by higher and ordinary level students.

• The PAP will be marked at the same level as their final examination.

Selecting an activity • Students may select any activity that complies with the Irish Sports Council Act (1999) definition of competitive sport. The activity must have a national governing body that is affiliated to Sport Ireland.

• Student can complete the project as a performer, coach or choreographer.

• Students can complete the project outside of the school setting but you will be required to supervise it for authentication purposes. This must be agreed in advance of starting the project as it may not be possible for you to supervise extra-curricular projects.

• Students who choose to complete the project as a coach or choreographer must work with a student in the class, clubmate or group. This will require the written consent of the performer and their parent/guardian.

• Students cannot complete the PAP in the same activity area as their practical Performance Assessment (PA). The activity areas include: • Athletics e.g. running, jumping or throwing events • Games e.g. invasion games, net/wall games, striking and fielding games •P ersonal exercise and fitness e.g. weights, circuits, interval, aerobics, indoor rowing • Artistic and aesthetic activities e.g. dance or gymnastics • Aquatics e.g. lifesaving, swimming, water-polo • Outdoor and adventure activities e.g. orienteering, kayaking, rock climbing.

Completing the PAP booklet • Students must complete the PAP in the SEC booklet and submit it digitally in a folder with their three videos (one for each section). The folder should be named YearLCPEProjectExaminationNumber. For example, ‘2021LCPEProject123456’.

• The PAP booklet is only compatible with the desktop version of Microsoft Word.

• The project must not exceed 1600 words (excluding references, bibliography and appendices).

• Penalties will be applied to projects that exceed the word count and/or video length.

• References, bibliography and appendices are not included in the word count.

• Each section of the booklet contains an appendix that facilitates the upload of relevant images such as charts, graphs, tables or pictures.

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•P lagiarism: students must reference any material they use from outside sources such as online content, books or journals.

• The school must store the completed PAPs securely on an encrypted storage system for submission along with the Performance Assessment at the end of March. The school must securely retain a copy of the work until after the examinations and appeals process is complete.

Videos and images • The videos must be in MP4 format, must not have a combined duration of longer than four minutes and must be less than 1GB in total combined size. The videos should be named Section A, Section B and Section C. • Each video must contain the evidence for that section of the project. For example, the section A video must contain the evidence for section A of the project only.

• Videos should be annotated with voiceovers and/or subtitles. This is especially important for identifying which of the four goals the video footage pertains to.

• All images should be labelled properly, for example figure 1, table 1, graph 1. Students can refer to these images in their text in order to support their discussion.

• Students are allowed a maximum of four images for section A and C, and up to eight images for section B. Timeframe for completing the PAP The NCCA assessment guidelines identify three steps to completing the PAP: Step 1: Selecting the physical activity and the role Step 2: Completing the Physical Activity Project Step 3: Generating the report.

•T he recommended timeframe is eight to ten weeks from early October until midDecember.

• This timeframe leaves very little room for the normal disruption to learning that affects schools, and especially for busy PE teachers with extra-curricular teams.

• It may be advisable to start collecting the video and picture evidence in the last term of 5th year and in September of 6th year. By completing the analysis process in 5th year, students will be able to plan and implement the project in the first half-term of 6th year (steps 1 and 2). They can then focus on completing the booklet after the Halloween break (step 3).

• Access to a computer room is essential as the SEC booklet is only compatible with the desktop version of Microsoft Word. This should be flagged with your Principal/VicePrincipal before the end of 5th year.

Authentication • The project and report must be carried out under your supervision as the teacher in order to authenticate the work.

• The work must be the student’s own and it must be authenticated by them as well as you as the teacher.

• Copying, plagiarism and/or improper assistance must be reported to the SEC.

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Structure of the PAP State Examination Commission guidance 2020 Section

Content

Marks

A Maximum 400 words approximately

Performance analysis •P rovide a summary of the performance analysis undertaken and the data collected.

•A nalyse the performance – what the data tells you about your/peer’s performance based on sound theoretical principles.

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B Maximum 800 words approximately

Identification of four performance goals and evidence of ongoing training/practice and reflection • Formulate four distinct performance goals.

•E xplain the rationale for the selection of each of these four performance goals based on sound theoretical principles.

•D esign and implement a training/practice programme which addresses the goals identified based on sound theoretical principles.

• I nclude four pieces of ongoing reflection – one reflection for each of the four performance goals focusing on your experience of working to improve your/peer’s performance by addressing each goal.

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C Maximum 400 words approximately

Concluding analysis •P rovide a summary of the results following a repeat of the performance analysis process to evaluate your/peer’s progress at the end of the programme.

•C omplete a final reflection about the effectiveness of the programme. Each of the performance goals should be addressed in this context.

• Include suggestions for next steps for further improvement.

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Overall coherence Relates to the overall preparation, planning, implementation and completion of the Physical Activity Project.

References and bibliography • Include full references for all sources cited in your report. You should also include details of additional sources of information that you have consulted but have not cited in your report.

Source: Leaving Certificate 2020 Marking Scheme – Physical Education (State Examinations Commission, 2020)

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16

Leaving Certificate Physical Education – Marking Scheme 2020 7-8 Very Good

5-6 Good

3-4 Fair

1-2 Poor

Section

Content

Marks

A

Performance analysis Performance analysis undertaken Summary of data collected Analyse the performance

24 8 8 8

B

Identification of four distinct performance goals and evidence of ongoing training/practice and reflection Performance goals Rationale Training/practice programmes Reflections

44 8 8 20 8

Concluding analysis Repeat analysis Final reflection Next steps

16 4 8 4

Overall coherence Coherence – Section A Coherence – Section B Coherence – Section C Overall

16 4 4 4 4

Total marks

100

C

Source: Leaving Certificate 2020 Marking Scheme – Physical Education (State Examinations Commission, 2020) Important: This criteria and mark scheme are subject to change. You should refer to the most current SEC criteria.

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Requirements for each section Section 1: Introduction and performance analysis

•P rovide a brief personal introduction, including the SEC examination number and the reason for selecting the physical activity chosen for the Physical Activity Project.

•C ollect a range of relevant data arising out of the analysis of their performance in the chosen physical activity. This may include: • identifying key demands associated with the chosen activity/role • comparing the performance to that of a model performer • identifying the stage of learning of the performer • review of choreographic approaches • analysis of skill and technique • biomechanical analysis • analysis of tactics and strategies •a nalysis of psychological preparedness before, during and after the performance • performance-related physical fitness testing • health-related physical fitness testing.

•V ideo and/or photography of the performance should be used to support the analysis process. Other methods of analysis such as match analysis sheets and results, player profile sheets, observation lists, fitness testing results, movement analysis tools, peer and teacher feedback may also be included as text files.

•T he data collected should be used to analyse the performance drawing on the different theoretical perspectives and using relevant technical terms.

•T his data can be used to inform the four distinct performance goals which will be the focus of the project.

•T he most relevant data to include in this section should be data which supports the choice of the four performance goals identified in Section 2 below.

•T he performance analysis can be presented in written, video or audio format.

The learner should include a brief explanation on what performance analysis was undertaken and what the data tells them about their performance.

Section 2: Identification of four performance goals

•F ormulate four distinct performance goals from the areas highlighted in the specification drawn across the following: • learning and improving skill and technique • psychological demands of performance • physiological demands • performance-related physical fitness • health-related physical fitness • biomechanical/movement analysis • structures, strategies and/or compositional elements • roles and relationships • diet and nutrition.

The performance goals can be presented in written, video or audio format.

The learner should include a brief explanation on why these four goals were selected and how they relate to the analysis of performance undertaken by the learner in Section 1.

Section 3: •D esign a training/practice programme which addresses the areas identified Evidence of ongoing training/ based on sound theoretical principles. practice and reflection • The learner should include an outline of the programme in this section.

•P rovide evidence of implementing the programme, either as a performer or as a coach/choreographer. The evidence should include four short pieces of ongoing reflection – one reflection for each of the four performance goals focusing on their experience of working to improve their performance by addressing each goal. The evidence can be presented in written, video/ photographic or audio format.

Section 4: Concluding analysis

•R epeat the analysis process to evaluate their progress at the end of the programme.

•C omplete a final reflection about the effectiveness of the programme. Each of the performance goals should be addressed in this context. The learner should also include suggestions for next steps for further improvement. This section can be presented in written, video/photographic or audio format.

Source: Physical Education (LCPE) – Guidelines for the Physical Activity Project PAP (NCCA, 2019)

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Requirements of the chosen role Performer

Coach/choreographer

Assessment as a performer

Assessment as a coach/choreographer

Learners will be assessed on their ability to develop a personal physical activity programme designed to enhance their performance in an activity of their choice.

For the purposes of assessment, the role of coach/choreographer is understood as being the person responsible for overseeing a peer’s preparation, execution and evaluation of a performance in their selected physical activity.

Learners must complete a performance analysis in their chosen activity, identify four distinct performance goals they wish to improve upon and implement corrective measures to optimise performance in a competitive/equivalent scenario. Learners are further assessed on their ability to document, review and evaluate improvements in their performance.

Learners are expected to show evidence of the ability to analyse another’s performance, identify four distinct performance goals for an improvement plan, co-ordinate and lead another learner in implementing corrective measures to optimise their performance in a competitive/equivalent scenario. Learners are further assessed in their ability to document, review and evaluate improvements in the performance.

The Physical Activity Project should reflect the range of skills and techniques outlined for the activity in the specification.

The Physical Activity Project should reflect the range of skills and techniques outlined for the activity in the specification.

Differentiation: Ordinary and Higher Level Differentiation Ordinary level learners will be expected to:

Higher level learners will be expected to:

• be able to draw on knowledge and understanding of four theoretical perspectives in planning performance analysis • include four performance analysis tools to analyse the performance • set four distinct, challenging and realistic goals based on the results of the performance analysis undertaken • design a programme which targets the improvement of performance in relation to four performance goals • show evidence of implementation of the programme • show some evidence of a capacity to reflect on the impact of the programme undertaken to improve performance

•b e able to draw on a deep knowledge and understanding of at least four theoretical perspectives in planning performance analysis • critically select four performance analysis tools to analyse the performance, reflecting a clear understanding of the complexity of different elements of performance • set four distinct, challenging and realistic goals based on the results of the performance analysis undertaken. The goals should be generated using the principle for SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) or a similar principle • design a challenging and creative programme which targets the improvement of performance in relation to four performance goals • show detailed and concise evidence of implementation of the programme • show a clear capacity to reflect critically on the impact of the programme undertaken to improve performance

Source (both tables): Physical Education (LCPE) – Guidelines for the Physical Activity Project PAP (NCCA, 2019)

Summary of the key features • Ordinary level students must draw on four theoretical perspectives, whereas higher level students must draw on at least four theoretical perspectives when interpreting the data.

For example, a higher level student could apply knowledge of biomechanics and the components of fitness when analysing a skill.

• Higher level students must critically select their four performance analysis tools.

For example, the student may justify why they chose video analysis of a skill over a performance test or notational analysis.

• The four performance goals must be distinct, challenging, realistic and based on the Performance Assessment. The SMART principle must be applied by higher level students.

• At higher level, the training/practice programme must be challenging and creative.

• Higher level students must be able to critically reflect on the impact of their training programme. They should be able to identify the weaknesses and areas for improvement, not just the successes.

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Quality descriptors for Higher Level Section 1: Performance analysis High level

The learner illustrates an excellent ability to interpret the analysis of the performance. A variety of comprehensive selfanalysis tools are constructed and employed to identify areas for development covering all aspects of the specification.

Moderate level

The learner illustrates a reasonable ability to interpret the analysis of the performance. A number of self-analysis tools are used and the learner is able to discuss areas for development in their performance.

Low level

The learner illustrates a limited level of ability to interpret the analysis of the performance. Basic self-analysis tools are employed to investigate areas for development and are descriptive in nature rather than analytical.

Section 2: Identification of performance goals High level

The learner’s depth of analysis in identifying the four most pertinent performance goals reflects a significant level of knowledge and understanding of the role they undertook, i.e. performer or coach/choreographer. The learner, via an excellent level of self-analysis, can identify areas for development in their performance and specify detailed and appropriate corrective measures from the theory covered in the specification. The learner displays a high level of awareness of their areas for development in relation to the correct technical model.

Moderate level

The learner’s depth of analysis in identifying four relevant performance goals reflects reasonable knowledge and understanding of the role they undertook, i.e. performer or coach/choreographer. The corrective measures selected are relevant and are presented at a satisfactory level with an acceptable application of the theory covered in the specification.

The learner displays an adequate level of awareness of their areas for development in relation to the correct technical model.

Low level

The learner’s depth of analysis in identifying four performance goals reflects limited knowledge and understanding of the role they undertook, i.e. performer or coach/choreographer. The corrective measures selected are presented at a basic level with some application of the theory covered in the specification.

The learner displays some level of awareness of their areas for development in relation to the correct technical model.

Section 3: Evidence of ongoing training/practice and reflection High level

The learner provides detailed evidence of ongoing training/ practice in their chosen role of performer or coach/choreographer which targets the improvement of performance in relation to the four performance goals. The learner displays an excellent capacity to be responsive to challenges encountered and can reflect insightfully on the overall process.

Moderate level

The learner provides evidence of ongoing training/practice in their chosen role of performer or coach/choreographer which targets the improvement of performance in relation to the four performance goals. The learner displays a good capacity to be responsive to challenges encountered and can reflect on the overall process.

Low level

The learner documents some evidence of ongoing training/ practice appropriate to their chosen role of performer or coach/ choreographer which targets the improvement of performance in relation to the four performance goals. The learner displays some capacity to be responsive to challenges encountered and provides a limited reflection on overall process.

Section 4: Concluding analysis High level

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The concluding analysis is underpinned by in-depth understanding of the theoretical factors, which impact on performance in the selected activity. The learner provides an excellent analysis of their progress in relation to the four performance goals, of the strengths and weaknesses of the programme undertaken and documents constructive insights about possible next steps.

Section 4: Concluding analysis (continued) Moderate level

The concluding analysis is underpinned by a moderate level of understanding of the theoretical factors, which impact on performance in the selected activity. The learner provides a satisfactory analysis of their progress in relation to the four performance goals, of the strengths and weaknesses of the programme undertaken and documents good insights about possible next steps.

Low level

The concluding analysis is underpinned by a limited level of understanding of the theoretical factors which impact on performance in the selected activity. The learner provides some analysis of their progress in relation to the four performance goals, of the strengths and weaknesses of the programme undertaken and documents basic insights about possible next steps.

Source: Physical Education (LCPE) – Guidelines for the Physical Activity Project PAP (NCCA, 2019)

Summary of the key features Section 1: Performance analysis • Ability to interpret the analysis: identify strengths and weaknesses that impact performance.

• Variety of analysis tools: fitness tests, video analysis, ipsative assessment, self-report questionnaire, diary, apps.

Section 2: Identification of performance goals • Identify the four most relevant goals: the goals must be from areas that are of significant importance to performance in the activity and be specific to the needs of the performer.

• Detailed and appropriate corrective measures: the corrective measures should relate to the theory covered and be specific to the goal. For example, selecting the most appropriate type and method of practice.

• Awareness of the correct technical model: the corrective practices should be targeted at moving the performer closer to the correct model of performance such as the perfect execution of a skill.

Section 3: Evidence of ongoing training/practice and reflection • Detailed evidence of ongoing training/practice for each performance goal: evidence could be in the form of video clips or pictures of progressive training practices, a training diary or a table.

• Responsive to challenges: evidence of changes to the training programme in order to effectively apply the principles of training or respond to setbacks such as injury/illness.

• Insightful reflection: honest and knowledgeable reflection on progress, incorporating theoretical knowledge in the reflection e.g. the effects of over-training.

Section 4: Concluding analysis • In-depth understanding of the theoretical factors: the analysis should incorporate relevant theoretical knowledge such as the principles of training, practice and feedback, fitness components, biomechanics, energy systems, psychological demands and training methods.

• Analysis of progress for the four performance goals: Discuss the success of the training programme in respect of whether the four performance goals were achieved. Identify the strengths and weaknesses of the training/practice programme.

• Possible next steps: Identify steps to correct weaknesses in the programme and/or steps to further improvement. For example, apply the FITT principle to your training programme as a means to increased progression.

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Student sample PAP This project was completed in December 2019 by a 6th year LCPE student. This resource is provided as an aid for teachers who are overseeing the PAP for the first time and could be used as a teaching tool but should not be distributed to the students due to the risk of plagiarism.

Activity chosen: Games: Football Reason for selecting the chosen activity: I have selected football because I play with my school, club and county. I really enjoy playing football and I want to improve my overall performance.

Word counts: Section

Number of words

Section A

392

Section B

809

Section C

478

Total duration of video

3.52

Section A: Performance analysis Area 1: Skill and technique (see table A1) I used video analysis to evaluate my shot blocking (1v1) skill and technique (Video A – Area 1). After watching and analysing the video I found that my strengths include: • Adjusting my position, low or high • Fast reaction skills • Reading the opposition’s body language.

I also identified my visible weaknesses: • Not getting into the correct position quickly with the correct technique • I am slow to get to the ball • I don’t always check for other attacking players.

Area 2: Health-related fitness (see table A2) • My cardio-respiratory endurance is a strength as my score is 9.4, above average. This allows me to play for 90 minutes and recover from sprints and repeated dives.

• My sit-up test was above average for my age, meaning my muscular endurance will allow me to perform at a high level.

• My sit and reach test was below average and therefore I want to improve this as I feel having good flexibility as a goalkeeper will improve my performance (Video A – Area 2).

• My grip strength test was average – it’s at an acceptable level. It’s important I maintain this strength as it is key to my performance.

Area 3: Performance-related fitness (see table A3) • My ruler drop test was average, which means I can still improve.

• I achieved 24 seconds in the Illinois agility test which is below average, so I want to improve my agility (Video A – area 3).

• For the stork stand balance test my results were average which is good as I need to be able to stay on my feet.

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•T he results for my vertical jump test were above average. I have power to allow me to jump for balls in the air.

Area 4: Nutrition and hydration (see table A4) • My daily calorie intake is 1,650 instead of the recommended 1,850 for my age and gender. This is causing muscle loss, affecting my recovery.

• I need to increase my carbohydrate intake to improve my energy levels and allow me to play for the 90 minutes.

• My fat intake is too high resulting in increased body fat and potential health problems.

• My protein intake is too low which affects my ability to recover from training and matches. This increases my chance of injury.

• I need to keep my hydration levels high to allow me to perform. I aim to drink five pints of water a day.

Section A: Appendices Table A1

Shots blocked

% success

Target %

1v1

5 out of 10

50%

70%

2v1

4 out of 10

40%

60%

Table A2

Fitness component

Pre-training result

16–19 yrs norm

Multistage test

Cardio-respiratory endurance

L9S4

6.8

Sit-up test (30s)

Muscular endurance

18

15

Sit and reach

Flexibility

8cm

7-12cm

Grip strength

Strength

R 36kg; L 30kg

R 25-30kg

Table A3

Fitness component

Pre-training result

16–19 yrs norm

Ruler drop

Reaction time

18cm

16.9-20.4cm

Illinois agility

Agility

24cm

18-21sec

Stork stand

Balance

28cm

16-22sec

Vertical jump

Power

45cm

36-46cm

Table A4

My food diary result

Target

Carbohydrate

43%

50%

Fat

45%

30%

Protein

12%

20%

Section B: Identification of four performance goals and evidence of ongoing training/practice and reflection Performance goal 1 and rationale From my video analysis I have decided to improve my shot blocking technique and consistency (Video A – Goal 1). To give me an objective analysis, my teacher recorded my blocking success at training and found my percentage of block saves (1v1) made in a game was 50%, and when there was more than one attacker 40% (Table A1). My goal is to improve my percentages to 70% and 60% after six weeks of training, which is achievable.

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My 1v1 is relevant and a weakness because: • I am slow to reach the ball, giving an attacker time to compose herself and set up the shot.

• If I reach the ball late I have less time to get my body into position to cut off all angles.

• I only concentrate on the player with the ball forgetting to check for opposition that might be running into the box.

Training/practice programme I created a drill and a six-week plan to help me improve my 1v1 technique (Video B – Goal 1). See appendix B1 and B1 (ii).

Ongoing reflection – Week 4: I completed 25 minutes of massed practice, challenging me physically and mentally. I struggled near the end as my concentration levels declined and I made more mistakes. My muscles also began to fatigue and I struggled to continue at a high intensity. I feel I can now get off my line quickly and my positioning has improved.

Performance goal 2 and rationale My goal is to improve my flexibility (sit and reach test) from 8cm to 12cm in six weeks. This is achievable and relevant because it was below average (Video A – Goal 2) and it’s important for goalkeepers to have good flexibility to reach and dive for awkward shots.

Training/practice programme I have designed a programme which will target key areas for goalkeepers including my shoulders, hips and hamstrings. I have incorporated several types of stretching including static, dynamic and ballistic which will help me achieve my goal (Table B2). I will progressively overload each of the exercises in my programme by increasing the reps and sets to help me complete my goal over the six weeks. I will allow adequate rest and recovery between each set to ensure I can apply the correct technique. I will also warm up before training to avoid injury (Video B – Goal 2).

Reflection (ongoing) – Week 4: I found this week tough as I increased the frequency to three sessions and added reps and sets. For week 4 I wanted to ensure I kept the correct technique so I only slightly increased sets from five to six. Keeping correct technique over the six weeks will help me progress towards meeting my goal and avoid injury.

Performance goal 3 and rationale My goal is to improve my agility test from 24 to 19 seconds, which is achievable in a six-week programme. Agility is relevant as it is a key component of goalkeeping, allowing me to make fast movements in multiple directions.

Training/practice programme I designed a training programme which is specific to my needs and that will help me achieve my goal within the six weeks (Image B3 and Table B3 (ii)) (Video B – Goal 3). I will progressively overload my session by increasing the time, reps and sets which will help me achieve my goal of 19 seconds. I will train twice a week and then progress to three times a week. I have planned adequate recovery time between sets to avoid fatigue and ensure I maintain the correct technique. I will also do a 10-minute warm-up beforehand, including static and dynamic stretches to help avoid injury.

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Reflection (ongoing) – Week 4: I increased the frequency from two to three sessions without experiencing fatigue. I added progression by increasing the distance between cones making me work harder for longer. My recovery time also progressed from 1:3 to 1:2 which worked my aerobic and anaerobic energy systems more.

Performance goal 4 and rationale I aim to increase my calorie intake from 1650 to 1850 mainly focusing on: • Increasing carbohydrates from 43% to 50% • Increasing protein from 12% to 20% • Reducing fat intake from 45% to 30%.

I want to achieve my goal within six weeks and aim to improve areas relevant to performance including my body composition, increase energy levels and improve recovery.

Training/practice programme I created a diet plan specific to my needs, see appendix (Table B4 and B4 (ii)) . This will ensure I meet my goals as I have included mostly complex carbohydrates, lean protein and unsaturated fats.

Reflection (ongoing) – Week 4: I feel my diet has good variety and balance. I have more energy and I am always well hydrated. I have gained some muscle and reduced my body fat, improving my body composition. I am recovering quickly from training due to my increased protein.

Section B: appendices

Short blocking drill (1v1) Drill instructions: 1. T he GK starts at the white cone with the coach facing them at an equal distance from the centre cones.

2. T he GK must wait until the coach makes their run towards any coloured cone.

3. The GK must quickly go towards the cone and react accordingly.

4. Green (block shape – stage 1) 5. Red (block save – stage 2) 6. Blue (dive at feet – stage 3) Drill coaching points: 1. Work at full speed.

2. Quick movement to get to the ball.

3. React to coach’s position.

4. Close off the angles.

5. Deal with the shot.

6. React to the correct shot.

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Table B1 (ii) Week

Time

Frequency

Practice type

Feedback

Pressure

1 and 2

10 mins

2

Fixed

Positive and extrinsic

Green cone (block shape)

3 and 4

15 mins

2

Massed

Continuous and constructive

Add red cone (block save)

5 and 6

20 mins

3

Massed

Continuous and constructive

Add blue cone (dive at feet)

Table B2 Week

Type of training

Time, reps, sets

Recovery

Frequency

1

Static stretching

10s x 3 reps

1:2

2 sessions

2

Static stretching

12s x 4 reps

1:2

2 sessions

3

Dynamic stretching

5 reps x 5 sets

1:1

2 sessions

4

Dynamic stretching

6 reps x 5 sets

1:1

3 sessions

5

PNF and ballistic

4 reps x 4 sets

1:3

3 sessions

6

PNF and ballistic

4 reps x 5 sets

1:3

3 sessions

Image B3 Compass agility drill Start at cone 1 on the whistle. Quick shuffle right to cone 2 and return to cone 1.

Run backwards to cone 3 and back into cone 1.

Shuffle left to cone 4 and back to cone 1.

Finally, a quick sprint straight to cone 5.

Repeat.

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Table B3 (ii) Week

Repetitions

Progression

Intensity

Recovery

Frequency

Week 1

3 reps

Normal

Medium

1:3

2 sessions

Week 2

3 reps

Normal

Medium

1:3

2 sessions

Week 3

4 reps

Increase distance between cones

Medium

1:3

2 sessions

Week 4

4 reps

Increase distance between cones

Maximum

1:2

3 sessions

Week 5

5 reps

Addition of ball, Maximum dive at cone 2 and cone 4

1:2

3 sessions

Week 6

5 reps

Addition of ball, Maximum dive at cone 2 and cone 4

1:2

3 sessions

Figure B4 Breakfast 400 calories

Lunch 650 calories

Dinner 650 calories

Snacks once/twice a day 150 calories

500ml of water, bowl of oats with almond milk and blueberries

500ml of water, two pieces of cooked salmon with salad containing lettuce, green leaves, tomatoes, cucumber, olives and spring onion

500ml of water, cooked pork slices with sweet potato, swede and beetroot cubes and steamed kale

Banana, low-fat yoghurt or a handful of nuts e.g. almonds or pecan

Sandwich for non-training days, two slices of wholemeal bread with turkey or chicken

Image B4 (ii) Breakfast Lunch Dinner Snacks

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Section C: Concluding analysis Goal 1 I’ve successfully improved my shot blocking for one player (70%) and more than one player (60%) (Table C1) (Video C – Goal 1). I feel that the progressions I added each week improved my performance. These were: • moving from fixed practice to massed practice • adding a second attacking player (2v1) • adding defenders.

By making these progressions I made my practice more specific to a game situation and overloaded my training effort. I will continue to improve my shot blocking technique by adding more attacking players and progressing to small sided conditioned games. I will also increase the frequency and time of the practice sessions.

Goal 2 I have improved my flexibility beyond my goal (Table C2) (Video C – Goal 2). After focusing on my hips, shoulders and hamstring flexibility I noticed improvements in my performance: • striking the ball with more power for a kick out • being able to stretch for the ball • being able to reach low awkward shots on goal • reduced muscle soreness after matches I was successful with my goal after making my training specific to me and my needs. I applied the FITT principle by progressively overloading my training e.g. gradually increasing the reps/sets and the frequency (two to three times a week). I allowed enough recovery time to ensure correct technique and avoid injury. I will continue to apply the principles of training as part of my steps to further improvement – see Table C2.

Goal 3 I have achieved my goal of 19 seconds in the Illinois agility test (Table C3) (Video C– Goal 3).

This training improved my performance including: • my ability to react and position myself for a rebounding shot • my speed around the box and ability to change direction quickly • my overall speed, agility and quickness for short, sharp movements.

I achieved my goal because: • I applied the FITT principle as I progressively overloaded my training sessions e.g. gradually increasing the reps and the frequency of sessions (from 2 to 3 times a week) • Between reps, I allowed myself enough recovery time to ensure I maintained correct technique and avoided injury.

• I warmed-up well before training.

I will continue to apply the principles of training in order to further progress my flexibility – see Table C3.

Goal 4 I partially achieved my goals for nutrition over the six weeks (Table C4). I increased my: • calorie intake from 1650 to 1900 (target = 1850) • my carbohydrates from 43% to 49% (target = 50%) • my protein from 12% to 17% (target = 20%).

I decreased my fat from 45% to 34% (target = 30%).

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I didn’t reach my targets but I made massive improvements to my diet. I have lost weight and gained muscle. I have more energy and I am performing better in training and matches.

I will reach my targets in another six weeks by: • adding more protein at breakfast e.g. boiled egg • further reducing my saturated fat and calories by switching from butter to olive oil.

Appendix Section C Table C1 Shots blocked pre-training

Shots blocked post-training

One attacker (1v1)

5 out of 10 (50%)

7 out of 10 (70%)

> one attacker

4 out of 10 (40%)

6 out of 10 (60%)

Table C2 Fitness test

Pre-training score

Age-related norm

Post-training score

Sit and reach test

8cm

7-11cm

13cm

Table C3 Steps for further improvement Frequency

I will increase my training sessions to four per week.

Intensity

I will add further progressions by moving the cones further apart and adding more cones with a ball at each to make it more complex.

Time

I will increase the number of reps and sets and reduce the recovery time. For example, two sets of five reps with 1:1 recovery.

Type

I will progress from interval training to fartlek training by jogging during my recovery.

Table C4 Food diary result 1

Target

Food diary 2

Carbohydrate

43%

50%

49%

Fat

45%

30%

34%

Protein

12%

20%

17%

References and bibliography: Compass Drill – https://www.topendsports.com/testing/tests/agility-cone-drill.htm

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CHAPTER VII: PERFORMANCE ASSESSMENT (PA)

Students must choose one of the three selected physical activities to complete their Performance Assessment. The chosen activity must be from a different physical activity area than the activity chosen for the Physical Activity Project (PAP). The selection of activities must be made with the agreement of their teacher. The assessment is in the form of a video of their best performance. This assessment is worth 150 marks which equates to 30% of the overall LCPE marks. It is assessed at a common level.

Student’s must select their Performance Assessment activity in the October of 6th year. The teacher must complete and submit the Performance Assessment physical activities selection form to the SEC prior to the deadline.

Timeframe for completing the video The assessment guidelines state that the video should be captured in class between January and the end of March in 6th year. This may be difficult to achieve in this timeframe due to disruption as a result of poor weather, open days, mock exams and extra-curricular activities.

In addition to this, different students may be working on different activities in shared facilities or in a range of areas such as the sports hall, school gym and outdoor areas. To overcome this you should plan to gather footage during the period when the students are engaging in each of the three selected activities in isolation: • Plan two to four weeks towards the end of the selected activity for students to capture footage of their best performance in the activity. This will provide the chance for students to practise using the IT equipment and how to shoot the best quality video.

• Ensure the footage is specific to the scenario and the skills and techniques outlined in the specification.

• Students will also need to practise editing and compiling the video clips into a completed piece of work.

• The completed video could be used as a summative assessment. For example, it could make up part of their summer assessment in 5th year.

• This footage may become essential if a student is ill or injured during 6th year.

• Students will find it much easier to work independently in 6th year having had the opportunity to practise and overcome the many challenges of capturing a performance that encompasses all the assessment areas of the activity.

Criteria for the video The SEC has specific rules for submitting the final Performance Assessment including: • Students may only submit one video.

• It must be in MP4 format. This may require file conversion depending on the device used.

• The maximum duration is eight minutes. Any material beyond this will not be marked.

• The material submitted should be from a single performance.

• It may not be possible to include the entire performance in eight minutes.

• Students should select and combine the most appropriate sections from their best performance into the completed eight-minute video.

• The file size cannot exceed 2GB. • The name of the video should include the year of examination, the physical activity and candidate exam number, for example ‘2021 Gaelic football 123456’.

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• The first frame of the video must be a text slide that includes:

• Candidate exam number

• Identify yourself, for example ‘Candidate 123456 is the girl in the red T-shirt’. A picture could be included. For games activities, numbered jerseys may be useful.

• Physical activity area and physical activity selected. For example, ‘Personal exercise and fitness: Health-related fitness – Circuit training and interval training’.

• The physical activity selected for the Physical Activity Project (PAP), for example, ‘PAP activity: Athletics – Shot put’.

• Students are allowed up to five text frames to address the relevant areas of the assessment guidelines and the specification, as described below.

Scenario 1: Games, aquatics, adventure activities or athletics Areas to be covered: • Tactics and strategies • Awareness of safety issues • Adherence to the relevant rules, regulations and codes of practice Additional information is required for athletics events: Running (sprints/middle or long distance/hurdles) • Distance covered and time taken, for example, ‘100m sprint in 12.5s’.

• The height and number of hurdles, for example, ‘100m hurdles at 83.8cm (H), 10 hurdles in 14.2s’.

Throwing (shot put/javelin/discus/hammer) • Distance thrown in metres (m) and the weight of the implement (grams/kilograms), for example, ‘Javelin, 800g, 61.5m’.

Jumping (long/high/triple) • Distance jumped in metres, for example, ‘Long jump, 5.65m’.

Scenario 2: Artistic and aesthetic movement Areas to be covered: • Compositional and/or choreographic design • Creativity • Awareness of safety • Adherence to the relevant rules, regulations and codes of practice.

Scenario 3: Personal exercise and fitness Areas to be covered: • Principles of training • Training zones • Thresholds • Work-recovery intervals • Awareness of safety • Adherence to the relevant rules, regulations and codes of practice.

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Assessment criteria The key areas of assessment as set out in the LCPE specification, assessment guidelines and SEC guidelines include: • Overall performance • Skills and techniques of the activity • Tactics, strategies, composition and training considerations relevant to the activity • Knowledge and application of the rules, regulations and codes of practice for the selected activity • Adherence to safe practice in the selected physical activity.

Submitting and storing the video Students must save the completed video onto a secure encrypted storage system and retain a copy until after the examinations and appeals process has been completed. Videos will be submitted by the students onto an SEC portal. The teacher and student will be required to sign documents to authenticate the work prior to submission.

What should be included in the video The students must record evidence of the key skills, techniques and/or compositional elements of the activity. This evidence must be based on: 1) The elements relating to the activity outlined on pages 33–45 of the LCPE specification.

2) The relevant scenario outlined in Physical Education (LCPE): Guidelines for the Performance Assessment.

The key elements of both documents have been combined below for ease of use. The compulsory elements of each activity are outlined under each scenario.

Scenario 1: Games, aquatics, adventure activities, athletics The learner, in consultation with the teacher, plans how the learner can demonstrate their best performance using different performance contexts, e.g. fully competitive, conditioned practices, individual and group performances. The video should include evidence of the following: • skills and techniques as outlined for the selected physical activity in the specification • tactics and/or strategies • awareness of safety issues around availability/choice of equipment and its use; and adherence to the relevant rules, regulations and codes of practice in a fitness training setting.

Games Striking/Fielding games Cricket • Batting (straight/on/off/on-drive, forward/back) • Batting (cut/pull/glance) • Bowling (medium or fast or spin, line/ length) • Fielding – close • Fielding – deep

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Softball/Rounders • Catching/receiving/throwing (various) • Hitting/striking/batting • Pitching/bowling (various) (medium, fast, swerve, spin, line/length) • Fielding on base/close • Fielding deep/outfield

Net/Wall games Badminton • Service (high/low) • Net play (forehand/backhand) • Clears (forehand/backhand) • Drop shots • Smash

Tennis • Service (variations) • Drives (forehand/backhand) • Volleys (forehand/backhand) • Lob • Smash

Table tennis • Service (forehand/backhand variations) • Drives (forehand/backhand) • Push (forehand/backhand) • Block • Smash

Volleyball • Service (under/over arm, frontal, floating/side floating) • Volleying (set forward/backward) • Forearm pass/dig • Smash/spike • Blocking

Squash • Service (forehand/backhand variations) • Drives (forehand/backhand) • Volleys (forehand/backhand) • Boasts • Lob

Handball (60x30, 40x20) • Underarm stroke • Overhand stroke • Back wall shot • Straight hit from short line • Fly shot • Side-arm stroke (40x20 only) • Serve

Invasion games Gaelic football • Handling (passing/receiving, fielding, hand pass, pick up) • Tackling/intercepting (challenging, front, shoulder, displacing, blocking) • Running/moving with the ball (soloing, toe to hand, dummying, dribbling, side-step, swerve, change of pace) • Kicking (hand, ground, instep/drop, driven, clearance, return to play) • Shooting (long, short, 45s)

Hurling/Camogie • Handling (passing/receiving, fielding, hand pass, pick up) • Tackling/intercepting (challenging, front, shoulder, displacing, blocking) • Running/moving with the ball (soloing, pick up, dummying, dribbling, side-step, swerve, change of pace) • Hitting (hand, ground, in the air, drop, clearance) • Shooting (long, short, 65s)

Rugby Union • Handling (passing/receiving, long/short, stationary/run, high/low, pick up from ground, quick spin, diving, switch) • Tackling/intercepting (front, rear, side, smother) • Retaining ball in maul • Retaining possession on ground in maul • Running with the ball (swerve, side-step, dummy, change of pace)

Basketball • Passing/receiving (handling, chest, bounce, side, overhead, running, stationary) • Dribbling/moving with the ball (both hands, change of pace, reverse) • Shooting (L/R, lay ups, driving) • Shooting (set, jump, 3 point) • Marking/intercepting (1v1, against ball handler, rebounding) • Footwork

Soccer – outfield • Passing/receiving/control (short, long, ground, lofted, chip, both feet) • Dribbling/moving with the ball (both feet) • Shooting (short, long, volley, half volley) • Heading – defence and attack • Tackling/jockeying/closing down/intercepting

Soccer – goalkeeping • Receiving/distributing • Kicking – from hand/dead ball • Shot-stopping (high/low) • Taking ball at the feet • Taking high crosses/punching

Hockey – outfield • Passing/receiving/control (push, stopping, short, long, slap, hitting, reverse, L/R) • Dribbling/moving with ball/open/ reverse/change of pace • Flicking – short/long, high/low, penalties • Shooting (L/R circle, close, distance) • Tackling/jockeying/closing down/intercepting

Hockey – goalkeeping • Receiving/distributing (both feet) • Defending short corners • Saving penalty flicks • Shot-stopping (high/low, edge of circle) • Sliding tackling on attacking player

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Aquatics Lifesaving • Entry into water/entries into unknown conditions • Strokes/propelling over a distance to casualty or with casualty • Lifesaving kick/side stroke • Approaching casualty and manoeuvring a casualty when turning • Contact/non-contact tows using rigid/non-rigid aids/conserving energy/breath/heat • Two different types of rescue

Survival swimming • Entry into water/entries into unknown conditions • Straddle/ability to submerge – feet first/head first/surface dive from water to depth • Floating – ability to maintain buoyancy with or without aid • Treading water • Strokes – stamina swimming in clothing maintaining form/ propelling and sculling • Underwater swimming • Turns in distance swimming • Conserving energy/breath/heat – HELP position, HUDDLE position with at least two others

Two swimming strokes • Body position/alignment • Hand entry/hand glide position/hand exit position • Kick • Stroke co-ordination • Head action, breathing action • Starts, turns, finishes • Sprint and distance swimming

Water polo • Passing/receiving skills (various) • Shooting skills (various) • Moving with the ball • Moving free • Marking/intercepting skills

Synchronised swimming • Back layout, tuck position • Front layout front pike • Back pike, ballet leg • Fishtail, flamingo and bent knee vertical • Dolphin arch, surface arch, split walk over, front • Duet or trio performance inclusing combinations of these and other synchronised swimming movements

Adventure activities

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Orienteering • Map reading • Pacing skills • Navigation skills • Route planning • Adhering to safe practice procedures • Demonstrating respect for the environment

Sailing • Leaving/returning to windward shore • Leaving/returning to a leeward shore • Tacking/going about (upwind) • Gybing • Capsize drill and recovery • Sailing course up/downwind

Kayaking (inland flat water/coastal) • Launching and landing – at low wall/bank • Paddling – forwards, backwards, stopping, sweep and reverse sweep strokes (static and moving), stern rudder, bow rudder, figure of eight course (forward and backwards), ferry glide and reverse ferry glide • Draw strokes and support strokes – draw strokes/ sculling draw, sculling for support • Capsize drill, rolls, self rescue and recovery • Deep water rescues – swimmer to boat/X-rescue, rafting

Kayaking (moving/white water) • Launching and landing – at low wall/bank • Paddling – forwards, backwards, stopping, sweep and reverse sweep strokes, edging, stern rudder, ferry glide and reverse ferry glide • Breaking in and out of a current: into eddy – bow rudder/ low brace and no brace; from eddy – low brace, bow rudder • Negotiating and use of currents and water features including stoppers, standing, waves, whirlpools and green water • Capsize drill, Eskimo roll, self rescue and recovery • Two advanced/group skills from capsize and rescue, (self and with rope) e.g. combat roll, high cross, hanging draw

Rock climbing (outdoor or indoor climbing wall: single pitch) • Ability to use equipment and implement safe procedures • Basic knots • Correct use of climbing calls and communication • Climbing bottom and top rope (single and multiple anchors), rope management, belaying, hand/ finger/foot jams, three-point and/or correct use of two-point contact points, lay backing, undercling, bridging • Climbing overhang and/or mantle shelf • Traversing feet and hands • Abseiling straight demonstrating ability to lock off when collecting equipment part-way down

Rowing/Sculling • Sculling strokes • Rowing on stroke side • Rowing on bow side • Paddling with square blades • Single stroke to hands away

Athletics Running • • • •

Sprints Middle distance Long distance Hurdles

Additional information required • • • •

tarts and finishes S Upper body action (head and arms) Lower body action (legs) Overall efficiency

• • • •

rip, stance and preparation G Movement into throwing action Release and follow through Overall efficiency

Throwing • • • •

Shot put Discus Javelin Hammer

Additional Information required

Jumping • High jump • Long jump • Triple jump

•D istance covered and time taken, for example, ‘100m sprint in 12.5s’ • The height and number of hurdles, for example, 100m hurdles at 83.8cm (H), 10 hurdles in 14.2s’.

•D istance thrown in metres (m) and the weight of the implement (grams/kilograms), for example, ‘Javelin, 800g, 61.5m’.

Additional Information required

• • • • •

un up R Take off Flight Landing Overall efficiency

•D istance jumped in metres, for example, ‘Long jump, 5.65m’.

Important: Remember to include the distance and time for running events (hurdle height and number also); distance and implement weight for throwing; distance for jumping.

Scenario 2: Artistic and aesthetic movement The learner, in consultation with their teacher, plans how they can demonstrate their best performance in the following performance contexts: • individual performance and • pair or group performance.

The video should include evidence of the following: • proficiency in imaginative combinations of skills and techniques in the appropriate style of the gymnastic event or • proficiency in imaginative combinations of movements demonstrating technical competence in the appropriate style of the dance event. and • compositional and/or choreographic design including the use of props and/or costumes where appropriate • creativity • awareness of safety: safety issues around availability/choice of equipment and its use; adherence to the relevant rules, regulations and codes of practice.

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Artistic gymnastics Include: • Jumps (minimum 2) – tuck/pike/straddle/180 degrees turn • Rolls (minimum 2) – forward/backward/other • Balances (minimum 2) – handstand/headstand/ arabesque/other • Weight transference (minimum 2) – cartwheel/ round off/hand spring/back flip

Include four of the following agilities: • Backward roll to handstand • Handspring • Back flip • Front somersault • Hand stand half turn • One-handed cartwheel • Back somersault • Backward/forward walkovers Include at least 2 vaults: • Handspring • Short arm overswing • Optional vault of similar tariff (not through or straddle)

Rhythmic gymnastics Demonstrate a short floor sequence that includes: • Balances • Pivots/rolls • Splits • Hops/leaps/skips • Body waves/bends/circles/swings/turns.

Dance Perform an individual and group dance that includes: • Technical ability – posture, alignment, co-ordination, balance, strength, flexibility, mobility and control • Overall choreographic design including: • choreographic content – use of space, e.g. levels and pathways, timing and relationship to other dancers • choreographic construction – motif and variation • choreographic form – e.g. canon, unison, binary, rondo • Dance style, e.g. contemporary, folk, modern, ballet, jazz, tap, ethnic, traditional • Use of props and music • Overall sense of performance including the ability to communicate artistically and aesthetically with an audience.

Perform set routines to music and use different pieces of apparatus from: • ball • hoop • ribbon • rope • club

Scenario 3: Personal exercise and fitness In this scenario, the learner is required to demonstrate a personal exercise and fitness programme designed to enhance one of the following: 1. Performance-related physical fitness in a physical activity 2. Health-related physical fitness.

In their chosen personal exercise and fitness programme, the learner is required to choose one method of aerobic training and one conditioning and resistance activity. The learner is expected to apply the following training considerations to both methods selected: • principles of training • training zones • thresholds • work-recovery intervals • warm-up/cool-down.

Where the learner chooses to demonstrate a personal exercise and fitness programme designed to improve performance in a physical activity, the activities chosen should enhance performance in some or all of the following areas depending on the requirements of the activity: • speed • agility • co-ordination • power • reaction time • balance.

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Where the learner chooses to demonstrate a health-related fitness programme, this should include activities designed to enhance performance in all of the following areas: • cardio-vascular endurance • muscular endurance • strength • flexibility • body composition.

The video of the programme should include evidence of the following: • Warm-up, including the necessary elements of a warm-up.

• Developmental section, including activities to enhance each component of health- or performance-related fitness; evidence of an understanding of the principles of training; training zones; thresholds. Work-recovery intervals should also be included.

• Each activity should include a progression and an adaptation that could be employed to improve outcomes as general progress is made. A variety of progressions and adaptations is expected in this context. The development section could include a circuit format.

• Cool-down section, including the necessary elements of a cool-down.

The video should also demonstrate an awareness of safety, for example the choice of equipment and its safe use, and adherence to the relevant rules, regulations and codes of practice in a fitness training setting.

Aerobic training Continuous training • Constant intensity • Purpose • FITT formula • Intermediate slow distance (20–60 mins) • Long slow distance (>60 mins)

Interval training • Readiness • Work: recovery ratios • Interval duration • FITT formula

Fartlek training • Readiness • Terrain • Interval duration • FITT formula

Aerobics/step aerobics • Technical description of skills • Routine • Transition • Timing and rhythm • Training zones • FITT formula

Spinning • Spinning techniques • Workout intensity • Session design • Training zones • FITT formula

Indoor rowing • Time • Distance • Targets • Resistance • Session design

Conditioning and resistance training Weight training Upper extremity pushing • Pressing • Extensions

Lower extremity exercises • Squats • Lunges

Upper extremity pulling • Rows • Curls Core stability

Circuit training

• Relaxation and breathing • Control • Routine • Alignment • Flow

Exercises specific to: • Themes • Equipment • Work-recovery intervals

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CHAPTER VIII: THE WRITTEN EXAM Students can choose to sit the final exam at higher or ordinary level. Both the higher and ordinary level papers are: • 2½ hours in duration • Worth 250 marks or 50% of the total course weighting • Split into three sections.

Section A • All 10 questions must be answered.

• Worth a total of 80 marks.

• A mix of short and long answer questions. For example, some questions require a one word answer (identify), while others have an entire page assigned to the answer (discuss).

Section B: Case study • Worth 50 marks.

• Students must read the case study and answer the questions.

• All the questions are based on the specification content but it must be applied to the activity discussed in the case study.

• A mix of short and long answer questions.

Section C • Worth 120 marks.

• Students answer three of the five questions.

• These questions delve deeper into specific topics.

• Students can answer all five questions if they have time and their best three marks will be awarded.

• Multiple part questions with a mix of short and long answer questions.

Type of questions • Short answer questions such as ‘name’, ‘define’ • Long answer questions that require students to ‘describe’ or ‘discuss’.

• Case study questions which require students to and long answer questions related to the text.

• Multiple part questions that delve deeper into a

or ‘identify’. go into more detail such as ‘examine’, read a comprehension and answer short topic, especially in Section C.

Command words The command words used in the specification provide a guide for the depth of coverage required for each learning outcome. This is also the case for the exam questions. A guide to the command word use in the specification and examination is provided below.

• Identify: Name the fact, feature or object. No explanation.

• Name: Identify the fact, feature or object.

• Define: Give a definition or meaning of a concept.

• List: Provide a list of facts, terms or names. No explanation.

• State: Provide clear and concise reasons or conclusions.

• Suggest: Provide a possible reason or solution.

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• • • • • • • • • •

Draw or sketch: Draw a rough or basic diagram.

Outline: Present a brief plan or summary of the main events or characteristics.

Explain: Outline the reasons and causes.

D iscuss: Give both sides of the argument, present the strengths and weaknesses of an idea.

E valuate: Look at the limitations and make judgements about something based on the available evidence.

A nalyse: Identify the important components or characteristics and then explain or interpret them.

Examine: Study it carefully and in detail in order to make a judgement.

Describe: Give a detailed account or picture including its characteristics.

Contrast: Outline the differences.

Compare: Outline the similarities and/or differences.

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