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Physical Education Studies > Semester Two Exam > Flashcards

Semester Two Exam Flashcards

1
Q

FUNCTIONS OF THE MUSCULAR SYSTEM

A
  • Enables us to move body parts
  • Gives us our own individual body shape
  • Protects and keeps abdominal organs in place
  • Enables us to maintain good posture
  • Helps with the circulation of blood
  • Generated body heat when they contract
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2
Q

CHANGES TO THE MUSCULAR SYSTEM DURING EXERCISE

A
  • Increase in the blood flow to working muscles
  • Muscles extract more oxygen from the blood
  • Muscles contract more often and more quickly
  • More muscle fibres contract to cause movement
  • Muscle temperature rises
  • Immediate energy stores (ATP-CP) is all used
  • Waste products build up in the muscles (lactic acid/CO2)
  • Stores of muscles glucose are used
  • Overuse leads to soreness/strains/injuries
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3
Q

CARDIO RESPIRATORY FITNESS

A
  • Determined by the efficiency of the circulatory are respiratory systems in delivering an adequate supple of oxygen to muscles during work or exercise to produce energy
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4
Q

SYSTEMATIC CIRCULATION

A
  • Circulation of the blood around the body
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5
Q

PULMONARY CIRCULATION

A
  • Circulation of the blood to the lungs
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6
Q

FUNCTIONS OF THE CIRCULATORY SYSTEM

A
  • Delivers oxygen and nutrients to all cells
  • Removes CO2 and waste from all cells
  • Carries hormones to all parts of the body from endocrine glands
  • Maintains temperature and fluid levels
  • Prevents infection from invading germs
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7
Q

BLOOD CONSISTS OF

A
  • 55% plasma

- 45% (red blood cells, white blood cells and platelets)

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8
Q

SKELETAL MUSCLE

A
  • Voluntary

- Functions include; movement, shape, moves skeletal levers

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9
Q

SMOOTH MUSCLE

A
  • Invol

- Works internal organs

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10
Q

CARDIAC MUSCLE

A
  • Invol

- contracts regularly and consistently without tiring

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11
Q

MUSCLES

A

− Muscles are composed of many bundles of muscle fibres, which are made up of many smaller myofibrils, which in turn are made up of filaments.
− The different proteins attach to one another and slide past each other during muscle contraction, causing the muscle to shorten and to bring one body part towards another, or to straighten.
− Muscle fibres end in tendons that attach deeply and strongly into the bone.
− When muscles contract, usually one of the bones around a joint remains fixed whilst the other moves.
− The end of the muscle that is attached to the fixed bone is called the origin whilst the other end of the muscle on the moving bone is called the insertion.
− Insertion moves towards the origin.

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12
Q

3 THINGS THAT CAN BE DONE TO MAKE THE BODY MORE STABLE IN SPORT

A
  • Lower the center of gravity
  • Widen the base of support
  • Keep the center of gravity within base of support
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13
Q

HYPERTROPHY

A
  • Muscle hypertrophy involves an increase in size of skeletal muscle through an increase in the size of its component cells
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14
Q

ATROPHY

A
  • Muscle atrophy is defined as a decrease in the mass of the muscle; it can be a partial or complete wasting away of muscle. When a muscle atrophies, this leads to muscle weakness, since the ability to exert force is related to mass
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15
Q

OVERUSE AND MISUSE INJURIES ARE CAUSED BY

A
  • Poor technique
  • Unsuitable equipment
  • Inappropriate physical body build for the activity
  • Repeated ground reaction forces
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16
Q

BIOMECHANICAL INFORMATION

A
  • Assist coaches and athletes understand how activities place stress on the body
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17
Q

HIGH REP, MOD FORCE ACTIVITIES

A
  • Endurance running
  • Swimming
  • Fast bowling
  • Team sports where there is a high number of take offs and landings
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18
Q

PREVENTION OF INJURIES (HIGH REP, MOD FORCE)

A
  • Use of appropriate warm up and cool down
  • Specific flexibility and muscle endurance training
  • Increased training load gradually
  • Varying training, to spread the load to different body areas
  • Monitoring the number of repetitions in training and competition
  • Wearing appropriate footwear
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19
Q

MOD REP, HIGH FORCE ACTIVITIES

A
  • Gymnastics
  • Long Jump
  • High Jump
  • Pole Vault
  • AFL
  • Rugby
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20
Q

PREVENTION OF INJURIES (MOD REP, HIGH FORCE)

A
  • Thorough warm up and cool down
  • Using correct technique
  • Limiting the number of repetitions
  • Using specialized equipment
  • Observing safety precautions
  • Varying training to spread the load over various body parts
  • Preparing correctly for specific activities eg. strength, power
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21
Q

3 TYPES OF MOTION

A
  • Linear
  • Angular
  • General
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22
Q

LINEAR MOTION

A
  • Takes place when a body moves, so that all parts of the body travel exactly the same distance, in the same direction
  • Can be either in a straight line (rectilinear motion) or in a curved line (curvilinear motion)
  • Is measured in terms of length, such as centimetres or metres
  • Examples; tobogganing down a hill, a child going down a slide
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23
Q

ANGULAR MOTION

A
  • Also referred to as rotation, takes place when a body moves around an axis of rotation
  • All parts of the body travel through the same angle in the same direction, in the same time
  • Axis of rotation is an imaginary line around which a body, or a part of the body rotates
  • Axis of rotation may be either internal or external to the human body
  • May be along the vertical or longitudinal axis (head to toe vertically, in the transverse plane)
  • May also be along the medial axis (navel to the small of the back along the frontal plane)
  • Measured in degrees
  • Examples; teeing off in golf, the shoulder in a cricket bowling action, an ice skater spinning
24
Q

GENERAL MOTION

A
  • Most common form of motion in sports
  • Combination of both linear and angular motion
  • Examples; 100 metre sprint, cycling
25
Q

INTRODUCING A SKILL

A
  • Introduce the skill with enthusiasm

- Speaking clearly and simply

26
Q

EFFECTIVE INTRODUCTION NEEDS

A
  • Gaining athletes attention by establishing a routine
  • Arranging athletes so they can see and hear
  • Naming the skill and give a reason for learning it
27
Q

DEMONSTRATING AND EXPLAINING THE SKILL AIM

A
  • Aim of demonstration is to produce a model of the required performance
  • Give the athletes a visual picture of what is required of them
28
Q

4 STEPS TO HAVE AN EFFECTIVE DEMO AND EXPLAN

A
  • Gain the athletes attention
  • Demonstrating and explaining the skill
  • Relating the skills to previously learnt skills
  • Check for understanding
29
Q

GUIDELINES FOR DEMO AND EXPLAN

A
  • Positioning of the demonstrator (angle view is important)
  • Highlight key points prior to demonstration
  • Demonstration should be done by someone who can effectively perform the skill (age appropriate)
  • Only give two to three teaching points at a time
  • Explanation must match the demonstration
  • Avoid pointing out what to not do
  • Demonstrating should be performed at normal speed, this shows the athlete sequence and timing
  • Demonstrating should be kept short
  • Check the athletes understanding of what is required before practicing it
30
Q

PRACTISING THE SKILL NEEDS

A
  • Athletes should start practicing as soon as possible after seeing the demonstration
  • Practice tasks should reflect the demands of the activity/sport
  • Be aware of the practice environment and the requirements of the athlete
  • The complexity of the skill is a decider whether the skill is practice in part or whole
  • Use as much space, equipment and time as possible
  • Use practice efficiently
  • Use clear, concise instructions
  • Check the practice pattern, then the athletes technique
  • Skills should be practiced in competition like conditions
  • Athletes should experience a reasonable amount of success per practice
31
Q

WHEN PROVIDING FEEDBACK

A
  • Provide the athlete with two types of information
  • First, how the skill was performed compared to the desired outcome
  • How to change an incorrect performance
32
Q

ERRORS - CORRECT ERRORS

A
  • There are two types
  • One, learning errors
  • These occur when an athlete has not yet developed the correct motor program to perform a skill
  • Two, performance errors
  • Occur when an athlete incorrectly executes the skill which they are capable of performing
33
Q

GIVING FEEDBACK

A
  • Adopt a positive approach to the correction of errors
  • Positioning is important to view the maximum number of players
  • Supply the athlete with specific information at an appropriate level
  • Verbal instructions are sometimes unclear and the skill may need to be re-demonstrated
  • Allow tie for practice after error correction
  • Avoid embarrassing players by speaking to them individually
34
Q

TEAM DYNAMICS

A
  • Refers to the ever changing forces that operate when individuals come together to form a team
  • Forces include; the relationship between team members, the relationship between player and coach, the success and failure of the team, the motivation of team members and the nature of the competition
  • How team members interact and how the team operates is determined by the norms and the roles
  • Teams are strongest when these are recognized, understood and shared by all team members
35
Q

TEAM NORMS

A
  • Norms are conventions or expectations of the team
  • Team norms provide behavior of team members
  • Examples of norms include; dress code for matches, week night curfews, regular training sessions
36
Q

TEAM ROLES

A
  • A role is the position an individual holds in a group
  • Each role carries with it a set of responsibilities and expectations
  • Can be formal, or informal
37
Q

FORMAL ROLES

A
  • A person has been assigned to a particular job within the team
  • It may be; positional or organizational
38
Q

INFORMAL ROLES

A
  • Not part of the formal organisation of the team, but still contributed to the overall functioning of the group
  • These roles include; the motivator, mediator, comedian
  • If inappropriately managed, informal roles created within the group may be detrimental to team cohesion
39
Q

DESTRUCTIVE ROLES

A
  • Players not cooperating as a team may exhibit behaviors that are destructive to the group
  • Include; being aggressive towards others, blocking ideas or actions by being negative, being competitive with others by promoting their own ideas, seeking sympathy from others, pleading a special case to avoid tasks they don’t like, mucking around and using the group for their own personal amusement, seeking personal recognition and being uncooperative by withdrawing from team activities
40
Q

SOCIAL LOAFING

A
  • A team setting has the potential to decrease the effort of individuals as they believe they are hidden within the team
  • Causes of this include perceiving others to be working less hard and use this as an excuse to reduce their efforts
  • Believing their own efforts have little effect on overall performance
  • Hiding behind the team
  • Assuming team mates will compensate for your lack of effort
41
Q

INGREDIENTS FOR EFFECTIVE TEAMWORK

A
  • Understand and accept your own role and those of others (mutual respect)
  • Players need to feel valued and that their own contribution is essential for success
  • Team goals need to be established through a collaborative process
  • Effective communication should be encouraged
  • Interpersonal skills need to be developed
  • Players need to gain a sense of satisfaction from their participation in the tem
42
Q

KNOWLEDGE OF PERFORMANCE

A
  • Involves thinking about your performance and how you felt in regard to aspects such as; fitness level, skill execution and strategies and tactics
  • Reflection of results can often be used to support evidence through other means such as video analysis and observation of live performances
43
Q

KNOWLEDGE OF RESULTS

A
  • Knowledge of results can be an effective measure of performance and can highlight areas requiring improvement in both skills and tactical aspects
  • Statistics are a more formal method for providing knowledge of results
  • Information can be collected throughout the course of a game that can provide information of both individual players and also of the whole team
44
Q

Energy Release from Food:

A

ATP stores in the body are constantly replenished using the breakdown of ingested food

45
Q

CARBS

A

− 55% of diet
− Simple sugars (honey, fruit juice, sugar)
− Complex sugars (bread, cereal, rice, pasta, potatoes)
− Digested to simplest form; glucose
− Rate at which the glucose is released into the bloodstream is called the glycaemic index
− Carbs that result in a rapid release of glucose into the bloodstream after eating are referred to as high GI foods.
− High glycaemic index foods: watermelon, jelly beans, coco pops
− Low glycaemic index foods: apples, egg pasta, all-bran
− The storage form of carbohydrates is called glycogen; which is stored in the liver

46
Q

FATS

A

− 30% of the dietary intake of most individuals
− Saturated fats; diary products, fatty meats
− Unsaturated fatty acids; avocados, fish, nuts, oils
− Stored as triglycerides
− Fat tissue is known as adipose tissue

47
Q

PROTIENS

A

− 15% of a persons diet
− Digested to simplest form – amino acids
− Amino acids can contribute to ATP replenishment
− Main role is in growth and repair of muscle tissue

48
Q

Three ways energy is transformed from food to ATP:

A

− Carbohydrates (glucose) e.g. potatoes, pasta
− Fats (triglycerides) e.g. dairy, avocados
− Proteins (amino acids) e.g. eggs, meat and fish

49
Q

ATP-CP SYSTEM

A

− Produces ATP without using oxygen
− ATP in this system is replenished using energy released from a molecule called creatine phosphate (CP)
− When the high-energy bond between creatine and the phosphate group is broken, energy is released. This energy is used to rebond ADP and Pi to produce ATP
− The amount of CP stored is enough to power approximately 8 seconds of exercise
− Takes 3 minutes to replenish

50
Q

LACTIC ACID SYSTEM

A

− Provides energy from the breakdown of carbohydrates to make ATP without oxygen
− A process called anaerobic glycolysis breaks down carbohydrates to an end product called lactic acid
− Breakdown of one carbohydrate molecule results in two ATP molecules
− Associated with muscle fatigue
− Lasts 30-60 seconds
− Examples: 400m sprint, 100m freestyle

51
Q

Aerobic System:

A

− Requires oxygen to produce ATP
− Both carbohydrates and fats can be broken down by mitochondria
− The process of ATP production from fat is slower than that from carbohydrates
− Greatest capacity for producing ATP
− Lasts 1.5 – 3 hours
− Examples: jogging, swimming, cycling

52
Q

ENDOMORPH

A

Characterized by roundness and softness of the body; the ‘fat’ component.

53
Q

MESOMORPH

A

Characterized by the v-shaped body with large bones covered in thick muscle; the ‘muscle’ component.

54
Q

ECTOMORPH

A

Characterized by a thin fragile body; the ‘thinness component’.

55
Q

BODY TYPES

A

– Determined by amount of body fat and muscle and can affect the performance of sportsmen and sportswomen. Can be modified through diet and training.

56
Q

MOTION

A

Describes the path of a body or body part and can be in a linear or angular (or a combination of the both, general)

Physical Education Studies (5 decks)

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