This document provides information on various topics related to physical education and sport science. It includes short summaries and explanations of heart rate, memory, exam technique, joints, numbers, skill, traditional British games, reaction time, and Newton's laws. It also poses sample exam questions related to anatomy, skill, and socio-cultural topics. Overall, the document serves as a study guide for students by covering essential course content and concepts across multiple subject areas in a concise yet informative manner.

1. easy PEasy AS
Memory; I
cannot
remember
anything!
Other articles in this issue
Heart Rate—magic!
Skill—Easy to spot?
Traditional British Games—why?

2. "Thinklittle goals and
expect little achieve-
ments. Think big Quotes
goals and win big
success." Schwartz. D
Defeat is not the worst of failures. Not to
r
have tried is the true failure. y ou
do g. S
Woodberry. G u la: win
rm it. E
l e fo like
i mp ay
s a s le m
s ha eop
ces nd p
"By working Suc st, a
be ―Never give
hard, you get to
play hard guilt- in!, Never
free" Rohn, J. give in, never,
never, never—
in anything
―The difference between the impos- great or small,
sible and the possible lies in a per- large or
son‘s determination‖ Lasorda, T petty‖
Churchill. W
Quotes
―The dictionary is the only place
where success comes before work‖
Lombardi. V

3. P4—5 Heart Rate—Magic?
C P5 Exam Technique
O P6-7 Memory
N P7 Outdoor Education
T
P8 Joint Analysis
E
N P8 Numbers
T P9-10 Skill—how can we spot it?
S P10 Questions
P11 Traditional Sports in UK
P
P12-13 Reaction Time
A
P13 Newton's Laws
G
E

4. How is Heart Rate increased—magic?
How does our heart beat faster to satisfy the de-
mands of exercise? What systems allow for this in-
What we need to consider is;
 How does the Cardiac Control Centre receive information and then tell the heart
to beat faster?
 How does the heart‘s conduction system allow for beating?
 How does the mechanisms of venous return help?
Cardiac Control Centre.
This area of the brain receives vital information from receptors from the body in order
to decide whether to speed up or slow down the heart rate.
Baroreceptors = detect increases in blood pressure
Chemorecpetors = detect increase in chemical balances (ph, CO2)
Proprioceptors = detect changes in movement
Nerves that carry messages to;
Increase HR are called SYMPATHETIC nerves.
Decrease HR are called PARASYMPATHETIC nerves.
Both sets of nerves send impulses to the Sino Atrial (SA) node in the heart. This is re-
sponsible for initiating the heart beat.
Overview
Conduction System Cardiac Cycyle Blood Movement
SA Node
To Atrial Systole RA to RV
LA to LV
AV Node
Purknjie Fibres Ventricular RV to Lungs
Bundle of His Systole LV to Body
Relax Diastole Lungs to LA
Body to RA

5. Venous Return
The mechanisms of the body to get deoxygenated blood back to the heart in order for it
to be pumped out again.
The more blood returned to the heart allows more blood to be pumped out -
STARLINGS LAW
Methods of Venous Return
 Skeletal Pump = Muscles contract which squeezes nearby veins. This forces
the blood back towards the heart. (eg like squeezing a
washing up liquid bottle)
 Respiratory Pump = During breathing the volume of the thoracic cavity
changes. This change of volume causes the abdominal
veins to be squeezed (like skeletal pump) and forced the
blood back to the heart.
 Valves = They prevent backflow in the veins. As the blood passes
past the valves they close to ensure that the blood cannot
run backwards
 Gravity = Blood above the heart is helped back by the process of
gravity.
Quick Exam Technique
Exam technique is crucial in order to get the higher grades - it is a key difference in
whether you do well or not!!!!
Quick Tips on reading the question.
1. Read the question
2. Read the question again
3. Read the question again!!!!
Before constructing an answer you need to be clear on what the question is asking
you — its no good waffling on or writing a great answer to the wrong question.
A possible way of avoid this is to bring a highlighter into the exam room with you. Ei-
ther highlight the key words or try the following
 Highlight the COMMAND word. Eg describe, explain, How, Why, What
 Highlight the SUBJECT word(s)
 Highlight the JACKPOT word(s)
For example : What can be done by local recreation or leisure centres to encourage
more elderly people to take part in regular physical activity?

6. Memory
Apparently they never forget..........but how
do we remember things and retrieve them for
use in the future?
Well there it is, hope you remember it. Article finished......lots of white space though. We bet-
ter explore this in detail to fill up the page!
Short Term Sensory Store.
Receives all the information from the display [environment]
Information lasts for less than a second
Unimportant information is lost
Selective Attention
Filters the relevant information for passing onto the short term memory
Disregards irrelevant information
Prevents overload of the information processing system.
Short Term Memory
STM holds 7(+-2) = 5-9 pieces of information
Lasts up to 30 seconds.
Chunks information together
Encodes information to LTM (on diagram at the top of this page)

7. Long Term Memory
Its almost limitless!
Stores Motor Programmes
Associates performances with previous attempts
Decodes information back to STM (on diagram,)
Strategies for retention.....
Practice/Repetition/Over learning
Relate information to past experiences
Make information relevant/meaningful
The learning experience is enjoyable/interesting
Use imagery
Positive reinforcement – well done!!!
Chunking – grouping information together
Make the information unique/unusual
Media positives on Sport

8. Joint Analysis
Its the first thing to hit you in Anatomy and Physiology!!!!
I‘ll be honest, we didn't quite tell you all of the truth at GCSE—Quadriceps and Hamstrings are
no longer viable answers (sorry!!!). There are a load of long words to learn containing loads of
letters (sorry again!). The good thing though is there are only right and wrong answers—none
of that social cultural opinions and discussions!
What you need to know....
1.Joint type - Knee Hinge; Shoulder Ball and Socket
2.Movement produced - Flexion; Extension (and more....)
3.Agonist - The muscle making the movement happen (prime mover)
4.Antagonist - The muscle relaxing
5.Muscular contraction - The type of contraction taking place
1. Knee/Hinge
2. Extension
Can you do the 3. Rectus Femoris
elbow??? 4.Bicep Femoris
5. Concentric
Numbers, Numbers, Numbers
1984 Los Angeles Olympics—Commercialism of Olympics
72 average resting Heart Rate
34 litres of Cardiac Output of a trained athlete (average)
30 seconds—the capacity of the short term memory
5-9 pieces of information stored in Short term memory

9. Is it easy to spot skilful
performances?
How can we compare Pele to Phil Taylor?, Shane Warne to Maria Sharapova? Michael
Schumacher to Frankie Dettori? Paula Radcliffe to Tiger Woods?
―The behaviour which tends to eliminate the discrepancy between intention and perform-
ance‖ (Oldfield)
―The learned ability to bring about pre-determined results with maximum certainty often with
the limited outlay of time, energy or both‖ (Knapp)
―An act or task that has a goal to achieve and that requires voluntary body or limb movements
to be properly performed‖
(Magill)
I think we‘d all agree that in their given fields, they are at the top of their game and therefore
extremely skilful. Many others could be thought of and compared against. Do these perform-
ers fit the quotes above about skilful performance? From these quotes we can see how they
all in some way shape or form fit the given characteristics of skill. All of these performances
can be related to certain characteristics that represent skilful performances. These characteris-
tics can be applied to all skilful performances in one way or another.
Characteristics of Skill…………
Learned - Player is taught a tennis serve and practices it
Aesthetic - The gymnasts floor routine is pleasing to the eye
Co-ordinated - The basketball lay up is not jerky
Efficient - The swimmer moves effortlessly through the water
Fluent - The movement flow into each other—eg Triple jump
Technical Model - Follows a technical model, a batsman playing a text book
Cover drive
Goal Directed - The performer understands the requirements of the task
Golfer knows how and when to fade the ball
Do the above mentioned sports people fit into these characteristics? In their field of speciality
then the answer surely as to be yes?
There are also the added complication of different types of skill!!!!
Motor (voluntary with end result)
Fundamental (young skills that are learnt)
Perceptual (interpreting information)
Cognitive (problem solving)
Individual (no interaction with others)
Coactive (interaction with others)
Interactive (with the environment)
In order for these skilful characteristics to be developed and demonstrated then other parts of
the skill acquisition syllabus need to be addressed.
In order for skill to be achieved, ability must come into question? Many commentators suggest
that performers have great natural ability. Is that true? Abilities actually underpin skill!!!
Abilities are; genetic [from parents], stable [we don't lose our abilities].

10. Also the fact that skills can be classified in different ways will determine the practice methods used
to learn the skill.
Skill Classification
Environmental
Open Closed
Environment is constantly changing Environment is stable
Muscles Used
Gross Fine
Large muscle movements Small muscle movements
Pacing
Externally paced Self paced
Action is determined by external sources Performer controls rate of
movement
Continuity
Discrete Serial Continuous
Defined beginning & end Number of discrete skills No clear end or beginning
Organisation
High Low
Cant be split into subroutines Easily split into subroutines
Questions, questions, questions!
Anatomy
1. Give a structural and functional characteristic of slow twitch muscle fibres (2 marks)
2. Describe the conduction system of the heart (4 marks)
3. What is vital capacity? (1 mark)
4. How is oxygen transported in the blood? (2 marks)
Skill
1. Give the characteristics of the short term memory (3 marks)
2. Describe the progressive part practice method through an example (3 marks)
3. How is a skill operated using the open loop method? (3 marks)
4. What is perception? (1 mark)
Socio-Cultural
1. Describe the characteristics of play (3 marks)
2. What is opportunity, provision and esteem? (3 marks)
3. What are the characteristics of ethnic sports in the UK? (5 marks)
4. How does the women's sport foundation encourage participation? (3 marks)

11. Traditional Sports in Britain
Lets get this straight from the beginning..........we are talking
about historical sports and pastimes that have carried on
throughout history in the British Isles.
Rory and Paddy went around the British Isles taking part in these pastimes for a
series on Channel 5 including; shin kicking and toe wrestling!!!
We are going to look at Shrovetide Football at Ashbourne, Highland Games, Cheese Rolling in
Gloustershire and Tar Barrel Running in Ottery St Mary..
Reasons for continued existence and popularity fo Ethnic Sports
Festival Because of Pagan beliefs which require participation
Annual Every year on public/bank holidays SO people have free time to go.
Isolated Relatively isolated SO ethnic identity is maintained
Local Unique to an area – increases local pride
Traditional A celebration of the past and passed down from generation to generation
Ethnic Identity Retention of ethnic identity
Social Social gatherings, entertaining, focus on pub, carnival atmosphere, enjoyable
Tourism Attracts tourists and bring money to the area
Do they follow the characteristics
above???
The activities were and still are focus-
sed on physical attributes (physical En-
deavour) rather than skill (physical
Prowess).
Are the played the same way? Yes
Do they take place annually
Yes
Are they unique to the area?
Yes
Are they a celebration of the past?
Yes
Do tourists go and watch?
Yes!

12. Reaction Time
Definitions:
Reaction Time: The time elapsed between a stimulus and a response to it.
This can either be simple meaning there is only one stimulus and one response or can i
involve choice meaning there are one or more stimulus and therefore more responses
Movement Time: The time from the start of the movement to the completion of the movement
Response Time: Reaction Time + Movement Time
Example:
e
Hick‘s Law: Describes the time it takes for a
person or athlete to make a decision as a As the number of
result of the possible choices or stimuli alternative stimuli
he or she has. increase so does
the reaction time.
Psychological Refractory Period:
This refers to the period of time in which the response to a previous stimulus delays the response to a
second stimulus due to the first stimulus still being processed. The time delay this causes is the Psycho-
logical refractory period and basically is the time it takes the athlete to change their mind to follow the
second stimulus. Ultimately this will increase reaction time, due to the fact that the first stimulus needs
to be processed and cleared before the second stimulus can be processed.
Example:
Netball: GS pretends to take a shot causing GK to jump to defend the shot, GS then passes to the GA
who takes a shot. GK must therefore realise that the shot has been faked and this information must be
processed and cleared before GK can respond to the second shot by getting ready for a rebound.
Anticipation:
This is the ability to predict future events from early signals or past experience. Anticipation relies on ex-
perience to recognise stimuli that allow the performer to process information before an event occurs.
For example an experienced batsman may be able to predict the bowler‘s delivery by watching their
hand and arm action, whereas a novice would have to watch the ball bounce before deciding which
shot to play. Correct anticipation should reduce reaction time. Incorrect anticipation will lead to the Psy-
chological refractory period as the first response must be processed and cleared before the second re-
sponse can begin, thus increasing reaction time.
Performers can prevent opponents anticipating their action by being unpredictable (using a dodge or
dummy to confuse opponent), randomising actions (using different shots or passes to remain unpre-
dictable) and by disguising actions (pretending to take a shot before passing).

13. Factors:
A number of factors affect reaction time:
Age: Generally the older you get the slower reaction time becomes
Sex: Males generally have a faster reaction time than females
Psychological Refractory Period: A second stimulus can make reaction time slower
Experience: Experience may mean a performer is more likely to correctly anticipate an
opponent's actions
Improving response time:
Warm up: Preparing the body for activity
Practice: ‗Practice makes permanent‘ (eg practicing sprint starts).
Fitness: Improving fitness levels may affect response time
Experience: Gaining experience may increase knowledge of possible and most likely stimuli to oc-
cur
Arousal Levels: Optimum level of arousal
Selective Attention: Focussing on the relevant information available
Mental Rehearsal: Mentally practicing a skill beforehand
Newton's Laws (no apples!)
1st - A body continues in a state of rest
unless acted upon by an external force
(golf ball will stay on the tee)
2nd - A force acts on an object, the change in
momentum is proportional to the size of
force acted upon it
bigger club = more distance
3rd - For every action there is an equal
and opposite reaction
(long jumper pushing off the ground)

14. Information and Contacts
AS Grade Boundaries in UMS.
A B C D E
200-160 159-140 139-120 119-100 99-80
OCR website.
http://www.ocr.org.uk/
Specification
http://pdf.ocr.org.uk/download/kd/ocr_9652_kd_gce_spec.pdf?
Activity List (p12-14—2 sports from 2 areas)
http://pdf.ocr.org.uk/download/sm/
ocr_12989_sm_gce_unit_g452_cg.pdf?
Mr Watson matt.watson@ashfield.notts.sch.uk
Mr Lockhart kris.lockhart@ashfield.notts.sch.uk
Mr Hall matthew.hall@ashfield.notts.sch.uk
Useful websites
Anatomy
www.brianmac.co.uk/
UK Sport
http://www.uksport.gov.uk/
A Level PE
www.teachpe.com/a_level.php
www.thestudentroom.co.uk
http://www.u2learn.com/a-level-pe-revision.html