1. The document describes the process and purpose of creating a mark scheme for an examination in Sport and Physical Education. It involves examiners analyzing candidates' scripts to ensure all answers are covered and applied consistently.
2. The mark scheme is a working document that can be expanded based on students' responses to better assess the specific examination. Assumptions about future mark schemes based on one year should be avoided as details may change depending on the content.
3. The document provides examples of questions and model answers from a past mark scheme to illustrate how it is used to evaluate candidates' performance in the examination.
This document provides instructions and information for candidates taking the General Certificate of Education Advanced Level Examination in Sport and Physical Education. It outlines that the exam will last 1 hour and 30 minutes and consists of 5 questions, with candidates required to answer 4 questions. It provides details on the maximum marks, mark allocation per part question, and information on awarding marks for quality of written communication. The document contains the 5 examination questions relating to topics like personality trait theory, physiology of exercise and recovery, energy systems, self-efficacy, team performance models and excess post-exercise oxygen consumption.
This document discusses altitude training and periodization. Altitude training involves living or training at high altitude to improve endurance performance through increased red blood cell concentration upon returning to sea level. The process involves acclimatization, primary training at altitude, and recovery upon returning to sea level. Problems with altitude training include physiological stresses and the disruption to an athlete's normal training. Periodization involves planning training in cycles to optimize performance and avoid overtraining. It includes tapering training loads before events to allow the body to peak and supercompensate.
The document discusses prototyping and provides examples of different types of prototypes including paper prototypes, digital prototypes, storyboards, role plays, and space prototypes. It explains that prototyping is used to make ideas tangible and test reactions from users in order to gain insights. Prototypes should be iterated on and fail early to push ideas further and save time and money. Both low and high fidelity prototypes are mentioned as ways to test ideas at different stages of the design process.
This document outlines 50 essential content marketing hacks presented by Matt Heinz, President of Heinz Marketing Inc. at CMWorld. It provides an agenda for the presentation and covers topics such as content planning, measurement, formats, distribution, influencer engagement, repurposing content, and getting sales teams to leverage content. The goal is to provide new tools, tricks and best practices to help convert readers into customers through effective content marketing.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
This document provides instructions and information for candidates taking the General Certificate of Education Advanced Level Examination in Sport and Physical Education. It outlines that the exam will last 1 hour and 30 minutes and consists of 5 questions, with candidates required to answer 4 questions. It provides details on the maximum marks, mark allocation per part question, and information on awarding marks for quality of written communication. The document contains the 5 examination questions relating to topics like personality trait theory, physiology of exercise and recovery, energy systems, self-efficacy, team performance models and excess post-exercise oxygen consumption.
This document discusses altitude training and periodization. Altitude training involves living or training at high altitude to improve endurance performance through increased red blood cell concentration upon returning to sea level. The process involves acclimatization, primary training at altitude, and recovery upon returning to sea level. Problems with altitude training include physiological stresses and the disruption to an athlete's normal training. Periodization involves planning training in cycles to optimize performance and avoid overtraining. It includes tapering training loads before events to allow the body to peak and supercompensate.
The document discusses prototyping and provides examples of different types of prototypes including paper prototypes, digital prototypes, storyboards, role plays, and space prototypes. It explains that prototyping is used to make ideas tangible and test reactions from users in order to gain insights. Prototypes should be iterated on and fail early to push ideas further and save time and money. Both low and high fidelity prototypes are mentioned as ways to test ideas at different stages of the design process.
This document outlines 50 essential content marketing hacks presented by Matt Heinz, President of Heinz Marketing Inc. at CMWorld. It provides an agenda for the presentation and covers topics such as content planning, measurement, formats, distribution, influencer engagement, repurposing content, and getting sales teams to leverage content. The goal is to provide new tools, tricks and best practices to help convert readers into customers through effective content marketing.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
This document provides information about a mark scheme for a biology exam. It begins by describing the qualifications offered by Pearson education and how to contact them with subject specific questions. It then provides general marking guidance for examiners, including treating all candidates equally and using the full range of marks. The document concludes by outlining the specific criteria for marking questions on the exam, including what elements are required to achieve each mark.
This document provides information about a mark scheme for a biology exam. It begins with background on the exam board and contact information. It then provides general guidance for examiners on marking approaches and policies. The document continues with specific instructions on how to award marks within levels or bands for multi-part questions. Sample exam questions and answers are then presented with notes and marks allocated. The document concludes with a copyright notice.
Profile of mood states hollanders structure and questionsKerry Harrison
The document describes Morgan's Profile of Mood States (POMS) test, which measures six psychological traits: tension, depression, anger, vigour, fatigue, and confusion. Subjects rate statements related to these traits to determine their scores. Research has shown elite athletes tend to score below average on negative traits and above average on vigour, forming an "iceberg profile." POMS can also detect overtraining by showing an inverted profile.
Trait theory personality suggests that behavior is influenced by inherited, stable traits. Interactionist theory suggests that behavior results from an interaction between inherited traits and the environment. Elite marathon runners are expected to score higher on vigor and lower on tension, depression, confusion, anger and fatigue compared to non-elite runners based on Morgan's Profile of Mood States questionnaire. However, a positive mental health profile does not guarantee success and highly successful athletes do not always exhibit expected trait profiles. Questionnaires like POMS have limitations in both validity and reliability for predicting sport performance.
The document reviews key terms related to reaction time such as movement time, response time, and choice vs simple reaction time. It also discusses Hick's Law and the psychological refractory period. The document then provides exam questions related to analyzing a swimmer's racing start in terms of movement and response time, ways to improve response time, and whether the start is an example of simple or choice reaction time.
The document provides information about the Mark Scheme for the Pearson Edexcel International GCSE in Biology exam. It includes general marking guidance for examiners, such as marking candidates positively and awarding all available marks if deserved. It also lists key details about the exam paper, such as the publication code and copyright information.
The document reviews key terms related to reaction time such as movement time, response time, and choice vs simple reaction time. It also discusses Hick's Law and the psychological refractory period. Sample exam questions are provided related to analyzing the stages of a racing start in swimming and identifying whether it is an example of simple or choice reaction time.
This document outlines seven principles for coaching advanced athletes:
1. The principle of specificity emphasizes training activities that are as similar as possible to competitive performance to maximize skill learning and improvement.
2. The principle of individuality calls for individualized training programs tailored to each athlete's needs and abilities.
3. The principle of self-control aims to develop athletes' ability to evaluate and control their own performance independently of the coach.
4. The principle of involvement links higher performance goals to greater time and resources allocated for training.
5. The principle of program consolidation stresses well-planned, goal-oriented, and evaluated training programs.
6. The principle of self-involvement promotes lifelong learning and adaptation
The document reviews key terms related to reaction time such as movement time, response time, and choice vs simple reaction time. It also discusses Hick's Law and the psychological refractory period. Sample exam questions are provided related to analyzing the stages of a racing start in swimming and identifying whether it is an example of simple or choice reaction time.
The document discusses long term psychological preparation for physical education. It covers topics like goal setting, motivation, attribution theory, learned helplessness, developing successful performers, and group cohesion. Goal setting is important for motivation, organization, and development. Attribution theory examines how people explain successes and failures. Developing mastery orientation and positive self-talk can help overcome learned helplessness. Characteristics of successful performers include high concentration and self-confidence. Group cohesion develops over time and has benefits for performance.
This document discusses fitness testing, including reasons to conduct fitness testing, different types of fitness tests, and the importance of test protocols. It provides examples of maximal tests like the multistage fitness test and sub-maximal tests like the Harvard step test. Reliability and validity are important for fitness tests to accurately measure changes in an athlete's fitness. Test protocols help ensure tests are conducted consistently and reliably. Factors like technique, movement quality, and test set-up can affect results if protocols are not followed.
This document is a mark scheme for a GCE Sport and Physical Education exam from January 2004. It provides:
1) Detailed answers and explanations for questions that may appear on the exam, outlining what number of marks each part of an answer is worth.
2) Instructions for examiners on how to apply the mark scheme, such as how many marks to award for partial or complete answers.
3) Criteria for assessing the quality of a candidate's written communication in their exam response.
The document discusses periodization, which is a process that divides an annual training plan into smaller phases to achieve peak performance and maintain it while transitioning afterwards. It provides a step-by-step framework for planning that includes identifying goals, preparing resources, planning phases through needs analysis and goal setting, implementing the plan, monitoring results, and providing feedback to improve future plans. The framework aims to enhance performance while preventing overtraining through systematic recovery between training cycles.
The document outlines the stages of Long Term Athlete Development (LTAD) model. It describes the early and late stage models.
The early stage model consists of 4 stages from training to train to retirement. Early specialization sports require a 4 phase model while late specialization uses a 6 phase model.
The late stage model includes 6 phases from fundamentals to retirement. Each phase outlines the objective and skills developed for athletes in different age groups from 5-11 to professionals. The goal is optimal development, training and performance of athletes over their career.
Coaching Mental Training Programs for Golf - Jones-AlbaughEric Jones
How to coach mental training programs for golfers. Includes an overview of the PGA.Coach model, the Olympic influence and history of the ADM (American Development Model). Section 2 describes how to integrate mental skills training into coaching for peak performance.
The document outlines four factors - mental, emotional, social, and physical - that can impact performance in physical education courses. It provides examples of how each factor can be measured before, during, and after physical activity, as well as development approaches and monitoring/evaluation tools for each factor.
Psychological techniques can be used to help people perform more.docxdenneymargareta
Psychological techniques can be used to help people perform more effectively
— this concept represents a major focus of sport psychology throughout its history. Psychological Skills Training, including, Arousal Regulation, Imagery, Self-Confidence, Goal Setting, and Concentration, provides the coach and the athlete with a choice of "tools" to apply in a given situation. Our chief focus is on teaching students how psychological skills can be trained or developed in sport and exercise participants.
How are psychological techniques used to help people perform more effectively?
The chief focus of the prior four weeks centered on teaching how psychological skills can be trained or developed in sport and exercise participants.
By using the tools discussed in weeks 1-4 individuals can use the power of their mind to build mental toughness and take sport performance to new levels.
Have you ever wondered why athletes with so much talent never come close to reaching their potential, while other athletes with far less athletic ability achieve great success?
Many experts believe that sport performance is 75% -90% mental. This gives a clear indication that athletes who are better prepared mentally are the ones that are successful. As sports continue to evolve, it will be even more important for athletes to spend more time training their minds.
Key Point:
Through the methods discussed in this course, athletes can develop
confidence
and have
razor sharp focus
, have a
fearless approach
, enhance your athletic skills, end performance anxiety,
remain calm and relaxed
while playing or competing, and access inner resources of
strength and power.
By tapping into the mind's tremendous power, athletes are more able to simply allow their body to operate on pure instinct. As a result, you will be more consistent in your play and have more opportunities for peak performances.
We may encounter many defeats, but we must not be defeated……….
Maya Angelou
Psychological skills training (PST) is the systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater sport and physical activity self-satisfaction (Weinberg & Gould, 2011, p.248). Some of the methods and techniques for PST include, goal setting, attentional control, relaxation and stress management, and attribution training. Coaches and athletes know how important physical skills are and how they need to be regularly practiced and refined through many repetitions but psychological skills need to be practiced as well. Psychological skills help an athlete to maintain focus and concentration, regulate arousal levels, enhance confidence, and maintain motivation. These skills are just as important as physical skills. Psychological skills training is often neglected because of a lack of knowledge, perceived lack of tie, or a belief that psychological skills are innate and can’t be taught (Weinberg & Gould 20 ...
The purpose of the present study was to test the psychometrics of the types of goal scale which was developed in three phases. In the first phase focus group were conducted with 6 elite sportspersons and discussed with 15 experts for item selection and content relevance. The second phase set out to identify latent factors in which 312 athletes were involved. The aim of third phase was to test the psychometrics by focusing on internal consistency of the items of identified factors of the types of goal. The results of an exploratory factor analysis provided a two-factor solution that accounted for 53.70 % of the overall variance (a) time bound goals (short-term, long-term & combined short-term and long-term goals) (3 items) (b) mixed combination of goals (process, performance & outcome goals) (3 items). Results from third phase supported the internal consistency of the scale and subscales of the types of goal.
The document discusses the principles of training, periodization of training, and delayed onset muscle soreness (DOMS). It outlines the main principles of training as progression, specificity, overload, reversibility, and moderation. It then describes the different cycles of periodized training from macro to micro. It also explains the phases of a macro training cycle and provides strategies to prevent DOMS, such as proper warm up, avoiding excessive force, massage, ice baths, and applying training principles of progression and rest.
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
This document provides information about a mark scheme for a biology exam. It begins by describing the qualifications offered by Pearson education and how to contact them with subject specific questions. It then provides general marking guidance for examiners, including treating all candidates equally and using the full range of marks. The document concludes by outlining the specific criteria for marking questions on the exam, including what elements are required to achieve each mark.
This document provides information about a mark scheme for a biology exam. It begins with background on the exam board and contact information. It then provides general guidance for examiners on marking approaches and policies. The document continues with specific instructions on how to award marks within levels or bands for multi-part questions. Sample exam questions and answers are then presented with notes and marks allocated. The document concludes with a copyright notice.
Profile of mood states hollanders structure and questionsKerry Harrison
The document describes Morgan's Profile of Mood States (POMS) test, which measures six psychological traits: tension, depression, anger, vigour, fatigue, and confusion. Subjects rate statements related to these traits to determine their scores. Research has shown elite athletes tend to score below average on negative traits and above average on vigour, forming an "iceberg profile." POMS can also detect overtraining by showing an inverted profile.
Trait theory personality suggests that behavior is influenced by inherited, stable traits. Interactionist theory suggests that behavior results from an interaction between inherited traits and the environment. Elite marathon runners are expected to score higher on vigor and lower on tension, depression, confusion, anger and fatigue compared to non-elite runners based on Morgan's Profile of Mood States questionnaire. However, a positive mental health profile does not guarantee success and highly successful athletes do not always exhibit expected trait profiles. Questionnaires like POMS have limitations in both validity and reliability for predicting sport performance.
The document reviews key terms related to reaction time such as movement time, response time, and choice vs simple reaction time. It also discusses Hick's Law and the psychological refractory period. The document then provides exam questions related to analyzing a swimmer's racing start in terms of movement and response time, ways to improve response time, and whether the start is an example of simple or choice reaction time.
The document provides information about the Mark Scheme for the Pearson Edexcel International GCSE in Biology exam. It includes general marking guidance for examiners, such as marking candidates positively and awarding all available marks if deserved. It also lists key details about the exam paper, such as the publication code and copyright information.
The document reviews key terms related to reaction time such as movement time, response time, and choice vs simple reaction time. It also discusses Hick's Law and the psychological refractory period. Sample exam questions are provided related to analyzing the stages of a racing start in swimming and identifying whether it is an example of simple or choice reaction time.
This document outlines seven principles for coaching advanced athletes:
1. The principle of specificity emphasizes training activities that are as similar as possible to competitive performance to maximize skill learning and improvement.
2. The principle of individuality calls for individualized training programs tailored to each athlete's needs and abilities.
3. The principle of self-control aims to develop athletes' ability to evaluate and control their own performance independently of the coach.
4. The principle of involvement links higher performance goals to greater time and resources allocated for training.
5. The principle of program consolidation stresses well-planned, goal-oriented, and evaluated training programs.
6. The principle of self-involvement promotes lifelong learning and adaptation
The document reviews key terms related to reaction time such as movement time, response time, and choice vs simple reaction time. It also discusses Hick's Law and the psychological refractory period. Sample exam questions are provided related to analyzing the stages of a racing start in swimming and identifying whether it is an example of simple or choice reaction time.
The document discusses long term psychological preparation for physical education. It covers topics like goal setting, motivation, attribution theory, learned helplessness, developing successful performers, and group cohesion. Goal setting is important for motivation, organization, and development. Attribution theory examines how people explain successes and failures. Developing mastery orientation and positive self-talk can help overcome learned helplessness. Characteristics of successful performers include high concentration and self-confidence. Group cohesion develops over time and has benefits for performance.
This document discusses fitness testing, including reasons to conduct fitness testing, different types of fitness tests, and the importance of test protocols. It provides examples of maximal tests like the multistage fitness test and sub-maximal tests like the Harvard step test. Reliability and validity are important for fitness tests to accurately measure changes in an athlete's fitness. Test protocols help ensure tests are conducted consistently and reliably. Factors like technique, movement quality, and test set-up can affect results if protocols are not followed.
This document is a mark scheme for a GCE Sport and Physical Education exam from January 2004. It provides:
1) Detailed answers and explanations for questions that may appear on the exam, outlining what number of marks each part of an answer is worth.
2) Instructions for examiners on how to apply the mark scheme, such as how many marks to award for partial or complete answers.
3) Criteria for assessing the quality of a candidate's written communication in their exam response.
The document discusses periodization, which is a process that divides an annual training plan into smaller phases to achieve peak performance and maintain it while transitioning afterwards. It provides a step-by-step framework for planning that includes identifying goals, preparing resources, planning phases through needs analysis and goal setting, implementing the plan, monitoring results, and providing feedback to improve future plans. The framework aims to enhance performance while preventing overtraining through systematic recovery between training cycles.
The document outlines the stages of Long Term Athlete Development (LTAD) model. It describes the early and late stage models.
The early stage model consists of 4 stages from training to train to retirement. Early specialization sports require a 4 phase model while late specialization uses a 6 phase model.
The late stage model includes 6 phases from fundamentals to retirement. Each phase outlines the objective and skills developed for athletes in different age groups from 5-11 to professionals. The goal is optimal development, training and performance of athletes over their career.
Coaching Mental Training Programs for Golf - Jones-AlbaughEric Jones
How to coach mental training programs for golfers. Includes an overview of the PGA.Coach model, the Olympic influence and history of the ADM (American Development Model). Section 2 describes how to integrate mental skills training into coaching for peak performance.
The document outlines four factors - mental, emotional, social, and physical - that can impact performance in physical education courses. It provides examples of how each factor can be measured before, during, and after physical activity, as well as development approaches and monitoring/evaluation tools for each factor.
Psychological techniques can be used to help people perform more.docxdenneymargareta
Psychological techniques can be used to help people perform more effectively
— this concept represents a major focus of sport psychology throughout its history. Psychological Skills Training, including, Arousal Regulation, Imagery, Self-Confidence, Goal Setting, and Concentration, provides the coach and the athlete with a choice of "tools" to apply in a given situation. Our chief focus is on teaching students how psychological skills can be trained or developed in sport and exercise participants.
How are psychological techniques used to help people perform more effectively?
The chief focus of the prior four weeks centered on teaching how psychological skills can be trained or developed in sport and exercise participants.
By using the tools discussed in weeks 1-4 individuals can use the power of their mind to build mental toughness and take sport performance to new levels.
Have you ever wondered why athletes with so much talent never come close to reaching their potential, while other athletes with far less athletic ability achieve great success?
Many experts believe that sport performance is 75% -90% mental. This gives a clear indication that athletes who are better prepared mentally are the ones that are successful. As sports continue to evolve, it will be even more important for athletes to spend more time training their minds.
Key Point:
Through the methods discussed in this course, athletes can develop
confidence
and have
razor sharp focus
, have a
fearless approach
, enhance your athletic skills, end performance anxiety,
remain calm and relaxed
while playing or competing, and access inner resources of
strength and power.
By tapping into the mind's tremendous power, athletes are more able to simply allow their body to operate on pure instinct. As a result, you will be more consistent in your play and have more opportunities for peak performances.
We may encounter many defeats, but we must not be defeated……….
Maya Angelou
Psychological skills training (PST) is the systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater sport and physical activity self-satisfaction (Weinberg & Gould, 2011, p.248). Some of the methods and techniques for PST include, goal setting, attentional control, relaxation and stress management, and attribution training. Coaches and athletes know how important physical skills are and how they need to be regularly practiced and refined through many repetitions but psychological skills need to be practiced as well. Psychological skills help an athlete to maintain focus and concentration, regulate arousal levels, enhance confidence, and maintain motivation. These skills are just as important as physical skills. Psychological skills training is often neglected because of a lack of knowledge, perceived lack of tie, or a belief that psychological skills are innate and can’t be taught (Weinberg & Gould 20 ...
The purpose of the present study was to test the psychometrics of the types of goal scale which was developed in three phases. In the first phase focus group were conducted with 6 elite sportspersons and discussed with 15 experts for item selection and content relevance. The second phase set out to identify latent factors in which 312 athletes were involved. The aim of third phase was to test the psychometrics by focusing on internal consistency of the items of identified factors of the types of goal. The results of an exploratory factor analysis provided a two-factor solution that accounted for 53.70 % of the overall variance (a) time bound goals (short-term, long-term & combined short-term and long-term goals) (3 items) (b) mixed combination of goals (process, performance & outcome goals) (3 items). Results from third phase supported the internal consistency of the scale and subscales of the types of goal.
The document discusses the principles of training, periodization of training, and delayed onset muscle soreness (DOMS). It outlines the main principles of training as progression, specificity, overload, reversibility, and moderation. It then describes the different cycles of periodized training from macro to micro. It also explains the phases of a macro training cycle and provides strategies to prevent DOMS, such as proper warm up, avoiding excessive force, massage, ice baths, and applying training principles of progression and rest.
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!SOFTTECHHUB
As the digital landscape continually evolves, operating systems play a critical role in shaping user experiences and productivity. The launch of Nitrux Linux 3.5.0 marks a significant milestone, offering a robust alternative to traditional systems such as Windows 11. This article delves into the essence of Nitrux Linux 3.5.0, exploring its unique features, advantages, and how it stands as a compelling choice for both casual users and tech enthusiasts.
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
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Climate Impact of Software Testing at Nordic Testing Days
Ped4 jan 07_mark_scheme
1. Version 1.1 0107
abc
GCE 2007
January Series
General Certificate of Education
Sport and Physical Education
5581/6581
PED4 Physiological, Biomechanical and
Psychological Factors Optimising
Performance
Mark Scheme
2007 examination – January series
2. Mark Scheme Advanced – Sport and Physical Education
klm2
Mark schemes are prepared by the Principal Examiner and considered, together with the
relevant questions, by a panel of subject teachers. This mark scheme includes any
amendments made at the standardisation meeting attended by all examiners and is the
scheme which was used by them in this examination. The standardisation meeting ensures
that the mark scheme covers the candidates’ responses to questions and that every
examiner understands and applies it in the same correct way. As preparation for the
standardisation meeting each examiner analyses a number of candidates’ scripts: alternative
answers not already covered by the mark scheme are discussed at the meeting and
legislated for. If, after this meeting, examiners encounter unusual answers which have not
been discussed at the meeting they are required to refer these to the Principal Examiner.
It must be stressed that a mark scheme is a working document, in many cases further
developed and expanded on the basis of candidates’ reactions to a particular paper.
Assumptions about future mark schemes on the basis of one year’s document should be
avoided; whilst the guiding principles of assessment remain constant, details will change,
depending on the content of a particular examination paper.
3. Mark Scheme Advanced – Sport and Physical Education
klm
3
Sport & Physical Education
Unit 4
General Instructions
In the mark scheme ; separates single marks
/ indicates alternatives
CAO correct answer only
Equiv. Means allow any equivalent answers.
1 Total for this question: 15 marks
(a) (i) 1. Pre-disposition to behave in a certain way/consistent/same behaviour
2. Inherited/genetic/born with/innate;
3. Enduring/stable/unchanging/same personality;
4. Eysenck and introvertism/neuroticism/Catell and 16PF; 3 marks
(ii) 1. Instinct/drive to be aggressive/build up;
2. Shown as release of aggressive tendencies through sport;
3. Catharsis;
2 marks
(iii) 1. Tendency to become anxious in most situations;
2. Affects state anxiety/Higher competitive state anxiety
3. Competition seen as threatening/higher (evaluation) apprehension;
4. Increased cognitive/somatic anxiety
5. Fear of failure/worries about performance/making mistakes/loss of
concentration/nervous/HR/sweaty palms/butterflies/nausea/worries about
performance;
6. Increases arousal;
Arousal can have a positive or negative effect on performance; 3 marks
(b) (i) 1. Glycogen levels decrease during training and restored during recovery
2. Above resting;
3. It takes 24 hours to recover; sub max 2 marks
4. Glycogen used for energy/ATP formation/production;
5. Aerobic/oxygen;
6. Mitochondria/Kreb’s cycle/pyruvate;
7. Supercompensation/overcompensation/adaptation; 3 marks
(points 4,5 and 6 are in the context of exercise/process)
4. Mark Scheme Advanced – Sport and Physical Education
klm
4
(b) (ii) 1. Carboloading/glycogen loading/supercompensate/overcompensate/
glycoloading ;
2. Dietary restriction of carbohydrate;
3. Modified training programme/tapering;
4. Increase carbohydrate intake 24hrs prior to event
5. To store more glycogen than normal;
6. Carbohydrate intake during event; 3 marks
5. Mark Scheme Advanced – Sport and Physical Education
klm
5
2 Total for this question: 15 marks
(a) 1. Men have higher VO2 max.
2. They use oxygen for aerobic energy/remove lactate more effectively;
3. Men have less fat/adipose tissue;
4. Men have larger skeleton/bigger frame;
5. Men have more/bigger muscle;
6. Men have more mitochondria/oxidative enzymes;
7. Men have more myoglobin;
8. Men have greater concentration of haemoglobin;/red blood cells/
erythrocytes/blood;
9 Men have larger heart size/larger stroke volume/ increased cardiac output;
10. Men have longer levers/greater mechanical advantage;
11. Lung size/capacity has no effect on performance. 5 marks
(b) 1. ATP breakdown(resynthesis, regenerated);
2. From glucose/glycogen/carbohydrate;
3. From fat/triglycerides/fatty acids/glycerol;
4. beta oxidation;
5. Aerobic/using oxygen
6. (Anaerobic) glycolysis;
7. Pyruvate;
8. Mitochondria/Kreb’s cycle;
9. Lactate formation; 4 marks
(c) 1. Inevitable/expectation of failure;
2. Loss of motivation/leading to giving up;
3. Global/specific;
sub max 2
4. Attribute failure to stable/internal factors/ability;
5. Suitable e.g./keeps losing to same competitor 3 marks
(d) 1. Idea of realising that failure is not inevitable/teaching appropriate attributions;
Sub max 1 mark
2. Allow performer to achieve success;
3. Attribute success to stable/ internal/ability/controllable factors;
4. Attribute failure to unstable/external factors/luck/task difficulty/effort/
5. Improve self-esteem/confidence/feel/good/motivation; 3 marks
3 Total for this question: 15 marks
(a) 1. Vectors have magnitude/size;
2. Vectors have direction;
3. Point of application;
4. Line of application; sub max 3
5. Force applied to ground by muscles contracting
6. Equal and opposite reaction force moves performer/GRF producing the
movement;
7. Vertical and horizontal components to vectors;
8. Sprinter requires large horizontal component/high jumper requires large vertical
component; sub max 3
(accept annotated diagrams) 5 marks
6. Mark Scheme Advanced – Sport and Physical Education
klm
6
(b) 1. Force x time/Ft;
2. Equates to change in momentum/mv-mu; sub max 2
3. Constant mass;
4. Impulse has direction;
5. Single footfall;
6. Positive impulse for acceleration at take off;
7. Negative impulse when foot lands/breaking action;
8. Net impulse positive equals acceleration;
9. Graph annotated; 3 marks
(c) (i) 1. Belief in ability to cope;
2. Situation specific; 2 marks
(ii) 1. Performance accomplishments;
2. Previous success;
3. Vicarious experiences;
4. Watching others being successful/modelling;
5. Verbal persuasion;
6. Encouragement;
7. Emotional arousal;
8. Interpretation of own levels of arousal;
9. Visualisation/imagery; 5 marks
7. Mark Scheme Advanced – Sport and Physical Education
klm
7
4 Total for this question: 15marks
(a) 1. Depends on incentive value probability of success;
2. Depends on personality traits/Nach and Naf types;
3. Nach likely to take (penalty)/Naf decline/accepts responsibility;
4. Nach – seek out challenges/takes risks/likes competition/50:50;
5. Enjoy evaluative situations/show that they can do it;
6. Not afraid of failure;
7. Approach behaviours;
8. Task persistence/seeks feedback;
9. Naf – preoccupied with failure/fear of failure/avoids challenges/competition;
10. Dislike evaluative situations;
11. Likely to perform worse;
12. Avoidance behaviours/avoids challenges/avoids 50:50 situations. 6 marks
(b) 1. Fast-twitch (glycolytic) fibres/type 2b;
2. Fast motor neurone conduction velocity;
3. Large muscle fibre diameter;
4. More sarcoplasmic reticulum development;
5. Low mitochondrial density;
6. Low capillary density;
7. Low myoglobin content;
8. High PC stores;
9. High glycogen stores;
10. Low triglyceride stores;
11. High myosin ATPase / glycolytic enzyme activity;
12. Low oxidative enzyme activity;
13. Fast contraction / relaxation time;
14. High force production/more powerful;
15. Low fatigue resistance.
(Credit first type of muscle fibre named) 6 marks
(c) 1. Muscle spindles are (stretch) receptors/propriocepters;
2. Force/resistance causes contraction or stretching of a muscle detected by muscle
spindles;
3. Results in sensory impulses going to brain/spinal cord/CNS concerning state of
contraction;
4. Muscle pre-sets tension based on information held in memory;
5. Gamma bias;
6. Tension adjusted through feedback of information to brain;
7. Gamma neurones activate spindle/intrafusal fibres;
8. Recruit more/bigger motor units;
3 marks
8. Mark Scheme Advanced – Sport and Physical Education
klm
8
5 Total for this question: 18 marks
(a) (i) 1. Actual productivity – performance achieved by a team;
2. Potential productivity – teams’ possible best performance;
Sub max 2 marks
3. Depends on resources;
4. E.g. ability/skills/knowledge/fitness. 3 marks
(ii) 1. Co-ordination losses;
2. Player’s skills are not interwoven into unity/tactical failings/lack of team work;
3. More interactive the sports the more difficult co-ordination of skills
become/accept reverse;
4. Ringlemann effect;
5. Motivational losses;
6. Players not playing to their best/not trying
7. Social loafing; 4 marks
(b) 1. Dividing training into periods/sections/for specific purpose/goals/targets;
Sub max 1 mark
2. Macrocycle – long term plan of single year/between Olympics/world
Championships;
3. Mesocycle – monthly/weeks/period of training on particular aspect;
4. Microcycle – weekly/days/individual training sessions to improve specific area;
5. Just name cycles;
Or
1. Training year divided into competitive phase/peaking/tapering/playing season;
2. Involving preparation phase/pre-season training;
3. Transition phase/active rest/out of season recovery.
4. Three named periods such as pre-season training/out of season training etc.
3 marks
(c) (i) What are the functions of the fast component of EPOC.
1. Restoration of ATP / PC levels;
2. Resaturation of myoglobin/haemoglobin with oxygen; 2 marks
(ii) 1. Removal of lactate/lactic acid;
2. By oxidation/aerobic energy production;
3. In other organs (liver)/muscles/Cori cycle;
4. Conversion to pyruvate- used as energy source;
5. To water and carbon dioxide;
6. Conversion to glycogen / glucose;
7. Some converted to protein / some excreted in sweat and / or urine;
8. Oxygen used to maintain high work rates of heart / breathing muscles;
9. Extra oxygen used as temperature remains high;
3 marks
9. Mark Scheme Advanced – Sport and Physical Education
klm
9
Quality of Written Communication
The GCSE and GCE A/AS Code of Practice requires the assessment of candidates’
Quality of written communication wherever they are required to write in continuous
prose. In this unit, this assessment will take place for the candidates’ script as a whole
by means of the following marking criteria.
The candidate expresses moderately complex ideas clearly and reasonably
fluently, through well linked sentences and paragraphs. Arguments are
generally relevant and well structured. There may be occasional errors of
grammar, punctuation and spelling. 4 marks
The candidate expresses straightforward ideas clearly, if not always
fluently. Sentences and paragraphs may not always be well connected.
Arguments may sometimes stray from the point or be weakly presented.
There may be some errors of grammar, punctuation and spelling, but not
such as to suggest a weakness in these areas. 3 – 1 marks
Ideas are expressed poorly and sentences and paragraphs are not connected.
There are errors of grammar, punctuation and spelling showing a weakness
in these areas. 0 marks
Total 4 marks