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The document discusses reaction time and factors that affect it. It defines reaction time, movement time, and response time. It describes the four parts of the reaction time process and theories around choice reaction time, including Hick's Law. It explains how practice, anticipation, arousal, and other factors can impact and improve reaction time.
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The document provides information about warm ups, fitness components, and basketball. It defines warm ups and lists their objectives, characteristics, effects, and types. It also discusses various fitness components like endurance, flexibility, strength, and speed. For endurance, it outlines aerobic and anaerobic training methods. For flexibility, it describes components, factors, and training methods. The document concludes by defining basketball, listing positions, rules, techniques, tactics, and describing the court.
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This document discusses reaction time and its importance in sports performance. It defines simple reaction time as responding to a single stimulus with one response, and choice reaction time as responding to multiple stimuli each requiring a different response. Choice reaction time (as described by Hick's Law) increases linearly with the amount of information that must be processed, so having more response choices leads to slower reaction times. The Psychological Refractory Period is discussed, which is the delay caused by the brain only being able to process one stimulus at a time. Factors that can affect reaction time and ways to reduce reaction time are also outlined.
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This document summarizes an A-Level revision session on information processing and motor control. It discusses open loop and closed loop theories of information processing. Open loop theory states that decisions are made and all information is sent at once without feedback. Closed loop theory states that not all information is sent at once, feedback is received to correct movements. Response time is the time taken to receive, process, decide and act. Response time is affected by factors like age, gender, stimulus intensity, expertise, familiarity, anticipation, and the psychological refractory period.
Reaction time
This document discusses reaction time and factors that affect it. It defines reaction time and identifies its components - movement time and response time. It describes simple reaction time involving one stimulus and choice reaction time involving multiple stimuli. More stimulus choices leads to longer reaction times based on Hick's Law. It also discusses the psychological refractory period and how a second stimulus can slow response time. Key factors that affect reaction time include age, gender, stimulus intensity, height, arousal levels, and anticipation through experience and practice. Anticipation allows one to partially predict events and eliminate some response time.
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1. Evaluate the athlete's strength, speed, balance and physical characteristics.
2. Ensure the training area and equipment are properly sized and surfaced to prevent injuries.
3. Teach the athlete proper technique for each exercise before progression.
4. Design the program with consideration for intensity, frequency, recovery, volume and length tailored to the individual.
5. Gradually progress the program by systematically increasing the overload over time.
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This document discusses reaction time and its importance in sports performance. It defines simple reaction time as responding to a single stimulus with one response, and choice reaction time as responding to multiple stimuli each requiring a different response. Choice reaction time (as described by Hick's Law) increases linearly with the amount of information that must be processed, so having more response choices leads to slower reaction times. The Psychological Refractory Period is discussed, which is the delay caused by the brain only being able to process one stimulus at a time. Factors that can affect reaction time and ways to reduce reaction time are also outlined.
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This document summarizes an A-Level revision session on information processing and motor control. It discusses open loop and closed loop theories of information processing. Open loop theory states that decisions are made and all information is sent at once without feedback. Closed loop theory states that not all information is sent at once, feedback is received to correct movements. Response time is the time taken to receive, process, decide and act. Response time is affected by factors like age, gender, stimulus intensity, expertise, familiarity, anticipation, and the psychological refractory period.
Reaction time
This document discusses reaction time and factors that affect it. It defines reaction time and identifies its components - movement time and response time. It describes simple reaction time involving one stimulus and choice reaction time involving multiple stimuli. More stimulus choices leads to longer reaction times based on Hick's Law. It also discusses the psychological refractory period and how a second stimulus can slow response time. Key factors that affect reaction time include age, gender, stimulus intensity, height, arousal levels, and anticipation through experience and practice. Anticipation allows one to partially predict events and eliminate some response time.
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This document discusses Hick's law and the single-channel hypothesis. Hick's law states that reaction time increases with the number of stimulus-response choices in what is known as choice reaction time. The single-channel hypothesis proposes that the brain can only process one piece of information at a time through a single channel. It must process one piece of information completely before moving to the next, which can slow down reaction times when multiple stimuli must be processed. An alternative multi-channel hypothesis suggests the brain has multiple dedicated channels to potentially process different tasks simultaneously.
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Response time is made up of movement time and reaction time. Movement time is the duration of the physical response, while reaction time is the time taken to make a decision. There are two types of reaction time: choice reaction time which requires selecting between options, and simple reaction time which is a pre-planned response to a single stimulus. Response time increases with the number of choices available according to Hick's Law. Anticipation and practice help performers make faster decisions by anticipating likely scenarios based on experience.
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The document provides information on information processing as it relates to physical education, including how information is transmitted through the nervous system, models of information processing like HIP that can analyze sports performance, and the use of different memory stores. It also includes examples of tasks and activities that can be used to teach concepts like the stages of perception, models of information processing, improving memory, and analyzing reaction time, response time, and movement time. The document aims to outline key concepts in information processing and provide practical applications for teaching these ideas in a physical education context.
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The document discusses reaction time and its measurement. Reaction time is defined as the time between a stimulus and the beginning of a response. It has two components: reaction time itself, which is from stimulus to initial movement, and motion time, which is the additional time to complete the movement. Reaction time can be measured using simple reaction time tasks, which involve responding as quickly as possible to a single predictable stimulus, or choice reaction time tasks, which require selecting between multiple possible responses. The document also describes factors that can influence reaction time such as age, fatigue, distraction, and stimulus modality (auditory vs. visual). It then presents data from a study that found reaction times increased with higher noise levels, lower light levels, and
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2. Faster reaction times come from anticipating cues based on experience with a sport as well as optimizing factors like stimulus strength, age, sex, predictability, and warning signals.
3. Proper identification and processing of cues is crucial for sports performance and can be improved by understanding how different sensory systems work and adjusting environmental factors and personal states.
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The purpose of the study to assess the factors determinants to reaction ability of sports persons. A
player’s ability to respond quickly, properly, and precisely to the information being sent is of utmost
importance in determining success in the chosen sport. It has been a favorite subject of experimental
psychologists since and middle of the nineteenth century. However, most studies ask questions about the
organization of the brain, so the authors spend a lot of time trying to determine of the results conform to
some mathematical model of brain activity. A descriptive assessment of research data through journal,
books, and internet the study found the conclusion that, there are several factors psychological or
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The document discusses different approaches to brain and neurological rehabilitation over time, from the 1920s to today. It covers hierarchical theories of treatment, from top-down approaches to concepts like normalization of muscle tone. Various sensory stimulation techniques are also outlined that can be used to modulate muscle tone and reeducate movements, including PNF, vestibular stimulation, and different types of touch like rolling, compression, and stretching. While such elementary sensory methods can provide immediate short-term effects, the document notes they are limited as a standalone approach and have been outdated by newer knowledge about brain recovery processes.
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Objective of the study was to see if there is any significant difference exists between the judokas, wrestlers and boxers on anticipation time by comparing their anticipation time performances. To test the hypothesis that the three groups have non-significant differences on anticipation time variables namely number of early and late responses and also average time deviation from early and late responses, 96 male only sportspersons having mean age 22.49 ± 2.37 were being randomly tested who had at least participated at state level in their respective sport. Each sports person was given three trials of 20 responses and the average value of all the three trials was recorded on Basin anticipation timer (B.A.T.) machine. One way MANOVA using SPSS 23 statistical package was applied to get and analyze the results. There was a statistically non-significant difference in 4 anticipation time variables based on the sport which they practice, F (8, 180) = .651, p > .05; Wilk's Λ = 0.945, partial η2 = .028. The null hypothesis that there would be no significant difference between the three groups was therefore accepted and alternate hypothesis was rejected.
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2. Faster reaction times come from anticipating cues based on experience with a sport as well as optimizing factors like stimulus strength, age, sex, predictability, and warning signals.
3. Proper identification and processing of cues is crucial for sports performance and can be improved by understanding how different sensory systems work and adjusting environmental factors and personal states.
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The purpose of the study to assess the factors determinants to reaction ability of sports persons. A
player’s ability to respond quickly, properly, and precisely to the information being sent is of utmost
importance in determining success in the chosen sport. It has been a favorite subject of experimental
psychologists since and middle of the nineteenth century. However, most studies ask questions about the
organization of the brain, so the authors spend a lot of time trying to determine of the results conform to
some mathematical model of brain activity. A descriptive assessment of research data through journal,
books, and internet the study found the conclusion that, there are several factors psychological or
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The document discusses different approaches to brain and neurological rehabilitation over time, from the 1920s to today. It covers hierarchical theories of treatment, from top-down approaches to concepts like normalization of muscle tone. Various sensory stimulation techniques are also outlined that can be used to modulate muscle tone and reeducate movements, including PNF, vestibular stimulation, and different types of touch like rolling, compression, and stretching. While such elementary sensory methods can provide immediate short-term effects, the document notes they are limited as a standalone approach and have been outdated by newer knowledge about brain recovery processes.
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1. The document describes the human nervous system and how it detects stimuli and produces responses. It discusses the main parts of the nervous system including the central nervous system and peripheral nervous system.
2. Voluntary actions are conscious actions controlled by the brain, like walking. Involuntary actions are unconscious reflex responses controlled by the spinal cord or brainstem, like withdrawing your hand from a hot object.
3. The document includes diagrams of the pathways that nerve impulses travel in both voluntary and involuntary actions. It also includes examples of daily activities and asks students to identify the stimulus and response in each.
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The document provides an overview of a training session that introduces adaptations to training. It discusses short term physiological adaptations like increased heart rate, vascular shunting, blood pressure changes, and perspiration in response to exercise. Students are asked to assess these adaptations in a short report describing and justifying the effects with examples. The session aims to help students understand adaptations to training for a key stage 4 physical education assignment.
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This document discusses various concepts related to skill acquisition and motor learning in sports. It begins by defining key terms like skill, ability, technique and motor programs. It then covers different types and classifications of skills. The relationship between skill, ability and technique is explained. Various models of information processing and memory are described. Factors that determine response time and methods to improve memory are discussed. Open and closed loop theories of motor programs are compared.
Comparison of anticipation time of judokas, Wrestlers and Boxers
Objective of the study was to see if there is any significant difference exists between the judokas, wrestlers and boxers on anticipation time by comparing their anticipation time performances. To test the hypothesis that the three groups have non-significant differences on anticipation time variables namely number of early and late responses and also average time deviation from early and late responses, 96 male only sportspersons having mean age 22.49 ± 2.37 were being randomly tested who had at least participated at state level in their respective sport. Each sports person was given three trials of 20 responses and the average value of all the three trials was recorded on Basin anticipation timer (B.A.T.) machine. One way MANOVA using SPSS 23 statistical package was applied to get and analyze the results. There was a statistically non-significant difference in 4 anticipation time variables based on the sport which they practice, F (8, 180) = .651, p > .05; Wilk's Λ = 0.945, partial η2 = .028. The null hypothesis that there would be no significant difference between the three groups was therefore accepted and alternate hypothesis was rejected.
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Comparison of anticipation time of judokas, Wrestlers and Boxers
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Performance enhancing drugs like anabolic steroids, human growth hormone, erythropoietin, beta blockers, stimulants, and diuretics can provide advantages like increased muscle and strength, faster recovery, steady hands, and endurance, but often have serious health risks. Side effects range from acne and baldness to heart problems, stroke, seizures, and even death in rare cases. While some seek to gain a competitive edge, these substances are banned and dangerous.
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The document discusses various types of deviance in sport including relative deviance, positive deviance, and negative deviance. It also examines causes of deviance such as lack of training and crowd mentality. The concept of a "contract to compete" is introduced which refers to an agreement by performers to play fairly and allow opportunities for others to demonstrate their skills. Forms of violence and hooliganism in sport are then analyzed as well as efforts to combat hooliganism. The use and implications of performance enhancing drugs is covered along with methods for fighting drug use in sport. Finally, the relationship between sport, performers, officials, and the law is briefly outlined.
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1. There are four main energy systems that produce ATP in the body: ATP-PC system, lactic acid system, aerobic system, and high-intensity system.
2. The ATP-PC system produces ATP quickly through phosphocreatine breakdown and is used for intense bursts under 10 seconds.
3. The lactic acid system produces ATP through anaerobic glycolysis but also produces lactic acid, limiting its duration to 1-2 minutes.
4. The aerobic system produces the most ATP over long durations through aerobic breakdown of carbohydrates and fats in the mitochondria.
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The document discusses the relationship between sport, media, and sponsorship, noting how they rely on each other through television rights, advertising, and promotion. It examines the reasons for and benefits of sponsorship for various groups, as well as some disadvantages, and how technology, commercialization, and the media have changed and impacted sports over time.
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This document describes 5 different performance curves: linear, positive acceleration, negative acceleration, S-shaped, and plateau. Each curve represents how athletic performance in a sport can improve with increased trials or training over time. For example, a sprinter may see positive acceleration curve gains, while a weightlifter's progress could plateau.
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This document provides a table for classifying various skills along continua from gross motor skills to fine motor skills. It asks the reader to place 10 different skills - such as a basketball lay-up shot, throwing a dart, a spin bowler's wrist action in cricket, and a gymnast's beam routine - into one of the continua columns and provide a justification for each decision. The goal is to determine whether each example involves larger or smaller muscle movements and place them on the appropriate point of the motor skills spectrum.
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Muscles contract in different ways to move and stabilize the body. Prime movers or agonists are muscles that cause joints to bend or flex, while antagonists cause joints to straighten or extend and hold positions. Fixators work with agonists to maintain body position for movement, and synergists shorten to aid joint motion along with agonists. Isometric contractions occur when muscle length stays the same against resistance. During concentric contractions muscles shorten to move joints, like in bicep curls, while eccentric contractions lengthen under load, such as when lowering a weight.
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We provide feedback to help improve performance, give guidance on how to do better next time, and recognize achievements. The appropriate type of feedback depends on the situation, with beginners benefitting most from continuous, intrinsic feedback while competitors may need terminal, extrinsic feedback or positive reinforcement of success. Feedback after a loss should be negative but aim to boost motivation rather than criticize ability.
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This document discusses role models in sports. It defines a role model as someone others look up to and aspire to emulate. Good role models compete fairly, inspire others, perform well, set trends, shape attitudes, and are accessible representatives. However, role models also face pressure from media scrutiny, targeting, commercial interests, and expectations to promote their sport. Bad role models demonstrate drug abuse, aggression, cheating, misplaced loyalties, and misconduct outside of sports like drugs, adultery, and avoiding accountability. Specific poor examples mentioned include the Twickenham blood gate scandal, John Terry's racism, the Pakistani cricket team controversies, and Paul Gascoigne's addictions. Role models can positively influence both athletic performance and
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Procedures promote health and safety in sports environments by establishing guidelines for staff training, risk assessment, emergency response, and facility maintenance. Examples of important procedures include staff training programs, risk assessments, emergency operation protocols for injuries or hazards, and regular safety inspections of facilities. Maintaining up-to-date procedures, providing staff training, and conducting risk assessments helps ensure the safety of participants and employees.
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This document provides a checklist for editing and checking work. It outlines 7 criteria for evaluating procedures, including defining procedures, including 3 procedures, describing and explaining the procedures with details, and including examples. It also lists 6 criteria for evaluating the layout, such as using simple slides with plain backgrounds, the same font and boxes, putting information in the notes section rather than on slides, and checking spelling and grammar.
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The document outlines the key responsibilities of employers and employees under the UK's Health and Safety at Work Act from 1974. It describes how the main aims of the act are to protect the health, safety and welfare of workers. Employers are responsible for providing a safe work environment and equipment, training, and managing health and safety. Employees must take reasonable care of their own and others' health and safety, cooperate with employers, and not misuse equipment. Inspectors can enforce the law by issuing notices or prosecuting those not complying with regulations.
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This document outlines a risk assessment template for activities. It includes columns to list the activity, date, location and staff involved. It also includes columns to identify hazards, associated risks, control measures to mitigate risks, and a severity and likelihood rating of any risks. The template is used to plan for safety and identify risks for activities.
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