Rachel is a 15-year-old girl who enjoys various sports such as football, swimming, and cross country running. She helps organize lunchtime activities and competitions at her school. Rachel is taking her GCSE in physical education and is interested in sports technology. She recently joined a new local football club that is struggling to establish itself. The document provides information about Rachel and her involvement in sports, and poses several questions related to training methods, nutrition, and her potential roles in her school's PESSCL strategy.
This document provides information on evaluating proteinuria in urine. It discusses the different types of proteinuria including glomerular, tubular, overflow and hemodynamic proteinuria. Glomerular proteinuria is caused by damage to the glomerular basement membrane and can be selective or non-selective. Tubular proteinuria occurs when low molecular weight proteins are excreted due to tubular damage. Tests for detecting and quantifying protein in urine include heat and acetic acid test, reagent strip, sulphosalicylic acid test, and 24-hour urine collection. The document provides normal ranges and indications for proteinuria testing.
Urinalysis provides important information about renal and lower urinary tract function through evaluation of urine properties such as specific gravity, sediment, biochemical analysis, and culture. Specific gravity measures the kidney's ability to concentrate urine and is assessed through refractometry. Biochemical urine strips can detect substances like glucose, bilirubin, ketones, blood, pH, protein, and nitrites which may indicate underlying conditions. Serum urea and creatinine levels reflect glomerular filtration rate, with elevated levels indicating azotaemia and potentially uraemia.
Dehydration occurs when the body loses too much fluid through illness, sweating or exercise. Mild dehydration can cause dry mouth and dark urine, while moderate dehydration adds lightheadedness and muscle cramps. Severe dehydration requires emergency help and can cause fainting, inability to walk, and loss of consciousness. The elderly are more vulnerable as water metabolism declines with age. Dehydration disrupts electrolyte balance, with too much sodium or too little potassium potentially causing seizures, coma or abnormal heart rhythms. Drinking fluids is crucial to restore balance and prevent further health issues from dehydration.
Dehydration occurs when fluid loss exceeds fluid intake. It can be caused by excessive fluid loss through vomiting, diarrhea, or reduced fluid intake. As dehydration worsens, complications include hypotension, decreased cardiac output, renal failure, and potentially death from hypovolemic shock if untreated. Treatment involves oral or IV fluid replacement administered gradually over 48 hours to restore fluid balance and prevent edema. Nursing care focuses on monitoring fluid intake and output, administering replacement fluids, and educating patients and families on prevention.
Praveen practiced high jump for three months to win a citywide competition, exhibiting discipline and focus. Mr. Mahesh must organize his school's Sports Day, requiring skills in planning, scheduling, and motivating participation. An intramural cricket tournament allows only students to compete, with matches eliminating teams until two remain for the final.
15-year-old Rachel participates in multiple sports including football, swimming, and cross country at both school and club levels. She holds leadership roles such as sports captain and youth ambassador where she helps organize competitions and promote participation. Rachel is also interested in studying sports and takes GCSE PE with a focus on sports technology.
The Apex Elite Academy aims to empower student-athletes through academics and athletics. The mission is to eliminate negative pressures on young urban athletes and build community between students from different backgrounds. The basketball and academic enrichment program focuses on improving critical thinking skills, basketball skills, and fostering bonds between boys and girls from varied Chicago neighborhoods. The rigorous program includes individualized academic plans, tutoring, standardized testing, and basketball skills and sports performance training.
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 provides information on evaluating proteinuria in urine. It discusses the different types of proteinuria including glomerular, tubular, overflow and hemodynamic proteinuria. Glomerular proteinuria is caused by damage to the glomerular basement membrane and can be selective or non-selective. Tubular proteinuria occurs when low molecular weight proteins are excreted due to tubular damage. Tests for detecting and quantifying protein in urine include heat and acetic acid test, reagent strip, sulphosalicylic acid test, and 24-hour urine collection. The document provides normal ranges and indications for proteinuria testing.
Urinalysis provides important information about renal and lower urinary tract function through evaluation of urine properties such as specific gravity, sediment, biochemical analysis, and culture. Specific gravity measures the kidney's ability to concentrate urine and is assessed through refractometry. Biochemical urine strips can detect substances like glucose, bilirubin, ketones, blood, pH, protein, and nitrites which may indicate underlying conditions. Serum urea and creatinine levels reflect glomerular filtration rate, with elevated levels indicating azotaemia and potentially uraemia.
Dehydration occurs when the body loses too much fluid through illness, sweating or exercise. Mild dehydration can cause dry mouth and dark urine, while moderate dehydration adds lightheadedness and muscle cramps. Severe dehydration requires emergency help and can cause fainting, inability to walk, and loss of consciousness. The elderly are more vulnerable as water metabolism declines with age. Dehydration disrupts electrolyte balance, with too much sodium or too little potassium potentially causing seizures, coma or abnormal heart rhythms. Drinking fluids is crucial to restore balance and prevent further health issues from dehydration.
Dehydration occurs when fluid loss exceeds fluid intake. It can be caused by excessive fluid loss through vomiting, diarrhea, or reduced fluid intake. As dehydration worsens, complications include hypotension, decreased cardiac output, renal failure, and potentially death from hypovolemic shock if untreated. Treatment involves oral or IV fluid replacement administered gradually over 48 hours to restore fluid balance and prevent edema. Nursing care focuses on monitoring fluid intake and output, administering replacement fluids, and educating patients and families on prevention.
Praveen practiced high jump for three months to win a citywide competition, exhibiting discipline and focus. Mr. Mahesh must organize his school's Sports Day, requiring skills in planning, scheduling, and motivating participation. An intramural cricket tournament allows only students to compete, with matches eliminating teams until two remain for the final.
15-year-old Rachel participates in multiple sports including football, swimming, and cross country at both school and club levels. She holds leadership roles such as sports captain and youth ambassador where she helps organize competitions and promote participation. Rachel is also interested in studying sports and takes GCSE PE with a focus on sports technology.
The Apex Elite Academy aims to empower student-athletes through academics and athletics. The mission is to eliminate negative pressures on young urban athletes and build community between students from different backgrounds. The basketball and academic enrichment program focuses on improving critical thinking skills, basketball skills, and fostering bonds between boys and girls from varied Chicago neighborhoods. The rigorous program includes individualized academic plans, tutoring, standardized testing, and basketball skills and sports performance training.
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.
T-3 program is to train and enable St. Francis College student-athletes to become more competitive in the workforce. A series of career based programs will equip each athlete with the tools needed for professional development beyond their sporting arenas. The T-3 program will offer a range of workshops on various topics. Moreover the goal of the T-3 program is to develop students to become leaders as they evolve into well-rounded individuals.
The document outlines a physical education lesson plan focused on relays and races. It includes preparatory warm up activities, developmental activities like a message relay race and kangaroo relay race, and discussions on sportsmanship and the benefits of relays. The lesson reinforces that relays and races help develop strong legs and physical fitness in children while emphasizing cooperation and following instructions.
The document discusses various factors related to training for sports. It asks questions about muscle and bone names. It then discusses objectives of understanding training factors and achieving a target grade. It prompts brainstorming advantages and disadvantages of training facilities, seasons, time, and funds. Finally, it provides sample exam questions about factors to consider for an athlete training in both football and swimming, and how their training may be structured throughout a season.
1. The document provides information for advising student athletes, including differences between high school and college athletics, divisions of NCAA athletics, eligibility requirements, and transferable skills from sports.
2. It also includes two case studies about advising an athlete struggling in classes and a second-semester softball player, as well as addressing injuries ending an athlete's career.
3. The key topics covered are the transition from high school athletics to college, NCAA division distinctions, initial and continuing eligibility standards, registering for classes while being an athlete, and helping athletes cope with injuries.
The document describes a medley relay game that can be played by children ages 6-8. The game incorporates different locomotor skills like running, jumping, and hopping to build physical competencies. It is designed to promote teamwork, social skills, sportsmanship, and an enjoyable physical activity for children. The relay involves setting up cones to mark the course and stations. Teams take turns moving one member through the course, completing different skills at each station, such as bunny hopping or dashing, before tagging the next teammate.
This document discusses advising student athletes and the differences between high school and college athletics. It provides information on NCAA divisions and eligibility requirements. Some key points include:
- In college, athletes are no longer the star of their team and must earn their starting position rather than being guaranteed to start.
- Division II athletics aim to provide growth through athletic achievement while maintaining academics. Scholarships are limited and sports are funded similarly to academic departments.
- NCAA eligibility requirements include maintaining academic standards, earning credits each term towards a degree, and meeting grade benchmarks after each season of competition.
- Injuries, career-ending or otherwise, can impact an athlete's mental wellbeing and identity. Ad
This document provides information about a physical education module on festival dances. It includes an activity to assess students' prior knowledge of festivals in the Philippines by having them match festivals to their places of origin. It also discusses determining target heart rate ranges and the health benefits of festival dancing. The document concludes with an assessment test to evaluate students' understanding of the module's content about festival dances, including their role in fitness and injuries that may occur from high intensity activity.
The document contains a practice exam for leisure and recreation topics. It includes 5 multiple choice questions about fitness principles like maximum heart rate and the SPORT acronym. It also provides a 12 mark exam practice with questions about why someone has time for leisure activities and benefits of participation. Scoring criteria and a target grade are given.
Sport Education is a curriculum model for physical education that aims to provide more authentic sport experiences for students. It was developed by Daryl Siedentop in 1984. In Sport Education, students participate on teams in longer seasons that include practice sessions and formal competitions, culminating in a final tournament. Students take on roles like captains, coaches, and officials to replicate real sport settings. The goals are for students to become competent, literate, and enthusiastic players through developing skills, understanding rules and traditions, and preserving sport culture.
The document provides guidance for creating a life plan that traces a student's development in their chosen sport role from the start of an academic course through their long-term involvement. It suggests dividing the life plan into age stages and considering factors like present performance, career pathways, coaching qualifications, family changes, injuries, and statistics related to participation at different ages. An example life plan is provided that follows the suggested timeline structure and references career resources and statistics.
British Military Fitness provides outdoor fitness classes led by military-trained instructors. This document outlines the roles and responsibilities of BMF instructors, including qualities like being enthusiastic, committed, and motivational. It covers lesson planning with sections on warm-ups, main activities, cool-downs and class administration. Instructors are expected to deliver fun, challenging classes safely for all abilities while representing BMF professionally.
Review material for Licensure Examination for teachers (MAPE)ediah20
The document contains a review quiz on health, physical education, and music (MAPEH) topics for teachers. It includes 20 multiple choice questions covering areas like assessment types, coaching responsibilities, muscle groups, and developing a fitness program. The questions assess understanding of concepts like formative vs summative assessment, tournament formats, and determining fitness parameters.
The document provides information about strategies to promote physical education and school sport in the UK. It discusses the Physical Education School Sport and Club Links (PESSCL) strategy, which aims to provide 4 hours of PE per week to children ages 5-16 through lessons and extracurricular activities. It also discusses the Physical Education and Sport Strategy for Young People (PESSYP), which aims to provide 5 hours of PE per week to those ages 5-19. PESSYP encourages youth leadership and uses programs like the Young Ambassadors initiative to promote participation in school sport. Young Ambassadors are selected for their leadership skills and help increase participation and spread awareness of Olympic values. The document concludes with exam questions testing understanding of these strategies.
The document provides guidance for an assembly and website contribution about qualities of effective sports leaders. For a Pass, the speaker should discuss famous sports leaders as examples and describe four qualities, characteristics, and roles of good leaders. For a Merit, more depth is needed, explaining the importance of each trait and giving reasons leaders need them, using examples from leaders discussed. The speaker should select leaders, and for each of qualities, characteristics, and roles, describe at the Pass level and explain further for the Merit level.
Critical Discussion on the Long Term Athlete Development (LTAD) Approach In t...Carl Page
This essay critically discusses current theory/practice of developing performers aged16+ years in the sport of football. These performers may already be elite or aspire to be elite performers. In particular, refers to relevant theoretical frameworks/models for developing performers within this age group in sport.
Critical Discussion on the Long Term Athlete Development (LTAD) Approach In t...Carl Page
This document provides a literature review on coaching for performance and the development of footballers aged 16+ in the UK. It discusses the Training to Compete stage of Long Term Athlete Development (LTAD) and examines how current theory and practice can be improved. Several studies recommend splitting the stage into two to better accommodate athlete maturation and specialization. The review also notes issues like an overemphasis on competition versus training in some sports and the importance of coaching influences like the Pygmalion effect.
Greenfield Central Football championship success (2).pptcedriclloyd
The document provides details about Cedric Lloyd's coaching experience and philosophy. It summarizes his career as a high school football coach and track coach over the past 13 years, including head coaching positions at several schools. It outlines his coaching philosophy of building character in student-athletes through hard work, discipline, and respect. It also lists his coaching goals and qualifications, including maintaining a high team GPA and leading teams to conference, sectional, and state championships.
1) The document provides exam questions related to leisure and recreation. It asks about the negative effects of overload on the body, the meaning of reversibility, and what the acronyms SPORT and FIT stand for.
2) It provides a sample answer to a 4-mark question about why Rachel has time for leisure activities, mentioning shorter working weeks, school holidays, technological advances, and quick travel.
3) It provides guidance for answering an 8-mark question about the benefits Rachel gains from sports, including enjoyment, health benefits, social aspects, and rewards. Scores are provided on a scale from A* to E.
The document contains a physical education exam with multiple choice and short answer questions. It tests concepts like warm ups, feedback, motivation, roles in physical activity, and the functions of the skeleton. It also asks students to describe performance, decision making, types of feedback, ways to assess motor skills, and how flexibility can be affected by lifestyle. Key physical education concepts are evaluated such as intrinsic vs extrinsic feedback, and the roles of the skeleton in providing protection, movement, and mineral storage. Scoring guidelines provide the answers and grade thresholds for the exam.
The document provides an overview of the four aspects of sports history that will be studied: popular recreation, 19th century public schools, rational recreation, and state elementary education. It lists key terms related to these aspects and five sports/activities that will be studied through time: football, cricket, tennis, rowing, and association football. The document also includes a timeline with important dates in the history of these sports.
This document contains summaries of 14 notable sports figures and sporting events:
1. The Ashes cricket series between England and Australia since 1882.
2. American swimmer Gertrude Ederle, the first woman to swim the English Channel in 1926.
3. American sprinter Jesse Owens' victories at the 1936 Berlin Olympics.
4. English cricketer W.G. Grace, considered one of the greatest players.
5. American swimmer Mark Spitz who won 7 gold medals at the 1972 Olympics.
6. English tennis player Fred Perry, the last British Wimbledon men's champion in 1936.
7. The 1968 Black Power salute by American athletes Tommie
T-3 program is to train and enable St. Francis College student-athletes to become more competitive in the workforce. A series of career based programs will equip each athlete with the tools needed for professional development beyond their sporting arenas. The T-3 program will offer a range of workshops on various topics. Moreover the goal of the T-3 program is to develop students to become leaders as they evolve into well-rounded individuals.
The document outlines a physical education lesson plan focused on relays and races. It includes preparatory warm up activities, developmental activities like a message relay race and kangaroo relay race, and discussions on sportsmanship and the benefits of relays. The lesson reinforces that relays and races help develop strong legs and physical fitness in children while emphasizing cooperation and following instructions.
The document discusses various factors related to training for sports. It asks questions about muscle and bone names. It then discusses objectives of understanding training factors and achieving a target grade. It prompts brainstorming advantages and disadvantages of training facilities, seasons, time, and funds. Finally, it provides sample exam questions about factors to consider for an athlete training in both football and swimming, and how their training may be structured throughout a season.
1. The document provides information for advising student athletes, including differences between high school and college athletics, divisions of NCAA athletics, eligibility requirements, and transferable skills from sports.
2. It also includes two case studies about advising an athlete struggling in classes and a second-semester softball player, as well as addressing injuries ending an athlete's career.
3. The key topics covered are the transition from high school athletics to college, NCAA division distinctions, initial and continuing eligibility standards, registering for classes while being an athlete, and helping athletes cope with injuries.
The document describes a medley relay game that can be played by children ages 6-8. The game incorporates different locomotor skills like running, jumping, and hopping to build physical competencies. It is designed to promote teamwork, social skills, sportsmanship, and an enjoyable physical activity for children. The relay involves setting up cones to mark the course and stations. Teams take turns moving one member through the course, completing different skills at each station, such as bunny hopping or dashing, before tagging the next teammate.
This document discusses advising student athletes and the differences between high school and college athletics. It provides information on NCAA divisions and eligibility requirements. Some key points include:
- In college, athletes are no longer the star of their team and must earn their starting position rather than being guaranteed to start.
- Division II athletics aim to provide growth through athletic achievement while maintaining academics. Scholarships are limited and sports are funded similarly to academic departments.
- NCAA eligibility requirements include maintaining academic standards, earning credits each term towards a degree, and meeting grade benchmarks after each season of competition.
- Injuries, career-ending or otherwise, can impact an athlete's mental wellbeing and identity. Ad
This document provides information about a physical education module on festival dances. It includes an activity to assess students' prior knowledge of festivals in the Philippines by having them match festivals to their places of origin. It also discusses determining target heart rate ranges and the health benefits of festival dancing. The document concludes with an assessment test to evaluate students' understanding of the module's content about festival dances, including their role in fitness and injuries that may occur from high intensity activity.
The document contains a practice exam for leisure and recreation topics. It includes 5 multiple choice questions about fitness principles like maximum heart rate and the SPORT acronym. It also provides a 12 mark exam practice with questions about why someone has time for leisure activities and benefits of participation. Scoring criteria and a target grade are given.
Sport Education is a curriculum model for physical education that aims to provide more authentic sport experiences for students. It was developed by Daryl Siedentop in 1984. In Sport Education, students participate on teams in longer seasons that include practice sessions and formal competitions, culminating in a final tournament. Students take on roles like captains, coaches, and officials to replicate real sport settings. The goals are for students to become competent, literate, and enthusiastic players through developing skills, understanding rules and traditions, and preserving sport culture.
The document provides guidance for creating a life plan that traces a student's development in their chosen sport role from the start of an academic course through their long-term involvement. It suggests dividing the life plan into age stages and considering factors like present performance, career pathways, coaching qualifications, family changes, injuries, and statistics related to participation at different ages. An example life plan is provided that follows the suggested timeline structure and references career resources and statistics.
British Military Fitness provides outdoor fitness classes led by military-trained instructors. This document outlines the roles and responsibilities of BMF instructors, including qualities like being enthusiastic, committed, and motivational. It covers lesson planning with sections on warm-ups, main activities, cool-downs and class administration. Instructors are expected to deliver fun, challenging classes safely for all abilities while representing BMF professionally.
Review material for Licensure Examination for teachers (MAPE)ediah20
The document contains a review quiz on health, physical education, and music (MAPEH) topics for teachers. It includes 20 multiple choice questions covering areas like assessment types, coaching responsibilities, muscle groups, and developing a fitness program. The questions assess understanding of concepts like formative vs summative assessment, tournament formats, and determining fitness parameters.
The document provides information about strategies to promote physical education and school sport in the UK. It discusses the Physical Education School Sport and Club Links (PESSCL) strategy, which aims to provide 4 hours of PE per week to children ages 5-16 through lessons and extracurricular activities. It also discusses the Physical Education and Sport Strategy for Young People (PESSYP), which aims to provide 5 hours of PE per week to those ages 5-19. PESSYP encourages youth leadership and uses programs like the Young Ambassadors initiative to promote participation in school sport. Young Ambassadors are selected for their leadership skills and help increase participation and spread awareness of Olympic values. The document concludes with exam questions testing understanding of these strategies.
The document provides guidance for an assembly and website contribution about qualities of effective sports leaders. For a Pass, the speaker should discuss famous sports leaders as examples and describe four qualities, characteristics, and roles of good leaders. For a Merit, more depth is needed, explaining the importance of each trait and giving reasons leaders need them, using examples from leaders discussed. The speaker should select leaders, and for each of qualities, characteristics, and roles, describe at the Pass level and explain further for the Merit level.
Critical Discussion on the Long Term Athlete Development (LTAD) Approach In t...Carl Page
This essay critically discusses current theory/practice of developing performers aged16+ years in the sport of football. These performers may already be elite or aspire to be elite performers. In particular, refers to relevant theoretical frameworks/models for developing performers within this age group in sport.
Critical Discussion on the Long Term Athlete Development (LTAD) Approach In t...Carl Page
This document provides a literature review on coaching for performance and the development of footballers aged 16+ in the UK. It discusses the Training to Compete stage of Long Term Athlete Development (LTAD) and examines how current theory and practice can be improved. Several studies recommend splitting the stage into two to better accommodate athlete maturation and specialization. The review also notes issues like an overemphasis on competition versus training in some sports and the importance of coaching influences like the Pygmalion effect.
Greenfield Central Football championship success (2).pptcedriclloyd
The document provides details about Cedric Lloyd's coaching experience and philosophy. It summarizes his career as a high school football coach and track coach over the past 13 years, including head coaching positions at several schools. It outlines his coaching philosophy of building character in student-athletes through hard work, discipline, and respect. It also lists his coaching goals and qualifications, including maintaining a high team GPA and leading teams to conference, sectional, and state championships.
1) The document provides exam questions related to leisure and recreation. It asks about the negative effects of overload on the body, the meaning of reversibility, and what the acronyms SPORT and FIT stand for.
2) It provides a sample answer to a 4-mark question about why Rachel has time for leisure activities, mentioning shorter working weeks, school holidays, technological advances, and quick travel.
3) It provides guidance for answering an 8-mark question about the benefits Rachel gains from sports, including enjoyment, health benefits, social aspects, and rewards. Scores are provided on a scale from A* to E.
The document contains a physical education exam with multiple choice and short answer questions. It tests concepts like warm ups, feedback, motivation, roles in physical activity, and the functions of the skeleton. It also asks students to describe performance, decision making, types of feedback, ways to assess motor skills, and how flexibility can be affected by lifestyle. Key physical education concepts are evaluated such as intrinsic vs extrinsic feedback, and the roles of the skeleton in providing protection, movement, and mineral storage. Scoring guidelines provide the answers and grade thresholds for the exam.
The document provides an overview of the four aspects of sports history that will be studied: popular recreation, 19th century public schools, rational recreation, and state elementary education. It lists key terms related to these aspects and five sports/activities that will be studied through time: football, cricket, tennis, rowing, and association football. The document also includes a timeline with important dates in the history of these sports.
This document contains summaries of 14 notable sports figures and sporting events:
1. The Ashes cricket series between England and Australia since 1882.
2. American swimmer Gertrude Ederle, the first woman to swim the English Channel in 1926.
3. American sprinter Jesse Owens' victories at the 1936 Berlin Olympics.
4. English cricketer W.G. Grace, considered one of the greatest players.
5. American swimmer Mark Spitz who won 7 gold medals at the 1972 Olympics.
6. English tennis player Fred Perry, the last British Wimbledon men's champion in 1936.
7. The 1968 Black Power salute by American athletes Tommie
The document provides an analysis of shot putt technique, asking whether the partner uses their fingertips on the shot, keeps the shot tucked into their chin, and points their elbow out. It then has the rater provide a rating from 1 to 5 on strength for each of the partner's throws.
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.
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.
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
1. Specimen Paper ANSWERS
SHAREEN
These questions are linked to the scenario information which was released before
the examination and which is copied below.
Shareen is 16 years old. She has been regularly competing as an athlete since
starting High School. She showed potential as a runner and by Year 9 she
represented her school at County level. She then won the National Championships.
In her early career she only ran middle distance races, specialising in the 800
metres. In the last year she has increased the distances of her competitive runs to
include 1500 metres and 3000 metres. Last winter she also started to run in the cross
country team for her school. She wants to take part in a sponsored 10 kilometre fun
run in three months time to help raise funds for a local charity.
19 (a) What aspect of fitness will Shareen need to develop?
(a) Aspect of fitness
One mark can be awarded for endurance/high levels of stamina.
(1 mark)
(b) Explain how anxiety may affect Shareen’s performance on the day of the
fun run.
(b) Effects of anxiety
Award up to three marks for a correct explanation – the level of performance
could increase/ as a result of increased arousal/ or the level of performance
could decrease/ as a result of Shareen becoming nervous/worried/concerned/
about the number of people watching the event.
(3 marks)
(c) Describe a training method that would be suitable preparation for the fun
run?
(c) Suitable training methods
These will be identified and also outlined. Just identifying a particular training
method without describing it will not be sufficient.
(1 mark)
(d) Explain why this would be the best training method for Shareen.
(Answer in continuous prose)
(d) Justification for chosen training method
Level 0
0 marks
Inappropriate answer showing no justification for the training method
chosen.
Level 1
1-2 marks
Candidates’ answers show basic justification for the training method
chosen. Candidates spell, punctuate and use the rules of grammar with
2. some accuracy and use a limited number of specialist terms appropriately.
Level 2
3-5 marks
Candidates’ answers show reasonable justification for the training method
chosen. Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy and use a range of specialist terms appropriately.
Level 3
6-7 marks
Candidates’ answers show sound justification for the training method
chosen. Candidates spell, punctuate and use the rules of grammar
accurately and use a wide range of specialist terms precisely and adeptly.
The training method must be related to increasing levels of endurance and the
candidates are likely to refer to continuous training or fartlek training. As long as
they can justify and clarify what taking part in the particular training method is
bringing to increasing levels of endurance then credit can be given. Candidates
may refer to specifics such as using a treadmill/ or training to build up a specific
area/ (such as abdominals/ for core stability)/ which may assist levels of
performance.
(7 marks)
(Total 12 marks)
20 (a) Describe a suitable meal for Shareen the night before the fun run.
20 (a) Dietary considerations the night before
Candidates are likely to refer to a high carbohydrate loading diet/ such as pasta/
similar to the pasta party for competitors in the London Marathon/ to provide the
body with stores of glycogen/ which will help the athlete to keep going/delay the
onset of fatigue/ as pasta contains starch/ which is a complex carbohydrate
(polysaccharide)/ and as such provides slow release of energy.
(5 marks)
(b) State and explain the principles of training she would need to consider.
(b) Principles of training used
It is expected that candidates will refer to specificity, progression, overload
(frequency, intensity, duration and perhaps even the element of avoiding tedium)
and reversibility. These terms must be clearly understood and no credit will be
given for simply just stating them without some clear indication that the term is
understood. Eg Specificity/ - as the performer is intending to run a 10k race/ the
prime consideration will be to be running long distances/ and the progression/
would be by gradually building up/ the distance run in training sessions.
(max 8 marks)
3. (c) The race will be in July and it could be very hot and sunny. What advice
wouldyou give Shareen to help her complete the run safely? (Answer in
continuous prose)
(c) Weather and temperature considerations
Level 0
0 marks
Inappropriate answer showing no understanding.
Level 1
1-2 marks
Candidates’ answers show basic understanding. Candidates spell, punctuate and
use the rules of grammar with some accuracy and use a limited number of specialist
terms appropriately.
Level 2
3-5 marks
Candidates’ answers show reasonable understanding. Candidates spell, punctuate
and use the rules of grammar with reasonable accuracy and use a range of specialist
terms appropriately.
Level 3
6-8 marks
Candidates’ answers show sound understanding. Candidates spell,
punctuate and use the rules of grammar accurately and use a wide range
of specialist terms precisely and adeptly. Candidates may make reference to wearing
lightweight clothing/ possibly climacool/ or climate /to assist with cooling the body/ by
“wicking” sweat away/and helping to keep the body cool./ Sunscreen or suncreams/
will reduce risk of sunburn. Dehydration/ would be a risk/ so she should take on
water/ at water station / and may also pour water over her/ to help reduce the risk of
overheating.
(8 marks)
(d) Describe and explain a suitable warm up that Shareen should carry out
before taking part in the run.
(d) Warm up
Candidates should be given credit for explaining the importance of the various
stages and components of a warm up including stretching exercises/ to extend
muscles/ and tendons/ to prevent muscle pulls./ Accept descriptions and
explanations of specific muscle stretches, eg quadriceps/hamstrings stretch/ also
give credit for the need to stretch opposing muscles/ in antagonistic pairs.
Gentle jogging/ to increase heart rate/increase breathing rate./ Credit the need
for mental preparation.
(7 marks)
4. Specimen Paper Questions
SHAREEN
These questions are linked to the scenario information which was released before
the examination and which is copied below.
Shareen is 16 years old. She has been regularly competing as an athlete since
starting High School. She showed potential as a runner and by Year 9 she
represented her school at County level. She then won the National Championships.
In her early career she only ran middle distance races, specialising in the 800
metres. In the last year she has increased the distances of her competitive runs to
include 1500 metres and 3000 metres. Last winter she also started to run in the cross
country team for her school. She wants to take part in a sponsored 10 kilometre fun
run in three months time to help raise funds for a local charity.
19 (a) What aspect of fitness will Shareen need to develop?
(1 mark)
(b) Explain how anxiety may affect Shareen’s performance on the day of the
fun run.
(3 marks)
(c) Describe a training method that would be suitable preparation for the fun
run?
(1 mark)
(d) Explain why this would be the best training method for Shareen.
(Answer in continuous prose)
(7 marks)
20 (a) Describe a suitable meal for Shareen the night before the fun run.
(5 marks)
(b) State and explain the principles of training she would need to consider.
(8 marks)
(c) The race will be in July and it could be very hot and sunny. What advice
wouldyou give Shareen to help her complete the run safely? (Answer in
continuous prose)
(8 marks)
(d) Describe and explain a suitable warm up that Shareen should carry out
before taking part in the run.
(7 marks)
5. Rachel
SECTION C QUESTIONS
Rachel is a popular 15-year-old girl who belongs to a ‘sporty’ family. She attends the
local comprehensive school where she is a prefect and sports captain. Rachel is due
to take GCSE Physical Education at the end of the school year. She is interested in
sports technology and is a Young Ambassador.
Rachel enjoys sport and has represented the school and county at football,
swimming and cross country. Rachel’s cross country running helps her keep fit to
play in the midfield for football and to take part in four swimming sessions a week.
Outside of school, Rachel has been a member of a swimming club, where her mother
is a coach, since she was six years old. She has, with a group of friends, just become
a member of a newly formed local football club, which is struggling to establish itself.
She trains and competes regularly for both clubs. In her role as sports captain,
Rachel helps to organise sports competitions for younger students in her school and
assists the Physical Education Department with lunchtime activities.
1 – Rachel helps put with lunch time activities at school as an organiser.
A – What other roles has Rachel’s GCSE course prepared her to play?
(4 marks)
B – What are the main qualities needed to be an organiser?
(4 marks)
2–
A - What is the PESSCL strategy and how is it aimed to be delivered?
(3 marks)
B – What was the strategy to ensure PESSCL was successful?
(8 marks)
C – How could Rachel have been involved in the PESSCL strategy at her
school?
(4 marks)
3–
A – Describe a suitable training method for Rachel’s new football team?
(1 mark)
B - Explain why this would be the best training method for Rachel and her
team?
(7 marks)
4 – What 2 nutrients would be important for Rachel in her busy training
schedule?
(7 marks)
6. Rachel
SECTION C QUESTIONS
Rachel is a popular 15-year-old girl who belongs to a ‘sporty’ family. She attends the
local comprehensive school where she is a prefect and sports captain. Rachel is due
to take GCSE Physical Education at the end of the school year. She is interested in
sports technology and is a Young Ambassador.
Rachel enjoys sport and has represented the school and county at football,
swimming and cross country. Rachel’s cross country running helps her keep fit to
play in the midfield for football and to take part in four swimming sessions a week.
Outside of school, Rachel has been a member of a swimming club, where her mother
is a coach, since she was six years old. She has, with a group of friends, just become
a member of a newly formed local football club, which is struggling to establish itself.
She trains and competes regularly for both clubs. In her role as sports captain,
Rachel helps to organise sports competitions for younger students in her school and
assists the Physical Education Department with lunchtime activities.
1 – Rachel helps put with lunch time activities at school as an organiser.
A – What other roles has Rachel’s GCSE course prepared her to undertake?
(4 marks)
• Player/performer
• Leader
• Coach
• Choreographer
• Official
B – What are the main qualities needed to be an organiser?
(4 marks)
• Manage/organise people/player/performers/supporters
• Time management and control
• Facility booking and organising
• Equipment booking and organisation
• Problem solving when issues arise
Plus any other suitable answers
2–
A - What is the PESSCL strategy and how is it aimed to be delivered?
(3 marks)
Students should gain credit for making reference to the four hours of sport per a
week (1 mark),
students should should make links to the two hours of PE in delivered WITHIN the
curriculum (1 mark)
Students should state that 2 more hours comes outside curriculum time via
• School
• Community activities
7. • External club provisions and links (2 marks)
TOTAL – 4 marks
B – What was the strategy to ensure PESSCL was successful?
(8 marks)
8 strands page 93 AQA GCSE BOOK
Level 0
0 marks
Inappropriate answer showing no understanding.
Level 1
1-2 marks
Candidates’ answers show basic understanding of the ‘8 STRANDS’. Candidates
spell, punctuate and use the rules of grammar with some accuracy and use a limited
number of specialist terms appropriately.
Level 2
3-5 marks
Candidates’ answers show reasonable understanding of the 8 STRANDS and what
they do. Candidates spell, punctuate and use the rules of grammar with reasonable
accuracy and use a range of specialist terms appropriately.
Level 3
6-8 marks
Candidates’ answers show sound understanding of the 8 STRANDS. Candidates
spell,punctuate and use the rules of grammar accurately and use a wide range
of specialist terms precisely and adeptly. Candidates may make reference to
Specialist sport colleges/ and how they provide specialist provisions for sports/
through facilities and inter and intra school sport. Students may discuss the School
sports partnership and what it is/ and how SSCO’s work within this framework to
create sporting opportunities/ for students from across the partnership/including
festivals/external coaches. (8 marks)
accept other answers linked to the 8 strands
C – How could Rachel have been involved in the PESSCL strategy at her
school?
(4 marks)
Students will be probably make reference to sports festivals being held in junior
schools by older students or lunchtime/after school activities being run by older
students for junior students. An example would be expected.
8. 3–
A – Describe a suitable training method for Rachel’s new football team?
(1 mark)
Interval or Fartlek
B - Explain why this would be the best training method for Rachel and her
football team?
(7 marks)
• Interval/Fartlek training involves changes in speed/ and from elements of
work to periods of rest
• This is specific to the nature of football/ which involves a range of sprints, jogs
and walking/ across the 90 minutes
• Long interval training because football lasts for 90minutes
o 15secs – 3 mins of work
o 80-85% of max
o Work time period = rest time period
4 – What 2 nutrients would be important for Rachel in her busy training
schedule?
(7 marks)
1. Carbohydrates
o Complex
o E.g. pasta, rice, potatoes
o Slow release energy for the duration of her football and swimming
sessions
2. Protein
o Repair damaged tissue from training and competition
o Chicken, fish, meat
3. Fats
o Unsaturated
o Energy source for low intensity activities
o Fish, nuts
4. Water
o Water
o Helps hydrate the body after sweating
o Helps the bodies chemical reactions take place
Accept any other reasonable answers