Physical Education Sem 2 Exam Revision - Lalor-1-2PE
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Transcript Physical Education Sem 2 Exam Revision - Lalor-1-2PE
Exam Revision
Effective Coaching Practices
• Skill learning principles and practice
• The coaching toolbox – characteristics, skills and
responsibilities
Physically Active Lifestyles
• PA concepts and health outcomes
• National Physical Activity Guidelines
• Factors influencing PA
Promoting Active Living
• Promoting active living
Skill
Classification
Skill Development
Learning Styles
Stages of Learning
THREE
categories of classification
• Movement precision
GROSS or FINE
• Type of Movement
DISCRETE, CONTINOUS or SERIAL
• Predictability of the environment
OPEN or CLOSED
Gross
motor skills involve movements
that use large muscle groups and make
big movements, eg kicking a football
Fine
motor skills involve smaller
movements with smaller muscle groups,
eg writing or bouncing a tennis ball
Discrete
skills are those that have a
distinct start and finish, eg A tennis serve
Continuous
skills are those that share a
repetitive motion, eg swimming or
running
Serial
skills are those that involve linking
discrete skills together, eg gymnastics or
dance routines
Open
skills are those that the individual
needs to adapt to, with external factors
influencing what needs to be done, eg
golf shot outside on a windy day
Closed
skills are largely easier with no
external influences. They are completely
controlled by the individual, eg ten pin
bowling
Cognitive
Associative
Autonomous
Cognitive
stage: the “beginner” level of skill
development. Involves many mistakes but
shows fast improvement
Associative
stage: more consistent and less
mistakes. Can tell why some errors occur and
develop strategies to overcome them
Autonomous
stage: can detect their own errors
and correct them, movement happens
automatically
Visual
learners
Auditory
learners
Kinaesthetic
learners
Visual
learners: learn by seeing things.
These may be plays on the board, where to
stand etc
Auditory
learners: learn by listening to what
needs to be done. “You need to stay in the
hot spot”
Kinaesthetic
learners: learn by doing. Going
through plays rather than just talking about
them
Blocked
• Same skill continuously, eg serve only
Random
• Different skills in the same training session, eg
serve, forehand, backhand, volley etc.
Part, whole, massed and distributed pg
213-5
Internal
• Performers use their own senses to see, feel etc
what happened
External
• When others give insight to an athletes
performance
Authoritarian: Strict
and demands
discipline. Punishes for poor
performance
Casual: More of a supervisor than a
coach. Lets players run the training
sessions
Democratic: Delegates roles to assistants
Co-operative: Works with the players to
receive input
Managing
risk
Abiding by the Coach’s Code of
Behaviour
Keeping good player – coach
relationships
Staying out of trouble and within ethical
boundaries
Professional
development
Gaining accreditation and coaching
pathways
Coaching juniors, working with parents
Working with officials
Planning and reviewing
Communication skills
Motivation skills
Leadership
Conflict resolution
Understanding of group dynamics
Essential knowledge
Of the sport
Skill acquisition and biomechanics
Sports psychology
Injury prevention
Sports nutrition
Tactical and strategic sense
Domains
of Physical Activity
Dimensions
Health
of Physical Activity
Benefits of Physical Activity
Consequences
of Inactivity
The
main domains of PA are
• Leisure time
• Household/gardening
• Occupational
• Active Transport
The
following can also be seen as domains
• Play
• Exercise
• Organised sport
Dimensions
of PA are different to
domains of PA
They are these:
• Frequency – How often PA is done
• Intensity – How hard (HR) the activity is
• Type – Weights, Cardio, Interval, Circuit,
Flexibility etc
• Duration – How long the individual exercises for
Improved
cardiovascular function
Improved strength and muscular endurance
Resistance to fatigue
Enhanced mental health and function
Opportunity for successful experience and
social interaction
Improved appearance
Greater lean body mass and less body fat
Improved flexibility
Bone development
Reduced cancer risk
Reduced effect of aging
Improved wellness
Type
2 diabetes
Obesity
Cardiovascular disease
Hypertension
High cholesterol levels
Guidelines
put in place by the
government to minimise costs brought
about by preventable illnesses caused by
inactivity
All different for children, youth, and
adults
Birth
– 1 year:
• Floor based play
1-3:
• Active for at least 3 hrs a day, every day
• Younger than 2, no TV or electronic media
• Maximum inactivity time = 1 hr
At
least 60mins activity (up to several hrs)
moderate – vigorous activity every day
No
more than 2 hours using electronic
media for entertainment
At
least 60mins activity moderate –
vigorous activity every day
No
more than 2 hours using electronic
media for entertainment
Think
of movement as an opportunity, not
an inconvenience
Be active every day in as many ways as
you can
At least 30mins of moderate intensity PA
on most, if not all days
Some regular vigorous PA for extra
health and fitness
Some
form of activity no matter what
Be active in as many ways as possible
30mins of moderate activity every day
Start at least at a level that is appropriate
Continue a lifetime of PA that you enjoy
More
PA (age appropriate) than is
currently being undertook
At
least 60mins activity every day
Once weight has been lost, 60-90mins
activity a day to avoid weight regain
Socioeconomic status
• Income, education, where you live
Cultural background
• What you think is important, culturally
Environmental factors
• Trees, water, family
Social factors
• Peers, spouse, family
Physical environment
• Buildings, walking tracks, recreational facilities
Lack
of time
Social influence
Lack of energy
Lack of will power
Fear of injury
Lack of skill
Lack of resources
Assessment
of Physical Activity
Physical environment, social
environment, and policy approaches to
PA at home, workplace, school and in
community settings
Elements of effective programs
Media communication tools used to
promote PA
Measured
at two levels
• Population level
• Individual level
Subjectively
• More error ridden – recall surveys
Objectively
• More accurate – proxy diary logs
Global
Physical Activity Questionnaire
International Physical Activity
Questionnaire
Active Australia Survey
Multi-Activity Recall for Children and
Adolescents
Children Leisure Activities Survey
Home
Work
School
Community
Physical
environment approaches:
changing the physical environment to
make people more active
Social
environment approaches: making
people more accessible to be active with
Policy
approaches: creating policies in
which mandate, or at least encourage,
more physical activity
A
program that encourages change in an
individuals behaviour
For a program to be successful, it must have
4 elements:
• Formative evaluation – On going assessment
• Process evaluation – collect data of implementation
• Impact evaluation – achievement of program goals
• Outcome evaluation – assessment of long term goals
People
see/hear/feel media everyday,
hence why it is so powerful. Types of
media that is effective include:
TV
Radio
Billboards
Magazines
Web based information