Core 2 - critical questions - syllabus learn to:

 

How does training affect performance?

 

analyse energy systems in terms of

– source of fuel

– efficiency of ATP production

– duration that the system can operate

– cause of fatigue

– by-products of energy production

– process and rate of recovery

 

 

identify how the principles of training relate to each type of training, eg how overload applies to a flexibility program

 

analyse two different training programs, eg backstroke swimming and road cycling and discuss how they relate to the principles of training

 

How does the body respond to aerobic training?

 

explain the purpose of pre-screening

 

design an aerobic training session based on the FITT principle

 

determine the pattern of respiration and heart rate before, during and after submaximal exercise through participation in a step test

interpret graphs and tables representing physiological adaptations to training.

 

How can psychology affect performance?

 

research case studies of a number of athletes to ascertain the nature of their motivation and the psychological strategies they employ

 

discern the difference between anxiety and arousal in terms of the effects on performance

 

apply a range of psychological strategies to practical laboratories, eg mental rehearsal before long jump.

 

How can nutrition affect performance?

 

design a pre-event and recovery nutritional plan for an athlete that includes the principles of carbohydrate loading

 

compare the pre-performance diets of several athletes, considering:

− use of diet supplements

− fluid intake levels

− foods consumed

 

examine the relationship between body temperature regulation and fluid intake.

 

How does the acquisition of skill affect performance?

 

plan and implement skill development sessions that show an understanding of the learning process

 

examine the stages of skill acquisition by participating in the learning of a new skill, eg juggling, throwing with non dominant hand

 

design a suitable plan for teaching beginners to acquire a skill through to mastery. The plan should reflect:

− appropriate practice methods for the learners

− an awareness of how instruction may vary according to characteristics of the learner

− how feedback will be used as learners progress through the stages of skill acquisition

 

analyse video of various standard performers to ascertain the qualities of skilled as compared to unskilled performers

 

identify skill-related tests that are valid and reliable

 

think critically about performance by investigating questions, such as:

 

– who creates standards of performance?

– what is quality of performance?

– what are the outcomes of skilled performance?