AS PE WJEC

refers to a society’s ranking of its people into groups based on socioeconomic factors: wealth, race, education, ethnicity, gender, social status

• more likely to have a sporting career if privately educated

• 37% rugby union attended private schools

• Hockey and cricket are dominated by priveate education

• 7% of team GB are privately educated

• 6% of England are privately educated → 1/3 of team GB medalists are privately eduated

• cost

• gender

• disabilities

• access to facilities

• travel

• childcare

• lack of time

• lack of role models

opportunity → little to no in school

provisions → needs driven, accessible clubs, specialised coaching

esteem → feel different, lack of role models

Resources → accessible facilities e.g. ramps

use of negative perception to make a distinction between individuals or groups

A preconceived, oversimplified perception of an individual or group

A previously formed biased opinion which has no evidence to back it up in disadvantaged groups

to participate fully in all sports, excel at them, develop careers in them

of equal facilities, financial aid, coaching and representative opportunities

seen through an acceptance of equal opportunity/status, comparable media coverage/recognition and financial reward

Opportunity

• non-acceptance in clubs/cultures

• religious beliefs

• stacking

• lack of career opportunities

Provision

• associated with certain sports

• lack of changing facilities - religious

• coaches not available - religious

Esteem

• lack of role models

• poorly paid jobs

• low media coverage

opportunity

• some sports don’t cater for disabilities

• few disabled sports clubs

• few coaches

• poor career prospects

Provision

• lack of specialised equipment

• poor accessibility

• inadequate changing facilities

• few activities

• cost of special provisions

Esteem

• stereotypes

• few role models

• low media coverage

• perceived as not able

opportunity

• childcare

• religious restrictions

• fewer female coaches

provision

• lack of creche facilities

• few female coaches

• lower pay/prize money

Esteem

• lack of role models

• poor media coverage

• sexualisation

• lack of sponsorship

• stereotypes

opportunity

• working class - little leisure time

• lack of finance

• restricted access to certain clubs

• other classes have more leisure time and wealth

Provision

• working class - limited facilities

• reliant on funding

• wealthy - more money, equipment, travel, top coaches

Esteem

• new role models now

• less wealthy seen as less able

• media helps to gain sponsors

the pressure on sportswomen to increase sponsorships and media coverage, resorting to taking off their clothes to receive publicity

sexualising the female athlete at the expense of her sporting achievements

• sport is seen as a method of social mobility

• sport provides an end goal for many underprivileged people

• someone from disadvantaged background who succeeded in sport can use their role model status to break through barriers that exist within sport

• Kick it out

• This girl can

• Together we will

• Street games

A stimulus resulting in a positive or negative response to a specific situation It produces both physiological and psychological symptoms

Positive stress - it can increase focus, attention and skill level

Negative stress - extreme form of anxiety, nervousness, apprehension or worry as a result of a perceived inability to meet demands

• Demand

• perception of demand → challenge or threat

• Increased arousal levels → eustress or distress

• Outcome → increased performance or reduced performance

• Importance of event

• Amount of uncertainty that surrounds it

Stress is a reaction to threatening stimulus, anxiety is a reaction to stress

Trait anxiety - part of personality State anxiety - emotional response

Cognitive state anxiety:

• negative thoughts

• nervousness and worry

• symptoms: fear and bad decision making

Somatic state anxiety:

• perception of physiological changes

• symptoms: increased HR and/or RR

referred to as a physiological state of alertness and anticipation that prepares the body for action

deep sleep at one extreme and excitement at the other

• As arousal increases so does performance

• performance = arousal x skill

• Evidence to suggest that athletic performance is benefited by arousal only up to a certain point e.g. becoming over-aroused = decrease in performance

• as arousal increases, so does performance up to an optimum point before decreasing

• Arousal level depends on ability and experience levels of the athlete

• Type of sport affects the point of optimal arousal

• unidimensional → doesn’t take cognitive and somatic anxiety into account

• links arousal and anxiety together

• if the athlete experiences high levels of cognitive state anxiety as arousal rises → dramatic drop in performance

• As cognitive increases so does performance as long as somatic anxiety remains low

• if both cognitive and somatic anxiety are high = catastrophic effect on performance → rapid decline

• Doesn’t explain why 2 types of anxiety affect performance

• relationship of stress, arousal and anxiety all impact performance

• Individuals perform optimally at different levels of arousal

• optimal levels of functioning depend on athlete’s psychological awareness

• doesn’t explain why some individuals perform better in certain emotional states than others

• personality → extroverts - high, introverts -low

• task → simple/gross - high, complex/fine - low

• Stage of learning → autonomous - high, cognitive/associative - low

• feel in control

• effortless

• enjoyment and satisfaction

• attention and concentration

the ultimate positive state

• high level of control over performance

• high self-awareness

• time feels slowed down

• performance feels effortless

• maximum focus on the activity

• narrow attentional field → more aroused you become the lower number of cues you can concentrate on

• Broad attentional field → high arousal levels can also broaden attention to the point where performance is decreased

• physiological tests → heart rate, breathing rate, muscle response, sweat levels, hormone levels

• psychological tests → SCAT, CSAI-2

Cognitive stress → positive thinking/talk, imagery, goal setting

Somatic stress → progressive muscular relaxation, biofeedback, breathing control

• sagittal

• frontal

• transverse (horizontal)

• vertically divides body into left and right parts

• forward or backward movement

• e.g. somersault, bicep curl, lunge

• movements →plantar flexion; dorsiflexion; elbow and knee flexion and extension; shoulder and hip flexion, extension and hyperextension

• divides body into upper and lower parts

• rotational movement, shoulder and hip horizontal abduction and adduction

• e.g discus, forehand (tennis), baseball swing

• vertically divides body into anterior and posterior parts (front and back)sideways movement

• shoulder and hip adduction and abduction

• e.g. a cartwheel (side), lateral shoulder raise

• longitudinal axis

• frontal axis

• transverse axis

vertically from top to bottom → e.g. full twist or ice-skater spinning

horizontally from front to back (stomach to spine) → cartwheel

horizontally from side to side (hip to hip) → e.g. somersault

Action → plane → axis

• Kick → sagittal → transverse

• running → sagittal → transverse

• throw → sagittal → transverse

• forehand shot → transverse → longitudinal

• cartwheel → frontal → frontal

• pirouette → transverse → longitudinal

• fulcrum → fixed point F

• Load/resistance → weight to be moved L/R

• Effort → source of energy E

• 1st class → fulcrum in between

• 2nd class → load in between

• 3rd class → effort in between

fulcrum between load and effort → e.g. extension of neck, header; seated dumbbell triceps extension

load between fulcrum and effort → e.g. ankle, plantar flexion, calf-raise

effort between load and fulcrum → e.g. flexion of elbow, bicep curl

• 1st and 2nd class levers

• effort arm is longer than load arm

• requires a smaller effort to move the load

• 1st and 3rd class levers

• load arm is longer than effort arm

• requires more effort to move the load

+fulcrum lies in middle it can favour either load or effort depending on positioning

- when load arm is longer than effort arm not much force can be created

+effort arm is long, can generate large forces

- limited range of movement due to short load arm

- load cannot be moved quickly

+ large range of movement

+ short distance allows quick movement

- short effort arm means not much force can be applied to the load

• carbohydrates → main source of energy

• fats → a source of energy, important for soluble vitamins

• proteins → growth and repair

• vitamins → chemical processes

• minerals → critical for normal functions

• fibre → essential for health of digestive system

• water → essential for normal body function

• carbohydrates → 50-65%

• Fats → 20-30%

• proteins → 10-20%

• positive = calories in > calories out → weight gain

• neutral = calories in = calories out → weight stability

• negative = calories in < calories out → weight loss

• Carbon

• Hydrogen

• oxygen

• complex carbohydrates → starch, e.g. fruits, beg, pasta, potato, bread

• simple carbohydrates → glucose, e.g. glucose, fructose, lactose

a ranking of how quickly carbohydrate foods raise blood glucose levels (BGLs)

• high GI → quickly

• Low GI → gradually

• High → 70-100, e.g. white bread, baked potato

• Medium → 55-69, e.g. mango, pineapple

• Low → <55, e.g. rice bran, peanuts, banana

• high GI is generally avoided → raise BGLs quickly → the energy not used is stored as fat

• low GI → leaves less hungry → causes gradual rise in BGLs, easier to use energy

• Pre → low GI, 3hrs prior, e.g. lettuce and tomatoes

• During → high GI, maintains energy stores, releases energy quickly e.g. jelly babies

• Post → high and low, within 30 mins, replenishes stores of energy in muscle cells e.g. brown bread and banana

• Depletion stage →7 days prior to event, →participation in endurance exercise helps deplete glycogen stores

• Tapering stage →next 3 days, lower than normal level of carbs in diet → training kept moderate, similar intensity, shorter duration

• Loading stage → 3-4 days prior to event, carb intake greatly increased,(70-80% of diet) → training greatly reduced

• Pre-competition meal → high carb, mix of medium and low GIs

• more stored energy

• performance sustained for longer

• don’t move to fat stores as quickly

• lead to weight gain/water retention

• excess is stored as fat

• limits training potential in depletion stage

• carbon

• hydrogen

• oxygen

• a source of energy

• insulation

• transport of fat soluble vitamins (A, D, E, K)cushions and protects internal organs

• concentrated source of energy → 1g = 9 calories

• saturated fats → animal sources, e.g. butter, cheese whole milk

• unsaturated fats → healthier than saturated e.g. vegetable oils, soya and olive

• Carbon

• Hydrogen

• Oxygen

• Nitrogen

• sometimes sulfur

• carbs and fats converted to ATP based on intensity and duration or aerobic/anaerobic fitness level

• carbs main source of moderate - high intensity

• fat source of lower intensity

• fat molecules take 15% more oxygen to break down than glucose molecules

• fats are good for high endurance activities not high intensity e.g. hiking

• as intensity increases carb metabolism takes over, more efficient than fat metabolism

• frequent but small amounts of CHO laden food/drink

• during activities 45mins or more to replenish glycogen stores and delay fatigue

• useful for games players and distance runners

• maintaining the current levels of water in the body, allowing normal function

• if water levels drop the body becomes dehydrated →dramatic, negative effect on sporting performance

• if water in blood plasma isn’t replaced, the blood becomes more viscous

• increase in heart rate and breathing rate

• oxygen is transported at slower rate

• less glucose/glycogen and fatty acids are transported

• increased levels of lactic acid production

• Dry mouth and lips

• colour of urine → clear = hydrated, yellow/brown = dehydrated

• depends on climate conditions and size of individual

• small amounts at regular intervals150-250ml for every 10-15 mins of exercise or 1/2 - 1L per hour

• if exercising for more than 90mins → energy drinks can be beneficial

• essential to aid recovery process

• weigh athlete before and after event → for every 1kg body weight lost approx 1L of water consumed

• Hypotonic

• Isotonic

• Hypertonic

• sugar and salt concentration lower than the body

• useful for athletes that require fluid without carbohydrate boost e.g. gymnasts

• Same concentration of sugar and salt as the body

• useful for middle and long distance runners and team sports

• quickly replaces fluids lots and gives carbohydrate boost

• higher concentration off sugar and salts than the body

• not consumed during exercise → increases dehydration

the combination of ability and knowledge that allows you to complete a task to a high standard.

learntpermanent changes in behaviouraimed at achieving a goal

Someone who can:

• achieve their goals consistently

• produce economic and efficient movement

• make accurate and appropriate decisions

the learned ability to bring about predetermined results with maximum certainty

Physical attributes that affect our potential for a given sport (determined genetically)

the more ability an individual has the easier it will be to learn skills that utilise that ability

skill is the application of ability

• the permanent change in behaviour that is reflected in a change in performance

• learning is a lifelong process

• every learner will progress through the stages of learning, given appropriate opportunities to practice and recieve feedback

Performance is a demonstration of the solving of a problem or task

As learning takes place we see a gradual improvement in performance

• Muscular involvement

• Environmental influence

• Continuity

• Pacing

• Difficulty

• Organisation

• Gross skills

• Fine skills

involve large muscle movements

fundamental patterns

e.g. shot putt

Involve intricate precise movements

high levels of hand-eye coordination

e.g. darts

• Open skills

• Closed skills

The environment is constantly changing movements must be continually adapted

Skills are predominantly perceptual - lots of info to process

e.g. pass in hockey

Stable predictable environment

Not affected by the environment, movements follow a set pattern

Have a clear beginning and end

e.g. shot putt