Introduction. Structure and features of the Teaching Resource Pack

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1 Introduction Edexcel A2 PE TRP Introduction This teaching resource pack for Edexcel A2 PE is designed to meet the requirements of the A2 specification for Edexcel, although teachers and students studying other A Level specifications may find the materials useful. Your A2 Physical Education course is divided into two units: Preparation for optimum sports performance The developing sports performer. Within these two units are four sections: Unit 3 Part A Short-term preparation Unit 3 Part B Long-term preparation Unit 3 Part C Managing elite performance Unit 4 The developing sports performer. The first three sections cover the part of your qualification that is assessed by examination and the fourth section the part that is assessed by coursework. Unit 4 is marked out of 90 and is worth 50 per cent of the A2 course. The four coursework tasks: Task 4.1 The Development Plan (45 marks) plan, research, perform, record, review and evaluate a Development Plan, for one of the roles taken for Unit 2.1 Task 4.2 An International Study (15 marks) undertake a study based on a chosen sport or activity in another country Task 4.3 Progressive Participation (20 marks) continue to participate in one chosen role Task 4.4 Life Plan (10 marks) write a Life Plan, the development of which requires independent research into their own opportunities for participation. Structure and features of the Teaching Resource Pack This Teaching Resource Pack is designed to complement the student book and is organised into units, sections and chapters matching the Edexcel A2 PE specification. Chapters 1 4 cover the short-term preparation; Chapters 5 7 cover the longterm preparation; Chapters 8 9 cover managing elite performance and Chapter 10 covers the developing sports performer topics. Each chapter includes a range of resources and activities to further the student s knowledge, understanding and skills in PE and planning resources to help with the delivery of the course. Features include: At-a-glance activity grid This allows you to see at a glance what types of activities are provided in the Teaching Resource Pack. An overview of the activities is given along with delivery guidance, details of concepts and skills covered and links to the student book which puts the activities into context. Chapter overviews This acts as a reminder of what the chapter covers and a summary of the learning outcomes for the topic. Sample lesson plans These are provided for each of the featured chapters and are based on the Edexcel specification that covers this course. They give examples of how a lesson might be planned. They can be used as a basis for planning further lessons. Activities The activities are based around the suggested scheme of delivery given in the Edexcel specification that covers this course. and include a variety of approaches to teaching iv Owned by or under licence to Pearson Education Limited 2009

2 Edexcel A2 PE TRP Introduction and learning to allow you to cater for different levels of ability and different learning styles. A variety of activities are included case studies, extended answer questions, data interpretation, research skills, discussion activities and group work with the aim of developing a wide range of skills and preparing for the more demanding A2 examination questions. Extended tasks are provided (either in the teaching notes or within the activity itself) to stretch the more able students and stimulus material is used in a number of tasks to help with the development of the necessary skills for assessment in the exam. Sample questions A list of sample questions is provided after each chapter. This can be used as a worksheet or individual examples can be selected to support a topic or lesson. Further resources A list of further resources websites and books/articles of interest is included to encourage further research around the topic. CD-ROM Teaching On the CD you will find an electronic version of the Student Book and the Teaching Resource Pack for use with an Interactive Whiteboard for whole-class teaching. As well as this there are: Illustrations that can be enlarged on the whiteboard Images and suggestion of video clips that can be used to illustrate topics covered in the Student Book Presentation slides that summarise the key points of each chapter. Key concept sound files containing key information for each chapter Up-to-date weblinks Sample questions with mark schemes illustrated Customisable pdfs from the Teaching Resource Pack to allow you to tailor the worksheets and activities to the needs of your students. ExamCafé On the CD you will also find the student ExamCafé. Here are lots of ideas to help students prepare for their exams. With a scroll of the mouse, you can visit three separate areas in the café to Relax and Prepare, Refresh your Memory or Get the Result. Students can Relax because there s handy advice on getting started on their A2 PE course, Refresh your Memory with summaries and checklists of the key ideas they need to revise and Get the Result through practising exam-style questions, accompanied by hints and tips from the examiners. There is a wealth of material including: Revision timetable a blank template to complete Mind map tool a blank template to use Exam tips in the form of handy hints Revision help in the form of checklists Video and images from the Student Book Hotlinks to more information Key concepts in audio form to download to an MP3 player Key terms in the form of a glossary Language of the exam translated Practice exam questions with a reference list of exam query terms to help you form model answers. Owned by or under licence to Pearson Education Limited 2009 v

3 Activity grid: Chapters 1 9 Edexcel A2 PE TRP Activity grid: Chapters 1 9 This at-a-glance activity grid shows how the activities in the Teaching Resource Pack map against the accompanying Student Book and key PE concepts and skills from the EDEXCEL specifications. Worksheet Description Concepts covered Student Book 1.1 Understanding what happens in the warm-up 1.2 How to perform the warm-up 1.3 Results of the warm-up 1.4 Warm-up procedures 1.5 Does the warmup work? 1.6 Fitness tests 1.7 Results of fitness tests 1.8 Benefits of the warm-up Students explore the changes that take place during a warm-up. Students test the hypothesis that warming up improves performance. Stages of warm-up 2 10 Stages of warm-up Fitness testing 1.9 Food groups Students identify the seven different food groups, as well as the functions and good sources of each. Anatomy and physiology Responses and adaptations Seven-day plan for carbohydrate loading Students think about carbohydrate loading and apply the principles of super-compensation. Diet and exercise Responses and adaptations 2.1 Wordsearch Introduces key terms associated with short-term psychological preparation. 2.2 Key strategies Students summarise key strategies used in shortterm psychological preparation. Anxiety motivation 31 3 Mental rehearsal Revision checklist Students check their understanding of the key concepts of this chapter. Motivation Self efficacy Anxiety and arousal Environmental factors Helps students to understand the principles behind preparing to meet environmental and cultural conditions. Climatic factors Technical factors Ergogenic aids Students research ergogenic aids to help highlight points in a debate. Ergogenic aids Holding/ preparation camp Gives students a focus for investigating the benefits of holding and preparation camps. Holding camps and preparation camps Cool-down Similar to worksheet 1.2 How to perform the warm-up, but relates to the cool-down instead Recovery and how to speed up the process Hydration management Students research the products of commercial energy drink manufacturers. Energy/ carbohydrates/ dietary manipulation Hydration 63 4 vi Owned by or under licence to Pearson Education Limited 2009

4 Edexcel A2 PE TRP Activity grid: Chapters Periodisation Students are objective-led and allow for strategic long-term planning for an athlete. Long-term physiological planning in general Worksheet Description Concepts covered Student Book 5.2 Methods of training Students revise and revisit the different methods of training. Methods of training Achievement motivation Students undertake field trials related to reasons for motivation and types of motivation. Achievement motivation: intrinsic and extrinsic concepts Attribution theory Helps students to understand how theory relates to practical performances. Attribution theory and link to performance results Learning theories Students investigate how we learn (through doing, observing or listening) and apply learning theory to performance results. Styles and stages of learning and their theories Technology in sport Students identify areas of technology in sport. Feedback techniques Technology in training Students suggest suitable technology for a training programme. Preparation Performance Review Exercise intensity Students use heart rate monitors to measure exercise intensity. Heart rate Training thresholds The East German sports machine Students summarise the key elements of the East German model. East German sports system Talent ID Institutes of Sport Sport in US high schools and colleges Students consider the key differences between sport in schools and colleges in the UK and those in the US. Sports in US High schools Sport in US colleges Excellence in sport 9.1 Role of the disciplines in sports science Reinforces students understanding of excellence in sport. Students research and apply the key terms associated with sports science and elite sports participation. Elite sport systems Sports science Role of a sports institute Students use the worksheet as a prompt for a discussion of the benefits of an institute model. Sports institutes and sports academies Elite global sports systems Students use the worksheet as a resource to collect information and data on a specific elite sports system. Centralised sports systems and decentralised sports systems See separate activity grid for Chapter 10 (page 82). Owned by or under licence to Pearson Education Limited 2009 vii

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6 1 Short-term physiological preparation Chapter Overview Chapter 1 looks at short-term physiological preparation, including the physiological responses experienced by the body in response to various stresses. It looks at how these stresses can be manipulated by the performer to ensure an enhanced performance. The positive effects of correct diet on performance are studied, along with the potential dangers of failing to give this element the consideration it deserves. Finally, it examines the role the environment plays in performance, and what athletes can do to minimise any potential adverse effects. Learning outcomes By working through this chapter, students should: understand the aims and objectives of the warm-up: stages, types of stretching, intensity and duration know the main sources of energy for exercise and their manipulation through diet, carbohydrate loading, hydration and creatine loading understand the need for short-term acclimatisation: environmental factors influencing preparation and competition, heat adaptation, hydration planning, increase in plasma volume, increased sweat rate and effects of altitude Lesson plan The warm-up Introduction The worksheets give students an opportunity to use a variety of skills in their understanding of the warm-up in sport. They complement the accompanying A2 Student Book and references to the relevant Student Book pages are provided in these notes. The aim of the worksheets is to allow students to examine in detail some of the issues presented in the Student Book. They also enable students to practise their learning technique and revision strategy, their PE skills, as well as to deepen their understanding of the physiological responses of the body during the warm-up. The warm-up Student Book pages 2 10 Worksheet These worksheets enable students to explore the changes that take place during a warm-up, to categorise the changes into structural and functional responses, to apply the responses to particular stages of the warm-up and to fully understand why we warm up and the physiological benefits derived from a warm-up. Worksheets These worksheets enable students to explore the hypothesis that warming up improves performance. This is done by performing a number of fitness tests cold, warming up and retesting. These worksheets will also help students to further develop their understanding of fitness tests, the issues of validity and reliability and also how to warm up for specific activities. The tests on Worksheet 1.6 are modified tests that require little equipment and should be accessible for students in schools. Plenary activities Students will need to be able to explain how and why we warm up, stating the responses that occur and the benefit, of each to the performer. Owned by or under licence to Pearson Education Limited

7 Chapter overview Edexcel A2 PE TRP Sources of energy for exercise Student Book pages Worksheets Worksheet 1.9 enables students to recap knowledge of the food groups, identifying the seven different groups, the main function of each and good sources of each. It also allows students to begin to think of the different groups in terms of energy providers and non energy providers. Worksheet 1.10 encourages students to think of carbohydrate loading as a longer and more detailed process than simply eating more carbohydrates. It allows them to apply the principles of super-compensation and to be objective led. Short-term acclimatisation Student Book pages Within this section students will need to develop an awareness of how the environment can affect performance and the strategies used by athletes to combat and even use different environments to their advantage. 2 Owned by or under licence to Pearson Education Limited 2009

8 Edexcel A2 PE TRP 1 Short-term physiological preparation Lesson plan: The warm-up Chapter 1: Lesson plan Edexcel recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher. Lesson length is assumed to be one hour. Learning objectives for the lesson Objective 1 Objective 2 Objective 3 All students to understand reasons for warming up. Most students to be able to identify the appropriate fitness tests required to measure the identified components. Some students to be able to manipulate the warm-up to achieve a specific benefit related to the component of fitness to be tested. Recap of previous experience and prior knowledge Students are likely to have come across methods of warm-up, types of stretching, components of fitness, fitness tests, and the issues of validity and reliability when testing. Content Time Content 10 minutes Introduction: Recap and question to aid identifying the components of fitness. 35 minutes Main activity: Split students into groups of three. Each group is given a component of fitness that they will test, prepare for and then retest. Each group must design a suitable fitness test for their particular component, critically examining the validity and reliability of the test. Consolidation Time Content 15 minutes Follow up: Each group describes their test to the other groups, answering questions and amending the tests where appropriate. Homework: You have been asked to undertake some fitness tests on three athletes: an endurance athlete a power athlete a games player. Outline the types of test you would use and justify your selection for each of the athletes. Owned by or under licence to Pearson Education Limited

9 1 Short-term physiological preparation Edexcel A2 PE TRP 1.1 Understanding what happens in the warm-up Physiological change How it has changed Why have the changes occurred? Breathing Faster Deeper Colour Red Body temperature Hotter Flexibility Greater Energy production Quicker Strength Stronger Motivation Increased/more motivated What benefits does this offer to the performer? Area of the specification 4 Owned by or under licence to Pearson Education Limited 2009

10 Edexcel A2 PE TRP 1 Short-term physiological preparation 1.2 How to perform the warm-up Stage Title Aim How achieved Benefits 1 IP Initial preparation 2 IP Injury prevention 3 SP Skill practice 4 SS Sport specific Now apply it to your sport. Owned by or under licence to Pearson Education Limited

11 1 Short-term physiological preparation Edexcel A2 PE TRP 1.3 Results of the warm-up Stage Title Aim How achieved Benefits 1 IP 2 IP 3 SP 4 SS Initial preparation Injury prevention Skill practice Sport specific Heart rate elevation Loosening off Minimise the risk of injury Strengthen mind-muscle link Improve confidence Final preparation for the live performance Gross motor skills. Slow, continuous exercise, increasing in intensity. Stretching (static, passive, ballistic, dynamic, PNF). Partner/group practice. Partner/group practice with an increased intensity/ simulation of performance conditions. Release of adrenaline = increase in HR. Increase in ventilation. Speeding up of oxygen delivery. Heat generation. Speeding of up localised muscular metabolism. Dilation of capillaries. Increased muscle elasticity = greater force and speed of contraction. Decrease muscle viscosity = greater force and speed of contraction. Reduced viscosity of the muscles = greater flexibility. Less risk of injury. Improves the tension/tone over a greater length. Enables a greater force to be exerted. Reduces loss of performance with age. Assists in postural improvements. Improved reaction and responses due to increased speed of nerve impulses. Improved timing for skills = minimising risk of injury. Simulates the actual performance, thus completes the preparatory stage to the appropriate level, develops confidence and aids performance. 6 Owned by or under licence to Pearson Education Limited 2009

12 Edexcel A2 PE TRP 1 Short-term physiological preparation 1.4 Warm-up procedures Three students perform each test in the table below. All students perform a warm-up, emphasising the area that they are testing. Retest and then compare results with the pre-warm-up results (see WS1.5 and WS1.8). Test Test 1 (Flexibility) (improves range of motion) Test 2 (Power) (improves strength / power) Test 3 (Speed) (improves speed) Test 4 (Reactions) (improves reaction times) Test 5 (Sports specific skills) (improves consistency) Test 6 (Energy production) (improves energy production) Examples Sit and reach, shoulder rotation, hyper-extension Standing Sargent jump/broad jump, basketball throw/ football kick Distance travelled in 5 or 10 seconds/time to cover 20 or 80 m Ruler-drop test Basketball free throws, etc. Number of press ups/shuttles etc. in 90 seconds Owned by or under licence to Pearson Education Limited

13 1 Short-term physiological preparation Edexcel A2 PE TRP 1.5 Does the warm-up work? Area of fitness Name of test Protocol Prewarm-up results Postwarm-up results Sit and reach Sit with your shoes off, legs straight and feet against a flat surface. Reach forwards, keeping your legs straight, overlapping both index fingers. Reach as far as possible, hold and release. Record the distance from or past your toes. Hyperextension Lie face down on the floor. Place your hands to your temples. Arch your back and lift your head/chin as high as possible. Record the distance from the floor to the base of your chin. Shoulder rotation Stand upright with a piece of rope held in both hands in front of you. Without bending your arms and while maintaining a grip with both hands, take your hands up and over your head until the rope is behind you. Measure the shortest piece of rope that allows you to perform this without bending your arms. Power Standing broad jump Stand with both feet flat on the floor, shoulder-width apart. In one movement, jump as far forwards as possible. Record the distance covered. Basketball chest pass Stand 5 m from a wall. Chest-pass the ball against a wall. Record the distance from the wall before the ball hits the floor. 8 Owned by or under licence to Pearson Education Limited 2009

14 Edexcel A2 PE TRP 1 Short-term physiological preparation Area of fitness Name of test Protocol Prewarm-up results Postwarm-up results Speed 20 m Begin in a prone position on the floor. Reactions Sportsspecific skills Ruler-drop test Free throws (basketball) On the command, get up and sprint for 5 seconds. Record the distance covered. Stand with your predominant hand in front of you. There should be 5 cm between your thumb and first finger. Someone should hold a ruler so that the 0 cm marker is opposite your thumb. When the ruler is dropped, try to catch it as soon as possible. Record the distance from 0 cm to where you caught it. Take 10 free throws from the free throw line. Award 3 points for each score and 1 point for each contact with the rim. Owned by or under licence to Pearson Education Limited

15 1 Short-term physiological preparation Edexcel A2 PE TRP 1.6 Fitness tests Fitness component Test Protocol Specific measure Flexibility Sit and reach Place the soles of the feet against an upturned bench, legs straight. Muscular endurance Hyper-extension Shoulder rotation Abdominal bleep test Slowly bend forwards with both hands and reach out for a ruler, holding the furthest distance possible. Lie in a prone position, hands behind the back. Raise the trunk and chin as high as possible. Hold the shortest length of rope in both hands, keeping your arms straight. Take both arms from the front to the back of the body. Take a bent-leg sit-up position with your arms crossed across your chest. Sit up and down in time to the bleeps (on the CD etc.) Speed 30 m sprint Use a rolling start. Aerobic capacity Anaerobic power VO 2 max bleep test Cooper run Maximal exertion tests Record the time taken to cross a distance of 30 m. Run between cones 20 m apart, ensuring that you turn on the bleeps (from the CD etc.) Run as far as possible in 12 minutes. Record the distance travelled. Perform a number of exercises at maximal intensity, e.g. squat thrusts, press ups, etc. A partner should indicate when you are dropping your intensity. Record the time that maximal intensity can be sustained. Hamstring mobility Lower back mobility Shoulder girdle mobility Localised muscular endurance Maximal speed Guide to aerobic capacity Aerobic capacity Guide to anaerobic capacity 10 Owned by or under licence to Pearson Education Limited 2009

16 Edexcel A2 PE TRP 1 Short-term physiological preparation Fitness component Cardiovascular and muscular endurance Recovery rate Strength Test Protocol Specific measure Timed run Harvard step test Adapted pull ups Run around a flat, circular route for as long as possible for a maximum of 30 minutes. Record the distance travelled. Record RHR (for 15 seconds). Step onto a chair at the rate of 1 step per 2 seconds for 5 minutes. Record HR every 30 seconds (always for 15 seconds at a time) until HR is back to within 20 beats of pre-exercise rate. Using an overhand grip and flat body, perform as many pull ups as possible from a lowered beam. Only record technically-correct pull ups. Strength Static squat Record the time taken to hold a seated position (90º angle at the knees and hips). Agility Power Illionois agility test Acceleration sprints Sargent jump Run a course involving changes of direction. Run from a standing start in 4 seconds. Measure the distance covered. Jump from squatting position and reach up. Record the vertical reach height. Subtract from maximal vertical jump height. Muscular and CV endurance Cardiac output Upper body strength Isometric quadriceps strength Agility Power Power Owned by or under licence to Pearson Education Limited

17 1 Short-term physiological preparation Edexcel A2 PE TRP 1.7 Results of fitness tests Name of test Measure of fitness component Score Poor Below average Average Good Very good Excellent Sit and reach Flexibility < 5 cm 5 0 cm 0 cm 0 5 cm 5 10 cm > 10 cm Hyperextension Shoulder rotation Flexibility < 15 cm cm 20 25cm cm cm > 45 cm Flexibility >110 cm cm cm cm cm < 65 cm Abdominal bleep test Timed run NCF multistage fitness test Cooper run Harvard step test Adapted pull ups Static squats Press ups Squat thrusts Shuttle sprints Muscular endurance Muscular and cardiovascular endurance Aerobic capacity VO 2 max (CV fitness) Aerobic fitness/ anaerobic threshold Cardiovascular endurance and recovery rate Isotonic (upper body strength) Isometric (lower body strength) Anaerobic capacity Anaerobic capacity Anaerobic capacity < < 10 min min min min min 30 min < < 1300 m 1600 m 2000 m 2400 m 2700 m 3000 m > 8 min 7 8 min 5 6 min 3 5 min 2 3 min < 2 min < < 20 s s s s s 80+ < 8 s 8 12 s s s s 30+ < 8 s 8 12 s s s s 30+ < 8 s 8 12 s s s s 30+ s Acceleration sprints Power < 3 cones 3 5 cones 5 7 cones 7 9 cones 9 11 cones 11+ cones 30 m sprint Speed > 8 s 6 8 s 5 6 s 4 5 s < 4 s < 3 s Scoring: Poor 1 point Total points scored: Below average 2 points Average 3 points Area of fitness, most points scored: Good 4 points Very good 5 points Area of fitness, least points scored: Excellent 6 points 12 Owned by or under licence to Pearson Education Limited 2009

18 Edexcel A2 PE TRP 1 Short-term physiological preparation 1.8 Benefits of the warm-up Student Sit and reach Shoulder rotation Hyper-extension Standing sargent jump Standing broad jump Basketball chest pass 1 cold 1 warm 2 cold 2 warm 3 cold 3 warm 4 cold 4 warm Owned by or under licence to Pearson Education Limited

19 1 Short-term physiological preparation Edexcel A2 PE TRP Student Football kick 80 m sprint Distance covered in 10 s Ruler-drop Free throws Press ups in 90 s 1 cold 1 warm 2 cold 2 warm 3 cold 3 warm 4 cold 4 warm 14 Owned by or under licence to Pearson Education Limited 2009

20 Edexcel A2 PE TRP 1 Short-term physiological preparation 1.9 Food groups Complete the table below. Food group Main responsibility Example/source Owned by or under licence to Pearson Education Limited

21 1 Short-term physiological preparation Edexcel A2 PE TRP 1.10 Seven-day plan for carbohydrate loading Monday Activity Diet Aim Tuesday Wednesday Thursday Friday Saturday Sunday RACE 16 Owned by or under licence to Pearson Education Limited 2009

22 Edexcel A2 PE TRP 1 Short-term physiological preparation 1 Sample questions 1 i Identify three recognised parts of a warm-up. [3] ii List the appropriate responses that would be achieved from each part identified in your answer to 1i. [3] 2 i An athlete performs a warm-up in order to encourage appropriate responses. List the appropriate structural responses that would occur. [3] ii From your answers to question 2i, select one structural response and explain the functional benefit from it. [2] 3 The body responds and then adapts to exercise. Identify the difference between a response and an adaptation and provide an example of each. [4] 4 An athlete performs a warm-up in order to encourage appropriate responses. i Identify three recognised stages of a warm-up. [3] ii List the appropriate responses that would be achieved from each stage identified in your answer to 4i. [3] iii State the specific benefit to the performer from each identified response. [3] 5 Identify three physiological responses that would occur from an effective warm-up. For each response, identify the benefit that would be gained for the athlete. [6] 6 Flexibility is best developed through stretching. Name and describe three different methods of stretching, identifying the sporting benefits of each type. [9] 7 Define flexibility and identify the two factors that determine it. [3] Owned by or under licence to Pearson Education Limited

23 Chapter 1 Mark schemes Answers to Sample questions 1. i. Identify three recognised stages of a warm-up. [3] 3 marks for 3 from: Initial preparation/gross motor activity Injury prevention/stretching/mobility phase Skills practice Sport specific ii. List the appropriate responses that would be achieved from each stage identified in your answer to 1i. [3] 3 marks for 3 from: Stage 1 Increases in HR/depth and rate of ventilation/localised and core temperature Stage 2 Increases in muscle elasticity/localised muscle temperature/rom Stage 3 & Stage 4 Improvement in reaction times/coordination/timing 2. i. An athlete performs a warm-up in order to encourage appropriate responses. List the appropriate structural responses that would occur. [3] 3 marks for 3 from: Vaso-dilation of blood vessels near to the skin Vaso-constriction of blood vessels feeding the digestive system and nondemanding/working muscles Decreased muscle viscosity ii. From your answers to question 2i select one structural response and explain the functional benefit from it. [2] 1 mark for correctly identifying the structural response 1 mark for correctly identifying the consequent functional response Vaso-dilation of blood vessels near to the skin, for example Blood vessels widen allowing heat (from working muscles) to escape from the body core through the skin Owned by or under licence to Pearson Education Limited

24 3. The body responds and then adapts to exercise. Identify the difference between a response and an adaptation and provide an example of each. [4] 4 marks for 4 from: Response is a short-term and temporary change e.g. an increase in heart rate during exercise Adaptation is a long-term permanent change to the environment e.g. a lowering of the resting heart rate resulting from prolonged aerobic training 4. i. An athlete performs a warm-up in order to encourage appropriate responses. Identify three recognised stages of a warm-up. [3] 3 marks for 3 from: Initial preparation/gross motor activity Injury prevention/stretching/mobility phase Skills practice Sport specific ii. List the appropriate responses that would be achieved from each stage identified in your answer to 4i. [3] 3 marks for 3 from: Stage 1 Increases in HR/depth and rate of ventilation/localised and core temperature Stage 2 Increases in muscle elasticity/localised muscle temperature/rom Stage 3 & Stage 4 Improvement in reaction times/coordination/timing iii. State the specific benefit to the performer from each identified response. [3] 3 marks for 3 from: HR = > speed of O 2 delivery to the working muscles Increase in ventilation rates = > rate of CO 2 removal + O 2 intake Increase in localised and core temperature = reduced risk of injury / > ROM / > speed of metabolic processes Increase in muscle elasticity = < chance of injury / > ROM / > muscular power / strength Improved reaction times = improved coordination / timing Owned by or under licence to Pearson Education Limited

25 5. Identify three physiological responses that would occur from an effective warm-up. For each response identify the benefit that would be gained for the athlete [6] 1 mark for appropriate response and 1 mark for each benefit to performance. Maximum of 3 for either responses or benefits: Increased SV/Q/HR Response Increased ventilation rates Increased production of adrenaline Heat generation Increased speed of nerve impulse/reactions Increased muscle elasticity Process of vascular shunting begins/dilation and constriction of blood vessels Process of thermoregulation begins How it benefits performance Increased speed of O 2 delivery Increased pressure gradient/greater percentage of diffusion/greater gaseous exchange increased CO 2 removal Increased strength of ventricular contractions Increased metabolic rate Increased speed of energy metabolism/faster production of energy Muscles are able to generate greater force/faster rate of F production Reduced risk of injury/greater force generated/increased range of movement Increased O 2 and glucose delivery/greater rate of waste removal of heat Decreased risk of overheating 6. Flexibility is best developed through stretching. Name and describe three different methods of stretching, identifying the sporting benefits of each type. [9] 3 marks for types of stretches, 3 marks for definitions of each and 3 marks for merits applicable to sports: Static stretching (active or passive / partner assisted) Taking a muscle to its maximum range of movement / stretch and then maintaining the position. Good preparation for other more aggressive types of stretching as it is safe. Good for gymnastic type activities. Dynamic stretching Taking a joint and connective tissue / muscles through their ROM within in controlled movements Is sport specific for activities that include movement, i.e. hip circles for karate Ballistic Using bouncing type movements / momentum in order to forcibly stretch the muscles Sports such as athletics that require powerful actions Owned by or under licence to Pearson Education Limited

26 Proprioceptive neuromuscular facilitation (PNF) Taking a muscle to its maximum stretch, maintaining the position while performing a maximal isometric contraction against a resistance in the opposite direction Sports that require large range of movements such as dance 7. Define flexibility and identify the two factors that determine it. [3] 3 marks for 3 from: The range of movement at a joint Muscle elasticity Joint structure Owned by or under licence to Pearson Education Limited