| how gender affects recovery time | physically fit women have a greater resistance to fatigue than males, especially at low to moderate intensities |
| ground reaction force | the reaction to the force that the body exerts on the ground |
| functions of the skeleton | shape and support, muscle attachment for movement, protection, red blood cell production |
| cranium | head |
| clavicle | collar bone |
| scapula | shoulder blade |
| humorous | upper arm |
| ribs | ribs |
| vertebrae | spine |
| ulna | connected to the thumb, under part of the arm |
| pelvis | pelvis |
| radius | on top of ulna |
| fibular | smaller and under/next to tibia |
| tibia | shin bone |
| patella | knee |
| femur | thigh |
| classification on bones | long, short, flat, irregular |
| 3 types of joints | fixed (fibrous), slightly moveable (cartilaginous), freely moveable (synovial) |
| types of synovial movement | ball and socket, hinge |
| synovial joints | synovial joints |
| synovial fluid | space between bones that is encapsulated by a synovial membrane and articular cartilage, also contains synovial fluid |
| articular cartilage | covers the end of bones where they come together to form joints, allows bones to glide over each other with very little friction |
| joint capsule | tough connective tissue membrane that is attached to the bones and that encloses the joint cavity, the capsule holds the bones and other parts of the joint together |
| synovial membrane | makes synovial fluid, which has a lubricating function |
| ligament | short band of tough, flexible, fibrous connective tissue which connects two bones and helps hold together a joint |
| flexion | decreasing the joint angles |
| extension | increasing the joint angle |
| adduction | movement of a body part towards the body's midline (ADD to the midline) |
| abduction | movement of a body part away from the body's midline |
| dorsiflexion | toes are bought closer to the shin (upwards) |
| plantar flexion | movement which decreases the angle of the sole of the foot and the ankle |
| latissimus dorsi | location: middle of the back, partially covered by trapezius
function: adduction, extension and rotation at the shoulder |
| trapezius | location: upper middle of the back
function: moving, rotation and stabilising the scapula |
| deltoids | location: upper arm and top of the shoulder
function: moves and stabilises your shoulder joint |
| pectorals | location: connect the front of chest with bones of upper arm, shoulder
function: moves and stabilises shoulder joint |
| biceps | location: upper arm between shoulder and elbow
function: flexion and the elbow |
| triceps | location: back of the upper arm between shoulder and elbow
function: extension of the elbow |
| abdominals | location: centre of your body
function: flexion at the trunk |
| gluteal | location: buttocks
function: rotation and extension at the hips |
| hamstrings | location: back of the lower leg
function: flexion of the knee |
| quadriceps | location: front of the upper leg
function: extension at the knee |
| gastrocnemius | location: back of the lower leg
function: extension at the ankle joint (plantarflexion) |
| tibialis anterior | location: front of the lower leg
function: flexsion at the ankle joint |
| role of tendons | connect muscles to bones |
| agonist | prime mover, muscle contracting to cause movement |
| antagonist | the muscle that relaxes to allow movement to occur at the joint |
| isotonic contraction | contraction of a muscle with movement |
| isometric contraction | contraction without movement e.g. wall sit |
| types of isotonic contraction | concentric, eccentric |
| concentric | contraction that causes the muscle to shorten |
| eccentric | contraction that causes the muscle to lengthen |
| fast twitch muscle fibers | contract faster, tire more easily, good for activities that require shirt bursts of energy (anerobic), creates a lot of force |
| slow twitch muscle fibres | contract slower, don't create as much force, don't tire as quickly, better for aerobic activities |
| pathway of air | mouth/nose passage --> trachea --> bronchi --> bronchioles --> alveoli |
| how alveoli have adapted for gas exchange | The lining of the alveoli walls are also moist so the gases can easily dissolve, walls are thin so the diffusion distance is short. They have a rich blood supply so there is a steep concentration gradient |
| function of diaphragm in normal breathing | in inhalation the diaphragm contracts, in exhalation the diaphragm |
| tidal volume & exercise affects | the amount of air breathed in with each normal breath, short term increases with exercise |
| vital capacity & exercise affects | maximum amount of air that can be breathed out after breathing in as much air as possible, can increase after regular aerobic exercise |
| residual volume & exercise affects | volume of air left in the lungs after maximum exhalation, keeps lungs from collapsing, doesn't change with exercise |
| minute ventilation & exercise affects | total volume of air entering the lungs in a minute, increases with exercise |
| function of plasma | consists mainly of water to allow substances to dissolve and be transported easily |
| function of red blood cells | carry oxygen from the lungs and deliver it throughout our body, contain haemoglobin which binds with oxygen in the lungs |
| function of white blood cells | defend us against pathogens by engulfing them or creating antibodies to attack them |
| function of platelets | stop bleeding by forming a blood clot |
| role of haemoglobin in carrying oxygen and carbon dioxide | When the haemoglobin has delivered oxygen to the cells, it then becomes a magnet for carbon dioxide, then picks it up and gives it back to the lungs where it leaves the body as we exhale |
| function and structure of arteries | carries blood away from the heart, thick muscle walls, small lumen, no valves |
| function and structure of veins | carries blood back into the heart, thin muscle walls, large lumen, have valves |
| function and structure of capillaries | carries blood to and from the bodies cell, one cell thick, small lumen, no valves |
| heart diagram | heart diagram |
| function of atria | receive blood returning to the heart from the body |
| function of ventricles | to pump blood into systemic and pulmonary circulations |
| function of valves | prevent the backward flow of blood |
| flow of blood through the heart | Blood comes into the vena cava then the right atrium from the body, moves into the right ventricle and is pushed into the pulmonary arteries in the lungs. After picking up oxygen, the blood travels back to the heart through the pulmonary veins into the left atrium, to the left ventricle and out to the body's tissues through the aorta |
| stroke volume | volume of blood pumped out of the heart by each ventricle in one beat |
| cardiac output | heart rate x stroke volume |
| aerobic equation | glucose + oxygen --> carbon dioxide + water |
| anaerobic equation | glucose --> lactic acid |
| EPOC | caused when athletes use anaerobic respiration during exercise, which causes a build up of lactic acid. This then requires a high breathing rate after exercise to remove lactic acid and allow oxygen to be brought to muscles around the body. The heart rate remains high. |
| factors affecting recovery time | strength, genetics, age, gender, sleep |
| how overall strength and fitness affects recovery time | the stronger your muscles are, the quicker they will be at absorbing the oxygen needed to remove lactic acid |
| how genetics affects recovery time | some people inherit the ability to recover quickly from exercise compared to others |
| how age affects recovery time | as you get older you will generally need a longer recovery time |
| how gender affects recovery time | physically fit women have a greater resistance to fatigue than males, especially at low to moderate intensities |
| how sleep affects recovery time | good sleep helps your body recover physically and mentally |
| short-term effects of exercise | heart rate increases, breathing rate increases, sweating, fatigue, nausea |
| long-term effects of exercise | hypertrophia (heart size), bradycardia (resting pulse rate), stroke volume, ability to tolerate lactic acid |
| force | is a push or a pulling action applied upon an object (measured in Newtons) |
| inertia | the resistance of an object to any change in its state of motion |
| mass | is the quantity of matter in a body, regardless of its volume or of any forces acting on it (kg) |
| acceleration | is the rate at which an object changes speed (measured in meters per second) |
| the law of inertia/newtons first law of motion | an object in motion stays in motion at the same speed and in the same direction, and an object at rest stays at rest unless acted upon by an external force |
| newtons second law of motion | an object will accelerate when acted upon by an external force the acceleration of the object is proportional to this force and is in the direction by which the force acts |
| newtons third law of motion | for every action there exists an equal and opposite reaction |
| gravity | the force that attracts the body towards the center of the earth, or towards any other physical body having mass |
| muscular force | a push or pull applied to an object provided by muscular contraction |
| air resistance | the frictional force that air applies against a moving object |
| ground reaction force | the reaction to the force that the body exerts on the ground |
| force calculation | mass (kg) x acceleration |
| forces acting upon a moving performer | gravity, air resistance, muscular force |
| forces acting upon a sprinter in the blocks | gravity, ground reaction force, air resistance |
| forces acting upon an object flying through the air | gravity, air resistance, force applied at release |
| first class lever example | nodding of the head |
| second class lever example | jumping for a ball |
| third class lever example | baseball pitching |
| skill | a learned and practised ability that brings out the results you want to achieve with maximum certainty and efficiency |
| ability | qualities and characteristics a person is born with such as speed, agility, coordination, flexibility, balance, reaction time that allow a person to learn or acquire skill |
| how age and maturity affect skills | how young a person is, can affect how good they become. Starting from a younger age provides more time to become an expert. |
| how culture affects skill | background can impact upon the skills you learn. A person with the ability to play striking sports is likely to place baseball in the USA but cricket in India. |
| how motivation affects skill | this will influence the skills you choose and how well you master them. A desire to succeed will encourage you to practice and seek new challenges. |
| how anxiety affects skill | if you see the skill as difficult, it may stop you from improving. The coach must break the skill down to help motivate you. |
| how arousal conditions affect skill | someone who is calm and enjoys low arousal may perform well in shooting or archery, which require fine motor skills. People with high arousal levels may prefer football or boxing, which require more gross motor skills. |
| how facilities affect skill | the kinds of facilities that are available and accessible will impact on the sports that are offered. |
| how environment affect skill | where you live will affect your choices. If you live where there is snow, you are more likely to ski than if you live in a tropical climate. |
| how teaching and coaching affects skill | the quality and provision of coaching available will affect the skill level |
| fluent | using movements that are quick, smooth, and flowing without hesitation or stumbling. |
| aesthetically pleasing | a display that looks good to the eye of the spectator/judge/coach. |
| consistent | performing to a high level every time with control and quality. |
| accurate | achieving precise and reliable movements. |
| goal directed | focusing, performing on a specific target and being determined to achieve a target |
| coordinated | moving different parts of the body together with efficiency and control. |
| basic skills | are simple skills such as throwing, catching, hitting a ball, and running |
| complex skills | are more difficult skills that require a higher level of coordination and concentration. |
| open skills | are skills that are affected by the environment. The performer must react and adjust to the situation, and this will constantly change. |
| closed skills | are skills that are not affected by the environment or the performers within in. |
| fine skills | are precise movements that require high levels of accuracy and technique. They are often small movements that require small groups of muscles such as in the fingers. |
| gross skills | are movements that use large muscle groups to produce big, powerful movements. Gross skills are usually performed by the arms and legs |
| input | Information that is received. This could be by the performer’s senses or from previous experiences |
| decision-making | is when the information is analysed by the performer, so they can choose the most appropriate response. |
| output | decision made and then acted upon. |
| feedback | information that is received about the output or decision |
| single channel hypothesis | if we do more than one thing at once, our overall performance can suffer as the brain struggles to process all the information coming in |
| cognitive | preparation stage, start to learn the new skill or technique and consciously think about what is involved and the actions you need to perform the skill (shooting too far away in basketball) |
| associative | practice stage, continue repeating and practising skills and techniques so that they improve (number of misses decreases) |
| autonomous | automatic stage, can perform the skills naturally without concious thought, you show control, accuracy and even flair (scoring every time unless impeded) |
| intrinsic feedback | information that comes from within, like your emotions thoughts and muscles |
| extrinsic feedback | comes from an external sources like coach or a teacher |
| knowledge of performance | analysing your quality of movement or use of techniques e.g. if you landed gymnastics vault well |
| knowledge of results | analysing the outcome of your performance, e.g. the score |
| importance of receiving feedback | allows the performer to identify what they have done well and what needs to be improved |
| verbal and example | guidance that you hear e.g. coach telling you intructions |
| visual and example | guidance you can see e.g. coaches demonstration |
| manual and example | supporting the movement through touch, useful for cognitive and associative learners e.g. a coach may touch the performer to show them |
| mechanical and example | use of a device to support the performer, useful for cognitive so performer is less anxious e.g. a float for swimming |
| SMARTER goals | specific (make it detailed), measurable (measure if you can achieve it), agreed (you and your coach agree on that goal), realistic (a goal that is too difficult can demotivate you), time-phased (planned ahead), exciting (can prevent you from getting bored), recorded (goals should be written down) |
