Paper 2

• Health: a complete state of physical, mental, and social well being without merely the absence of infirmity
• fitness: being able to cope with the demands of your day to day life
• well being: overall quality of life, including physical, mental, and social aspects
• What can affect your energy requirements

  1. age: as you grow up and your body gets larger, it requires more energy, however after the age of 40 your metabolism slows down and you don't need to eat as much
  2. height and size: larger people require more energy to keep their bodies functioning and to move them around
  3. gender: males usually require more energy than women because they are more heavily built
  4. energy expenditure: the more activity you do, the more energy you require
• the 6 main food groups

  1. milk and dairy products
  2. bread, cereal, and potatoes
  3. meat and fish
  4. fruit and vegetable
  5. fatty and sugary foods
• 7 nutrients

  1. carbohydrates
  2. protein
  3. fiber
  4. vitamins and
  5. fat
  6. water
  7. minerals
• proportions of a balanced diet

  carbohydrates: 55-60%

  fats: 25-30%

  protein: 15-20%
• carbohydrates

  • preferred energy source for all types of exercise
  • carbohydrates act as the main source of glucose for the body
• fat

  • helps carry vitamins into the body
  • provides more energy than carbohydrates
  • can only be used as an energy source at low-intensity
• vitamins and minerals

  • comes from food like fruits and vegetables
  • needed for maintaining the efficient working of body systems and general health
• water

  • makes up more than half the human body
  • prevents dehydration
  • helps the body with general functions
• fibers

  • prevents constipation and helps reduce cholesterol levels
• Arousal is a physiological state of alertness and anticipation that prepares the body for action
• Arousal effects:

  • can cause a rise in heart rate and sweating
• aggression: a deliberate intent to harm and injure another person, which can be physical or mental
• direct aggression: aggressive act which involves physical contact with others
• indirect aggression: aggression that does not involve physical contact. The aggression is taken out on an object to gain advantage
• methods to control arousal:

  • deep breathing
  • mental rehearsal
  • positive self-talk
• motivation: the drive to succeed or the desire to achieve something
• extrinsic motivation: rewards, prize money, recognition
• intrinsic motivation: self satisfaction, for enjoyment
• Ability: inherited from your parents, abilities are stable traits that determine an individual's potential to learn skills

  • comes naturally and cant be learnt
• skill: a learnt action with the intension of bringing about predetermined result with maximum certainty
• skills are learned while abilities are inherited
• open skill: a skill which is performed in a certain way to deal with a change in environment
• open skills:

  • you dont have control over
  • are not predictable
• closed skill: a skill that is not affected by the environment
• closed skills:

  • you have control over
  • is predictable
• Gross motor skills

  • large muscle movements
  • not very precise
  • lots of basic movement patterns
• fine motor skills

  • small muscle groups
  • precise movements
  • good coordination
• basic skills

  • made up of simple movements
  • not hard to perform
  • easy to learn
• complex skills

  • involve thought and concentration
  • difficult to perform
  • performed under pressure
• self paced skills

  • performer controls the rate at which is executed
  • performer decides when to start the skill
  • usually closed skills
• externally paced skills

  • the opponent controls when the skill is performed
  • performer pays attention to external events
• specific: goals should be as specific as possible regarding what you want to achieve
• measurable: you need to be able to tell when you have reached a goal
• accepted: the goals should be discussed and agreed with you and your coach
• visual guidance

  • used in all stages but most effective in the cognitive stages
  • helps the learner create a mental image of the skill that needs to be learnt
  • practical demonstrations are extremely effective
• verbal guidance:

  • often used with visual guidance to direct the learner further
  • needs to be clear and consise
• manual guidance:

  • learner becomes kinaesthetically aware of the movement.
  • very simple to perform on a one on one level but hard with a large number of learners