Powerpoint for Higher PE, Preparation of the body

1. Preparation of the Body
Revision

2. Fitness assessment in relation to
personal performance
 Gathering data within the activity provides general
information on a performers fitness level. It begins to
highlight general strengths and weaknesses which
can then be analysed in a more specific/focussed way,
normally out with the activity through standardised
tests.

3. Video Analysis
Coach videos whole performance or a period of
performance
Why=
 Slow motion, paused, replay
 Accurate and detailed
 Visual evidence
 Compare to model performer
 Permanent record

4. Observation schedule
Recording sheet (normally tally marks) that is created to gather
information on the requirements of a particular activity.
Why=
 Can be general or focused
 Identify strengths and weaknesses
 Permanent record
 Easy to administrate, compare and repeat
 Used alongside video analysis

5. Thoughts and feelings
Performer notes down their own reflections of their
performance
Why=
 Simple to do
 Identifies general weaknesses
 Not factual (can be biased)

6. Heart rate monitor
 Wearing a heart rate monitor throughout a
performance, readings can then be plotted
and analysed
WHY=
Specific and accurate
Permanent record
Can be used to set training zones

7. Gathering data outwith the
activity
 It is also possible to gather information on fitness levels outwith the
activity through standardised fitness tests.
Aspect of fitness Example of test
 Cardio-respiratory endurance 12 min Cooper test/Leger test
 Muscular endurance Maximal press-up / sit-up test
 Speed Times 20m, 30m, 60m, 100m run
 Power Sergeant vertical jump/standing
 Strength 1 rep max test/Dynamometer
 Flexibility Sit and reach test/Shoulder lift
Trunk extension

8. Why are test appropriate?
 Each test is specific to a particular aspect of fitness
 Tests are widely recognised
 Norms are established
 Provide a permanent record, therefore can be repeated
and compared
 Compare to elite performer
 Can set training intensity and goals
 Identify strengths and weaknesses
 Can set training intensity and set targets

9. How to ensure a test is valid:
 Strict guidelines on test procedure should be followed, to
make sure test is accurate
 When retesting conditions must be constant, to ensure
reliability
 Results must be non biased
 Test must measure the correct aspect of fitness

10. Analysing data collected
 Data from a movement analysis chart may show for
example that towards the end of each basketball
quarter, overall involvement in the game started to
decline (ie. fewer sprints made, less lay ups attempted
etc). This would suggest that there was a problem with
cardiovascular endurance. This could then be backed up
by completing the 12 minute Cooper test and comparing
results to norms.
Similarly video analysis and an observation schedule of
the long jump could suggest a lack of power in the take
off phase. This could be backed up from results of the
vertical jump Test.

11. Demands of activity - long jump
Power
 Power is one of the main physical aspects of fitness that is required for an effective long
jump take-off. Power is a combination of speed and strength.
 To gain maximum power the athlete must reach an optimum maximum speed in their
approach. By gaining maximum speed you will gain greater power at take off. Maximum
speed will initiate maximum momentum and will in turn give you more height (arched flight
path) and a resulting greater flight time. Having longer in the air (flight) will result in more
time to adjust to a long flight shape, and enable a greater leg shoot. Overall this will result in
a greater distance.
 As well as speed, power requires strength. At the point of take off an explosive downward
force (explosive strength) is required on the take-off board.
 Due to Newton’s Third Law of Motion (for every force there is an equal and opposite reaction
force), this means the greater the maximum force that you apply downwards, with your flat
take-off foot, will result in a maximum force pushing you upwards. This upward force
combined with the fast run up approach will create the optimum take-off propulsion. This
upward force, is applied downwards via the hips, knee and ankle and hence these joints and
related muscles must be strong. Bitesize Physics has more more information on Newton’s
Third Law of Motion.
 When performing the long jump, your free leg must quickly drive up and out with a powerful
force to help create an up and outwards forward motion.

12. Co-ordination
 Coordination is the ability for different muscle groups to
work together to perform a series of movements/actions
smoothly and fluently.
 This is needed in the stride pattern of the run up prior to
the jump as the arms need to move in sync with the legs to
form a fast rhythm that is consistent for each jump. The
consistent, rhythmic stride pattern is required to accurately
place the correct foot at speed on a narrow take-off board.
 It is also required at the take-off stage as both legs are
moving in opposite directions, one forcing downwards to
help create impact against the ground and the other is bent
upwards pushing the body forward. Once in the air the arms
must be able to freely move forwards in a downwards
circular motion whilst the legs push through to help form a
streamline position in front of the body which helps the
entire body move forwards, (leg shoot) increasing the
distance of the overall jump.

13. Timing
 Timing is the ability to perform a skill at exactly the right
time in an activity. This aspect is needed in the long
jump when the jumper hits the board they need to know
that this is the time to strike down hard off the board to
help create a force that will push them upwards into the
air. Also the legs must be straightened out in the air
quickly as soon as both feet are off the ground to help
make sure both legs are straight out in front of the
jumper’s upper body. The timing is crucial in this
performance for the performer to execute the jump
effectively.

14. Mental Rehearsal
 Mental rehearsal is key for mental preparation in the long jump.
This is when you rehearse in your head exactly what you plan to do
and block everything else out.
 I may visualise the perfect jump and exactly how it will feel so that I
know what to do when actually executing the jump. If I am able to
block everything else out, such as the noise / movement of other
athletes / spectators, then it allows me to think about nothing but
my jump and makes me focus on my run up, striding, take-off,
flight and landing.
 If I have not rehearsed the jump in my head, what I plan to do,
then I may rush into my run-up without striding correctly which
means that I may place the wrong foot on the board or over/under
place my take-off foot. Either way, my foot plant, take-off, flight and
landing would be all wrong and the jump would be poorly executed
and this would result in a loss of distance.
 I must spent adequate time rehearsing a jump in my head in order
to ensure that I have planned the jump and know exactly what I
need to do.

15. Level of mental arousal
 Level of mental arousal is key to success in the long jump. The level of mental arousal is the level
of excitement, anticipation, stress, aggression, apprehension and nervousness. It refers to the
state of mental preparedness for participation in the activity. This is important for long jump as
the athlete must be prepared to perform in front of a crowd and be able to deal with everyone
focussing their attention solely on them.
 If our mental arousal is too low then we may not perform at our highest level, we may appear to
be tired, disinterested or distracted. Then again if it is too high, we may become stressed due to
expectations, the importance of the occasion or the number of people watching. Having too high
or too low a level or arousal may result in loss of distance.
 I must find the correct level of mental arousal to perform at my best, so that I am excited
enough, yet calm enough to execute the long jump perfectly.
 Level of mental arousal is key to success in the long jump. The level of mental arousal is the level
of excitement, anticipation, stress, aggression, apprehension and nervousness. It refers to the
state of mental preparedness for participation in the activity. This is important for long jump as
the athlete must be prepared to perform in front of a crowd and be able to deal with everyone
focussing their attention solely on them.
 If our mental arousal is too low then we may not perform at our highest level, we may appear to
be tired, disinterested or distracted. Then again if it is too high, we may become stressed due to
expectations, the importance of the occasion or the number of people watching. Having too high
or too low a level or arousal may result in loss of distance.
 I must find the correct level of mental arousal to perform at my best, so that I am excited
enough, yet calm enough to execute the long jump perfectly.

16. Physical, skill related and mental
aspects of fitness
Fitness is the ability to take part and meet the demands of
an activity. In terms of sport and physical education, fitness
is the body’s ability to function effectively and efficiently
without becoming fatigued.
 Fitness is very much sport-specific or activity-specific.
You cannot state that a marathon runner is 'fitter' than a
100m freestyle swimmer.
 In order to perform effectively in any activity there are
three areas of fitness:
 Physical
 Skill related
 Mental

17. Physical aspects of fitness
 Cardio-respiratory endurance
 Cardio-respiratory endurance is the ability of the heart and
lungs to provide the working muscles with oxygenated
blood for a prolonged period of time. Poor CRE will result in
the player becoming breathless more quickly and unable to
keep up with play or maintain a high skill level. Decision
making will also be affected and longer rest periods will be
needed to aid recovery.
 Strength
 Strength is the maximal force that a muscle can exert as it
contracts. Strength can be further divided into static (the
muscles contract and hold one position), dynamic (the
muscles move contracting and extending) and explosive
strength or power (the muscle contraction happens at high
speed).

18. Physical Aspects of fitness
 Muscular endurance
 Muscular endurance is the ability of a muscle or group of muscles to
perform repeated contractions for extended periods of time without
tiring. If the muscles tire, due to poor muscular endurance, then the
performer will be unable to make effective use of the muscles. A
swimmer requires muscular endurance in the upper body to be able
to consistently use the arms for the duration of the race.
 Flexibility
 Flexibility is the range of movement possible at a joint. It helps
performers to stretch and reach further. Also known as suppleness.
 Speed
 Speed allows the whole body to move quickly eg. in sprinting, or
part of the body may move quickly eg. in throwing a cricket ball.
 Power
 Power is a combination of using strength and speed at the same
time. Activities that involve jumping require power in the legs.

19. Skill-related aspects of fitness
 Agility
 Agility is the ability to change the position of the body
quickly, precisely and with control. This uses a
combination of speed and flexibility. This helps team
players dodge their opponents or turn to track back in
defence.
 Balance
 Balance is the ability to retain the centre of gravity
above the base of support when stationary (static
balance) or moving (dynamic balance). This helps
gymnasts maintain their position and prevents games
players from falling over at speed. Muscles work
together to keep the body in a balanced position.

20. Skill aspects of fitness
 Timing
 Timing is the ability apply an action or movement at an
exact moment and with the correct emphasis. The helps
long jumpers take off at the board.
 Coordination
 Coordination is the ability to move two or more body
parts together, in a smooth and fluent action.
 Reaction time
 Reaction time is the time between the presentation of a
stimulus and the onset of a movement. This helps
swimmers to make a fast start.

21. Mental aspects of fitness
 Mental preparation (or mental rehearsal)
 This is when a performer thinks about and visualises a
successful performance before they carry it out. For
example, in a basketball free throw I visualised the
timing of the action I would be using and imagined the
flight of the ball and the ball going into the basket.
 Concentration
 Concentration is the ability to stay focussed on and be
fully aware of what is going on around you. For example,
in performing a drop shot in badminton, I had to judge
the flight of the shuttle, the positioning of my body and
the movement of my opponent.

22. Mental aspects of fitness
 Confidence
 Confidence is having a positive frame of mind, in which you feel that you
can perform successfully. For example in football, I was confident I could
control the ball with one touch, dribble past the defender and strike the
ball at goal on target.
 Motivation
 Motivation is the internal feelings and/or external encouragement by
coach/spectators, which make you want to do well. For example, despite
being very tired during a marathon, I wanted to succeed; I knew I had
trained hard for the event, so I kept going.
 Level of arousal
 Level of arousal is the level of excitement, stress, nervousness and
aggression as you get prepared to participate in an activity. Arousal
levels can peak too high or dip too low.
 Relaxation
 Relaxation is the ability to free the mind from tension and anxiety when
under pressure.

23. Principle's of Training
 Getting the best out of your training
requires planning. The best training
programmes are built on principles of
Specificity, Progression, Overload,
Reversibility, Rest and Tedium
(acronym SPORRT).
 You can also use the FITT acronym to help
remember the key things to consider
when tailoring programmes for individual
sporting goals. It stands for:
Frequency, Intensity, Time and Type.

24. They key principles when
planning a programme are:
 Specificity - training must be matched to the needs and
demands of the activity. It must also be specific to the
individual in terms of initial fitness levels and their
strengths and weaknesses.
 Progression - start slowly and gradually increase the
amount of exercise and keep overloading. It is important
not to progress to quickly as you may risk injury or over
train.
 Overload - fitness can only be improved by training
more than you normally do (overloading). You must
work harder to allow your body to adapt and improve.
Overload is possible by varying the frequency, intensity
or time of training.

25. They key principles when
planning a programme are:
 Reversibility - any adaptation that takes place as a
result of training will be reversed when you stop
training. If you take a break or don't train often enough
you will lose fitness.
 Rest (recovery) – It is important to have rest in your
programme to allow your body to recover. This could
include rest between sets or complete rest days.
 Tedium - Using a variety of training methods (or
exercises) relieves tedium and avoids boredom in
training.

26. In planning a programme, apply
the FITT principles:
 Frequency - decide how often to train per week.
(Beginners 2-3, elite 4-5)
 Intensity - choose how hard to train.
 Time - decide for how long to train per session.
(Also the time for the whole programme such as
how many weeks)
 Type - decide which methods of training to use.

27. Types of training
 Circuit training
 This involves performing a series of exercises in a
special order called a circuit. Each activity takes place at
a 'station'. Each station involves a different exercise for
a set number of repetitions, or a set time. It can be
designed to aerobic or anaerobic energy systems. The
circuit could be made more demanding by either,
increasing the number of repetitions of each exercise, or
by decreasing the rest period.

28. Types of Training
 Continuous training
 This involves working for a sustained period of time
without rest. It improves cardio-vascular fitness (aerobic
energy system). Sessions need to keep the heart rate
within the training zone for a minimum of 20-30
minutes, 3 times per week.
 Fartlek training
 This 'speed play' training involves varying your speed
over which you run. (Sprinting, jogging, walking). It
improves aerobic and anaerobic fitness. This training
should replicate the pace of running required in a
particular activity. There could also be a change in
terrain to increase/decrease intensity
(flat/incline/decline).

29. Types of Training
 Interval training
 This involves alternating between periods of hard exercise
and rest. For example working for a set time/distance and
then resting for a set time/distance. Interval training can be
made harder by increasing the intensity or period of work,
or by decreasing the rest period. It can improve speed,
muscular endurance or power with a large work to ratio
(1:4), or it can improve CRE with a shorter work to rest
ratio (1:1) but over a longer period of time.
 Weight training
 This involves using weights to provide resistance to the
muscles. This is when you use isotonic contractions (i.e. the
muscles contract and extend) to improve your muscle
strength or endurance. Press-ups, sit-ups, chins and weight
lifting are all isotonic exercises.

30. Types of Training
 Muscular endurance
 This training involves using light workloads 40-60% of max with many reps
and sets. This does not make your muscles bigger but makes muscles work for
longer.
 Flexibility training
 This training involves holding a specific stretch for 10–30 seconds to improve
the range of motion about a joint.
 Plyometric training
 This involves working explosively at maximal intensity using hopping,
jumping, skipping, and throwing activities. This type of training improves
speed and power it is very demanding and produces high levels of lactic acid.
This type of training would improve your performance in activities such as
sprinting, long jump or javelin.
 Conditioned approach
 This is when you train within the activity. This approach will not only improve
a specific fitness area, but will improve skill level in a game-like situation. It
also helps to keep skill level high, whilst coping with fatigue. This method also
prevents boredom and performers will tend to work harder for longer.

31. Training phases
 A training year can be split into different phases,
working back chronologically from a date where you
wish to peak and the current date, this is known as
periodisation. The three main phases are:
 off season (transition period)
 pre season (preparation period)
 in season (competition period)

32. Phases of Training
 Off season (transition period)
 This begins immediately at the end of the season and
bridges the gap to the start of the next training year. During
this period the performer is involved in rest and recovery.
This however should not be a period of inactivity but rather
it should be active rest with low intensity aerobic work such
as cycling or swimming.
 Pre season (preparation period)
 This marks the return to a regular pattern of targeted
training. In the early stages of pre season the training will
focus on improving general fitness levels for the activity
with the major emphasis being physical fitness such as
strength and aerobic work. As the pre season progresses
the emphasis shifts to higher intensity speed and power
work and then in to skill related fitness as the start of the
season approaches.

33. Phases of Training
 In season (competition period)
 This involves maintaining the fitness levels built up during the pre
season. Remember the principle of reversibility - if you stop your fitness
training your fitness levels will start to drop rapidly. The number of
fitness sessions is reduced to the minimum required to maintain your
fitness levels this will depend on the activity you are training for. For
example a distance runner will still have to train at a high level to stay fit
for competition.
 However in team sports there is a conflict between maintaining fitness
and working on skill and tactics and having time to recover for the next
game. This is where the combined conditioning approach can be most
effective as skill and fitness can be worked on simultaneously this saves
time and makes the training specific. In individual activities such as
athletics, an athlete may have several league meetings during the
season and also important competitions. To take account of this, they
train less intensely prior to the competitions so that their body is not
fatigued from training. This involves planning ahead so that the overall
programme is prepared with this spell of tapering down built in.

34. Goal-setting
 Always set SMARTER targets:
 Specific
 Measurable
 Achievable
 Realistic
 Time-phased
 Exciting
 Recorded
 Targets must be specific to your ability and be easily measurable. It also
important that the targets set are achievable and realistic. Targets must also
be time-phased. Short-term targets influence long-term targets. Short-term
targets usually relate to specific areas of development. Try to ensure that
achieving short term goals provides satisfaction and that they are linked to
daily and weekly action plans. Long-term goals are often classified as outcome
goals. Try to use outcome goals such as improving your performance.

35. Examples
 Short-term example
 An example of a realistic short-term target could be to
develop your cardio-respiratory endurance by increasing
your training zone from 70% to 75% of your maximum
after 2 weeks training.
 Long-term example
 An example of a realistic long-term target could be to
develop your cardio-respiratory endurance to a level that
will improve your overall performance and win a certain
event.

36. Benefits of setting targets
 It increases motivation and determination ie. if you
reach your first short term target this will motivate you
to continue
 It reinforces the desire to keep working and builds self-
confidence
 It provides valuable feedback which will help identify
development needs, training requirements and provide a
starting point to monitor progress

37. Planning, monitoring and
implementing training
When creating a training programme it is important to
consider all of the following points:
 The individual needs
 The demands of the activity
 The principles of training
 The methods of training
 The training year
 Goal setting

38. Example of Training programme
 See link
 http://www.bbc.co.uk/scotland/learning/bitesize/higher/
pe/preparation_of_body/training_rev5.shtml
 http://www.bbc.co.uk/scotland/learning/bitesize/higher/
pe/preparation_of_body/training_rev6.shtml
 http://www.swimplan.com/index.php?pg=wrk1
 http://www.brianmac.co.uk/swimming/swimplan.htm

39. Monitoring and evaluating
training
 It is important that throughout your training you re-test
at regular intervals to ensure that progress is being
made (approximately every 4 weeks). By re-testing you
can find out if your programme needs to be adjusted in
order to maintain improvement. Without adjustments,
you may improve to a certain point and then plateau
(stay the same) because your body is not being
challenged.
 Comparing your re-test results with your initial tests
will identify what adjustments may need to be made to
your programme and what your new strengths and
weaknesses may be.

40. Monitoring and evaluating
training
 It is important that throughout and at the end of your
programme to repeat the same specific Standard Tests to
check for improvement against your previous results and to
compare yourself again with the National Norms. You should
also analyse whether or not it has improved your overall
performance by re-completing the same methods you used
to gather information within the activity.
 Keeping a diary of your programme can also help monitor
your programme and can give details of how you felt the
programme was progressing, where you adapted the
programme or any problems you may have had. The
training diary method is a valuable method of monitoring
performance which enables performers to be actively
involved in recording and monitoring their training activities.
This should be completed following each training session.

41. Link to Test
 http://www.bbc.co.uk/scotland/learning/bitesize/higher/
pe/preparation_of_body/