AS Revision - 2 Based on previous - PowerPoint Presentation

Slide1

AS Revision - 2

Based on previous

q

uestions, and

potential answers to those questionsSlide2

Revision topics – chosen by your teachers

Physiology:

Cardiac cycle with conduction system

Oxyhaemoglobin dissociation curve

Skill:

Open and closed loop control

Learning Theories

Opportunities for Participation:

Factors affecting a pupils experience of school sports

Inequality in sportSlide3

Typical question – cardiac cycle

May 11Qu 2

(a) (ii) Explain how the heart controls the rate at which it beats.

(4 marks)Slide4

4

Heart beat

The chambers of the heart can

Contraction is called

Relaxation is called

The atria and ventricles contract at different times during a single beat –

contract and relax

systole

diastole

a cardiac cycleSlide5

5

Cardiac cycle -

order of contraction

Atrial systole

Diastole

Ventricular systoleSlide6

6

The Heart Beat (cardiac cycle)

Intrinsic -

Spreads through atria –

Picked up by

Descends to tip of ventricle -

Purkinje fibres –

from within atria - SAN

atrial systole

AVN

bundle of His

ventricular systoleSlide7

Typical Question

Jun 07

Qu

4

During a demanding practice session, carbon dioxide is transported by the blood.

(c)(

i

) State two ways in which carbon dioxide is transported by the blood.

(2 marks)

May 10 Qu 2(a) (ii) Explain how oxygen is taken up by haemoglobin from the lungs and released at the muscle site. (3 marks)Slide8

8

Carbon dioxide in blood

5% dissolves in

20% combines with

75% combines with water forming

plasma

haemoglobin

bicarbonate (hydrogen carbonate) ionSlide9

9

Transport of oxygen in blood

Oxygen combines with

Forms

When lots of oxygen available – all haemoglobin carries oxygen –

When not much oxygen around – oxyhaemoglobin splits –

haemoglobin

oxyhaemoglobin

haemoglobin fully saturated

releasing oxygen into musclesSlide10

10

Forming oxyhaemoglobin

In lungs – lots of

–

Hb

becomes fully saturated with

In muscles – less

– leaves

Hb

Oxygenated blood to muscles

oxygen

oxygen

oxygenSlide11

11

During exercise

Temperature in muscle

More produced

Both these increase amount of released into muscles

increases

CO

2

oxygenSlide12

12

Forming oxyhaemoglobin

During exercise

In lungs – lots of oxygen –

Hb

becomes fully saturated with O

2

In working muscles – higher and more

– more oxygen leaves

Hb

Oxygenated blood to muscles

temperature

CO

2Slide13

Typical Question – venous return

May 11

Qu

2

(b) Running helps the ‘venous return’ mechanism. Explain how the venous return mechanism works.

(3 marks)Slide14

14

Venous return – blood back to heart

Valves in

Blood only flows one way – towards

Contraction of skeletal muscles during movements –

Constriction of chest veins during inspiration –

Suction pressure of

veins

heart

muscle pump

respiratory pump

heartSlide15

Operant conditioning - Typical Question

Jan 10

Qu

4.

(c)(

i

) Explain what you understand by the term

operant conditioning. (2 marks)

(ii) How can a coach use operant conditioning to develop a gymnast’s skills? (3 marks) Slide16

16

Operant conditioning

S-R theories – become to produce a particular to a particular

- show performer what is required and allow to try

- adjust environment to strengthen chance of correct response

Trial and error learning

conditioned

response

stimulus

ShapingSlide17

17

Reinforcement

To increase

probability of

Strengthens

Positive reinforcement -

Negative reinforcement also encourages repeat of behaviour - stop negative/unpleasant stimulus when

rewards / praise

repeat of behaviour

S-R bond

desired response occursSlide18

18

Punishment

‘Opposite’ of reinforcement

U

sed

to stop repeat of

Weakens

undesired /unsuccessful attempt

S-R

bondSlide19

Typical question - motivation

Jan 10

Qu

3.

In order to improve their performance, badminton players need to be motivated.

(b) (

i

) Explain what do you understand by the term

motivation? (2 marks)

(ii) How could a coach motivate a badminton player to improve? (3 marks)Slide20

20

Motivation

The

drive

to achieve a goal

Two main types:

Intrinsic -

Extrinsic -

from within – self-satisfaction

from outside

tangible - money, badges, etc

intangible - praise, pb, etc

‘best’Slide21

Typical question – observational learning

Jan 12

Qu

3

(c) Performers could learn the swimming start by observational learning. ‘

Bandura’s

observational model of learning’ is shown below.

Using the diagram, explain how attention, motor production and motivation are used help the process of learning a skill.

(3 marks)(d) Suggest how a coach might help a performer to retain newly learned skills. (3 marks)Slide22

22

Observational Learning

Copying/

mimicing

an action/behaviour

Requires learner to be:

Attentive (attention)

Capable of remembering (retention)

Capable of performing

(motor production

)

Willing to learn (motivation)Slide23

Typical question – open and closed loop theory

Jan 11

Qu

4.

(b)(

i

) During activities that involve throwing, performers will use open and closed loop control systems to control the movement. The diagram shows an open loop system.

What are the characteristics of an ‘open loop control system’?

(2 marks) (ii) Explain why an open loop control system is not applicable to all types of skills. (3 marks) Slide24

Open loop theory

No – no

No control

movements

Doesn’t explain:

or skills

24

feedback

modifications

conscious

Rapid/ballistic

Limits of memory

Novel

openSlide25

Open Loop theory

25

Decision

Action

CommandSlide26

26

Adam’s Closed loop theory

Involves

Movement initiated by – motor programme -

Action controlled by -used as model of correctness - adjusted and strengthened through

Does not account for actions for feedback or

feedback

memory trace

experience

perceptual trace

practice

too fast

limitations of memorySlide27

Closed Loop theory

27

Decision

Action

Command

Feedback

Memory trace

Perceptual traceSlide28

Typical question – schema theory

Jan 10

Qu

3.

(c) One form of learning is through schema.

Schmidt's schema theory

(1975) is based on the concept that every time a movement is conducted, information from four sources is gathered.

Explain how these

four sources of information are used to produce a movement.

(4 marks)Slide29

29

Schema theory

Four relationships (schema) stored for every movement:

Initial conditions

Response specifications

3. Sensory consequences

4. Response outcomes

- what’s going on

- what’s needed

- how’d it feel

- what happenedSlide30

30

Schema theory

schema provides motor programme –

schema evaluates responses –

Recall

1 and

2

Recognition

3 and 4Slide31

Typical question – school provision

Jan 10

Qu

6.

(b)(ii) Describe how schools can provide extra-curricular opportunities to increase participation rates for their pupils (

4 marks

)Slide32

Factors influencing provision in schools

Factors influencing provision in schools

Available finance for sport and P.E

Emphasis placed by schools on particular sports

Enthusiasm/ knowledge of teachers

Availability of dual use facilities

Resources available – gyms/pools/ fields

Amount of time availableSlide33

Factors affecting participation

Where you live

School

Family

Race/religion

Socio-economics

Age

Gender

Ability

StereotypingSlide34

Participation

Rates - poor (21%) – Active People Survey

Only 8% for

Only 18.6% for

Only 18.3%

Only 16.3% for

Only 16% for

Mainly

Rates fall on leaving

disabled

ethnic minorities

female

low socio-economic group

young white middle class males

older people

educationSlide35

Barriers

Attitudes – stereotyping; culture; interests;

Access – facilities; transport; finance;

Programme – quality of provision; activity range; ability;

confidence

; motivation;

lifestyle

;

education

;

other activities

level of enjoyment; quality of deliverySlide36

Socio-economic barriers to participation – Typical Question

Jan 08

Qu

3

(b) The 19

th

century public schools provided the children of the middle and upper social classes with the opportunity to participate in a variety of sports that were not available to the working class.

Suggest reasons why social class can

still

be a determining factor in the number

and

type of sporting activities in which an individual might become involved.

(4 marks)Slide37

Causes

T.I.M.E.

Lack of

Lack of

Lack of

Lack of

time

income

mobility – transport

education (health benefits)Slide38

Typical question – inequality - gender

Jan 10

Qu

5.

The graph shows the increase in the number of women participating in sport and physical activity in the UK over the last 100 years.

The participation of women in physical activities is often dependent upon the opportunities available to them.

(

i

) Explain the term

discrimination

. (2 marks)(ii) Discuss whether the opportunities for women to take part in sport and physical activity are the same as for men.

(4 marks)Slide39

Factors affecting women’s participation in sport

Socialisation into role

Family commitment

School/tradition

Lack of media coverage

Male dominated

T.I.M.E.Slide40

Female sport in schools

Supposed to be ‘equal opportunities’

Resistance to compulsory nature of PE –

More success where activities geared towards accepted

Lack of preparation for

compulsory kit,

sweat,

showers

female role

continuing post 16Slide41

Counteracting gender effects

Provide

Ensure good quality

Promote

Adopt women as a

equal access

coaching

achievements

target groupSlide42

More fashionable

Publicity

Shared home responsibilities

Crèches

More activities available

More free time

For social benefits

Reasons why increasing female participantsSlide43

Typical question – inequalities -ethnicity

May 10

Qu

5

The Sport England Active People Survey of 2006 showed that

approximately 9% of people with a disability participate regularly in sport compare to 23% of the rest of the population.

(c) (

i

) Suggest reasons for this lower participation rate for people with a disability.

(4 marks)Jan 11 Qu 6.Some groups in society are less involved in sport and physical activity than other groups.

(c) Give three reasons for the lower participation rates among some ethnic minority groups. (3 marks)Slide44

Ethnicity and physical activity

Lower participation than general population

Linked to socio-economic status -

– overt or implied

Low

Cultural differences

Lack of

T I M E

Discrimination

status

Stereotyping

role modelsSlide45

Disability and physical activity

Lower

Lack of self-esteem – cycle of despair

Lack of specialised / suitable

Lack of

expectations

coaches

facilities

T I M E

role modelsSlide46

Equality

Policies for specific

More minority sport development officers and

Concentrate resources where needed -

areas;

Make activities more available

Classes for specific groups

Lower admission/membership

Change attitudes – anti-discrimination

Raise awareness/ role models;

target groups

coaches

inner city/deprived

costs

campaigns