Sport Science Unit R041 – Reducing the risk of
Description: Sport Science Unit R041 Reducing the risk of sports injuries During the external assessment (exam), you will be expected to demonstrate your understanding by answering questions that require you to apply the skills of analysis and
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slide2. Sport Science Unit R041 – Reducing the risk of sports injuries During the external assessment (exam), you will be expected to demonstrate your understanding by answering questions that require you to apply the skills of analysis and evaluation in particular contexts.<br>
slide3. Contents Aims
Learning outcome 1 – understand different factors which influence the risk of injury
Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury
Learning outcome 3 – know how to respond to injuries within a sporting context
Learning outcome 4 – know how to respond to common medical conditions.<br>
slide4. Learning outcome 1 – understand different factors which influence the risk of injury By the end of this learning outcome you should know:
Extrinsic factors which can influence the risk of injury
Intrinsic factors which can influence the risk of injury.<br>
slide5. Learning outcome 1 – understand different factors which influence the risk of injury Extrinsic factors which can influence the risk of injury
Extrinsic factors are risks which are outside of the sports performers body and are related to the sports activity.
The type of activity
Contact sports present different injury risks from gymnastic activities
Team sports which allow contact with other sports performers for example, rugby, may have a higher risk of injuries from performers running into each other
A sport which is carried out individually for example sprinting may have a lower risk of injury as there are fewer risks/hazards involved.<br>
slide6. Learning outcome 1 – understand different factors which influence the risk of injury Extrinsic factors which can influence the risk of injury
Coaching/supervision
Poor or incorrect coaching techniques
Ineffective communication skills
The importance of adhering to the sport or activities rules and regulations. Think about… Have you ever had an injury or seen a teammate become injured because rules and regulations were not followed correctly? Can you think of a sport and some of the rules which are there specifically to keep you and other sports participants safe?<br>
slide7. Learning outcome 1 – understand different factors which influence the risk of injury Extrinsic factors which can influence the risk of injury
Environmental factors
The weather can be a risk to sports performers, for example ice, wind, rain and snow can prevent sports and activities from being carried out safely
The playing surface or performance area and surrounding area can be risk of injury to sports performers for example, rugby posts need padding, the surface of a netball court must not be slippery
Other participants can be a hazard and can cause injury to others, for example, by tackling in hockey or during a jump ball in basketball. Activity: For a team sport of your choice explain how environmental factor can be a risk and may cause injury to people participating in them.<br>
slide8. Learning outcome 1 – understand different factors which influence the risk of injury Extrinsic factors which can influence the risk of injury
Equipment
Protective equipment is worn by the sports performer to protect them from injury, for example, shin pads in football, a gum shield in boxing, a helmet in cycling and goggles in skiing
Performance equipment is used by the sports performer to help reduce the risk of injury to themselves and others around them for example, shin guards to protect against a hockey stick, a helmet to protect against a cricket ball or a rock-climbing harness to protect against falls
Clothing and footwear worn by the sports performer must be suitable for the playing surface, weather conditions and specific to the sport or activity. Think about… What types of equipment do you need for sports and activities you take part in and why do you need them?<br>
slide9. Learning outcome 1 – understand different factors which influence the risk of injury Extrinsic factors which can influence the risk of injury
Safety hazards
Safety hazards must be identified and can be minimised by carrying out:
Risk assessments
Safety checks
Emergency action plans (EAPs). Task: In pairs, select a sport or activity and carry out a risk assessment, safety check or EAP in the environment the sport/activity is played in. For example, you could carry out a safety check in the sports hall for basketball.<br>
slide10. Learning outcome 1 – understand different factors which influence the risk of injury Intrinsic factors which can influence the risk of injury
Intrinsic factors are risks which are within the sports person’s body
Physical preparation
Physical preparation can increase the risk of injury if the sports person does too much or not enough!
Training must be at the right level for the sports person
The warm-up must be appropriate and prepare the sports persons body for exercise
The cool down must be thorough enough to enable the sports persons body to recover from exercise
The fitness level of the sports person needs to match the demands of the sport or activity they are taking part in
Overuse of muscles and joints can cause them to become tired and more likely to become injured
Muscle imbalances can cause joints to be used incorrectly and more likely to sustain an injury.<br>
slide11. Learning outcome 1 – understand different factors which influence the risk of injury Intrinsic factors which can influence the risk of injury
Individual variables
Individual variables are factors which can be used to identify risks to sports people, they include:
Gender
Age
Flexibility
Nutrition
Sleep
Previous/recurring injuries. Think about… How can individual variables affect the risk of injury to sports person?
Select a sport and then discuss the different variables and how they could be a risk.<br>
slide12. Learning outcome 1 – understand different factors which influence the risk of injury Intrinsic factors which can influence the risk of injury
Psychological factors
Motivation – The desire to do something and move toward a goal.
Aggression – Behaviour against another person or object.
Arousal/anxiety levels – Arousal is an energised state that can help or hinder performance. Anxiety is feeling nervous or worried. Activity: Describe, using sports examples, how motivation, aggression and arousal/anxiety levels could affect a sports person and increase their risk of injury whilst participating in a sport.<br>
slide13. Learning outcome 1 – understand different factors which influence the risk of injury Intrinsic factors which can influence the risk of injury
Posture and causes of poor posture
Poor stance or gait can influence the risk of injury, for example, bending your knees or hunching your shoulders when standing
Sitting positions can influence the risk of injury, for example, slouching on the sofa rather than sitting upright
Physical defects can influence the risk of injury, for example, a lack of core muscle strength may mean less support or being overweight can put strain on posture
Fatigue can influence the risk of injury, for example, tired muscles will be unable to support the skeleton properly
Emotional factors can influence the risk of injury, for example, having low self-esteem or a lack of confidence can influence posture
Clothing and footwear can influence the risk of injury, for example, wearing shoes with high heels can affect posture.<br>
slide14. Learning outcome 1 – understand different factors which influence the risk of injury Intrinsic factors which can influence the risk of injury
Task: For each of the six factors, complete the table by providing a sports example to explain how these can be a risk of injury. For example, a poor position when practicing a golf swing could cause a muscle injury to your lower back.<br>
slide15. Learning outcome 1 – understand different factors which influence the risk of injury Intrinsic factors which can influence the risk of injury
Sports injuries related to poor posture
Pelvic tilt – The orientation of the pelvis, the thighbones and the rest of the body.
Lordosis – Inward curve of the spine in the lower back
Kyphosis – Excessive curvature of the spine.
Round shoulders – The shoulders are out of alignment with the spine.
Scoliosis – Sideways curvature of the spine.<br>
slide16. Learning outcome 1 – understand different factors which influence the risk of injury Exam style questions
For each of the following intrinsic factors, explain how injuries can occur.
Physical preparation (2 marks)
Individual differences. (2 marks)
Which of the following is not an extrinsic factor which can influence the risk of injury:
Type of activity
Equipment
Environmental factors
Aggression.
(1 mark)
Name two activities performed to minimise the risk of injury from safety hazards. (2 marks)<br>
slide17. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury By the end of this learning outcome you should know:
The physical benefits of a warm-up
The key components of a warm-up
Physical benefits of a cool down
Key components of a cool down
Specific needs which a warm-up and cool down must consider.<br>
slide18. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury The physical benefits of a warm-up
Warming up muscles/preparing the body for physical activity
Increase in body temperature
Increase in heart rate
Increase in flexibility of muscles and joints
Increase in pliability of ligaments and tendons
Increase in blood flow and oxygen to muscles
Increase in the speed of muscle contraction. Think about… What kind of activities do you do in a warm-up to achieve the benefits listed above?
Do you change the activities when taking part in different sports?<br>
slide19. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury The psychological benefits of a warm-up
Heighten or control arousal levels, a warm-up can help you to ‘get in the zone’ or settle nerves
Improve concentration/focus
Increase motivation
Mental rehearsal. Activity: In pairs discuss the psychological benefits of a warm-up.
Describe how improved concentration or increased motivation can help you in a sports scenario.<br>
slide20. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury Key components of a warm-up
Pulse raising – Exercises that slowly increase heart rate and body temperature: jogging, cycling, skipping.
Mobility – Exercises that take the joints through their full range of movement (ROM): arm swings, hip circles.
Dynamic movements – Exercise carried out quickly using a change of speed and direction: lunges, knee raises, star jumps.
Stretching – Developmental stretches and dynamic stretches linked to the specific sport: ‘open and close the gate’ and groin walk before football.
Skill rehearsal phase – Rehearsing common movement patterns and skills which will be used in the activity: dribbling drills for football, passing drills for netball). Activity: Design a warm-up for a sport of your choice.<br>
slide21. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury Physical benefits of a cool down
Helps the body’s transition back to a resting state
Gradually lowers heart rate
Gradually lowers temperature
Circulates blood and oxygen
Reduces breathing rate
Removes waste products such as lactic acid
Reduces the risk of muscle soreness and stiffness
Aids recovery by stretching muscles, it helps to lengthen and strengthen muscles for the next work-out. Think about…
How do you feel after exercise? What do you do to cool down?<br>
slide22. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury Key components of a cool down
Pulse lowering
This component uses exercises which gradually lower your heart rate and reduce temperature back to normal after exercise
You should carry out easy movements, light running and stretching.
Stretching
The component uses maintenance stretches, static stretches to help lengthen and relax muscles after exercise
You could use hamstring and quadriceps stretches if you have been doing exercises with your legs such as running or cycling.<br>
slide23. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury Specific needs which a warm-up and cool down must consider
Before leading a warm-up or cool down the sports leader or coach must think about the needs of the group and individuals to reduce the likelihood of injury. Consideration must be given to the:
Characteristics of the individual/group
Size of group
Age of participants
Experience of participants
Individual fitness levels
Any medical conditions participants may have.
Suitability as preparation for a particular activity/sport
Environmental factors
Weather/temperature if outdoors
Available facilities.<br>
slide24. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury Exam style questions
Explain how a warm-up might be of physical benefit to a performer. (2 marks)
Name two elements of a cool down, giving an example for each. (4 marks)
Identify three specific needs which a coach or sports leader must consider before leading a warm-up and cool down. (3 marks)<br>
slide25. Learning outcome 3 – know how to respond to injuries within a sporting context By the end of this learning outcome you should know:
Acute and chronic injuries
The types, causes and treatment of common sports injuries
How to respond to injuries and medical conditions in a sporting context
Emergency Action Plans (EAP) in a sporting context.<br>
slide26. Learning outcome 3 – know how to respond to injuries within a sporting context Acute and chronic injuries
Acute injuries:
Are caused by a sudden trauma to the body, for example a hard rugby tackle or being hit by a ball in cricket
The symptoms are immediate pain, and usually swelling with a loss of function
Common acute sports injuries include sprains and strains. Activity: Identify a type of acute sports injury, describe the symptoms and its common causes during sports participation.<br>
slide27. Learning outcome 3 – know how to respond to injuries within a sporting context Acute and chronic injuries
Chronic injuries:
Also known as overuse injuries and are caused by continuous stress on an area
These injuries tend to develop gradually over a period of time
The symptoms can include a dull ache, swelling pain when performing an activity
Common chronic sports injuries include tennis elbow, Achilles tendonitis and shin splints. Activity: Identify a type of chronic sports injury,
describe the symptoms and its common causes during sports participation.<br>
slide28. Learning outcome 3 – know how to respond to injuries within a sporting context Types, causes and treatment of common sports injuries
Soft tissue injuries: sprains, strains
Caused by slipping, tripping, falls.
Treatment: Rest, Ice, Compression, Elevation (RICE).
Overuse injuries: tendonitis, tennis elbow, golfers' elbow, shin splints
Caused by overuse, repetition, not resting, over training.
Treatment: Rest, Ice, Compression, Elevation (RICE).
Fractures: open, closed
Caused by traumatic incidents, falls.
Treatment: Immobilisation, rest, medical assessment.<br>
slide29. Learning outcome 3 – know how to respond to injuries within a sporting context Types, causes and treatment of common sports injuries
Concussion:
Signs and symptoms: dizziness, headache, confusion, loss of consciousness
Caused by collision or knock to the head
Treatment: medical assessment.
Abrasions: grazes and cuts
Caused by tripping, slipping, falls
Treatment: clean with water, apply a dressing or seek medical assessment (depending on severity).
Contusions: bruises
Caused by tripping, slipping, falls
Treatment: apply ice, rest.<br>
slide30. Learning outcome 3 – know how to respond to injuries within a sporting context Types, causes and treatment of common sports injuries
Blisters:
Caused by blisters on the foot due to poorly fitting footwear
Treatment: keep it clean, protect it from bursting, avoid pressure from footwear.
Cramp:
Symptoms: painful sensations caused by muscle contractions or over shortening
Caused by overuse, dehydration
Treatment: gentle stretching, light massage.<br>
slide31. Learning outcome 3 – know how to respond to injuries within a sporting context Types, causes and treatment of common sports injuries
Injuries related to children:
Severs diseases: inflammation of the growth plate in the heel of children (8–14) years old.
Often caused by overuse.
Treatment: rest, ice and elevation.
Osgood Schlatter’s disease: inflammation around the knee joint.
Often caused by overuse.
Treatment: rest, physiotherapy, taping.<br>
slide32. Learning outcome 3 – know how to respond to injuries within a sporting context How to respond to injuries and medical conditions in a sporting context
SALTAPS – on-field assessment routine
See, Ask, Look, Touch, Active, Passive, Strength.
RICE
Rest, Ice, Compress, Elevate. Think about…
When have you seen SALTAPS being used in a sports injury situation. What happened in this situation and how did SALTAPS help to respond and resolve the medical condition?
Have you used RICE to treat a sports injury that you have had from taking part in sport?<br>
slide33. Learning outcome 3 – know how to respond to injuries within a sporting context How to respond to injuries and medical conditions in a sporting context
Stretching and massage*
Can be used for minor strains and sprains.
Helps to reduce swelling and increase recovery/healing time.
*Massage should only be used in the subacute phase of injury i.e. 72 hours after the injury has occurred.
Taping, bandaging, splints, slings
Can be used to help a performer with a new injury or someone with an existing injury return to sport/activity.
Hot and cold treatments – heat pack*, freeze spray
Can be used for minor strains and strains.
*Heat should only be used in the subacute phase of rehabilitation. It should not be applied to an acute injury in the first 72 hours.<br>
slide34. Learning outcome 3 – know how to respond to injuries within a sporting context How to respond to injuries and medical conditions in a sporting context
An action plan or an emergency actin plan (EAP) is produced to show how to respond to injuries and medical conditions in a sporting context.
For example, emergency procedures are put in place for scenarios which you can reasonably expect in sporting situations.
The aim of the EAP is to protect the safety of all sports people, spectators, coaches, and officials in case of a medical emergency.<br>
slide35. Learning outcome 3 – know how to respond to injuries within a sporting context Emergency Action Plans (EAP) in a sporting context
The EAP will provide guidelines and templates for emergency planning to help prepare individuals for emergency situations within sports.
All EAP’s will include the following information:
Emergency personnel: first responder, first aider, coach.
Emergency communication: telephone, emergency numbers, emergency services.
Emergency equipment: first aid kits, evacuation chair.<br>
slide36. Learning outcome 3 – know how to respond to injuries within a sporting context Exam style questions
Describe the benefits to a performer of receiving a massage as a response to an injury. (2 marks)
Name the part of an Emergency Action Plan (EAP) that the following are examples of:
coach
emergency numbers
evacuation chair.
(3 marks)
Describe how a gymnastics coach should deal with a performer who they suspect has sprained their wrist. (4 marks)<br>
slide37. Learning outcome 4 – know how to respond to common medical conditions By the end of this learning outcome you should know:
The symptoms of common medical conditions
How to respond to these common medical conditions.<br>
slide38. Learning outcome 4 – know how to respond to common medical conditions The symptoms of common medical conditions
Asthma
Symptoms: Coughing, wheezing, shortness of breath, tightness in the chest.
How to respond to these common medical conditions
All coaches, sports leaders must be aware of participants’ medical conditions before taking part in physical activity
Reassure the person, enable them to take their inhaler, call the emergency services (if needed).<br>
slide39. Learning outcome 4 – know how to respond to common medical conditions The symptoms of common medical conditions
Diabetes
Symptoms: Increased thirst, going to the toilet lots, extreme tiredness, and weight loss.
There are two types of diabetes:
Type 1 (insulin-dependent)
Type 2 (non-insulin dependent).
How to respond to these common medical conditions
All coaches, sports leaders must be aware of participants’ medical conditions before taking part in physical activity
Insulin is given if the person is hyperglycaemic (high blood sugar) and sugar is given if the person is hypoglycaemic (low blood sugar).<br>
slide40. Learning outcome 4 – know how to respond to common medical conditions The symptoms of common medical conditions
Epilepsy
Symptoms: seizures.
How to respond to these common medical conditions
Ensure awareness of any participants’ medical conditions prior to commencing physical activity
Check if there is an emergency care plans in place for the individual
Refer the performer on to a professional by calling 999 and explaining what has happened.<br>
slide41. Learning outcome 4 – know how to respond to common medical conditions How to respond to these common medical conditions and the symptoms of common medical conditions
Activity: Role play scenarios
In pairs use the examples below to carry out role play scenarios to demonstrate
how to respond to common medical conditions.
Examples of roles: coach, first aider, teacher
Examples of common medical conditions: sprain, asthma, diabetes, epilepsy
Examples of scenarios: during sports match a player falls and grabs their thigh, in a warm-up a performer over stretches their shoulder, a spectator suddenly has a seizure, during a warm-up a performer starts coughing and wheezing.<br>
slide42. Learning outcome 4 – know how to respond to common medical conditions Exam style questions Which one of the above could be a possible symptom of a concussion? (1 mark)
Which one of the above is a symptom of epilepsy? (1 mark)
Which one of the above is the best treatment for an asthma attack that is very severe? (1 mark)<br>
slide43. Sport Science Unit RO41 – Reducing the risk of sports injuries By completing this unit, you will have learnt:
how to prepare participants to take part in physical activity in a way which minimises the risk of injuries occurring
how to react to common injuries that can occur during sport
how to recognise the symptoms of some common medical conditions, providing a good foundation to undertake formal first aid training and qualifications.<br>
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slide3. Contents Aims
Learning outcome 1 – understand different factors which influence the risk of injury
Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury
Learning outcome 3 – know how to respond to injuries within a sporting context
Learning outcome 4 – know how to respond to common medical conditions.<br>
slide4. Learning outcome 1 – understand different factors which influence the risk of injury By the end of this learning outcome you should know:
Extrinsic factors which can influence the risk of injury
Intrinsic factors which can influence the risk of injury.<br>
slide5. Learning outcome 1 – understand different factors which influence the risk of injury Extrinsic factors which can influence the risk of injury
Extrinsic factors are risks which are outside of the sports performers body and are related to the sports activity.
The type of activity
Contact sports present different injury risks from gymnastic activities
Team sports which allow contact with other sports performers for example, rugby, may have a higher risk of injuries from performers running into each other
A sport which is carried out individually for example sprinting may have a lower risk of injury as there are fewer risks/hazards involved.<br>
slide6. Learning outcome 1 – understand different factors which influence the risk of injury Extrinsic factors which can influence the risk of injury
Coaching/supervision
Poor or incorrect coaching techniques
Ineffective communication skills
The importance of adhering to the sport or activities rules and regulations. Think about… Have you ever had an injury or seen a teammate become injured because rules and regulations were not followed correctly? Can you think of a sport and some of the rules which are there specifically to keep you and other sports participants safe?<br>
slide7. Learning outcome 1 – understand different factors which influence the risk of injury Extrinsic factors which can influence the risk of injury
Environmental factors
The weather can be a risk to sports performers, for example ice, wind, rain and snow can prevent sports and activities from being carried out safely
The playing surface or performance area and surrounding area can be risk of injury to sports performers for example, rugby posts need padding, the surface of a netball court must not be slippery
Other participants can be a hazard and can cause injury to others, for example, by tackling in hockey or during a jump ball in basketball. Activity: For a team sport of your choice explain how environmental factor can be a risk and may cause injury to people participating in them.<br>
slide8. Learning outcome 1 – understand different factors which influence the risk of injury Extrinsic factors which can influence the risk of injury
Equipment
Protective equipment is worn by the sports performer to protect them from injury, for example, shin pads in football, a gum shield in boxing, a helmet in cycling and goggles in skiing
Performance equipment is used by the sports performer to help reduce the risk of injury to themselves and others around them for example, shin guards to protect against a hockey stick, a helmet to protect against a cricket ball or a rock-climbing harness to protect against falls
Clothing and footwear worn by the sports performer must be suitable for the playing surface, weather conditions and specific to the sport or activity. Think about… What types of equipment do you need for sports and activities you take part in and why do you need them?<br>
slide9. Learning outcome 1 – understand different factors which influence the risk of injury Extrinsic factors which can influence the risk of injury
Safety hazards
Safety hazards must be identified and can be minimised by carrying out:
Risk assessments
Safety checks
Emergency action plans (EAPs). Task: In pairs, select a sport or activity and carry out a risk assessment, safety check or EAP in the environment the sport/activity is played in. For example, you could carry out a safety check in the sports hall for basketball.<br>
slide10. Learning outcome 1 – understand different factors which influence the risk of injury Intrinsic factors which can influence the risk of injury
Intrinsic factors are risks which are within the sports person’s body
Physical preparation
Physical preparation can increase the risk of injury if the sports person does too much or not enough!
Training must be at the right level for the sports person
The warm-up must be appropriate and prepare the sports persons body for exercise
The cool down must be thorough enough to enable the sports persons body to recover from exercise
The fitness level of the sports person needs to match the demands of the sport or activity they are taking part in
Overuse of muscles and joints can cause them to become tired and more likely to become injured
Muscle imbalances can cause joints to be used incorrectly and more likely to sustain an injury.<br>
slide11. Learning outcome 1 – understand different factors which influence the risk of injury Intrinsic factors which can influence the risk of injury
Individual variables
Individual variables are factors which can be used to identify risks to sports people, they include:
Gender
Age
Flexibility
Nutrition
Sleep
Previous/recurring injuries. Think about… How can individual variables affect the risk of injury to sports person?
Select a sport and then discuss the different variables and how they could be a risk.<br>
slide12. Learning outcome 1 – understand different factors which influence the risk of injury Intrinsic factors which can influence the risk of injury
Psychological factors
Motivation – The desire to do something and move toward a goal.
Aggression – Behaviour against another person or object.
Arousal/anxiety levels – Arousal is an energised state that can help or hinder performance. Anxiety is feeling nervous or worried. Activity: Describe, using sports examples, how motivation, aggression and arousal/anxiety levels could affect a sports person and increase their risk of injury whilst participating in a sport.<br>
slide13. Learning outcome 1 – understand different factors which influence the risk of injury Intrinsic factors which can influence the risk of injury
Posture and causes of poor posture
Poor stance or gait can influence the risk of injury, for example, bending your knees or hunching your shoulders when standing
Sitting positions can influence the risk of injury, for example, slouching on the sofa rather than sitting upright
Physical defects can influence the risk of injury, for example, a lack of core muscle strength may mean less support or being overweight can put strain on posture
Fatigue can influence the risk of injury, for example, tired muscles will be unable to support the skeleton properly
Emotional factors can influence the risk of injury, for example, having low self-esteem or a lack of confidence can influence posture
Clothing and footwear can influence the risk of injury, for example, wearing shoes with high heels can affect posture.<br>
slide14. Learning outcome 1 – understand different factors which influence the risk of injury Intrinsic factors which can influence the risk of injury
Task: For each of the six factors, complete the table by providing a sports example to explain how these can be a risk of injury. For example, a poor position when practicing a golf swing could cause a muscle injury to your lower back.<br>
slide15. Learning outcome 1 – understand different factors which influence the risk of injury Intrinsic factors which can influence the risk of injury
Sports injuries related to poor posture
Pelvic tilt – The orientation of the pelvis, the thighbones and the rest of the body.
Lordosis – Inward curve of the spine in the lower back
Kyphosis – Excessive curvature of the spine.
Round shoulders – The shoulders are out of alignment with the spine.
Scoliosis – Sideways curvature of the spine.<br>
slide16. Learning outcome 1 – understand different factors which influence the risk of injury Exam style questions
For each of the following intrinsic factors, explain how injuries can occur.
Physical preparation (2 marks)
Individual differences. (2 marks)
Which of the following is not an extrinsic factor which can influence the risk of injury:
Type of activity
Equipment
Environmental factors
Aggression.
(1 mark)
Name two activities performed to minimise the risk of injury from safety hazards. (2 marks)<br>
slide17. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury By the end of this learning outcome you should know:
The physical benefits of a warm-up
The key components of a warm-up
Physical benefits of a cool down
Key components of a cool down
Specific needs which a warm-up and cool down must consider.<br>
slide18. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury The physical benefits of a warm-up
Warming up muscles/preparing the body for physical activity
Increase in body temperature
Increase in heart rate
Increase in flexibility of muscles and joints
Increase in pliability of ligaments and tendons
Increase in blood flow and oxygen to muscles
Increase in the speed of muscle contraction. Think about… What kind of activities do you do in a warm-up to achieve the benefits listed above?
Do you change the activities when taking part in different sports?<br>
slide19. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury The psychological benefits of a warm-up
Heighten or control arousal levels, a warm-up can help you to ‘get in the zone’ or settle nerves
Improve concentration/focus
Increase motivation
Mental rehearsal. Activity: In pairs discuss the psychological benefits of a warm-up.
Describe how improved concentration or increased motivation can help you in a sports scenario.<br>
slide20. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury Key components of a warm-up
Pulse raising – Exercises that slowly increase heart rate and body temperature: jogging, cycling, skipping.
Mobility – Exercises that take the joints through their full range of movement (ROM): arm swings, hip circles.
Dynamic movements – Exercise carried out quickly using a change of speed and direction: lunges, knee raises, star jumps.
Stretching – Developmental stretches and dynamic stretches linked to the specific sport: ‘open and close the gate’ and groin walk before football.
Skill rehearsal phase – Rehearsing common movement patterns and skills which will be used in the activity: dribbling drills for football, passing drills for netball). Activity: Design a warm-up for a sport of your choice.<br>
slide21. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury Physical benefits of a cool down
Helps the body’s transition back to a resting state
Gradually lowers heart rate
Gradually lowers temperature
Circulates blood and oxygen
Reduces breathing rate
Removes waste products such as lactic acid
Reduces the risk of muscle soreness and stiffness
Aids recovery by stretching muscles, it helps to lengthen and strengthen muscles for the next work-out. Think about…
How do you feel after exercise? What do you do to cool down?<br>
slide22. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury Key components of a cool down
Pulse lowering
This component uses exercises which gradually lower your heart rate and reduce temperature back to normal after exercise
You should carry out easy movements, light running and stretching.
Stretching
The component uses maintenance stretches, static stretches to help lengthen and relax muscles after exercise
You could use hamstring and quadriceps stretches if you have been doing exercises with your legs such as running or cycling.<br>
slide23. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury Specific needs which a warm-up and cool down must consider
Before leading a warm-up or cool down the sports leader or coach must think about the needs of the group and individuals to reduce the likelihood of injury. Consideration must be given to the:
Characteristics of the individual/group
Size of group
Age of participants
Experience of participants
Individual fitness levels
Any medical conditions participants may have.
Suitability as preparation for a particular activity/sport
Environmental factors
Weather/temperature if outdoors
Available facilities.<br>
slide24. Learning outcome 2 – understand how appropriate warm-up and cool down routines can help to prevent injury Exam style questions
Explain how a warm-up might be of physical benefit to a performer. (2 marks)
Name two elements of a cool down, giving an example for each. (4 marks)
Identify three specific needs which a coach or sports leader must consider before leading a warm-up and cool down. (3 marks)<br>
slide25. Learning outcome 3 – know how to respond to injuries within a sporting context By the end of this learning outcome you should know:
Acute and chronic injuries
The types, causes and treatment of common sports injuries
How to respond to injuries and medical conditions in a sporting context
Emergency Action Plans (EAP) in a sporting context.<br>
slide26. Learning outcome 3 – know how to respond to injuries within a sporting context Acute and chronic injuries
Acute injuries:
Are caused by a sudden trauma to the body, for example a hard rugby tackle or being hit by a ball in cricket
The symptoms are immediate pain, and usually swelling with a loss of function
Common acute sports injuries include sprains and strains. Activity: Identify a type of acute sports injury, describe the symptoms and its common causes during sports participation.<br>
slide27. Learning outcome 3 – know how to respond to injuries within a sporting context Acute and chronic injuries
Chronic injuries:
Also known as overuse injuries and are caused by continuous stress on an area
These injuries tend to develop gradually over a period of time
The symptoms can include a dull ache, swelling pain when performing an activity
Common chronic sports injuries include tennis elbow, Achilles tendonitis and shin splints. Activity: Identify a type of chronic sports injury,
describe the symptoms and its common causes during sports participation.<br>
slide28. Learning outcome 3 – know how to respond to injuries within a sporting context Types, causes and treatment of common sports injuries
Soft tissue injuries: sprains, strains
Caused by slipping, tripping, falls.
Treatment: Rest, Ice, Compression, Elevation (RICE).
Overuse injuries: tendonitis, tennis elbow, golfers' elbow, shin splints
Caused by overuse, repetition, not resting, over training.
Treatment: Rest, Ice, Compression, Elevation (RICE).
Fractures: open, closed
Caused by traumatic incidents, falls.
Treatment: Immobilisation, rest, medical assessment.<br>
slide29. Learning outcome 3 – know how to respond to injuries within a sporting context Types, causes and treatment of common sports injuries
Concussion:
Signs and symptoms: dizziness, headache, confusion, loss of consciousness
Caused by collision or knock to the head
Treatment: medical assessment.
Abrasions: grazes and cuts
Caused by tripping, slipping, falls
Treatment: clean with water, apply a dressing or seek medical assessment (depending on severity).
Contusions: bruises
Caused by tripping, slipping, falls
Treatment: apply ice, rest.<br>
slide30. Learning outcome 3 – know how to respond to injuries within a sporting context Types, causes and treatment of common sports injuries
Blisters:
Caused by blisters on the foot due to poorly fitting footwear
Treatment: keep it clean, protect it from bursting, avoid pressure from footwear.
Cramp:
Symptoms: painful sensations caused by muscle contractions or over shortening
Caused by overuse, dehydration
Treatment: gentle stretching, light massage.<br>
slide31. Learning outcome 3 – know how to respond to injuries within a sporting context Types, causes and treatment of common sports injuries
Injuries related to children:
Severs diseases: inflammation of the growth plate in the heel of children (8–14) years old.
Often caused by overuse.
Treatment: rest, ice and elevation.
Osgood Schlatter’s disease: inflammation around the knee joint.
Often caused by overuse.
Treatment: rest, physiotherapy, taping.<br>
slide32. Learning outcome 3 – know how to respond to injuries within a sporting context How to respond to injuries and medical conditions in a sporting context
SALTAPS – on-field assessment routine
See, Ask, Look, Touch, Active, Passive, Strength.
RICE
Rest, Ice, Compress, Elevate. Think about…
When have you seen SALTAPS being used in a sports injury situation. What happened in this situation and how did SALTAPS help to respond and resolve the medical condition?
Have you used RICE to treat a sports injury that you have had from taking part in sport?<br>
slide33. Learning outcome 3 – know how to respond to injuries within a sporting context How to respond to injuries and medical conditions in a sporting context
Stretching and massage*
Can be used for minor strains and sprains.
Helps to reduce swelling and increase recovery/healing time.
*Massage should only be used in the subacute phase of injury i.e. 72 hours after the injury has occurred.
Taping, bandaging, splints, slings
Can be used to help a performer with a new injury or someone with an existing injury return to sport/activity.
Hot and cold treatments – heat pack*, freeze spray
Can be used for minor strains and strains.
*Heat should only be used in the subacute phase of rehabilitation. It should not be applied to an acute injury in the first 72 hours.<br>
slide34. Learning outcome 3 – know how to respond to injuries within a sporting context How to respond to injuries and medical conditions in a sporting context
An action plan or an emergency actin plan (EAP) is produced to show how to respond to injuries and medical conditions in a sporting context.
For example, emergency procedures are put in place for scenarios which you can reasonably expect in sporting situations.
The aim of the EAP is to protect the safety of all sports people, spectators, coaches, and officials in case of a medical emergency.<br>
slide35. Learning outcome 3 – know how to respond to injuries within a sporting context Emergency Action Plans (EAP) in a sporting context
The EAP will provide guidelines and templates for emergency planning to help prepare individuals for emergency situations within sports.
All EAP’s will include the following information:
Emergency personnel: first responder, first aider, coach.
Emergency communication: telephone, emergency numbers, emergency services.
Emergency equipment: first aid kits, evacuation chair.<br>
slide36. Learning outcome 3 – know how to respond to injuries within a sporting context Exam style questions
Describe the benefits to a performer of receiving a massage as a response to an injury. (2 marks)
Name the part of an Emergency Action Plan (EAP) that the following are examples of:
coach
emergency numbers
evacuation chair.
(3 marks)
Describe how a gymnastics coach should deal with a performer who they suspect has sprained their wrist. (4 marks)<br>
slide37. Learning outcome 4 – know how to respond to common medical conditions By the end of this learning outcome you should know:
The symptoms of common medical conditions
How to respond to these common medical conditions.<br>
slide38. Learning outcome 4 – know how to respond to common medical conditions The symptoms of common medical conditions
Asthma
Symptoms: Coughing, wheezing, shortness of breath, tightness in the chest.
How to respond to these common medical conditions
All coaches, sports leaders must be aware of participants’ medical conditions before taking part in physical activity
Reassure the person, enable them to take their inhaler, call the emergency services (if needed).<br>
slide39. Learning outcome 4 – know how to respond to common medical conditions The symptoms of common medical conditions
Diabetes
Symptoms: Increased thirst, going to the toilet lots, extreme tiredness, and weight loss.
There are two types of diabetes:
Type 1 (insulin-dependent)
Type 2 (non-insulin dependent).
How to respond to these common medical conditions
All coaches, sports leaders must be aware of participants’ medical conditions before taking part in physical activity
Insulin is given if the person is hyperglycaemic (high blood sugar) and sugar is given if the person is hypoglycaemic (low blood sugar).<br>
slide40. Learning outcome 4 – know how to respond to common medical conditions The symptoms of common medical conditions
Epilepsy
Symptoms: seizures.
How to respond to these common medical conditions
Ensure awareness of any participants’ medical conditions prior to commencing physical activity
Check if there is an emergency care plans in place for the individual
Refer the performer on to a professional by calling 999 and explaining what has happened.<br>
slide41. Learning outcome 4 – know how to respond to common medical conditions How to respond to these common medical conditions and the symptoms of common medical conditions
Activity: Role play scenarios
In pairs use the examples below to carry out role play scenarios to demonstrate
how to respond to common medical conditions.
Examples of roles: coach, first aider, teacher
Examples of common medical conditions: sprain, asthma, diabetes, epilepsy
Examples of scenarios: during sports match a player falls and grabs their thigh, in a warm-up a performer over stretches their shoulder, a spectator suddenly has a seizure, during a warm-up a performer starts coughing and wheezing.<br>
slide42. Learning outcome 4 – know how to respond to common medical conditions Exam style questions Which one of the above could be a possible symptom of a concussion? (1 mark)
Which one of the above is a symptom of epilepsy? (1 mark)
Which one of the above is the best treatment for an asthma attack that is very severe? (1 mark)<br>
slide43. Sport Science Unit RO41 – Reducing the risk of sports injuries By completing this unit, you will have learnt:
how to prepare participants to take part in physical activity in a way which minimises the risk of injuries occurring
how to react to common injuries that can occur during sport
how to recognise the symptoms of some common medical conditions, providing a good foundation to undertake formal first aid training and qualifications.<br>
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OCR acknowledges the use of the following content: Slide 2: Sitting an exam, monkeybusinessimages/Getty Images; Slide 4: Injured footballer, technotr/Getty Images: Slide 6: Football coach, solstock/Getty Images; Slide 7: Wet football pitch, KuntalSaha/Getty Images; Slide 8: Climbing wall, Iovra77/Getty Images; Slide 9: Risk concept, Oleksandr Hruts/Getty Images; Slide 12: Motivation concept, beerphotographer/Getty Images; Slide 15: Spinal diseases, Dimitrii Afanasev/Getty Images; Slide 17: Footballers warming up, jacoblund/Getty Images; Slide 22: Athlete stretching, PeopleImages/Getty Images; Slide 25: Injured footballer, Grahamphotography/Getty Images; Slide 26: Injured athlete, Yuri_Arcurs/Getty Images; Slide 27: Applying ice pack, Andreypopov/Getty Images; Slide 36: Injured Runner, SDI Productions/Getty Images; Slide 40: Bandaging injury, kokouu/Getty Images; Slide 42: Injured runner with coach, View Apart/Getty Images.
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