Transcript Document

AS Revision - 2
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Based on previous questions, and
potential answers to those questions
©Subject Support 2012
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 sport
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Typical question – cardiac cycle
May 11Qu 2
(a) (ii) Explain how the heart controls the rate at which it
beats.
(4 marks)
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Heart beat
The chambers of the heart can
contract and relax
 Contraction is called systole
 Relaxation is called diastole
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The atria and ventricles contract at
different times during a single beat –
a cardiac cycle
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Cardiac cycle - order of contraction
Diastole
Atrial
systole
Ventricular
systole
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The Heart Beat (cardiac cycle)
Intrinsic - from within atria - SAN
 Spreads through atria – atrial systole
 Picked up by AVN
 Descends to tip of ventricle bundle of His
 Purkinje fibres – ventricular systole
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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)
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Carbon dioxide in blood
5% dissolves in plasma
 20% combines with haemoglobin
 75% combines with water forming
bicarbonate (hydrogen carbonate) ion
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Transport of oxygen in blood
Oxygen combines with haemoglobin
 Forms oxyhaemoglobin
 When lots of oxygen available – all
haemoglobin carries oxygen –
haemoglobin fully saturated
 When not much oxygen around –
oxyhaemoglobin splits –
releasing oxygen into muscles
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Forming oxyhaemoglobin
Oxygenated blood to muscles
In lungs – lots of
oxygen – Hb
becomes fully
saturated with
oxygen
In muscles – less
oxygen –
leaves Hb
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During exercise
Temperature in muscle increases
 More CO2 produced
 Both these increase amount of oxygen
released into muscles
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Forming oxyhaemoglobin
During exercise
Oxygenated blood to muscles
In lungs – lots of
oxygen – Hb
becomes fully
saturated with O2
In working muscles –
higher temperature
and more CO2 –
more oxygen leaves
Hb
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Typical Question – venous return
May 11 Qu 2
(b)
Running helps the ‘venous return’ mechanism.
Explain how the venous return mechanism works.
(3 marks)
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Venous return – blood back to heart
Valves in veins
 Blood only flows one way – towards heart
 Contraction of skeletal muscles during
movements – muscle pump
 Constriction of chest veins during
inspiration – respiratory pump
 Suction pressure of heart
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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)
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Operant conditioning
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S-R theories – become conditioned
to produce a particular response to a
particular stimulus
Trial and error learning - show
performer what is required and allow to
try
Shaping - adjust environment to
strengthen chance of correct response
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Reinforcement
To increase probability of
repeat of behaviour
 Strengthens S-R bond
 Positive reinforcement - rewards / praise
 Negative reinforcement also encourages
repeat of behaviour - stop
negative/unpleasant stimulus when
desired response occurs
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Punishment
‘Opposite’ of reinforcement
 Used to stop repeat of
undesired /unsuccessful attempt
 Weakens S-R bond
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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)
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Motivation
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The drive to achieve a goal
Two main types:
• Intrinsic - from within – self-satisfaction
‘best’
• Extrinsic - from outside
tangible - money, badges, etc
intangible - praise, pb, etc
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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.
(d)
Using the diagram, explain how attention, motor
production and motivation are used help the
process of learning a skill.
(3 marks)
Suggest how a coach might help a performer to
retain newly learned skills.
(3 marks)
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Observational Learning
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Copying/mimicing an action/behaviour
Requires learner to be:
• Attentive (attention)
• Capable of remembering (retention)
• Capable of performing (motor production)
• Willing to learn (motivation)
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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.
(ii)
What are the characteristics of an ‘open loop
control system’?
(2 marks)
Explain why an open loop control system is not
applicable to all types of skills.
(3 marks)
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Open loop theory
No feedback – no modifications
 No conscious control
Rapid/ballistic
movements
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Doesn’t explain:
Limits of memory
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Novel or open skills
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Open Loop theory
Decision
Command
Action
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Adam’s Closed loop theory
Involves feedback
 Movement initiated by memory trace –
motor programme - experience
 Action controlled by perceptual trace used as model of correctness - adjusted
and strengthened through practice
 Does not account for actions too fast for
feedback or limitations of memory
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Closed Loop theory
Memory trace
Perceptual trace
Decision
Command
Action
Feedback
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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)
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Schema theory
Four relationships (schema) stored for
every movement:
1. Initial conditions - what’s going on
2. Response specifications - what’s needed
3. Sensory consequences - how’d it feel
4. Response outcomes - what happened
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Schema theory
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Recall schema provides motor programme
– 1 and 2
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Recognition schema evaluates responses
– 3 and 4
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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)
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Factors influencing provision in
schools
Emphasis placed
by schools on
particular sports
Available finance
for sport and P.E
Amount of
time available
Factors influencing
provision in schools
Enthusiasm/
knowledge of
teachers
Availability of
dual use facilities
Resources
available –
gyms/pools/ fields
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Factors affecting participation
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Where you live
School
Family
Race/religion
Socio-economics
Age
Gender
Ability
Stereotyping
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Participation
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Rates - poor (21%) – Active People Survey
Only 8% for disabled
Only 18.6% for ethnic minorities
Only 18.3% female
Only 16.3% for low socio-economic group
Only 16% for older people
Mainly young white middle class males
Rates fall on leaving education
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Barriers
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Attitudes – stereotyping; culture; interests;
confidence; motivation;
 Access – facilities; transport; finance;
lifestyle; education; other activities
 Programme – quality of provision; activity
range; ability;
level of enjoyment; quality of delivery
©Subject Support 2012
Socio-economic barriers to
participation – Typical Question
Jan 08 Qu 3
(b)
The 19th 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)
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Causes
T.I.M.E.
 Lack of
 Lack of
 Lack of
 Lack of
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time
income
mobility – transport
education (health benefits)
©Subject Support 2012
Typical question – inequality - gender
Female population
participating in sport in
millions
Jan 10 Qu 5.
(b) The graph shows the increase in the number of women
participating in sport and physical activity in the UK over the
last 100 years.
25
20
15
10
5
0
1900 1920 1940 1960 1980 2000
(i)
(ii)
The participation of women in physical activities is often
dependent upon the opportunities available to them.
Explain the term discrimination.
(2 marks)
Discuss whether the opportunities for women to take part in
sport and physical activity are the same as for men. (4 marks)
©Subject Support 2012
Factors affecting women’s
participation in sport
Socialisation into role
 Family commitment
 School/tradition
 Lack of media coverage
 Male dominated
 T.I.M.E.
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Female sport in schools
Supposed to be ‘equal opportunities’
 Resistance to compulsory nature of PE –
compulsory kit, sweat, showers
 More success where activities geared
towards accepted female role
 Lack of preparation for continuing post 16
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Counteracting gender effects
Provide equal access
 Ensure good quality coaching
 Promote achievements
 Adopt women as a target group
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More
fashionable
Publicity
More activities
available
For social
benefits
More free
time
Reasons why
increasing female
participants
Shared home
responsibilities
Crèches
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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)
©Subject Support 2012
Ethnicity and physical activity
Lower participation than general
population
 Linked to socio-economic status - T I M E
 Discrimination – overt or implied
 Low status
 Cultural differences
 Stereotyping
 Lack of role models
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Disability and physical activity
Lower expectations
 Lack of self-esteem – cycle of despair
 Lack of specialised coaches / suitable
facilities
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TIME
 Lack of role models
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Equality
Policies for specific target groups
More minority sport development officers
and coaches
 Concentrate resources where needed inner city/deprived areas;
 Make activities more available
 Classes for specific groups
 Lower admission/membership costs
 Change attitudes – anti-discrimination
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campaigns
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Raise awareness/ role models;
©Subject Support 2012