Transcript Fit For Purpose

Video 1: Theagenes introduces the
pod
Video 2: Theagenes introduces Nike
goddess of victory
FIT FOR PURPOSE
Fit for purpose
Fit for purpose is about athletic
performance. You will learn about how
performance is improved and measured,
how the human body works during sport,
and the types of athletes that are suited to
particular activities.
You will then design and make a board
game which uses what you have learned
about being ‘Fit for purpose’.
Fit for purpose
Lesson 1
Winning through speed
Lesson 2
Body types for sport
Lesson 3
Inside the athlete’s body
Lesson 4
Practice makes perfect
Lesson 5
Feelings, imagination and focus
Lesson 6
Designing the Fitness Board Game
Lesson 7
Evaluating the Fitness Board Game
Video 3: Theagenes comparing
ancient and modern Olympics
Lesson 1: Winning through speed
Learning objectives
By the end of this lesson you will be able to:
• explain what is meant by speed
• calculate speeds and compare speeds
• use correct units for time and distance
• calculate winning margins
What is speed?
This car is travelling at …
30 miles per hour
48 kilometres per hour
13.3 metres per second
What is speed?
This cyclist is travelling at …
15 miles per hour
24 kilometres per hour
6.7 metres per second
What is speed?
This person is travelling at …
3 miles per hour
4.8 kilometres per hour
1.33 metres per second
Defining speed
speed = distance ÷ time
What are the units
for distance?
Units for distance include miles,
kilometres and metres.
What are the units
for time?
Units for time include hours,
minutes and seconds.
What are the units
for speed?
Miles per hour, miles per minute,
miles per second, kilometres per
hour, kilometres per minute,
kilometres per second, metres per
hour, etc.
Calculating Speed
Mary walks 1 hour and travels 4 km.
What is her speed?
Darren sprints for half an hour and travels 20km.
What is his speed?
Ryan jogs for 2 hours and travels 30km.
What is his speed?
How fast are they going?
Ryan jogs for 2 hours and travels
30 km.
How fast is he travelling?
What are sensible units for his
speed?
Afrosi cycles for 15 minutes and
travels 3 km.
How fast is she travelling?
What are sensible units for her
speed?
How fast are they going?
Sonia runs for 13 seconds
and travels 100 m.
How fast is she travelling?
What are sensible units for
her speed?
Ranjit rows for 1.5 hours and
travels 15 km.
How fast is he travelling?
What are sensible units for his
speed?
Winning margins
Men’s 100m sprint Olympic results
Year
First
Second
2008
9.69s
9.89s
2004
9.85s
9.86s
2000
9.87s
9.99s
1996
9.84s
9.89s
1992
9.96s
10.02s
1988
9.92s
9.97s
What are the
winning
margins?
Are there any
trends in the
winning times or
the winning
margins?
Winning margins
Women’s 100m sprint Olympic results
Year
First
Second
2008
10.78
10.98
2004
10.93
10.96
2000
11.12
11.18
1996
10.94
10.94
1992
10.82
10.83
1988
10.54
10.83
What are the
winning
margins?
Are there any trends in
the winning times or the
winning margins?
Reflection
Work with a partner
Think about what you have learned this lesson:
• new facts
• new skills
• new understanding
Discuss quietly what you have learned with your
partner.
Discuss how this learning will be useful in the
final task.
Preparing for Lesson 2:
Body types for sport
Think about these questions:
What parts of our bodies help us move?
Are some people suited to particular sports?
What can you change by training?
Lesson 2: Body types for sport
Learning objectives
By the end of this lesson you will be able to:
• explain how muscles help us move
• describe different body types
• describe the different types of muscle
• link the different muscle types to different sports.
Video 4: Theagenes flexing his
muscles
Muscles – it takes two!
Muscles can only contract, so to move a joint,
at least two muscles are needed.
Which muscles need to
contract to flex (close) and
to extend (open) the elbow
joint?
Go to the next slide to see
an animation of the elbow
joint moving.
Click once to see the joint extend as the triceps muscle
contracts. Click again to see the joint flex as the biceps
contracts.
What would happen if
tendons were stretchy?
Video 5: Theagenes discussing body
types
Body types
Ectomorph
Thin head, narrow
chest, long thin
arms and legs, little
body fat or muscle.
Mesomorph
Square head, well
muscled with broad
shoulders and chest,
heavily muscled arms and
legs, minimal body fat.
Endomorph
Round head, round
body, rather short arms
and legs, fat upper
arms and thighs plus a
great deal of body fat.
Sports and body type
Do different body
types suit
particular
sports?
Two types of muscle
Slow-twitch muscle fibres
are good for low levels of
exertion over a long period
of time.
Fast-twitch muscle fibres
are good for high levels of
exertion over a short period
of time.
Which
types of
muscles
are good
for these
sports?
Training
Through training
and a diet it is
possible to change
the strength and
proportion of these
different types of
muscle.
Before and after weight training
and exercise.
Reflection
Work with a partner
Think quietly about what you have learned
this lesson:
• new facts
• new skills
• new understanding
Share what you have learned with your
partner.
Discuss how this learning will be useful in
the final task.
Preparing for Lesson 3: Inside the
athlete’s body
Think about these questions
What sorts of exercise do you do?
Do you do aerobics, dance, run, jump, row,
play football or rugby?
What does it feel like when you do any of
these things vigorously?
What happens to your pulse rate?
What happens to your breathing rate?
Lesson 3: Inside the athlete’s body
Learning objectives
By the end of this lesson you will be able to:
• take your own pulse
• measure your lung capacity
• explain how the heart and lungs work together
to provide energy for working muscles
Video 6: Theagenes explaining the
pulse
Match the pulse rates
C
B
A
2
1
3
From food to movement – inside the
athlete’s body
Take your resting pulse.
Investigate your fitness by
measuring recovery time after
exercise.
Explore the
variation across
the class
Video 7: Artemis and Nike running
on the spot
Line graph
Scattergraph
Bar chart
From food to movement – inside the
athlete’s body
From food to movement – inside the
athlete’s body
Reflection
Work with a partner
Think quietly about what you have learned this
lesson:
• new facts
• new skills
• new understanding
Share what you have learned with your partner.
Discuss how this learning will be useful in the final
task.
Preparing for Lesson 4: Practice
makes perfect
Think about these questions
Do you know someone who is really good at
something?
How do you think they got that good?
Did they have to try hard and practise lots, or did
it seem to come easily without much effort?
What about you?
To get good at something, do you have to
practise and try hard?
Lesson 4: Practice makes perfect
Learning objectives
By the end of this lesson you will be able to:
• investigate the effectiveness of practice on your
performance in simple physical activities
• describe how practice has affected the
performance of professional sports people
• describe how practice affects your performance
in simple physical activities.
Video 8: Theagenes discussing
practice
People who practise
Were they born good? Or did they get good
through trying hard?
All the evidence points to practice improving performance –
for everyone!
Devising your investigation
Choose
one of
these
activities:
In your investigation you will need to think about:
How many repetitions make a practice session?
How many practice sessions, and how much rest in between?
What data will you record?
How will you present your data to show any change in performance?
Reflection
Work with a partner
Think quietly about what you have learned this
lesson:
• new facts
• new skills
• new understanding
Share what you have learned with your
partner.
Discuss how this learning will be useful in the
final task.
Preparing for Lesson 5: Feelings,
imagination and focus
Think about these questions
Are there times when you feel better able to do
things than others?
Are there times when you feel it will be difficult to
do things?
How do your feelings affect your ability to get
things done?
What feelings decrease your ability?
What feelings enhance your ability?
Fit for purpose exam
You will need:
• Pen
• Pencil
• Rubber
• Ruler
• Calculator
• Exam paper
Time: 1 hour
Winning and losing – it’s emotional
Can you tell who has lost or won?
Lesson 5: Feelings, imagination and
focus
Learning objectives
By the end of this lesson you will be able to:
• explain the role of feelings in winning, losing
and performing
• use visualisation to enhance performance
• perform the haka
Video 9: Theagenes discussing
sports psychology
Use your imagination
Stand still, then lift your right leg up
until your thigh is parallel to the
ground.
Hold your leg in this position, then
stretch out your arms to the side.
Now raise and lower each arm
alternately above your head. Try to
keep your balance.
How many times can you raise and
lower your arms before you lose your
balance and have to put your right
foot back on the ground?
Use your imagination
Now close your eyes and imagine
yourself doing the balancing.
Does this help you
get better at
balancing?
The haka
http://www.bbcmotiongallery.com
/Customer/SearchDetails.aspx?s
earchText=haka&type=Simple&it
emId=745d3d1f-a8a6-4705a1ea-63eb41cb2a93
What are they doing? Why are they doing it?
What do you think it feels like to do the haka?
How might this help a team’s performance?
Haka script
Ka mate, ka mate
Ka ora, ka ora
Tenei te tangata puhuruhuru
Nana i tiki mai whakawhiti te ra
Upane, upane
Upane kaupane
Whiti te ra.
Reflection
Work with a partner
Think quietly about what you have learned this
lesson:
• new facts
• new skills
• new understanding
Share what you have learned with your partner.
Discuss how this learning will be useful in the
final task.
Preparing for Lessons 6 and 7
You are going to make a board game, so it will
be useful to find out about games like …
• Snakes and Ladders
• Trivial Pursuit
How are they similar?
How are they different?
Lessons 6 and 7: Designing and
making the Fitness Board Game
Learning objectives
By the end of this lesson you will be able to:
• Design, make and evaluate a board game
using the knowledge and understanding from
this pod
Video 10: Theagenes playing a
board game with Artemis and Nike
What are the parts of a board game?
• Board.
• Pathway around the board.
• Piece for each player, to show where he or
she is on the board.
• Way to decide how far each player moves.
• Set of rules on how to play the game.
Design decisions
• What type of game – Snakes & Ladders or
Trivial Pursuit?
• What size board – A4 or A3?
• What sort of pathway – straight lines, curves, a
mix?
• How many squares on the pathway?
• What sort of pieces – simple coloured counters,
counters with symbols, card stand-up figures?
• How will you decide on the moves – dice,
spinners?
• How to show what you have learned, using
captions and questions?
Evaluating your board game
• Play the game.
• Watch the game being played by others.
• Discuss your experience and observations.
• Write an agreed statement of strengths,
weaknesses and ways to address weaknesses.
Final reflection
Work with a partner
Think quietly about what you have
learned in lessons 1 to 5.
Explain to each other how you used this learning
in designing and making the Fitness Board Game.
What advice you would give to other pupils who
might tackle this task?