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The Level 3 Award in Higher Sports
Leadership
Unit 1
Introduction to Higher Sports
Leadership
The Sports Leader Awards Scheme
• Administered by Sports Leaders UK
• The SLA scheme is made up of:
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The Level 1 Award in Sports Leadership
The Level 2 Award in Community Sports Leadership
The Level 3 Award in Higher Sports Leadership
The Level 2 Award in Basic Expedition Leadership
The Dance Leaders Award
The Young Leader Award
Women’s Get Set Go!
Foreign Language Leaders Award
OHT 1.1
Level 3 Award in Higher
Sports Leadership
Unit
1
Unit
2
Unit
3
Unit
4
Unit
5
Unit
6
Unit
7
Unit
8
Unit
9
comp
comp
option
option
option
comp
comp
comp
comp
2
GLH
24
GLH
12
GLH
12
GLH
12
GLH
10
GLH
Min8
GLH
Min 6
GLH
16
GLH
N/a
10
LE
10
LE
10
LE
10
LE
N/a
N/a
N/a
N/a
GLH = guided learning hours
LE = leadership experience
Comp = compulsory unit
option = optional unit (2 out of 3)
Responsibilities
THE HIGHER SPORTS LEADER
Being a Higher Sports Leader is not just
about being a better leader; it is about having
the skills and confidence to initiate sports
activities, to deliver them to a variety of
community groups and to be able to take sole
responsibility for the group’s welfare.
OHT 1.3
A HSL should be able to:
• Use initiative
• Work in a team
• Lead without
supervision
• Utilise the assistance of
others
• Communicate to a
diverse audience
• Lead safe, purposeful
activity for a variety of
community groups
• Plan, deliver & Evaluate
sports sessions
• Control a group
OHT 1.4
Sports
Leaders UK
Centre Course
Managers & Tutor /
Assessors
Insurers
Employers
Higher
Sports
Leader
Course
colleagues
Themselves
Independent
Witness
(L.E. Supervisor)
Participants
OHT 1.5
The Higher Sports Leader in Action
PREPARATION
• Session content
• Facility
• Equipment
• Assistance
• Knowledge of
participants
DELIVERY
• Appropriate to group
• Inclusive
• FUN
OHT 1.6
HSL IN ACTION (cont..)
Assessment
• Session
• Feedback
Safe
• Facility
• Equipment
• Content
• First Aid
• Awareness of Participants &
environment
Image
• Appropriate clothing &
preparation
• Prompt Start & finish
• Reliable / Enthusiastic
• Committed / Courteous
OHT 1.6
External Verification
The External Verifier will
look at:
• Course programme
• Attendance register
• Course Files
• ROA’s
• Students leading a
group
The External Verifier will
also:
• Speak to the HSL’s
• Sign ROA’s
• Discuss course with
CCM.
OHT 1.7
UNIT 2
Sports Leadership In the Community
The Leader
I wanna be the leader
I wanna be the leader
Can I be the Leader?
Can I? I can?
Promise? Promise?
Yippee, I’m the leader
OK, what shall I do??
(anon)
OHT 2.1
Some components of Leadership
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Technical Competence
Experience
Communication
Planning and Preparation
Motivation
Awareness
Responsibility & Control
OHT 2.2
INDIVIDUAL
TEAM
TASK
Adair 1988
OHT 2.3
Core Leadership Skills
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Communication
Organisation
Motivation
Confidence
Safety Awareness
OHT 2.4
Communication
“One can lack any of the qualities of an
organiser, with one exception, ad still be
effective and successful. The exception
is the art of communication. It does not
matter what you know about anything, if
you cannot communicate to your
people. In that event you are not even a
failure. You are just not there.”
Alinsky 1972
Ways of Communicating
Speech
Signals
Signs
Sounds
Eye Contact
Facial Expressions
Demonstrations
Leaflets
Gestures
IT
Radio
Books
Videos
TV
Posters
Braille
Charts
Image
ROLE MODEL
Body language
OHT 2.5
Communication Skills
Sports Leaders must be able to:
• Communicate clearly & precisely, using verbal and non-verbal
communication
• Position themselves appropriately when leading
• Listen to & Understand others
• Recognise when others have understood what has been
communicated
Remember: Actions speak louder than words
OHT 2.6
Verbal Skills Debrief
Volume
Clarity
Projection
Expression
Questioning
Jargon
Information
Giving
Delegation
FUN
OHT 2.7
Communication methods debrief
• Which communication methods were most effective?
• What effect did repeating the routine have?
• What effect did breaking the routine into stages
have?
• What was the effect of enforced silence on learning?
• How can methods be combined to improve
communication?
• What other methods could improve the groups
learning?
• How do these exercises relate to the way different
community groups learn?
Let’s Consider
• Some of the group have a hearing
impairment
• The players were complete beginners
• One of the players had a visual impairment
• The players belonged to a veterans club
• All of the participants have a learning
disability and some are accompanied by
carers
• English is the second language
Sports Leaders who are
effective motivators are….
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Self Motivated
Responsible
Interested, enthusiastic
Enjoy Sport
Confident
Able to plan
Excited about achievement
Willing to learn & share good practice
A good role model
OHT 2.8A
Sports Leaders who are
effective motivators can………
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Appreciate & acknowledge effort and achievement
Take decisive action
Respond to situations
Laugh with their group
Laugh at themselves
Let the group laugh at you
Inspire others
OHT 2.8B
Sports Leaders who are
effective motivators……
KNOW:
• That people come first
• The difference between
encouragement &
pressure
• The difference between
negative and positive
pressure
HAVE:
• Vision
• Clear Goals
• Realistic expectation
• Ability to inspire
OHT 2.8C
Sports Leaders who are
effective motivators….
RUN:
• Appropriate,
challenging, safe, fun
sessions
SET:
• Realistic Goals
WANT:
• Everyone to achieve
their potential
VALUE:
• Others work &
achievements
• The opportunity to
contribute to well being
of others
SHOW:
• Integrity, honesty,
selflessness.
OHT 2.8C
A.P.P.L.E. – An organisation Cycle
Assess
Evaluate
Plan
Lead
Prepare
OHT 2.9
SKILLS PRACTICE
x
X
X
x
x
start
X
OO
-
End
of warm up
Game
Full Game Cool down
Chuff chart
OHT 2.10
A Sports Leader will delegate for:
• Efficiency
Delegating jobs that do not need to be done by the
leader, frees the sports to concentrate on other
relevant tasks. (Ineffective delegation can lead to
more stress!)
• Confidence Building
If the person who has been given the task can
successfully complete it, confidence will be instilled
(inappropriate delegation can ruin confidence and
menial tasks can be).
• Team Building
Leads to a team concept of achieving joint goals rather
OHT 2.11
than on sports leader doing everything.
Risk Assessment
• Factors to consider:
• Type of activity and level
• Competence, experience and qualifications of the
leader and other staff
• Group members
• Ratio of qualified leaders to participants
• The quality and suitability of equipment
• The weather
OHT 2.12
5 Steps to Risk Assessment
1. Identify Hazard
2. Assess the risk, who will be affected & how
seriously
3. Evaluate measures of control
4. Record findings
5. Monitor & review periodically
OHT 2.13
Simple RA Part 1
• Hazard: the potential to cause harm will vary in
severity
• The effect of the hazard may be rated:
3 – Major e.g death or major injury
2 – Serious e.g injuries where people may be off work
for more than 3 days
1 – Slight e.g all other injuries including those where
people are off work for a period of up to 3 days .
OHT 2.14a
Simple Risk Assessment Part 2
• RISK: is the combination of the severity of the hazard
with the likelihood of its occurrence
RISK = Hazard
X
Likelihood of
Severity
Occurrence
Likelihood of occurrence:
3=High , certain of harm
2= Medium, harm will occur frequently
1= Low, seldom occurrence
OHT 2.14B
Risk Assessment
• Who may be harmed?
Is the risk adequately controlled?
What further action is necessary to control the
risk?
Review
OHT 2.15
REPORTING ACCIDENTS
• Report all accidents in writing stating:
Nature of incident
When it happened
Where it happened
Who it concerned
Nature of injury
Action taken when and by whom
Recommendation given to casualty
OHT 2.16
LEADERSHIP STYLES
• DIRECTIVE – Coach focused, autocratic
• SUPPORTIVE – Friendly, approachable,
considerate
• PARTICIPATIVE – Sharing, decision making,
democratic
• LAISSEZ – FAIRE – Laid Back, allow
decisions to come about naturally
OHT 2.17
TEAMWORK DEFINED
Common Goal
Commitment
Together
Everyone
Achieves
More
Contribution
Accountable
OHT 2.18
Member Characteristics
• The Leader – takes the initiative
• The Doer – action orientated
• The Thinker – considers carefully
• The Carer – people orientated
OHT 2.19
Some Characteristics of a good team
• High success rate
• Leader who adjusts leadership styles
accordingly
• Balances the “what” and “how”
• Supportive Atmosphere
• All team members are accountable
• Learns form experience
OHT 2.20
Qualities required for working in isolation
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Self starter
Take initiative
Confident
Committed
Determined
Technically competent
Knowledgeable
Imaginative
Clear thinking
Dynamic
Organised
Why plan?
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Session content
Logical delivery
Time allocation
Helps to review / evaluate the session
Changes can be introduced
Can share ideas with someone else
Sessions can be filed for future reference
OHT 2.21
Successful Planning
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Participant group
Ability level
Timing
Facilities
Resources
Fun challenging
Progressive well organised
Evaluation and Feedback
• LOOK BACK AND ASCERTAIN
STRENGTHS & WEAKNESSES
ASK: Was the aim achieved?
Did the participants enjoy?
Was it safe?
Was it well organised?
OHT 2.22
SELF ASSESSMENT
Is everyone
active?
Lots of activity? Am I sticking to Is everyone
the plan?
learning
something
new?
Is it relevant?
Am I giving
feedback?
Is it boring?
Did I prepare
effectively?
Is it
challenging?
Am I a good
role model?
Is it
achievable?
Review
Review
Review
Review
Am I giving
encouragement?
OHT 2.23
SELF ASSESSMENT
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Is everyone active?
Lots of activity?
Am I sticking to the plan?
Is everyone learning something new?
Is it relevant?
Am I giving feedback?
Is it boring?
Am I giving encouragement?
Planning a Presentation
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Who is the audience?
Purpose of the presentation
Room layout
Method of presenting
Content
Structure
Style
Time
Resources
Where to stand
OHT 2.24
Methods of Presenting
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Demonstration
Visual Aids
“Talk & Chalk”
Audience Participation
• Visual Aids - OHP, Video, Flip Chart, Power
point, Posters, Flash Cards.
OHT 2.25
What is your role within the community?
What is Community Sport?
• What is the definition of Sport?
Competitive sports and games
Conditioning and fitness activities
Outdoor and adventurous activities
Aesthetic activities such as movement and dance
• What is the definition of Community?
A community is made up of all people living in a
specific locality, it will consist of a wide range of
people, containing different ‘target groups’
Community Sport is all forms of activity, provided for
OHT 2.26
the community
What role does the Sports leader have in the provision
of community sport?
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Leading sessions
Organising events
After school sports
Linking to TOPS
programmes
• Working with voluntary
groups
• Linking to play schemes
• Team Manager
• Introducing taster
sessions
• Assisting with regional
“Games” events
• Working with specific
groups
OHT 2.27
How might an individual benefit from
participating in sport?
• Physical Development
• Cognitive Development
• Personal & Social Development
Sports Development
Quantity
Increase number of participants
Participation in
Sport
Quality
Improve standards
of performance
Sports Development is the promotion and provision of Sports
Activities for the community.
OHT 2.29
Sports Development Tools
• The Sports Development Continuum
Classifies participants in terms of their
achievement in sport.
• Models of Sports Development
Show how individuals move through the
continuum
• The Sports Development Strategy
Provides guidance and performance measures
Q: does your sport have any of these?OHT 2.30
A Model Of Sports Development
PERFORMANCE
PARTICIPATION
Active
Active
Communities Sports
World
Class
Excellence
Active Schools
Foundation / Learning Basic Skills
OHT 2.31
Sport England
Adopted 1998
Basic Progression
• Foundation
• Participation
• Performance
• Excellence
Q: where are you on the continuum?
Q: where can you impact as a sports leader?
Agencies involved in sports
development
• Governing Bodies of
Sport
• Local Authorities
• National Sports
Councils
• Voluntary Sector Sports
Clubs
• Schools / Education
sector
Skills of an SDO:
• Research
• Marketing
• Negotiating
• Planning
• Communication
• Organisation
• Evaluating
OHT 2.32
Barriers to Participation
ATTITUDES
Stereotyping
Lack of confidence
Lack of self motivation
Image of sport
Family / personal relationships
Cultural norms
Lack of interest
Too competitive
OHT 2.33
Barriers to participation
ACCESS:
Facilities
Transport
Timing of openings
Lack of information
Official procedures
Fees
Childcare
Lifestyle
Health
Education
Socio-economic status
Other activities
OHT 2.33
Barriers to participation
PROGRAMME :
Content / Delivery
Range of activities
Inappropriate for ability
Inappropriate delivery style
Quality of provision
Too competitive
Not enough fun
OHT 2.33
Sports Equity
• Overcoming Discrimination
Recognising your own prejudice
Understanding the difficulty
Talking to people
Support from others
Thinking of alternatives
Go on a training course
Using a policy / guidelines.
OHT 2.34
Sports Equity
Can be achieved through:
• Sharing common values
• Promoting equality through sport
• Working in partnership
• Endorsing the Law
• Challenging discrimination
OHT 2.35
Sports Integration Continuum
Mainstream
Sport
1
Mainstream
Sport
(modified)
2
Parallel
Sport
3
Adapted
Sport
(integrated)
4
Adapted
Sport
(segregated)
5
The Winnick Model. PJ Winnick, an Integration Continuum for sports participation
OHT 2.36
Example of Partnerships in Action –
Exercise in Prescription Schemes
Local Authority
Local GPs & Nurses
Sport Development
Unit
Exercise on
Prescription
scheme
Physiotherapists
Leisure
Facility
staff
Health Authority
Vol. Support groups
Local Press
NGB’s
OHT 2.37
UNIT 3
Principles & Practice for Children in
Sport
What is the Sports Leaders role?
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Guardian
Organiser
Motivator
Teacher
Trainer
Facilitator
OHT 3.1
Complete
• Appendix 3.1 – Observation of children's
physical behaviour.
How Children Grow
• At birth – a baby is about ¼ of its adult height
• Up to 6 –7 years – fastest growth period
• Adolescence – second growth spurt, slowing
until full height is reached.
OHT 3.2
Changes in proportion are
more dramatic
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A baby’s head = ¼ of its height
An adult head = a sixth of its height
A baby’s legs account for a third of its height
An adult’s legs account for ½ of its height
Just before the adolescent growth spurt,
children's arms and legs are
disproportionately long (which often makes
them clumsy and uncoordinated)
OHT 3.3
Body Shape
Fat / Muscular:
(Endomorph / Mesomorph)
- Children who are fat or
muscular tend to be taller
and heavier than their peers
- They mature earlier
- They stop growing earlier
- They develop into shorter,
heavily built adults
Thin:
(Ectomorph)
- Thin children often take
longer to mature
- They develop into taller,
slimmer adults
- They may develop
proportionally longer
legs
OHT 3.4
Muscles
• Muscle strength is closely related to muscle
size
• Young children are disproportionately weaker
than older children
OHT 3.5
Gender and Body Shape
• As boys and girls mature, they develop larger
body sizes:
• BOYS – larger, fat free and increased muscle
mass
• GIRLS – relatively more fat
• Boys who are early maturers – stronger and
more naturally able
• Girls who are delayed maturers – linear
physique, less fat, more naturally able
• Boys and girls therefore show ability at
different stages of development
OHT 3.6
Implications in organising children’s sport
• Mixed gender
participation
• Growth stages
• Grouping children
according to height &
weight
• Avoid matching children
with different
development needs
• Encourage skill learning
for everyone
• Early talent spotting is
not always effective
• Do not stereotype
children into specific
sports, based on body
type.
OHT 3.7
How children respond differently to
exercise than adults
• They get a higher proportion of their energy
aerobically
• They are less mechanically efficient
• They produce more heat
• They cannot regulate their body heat as
efficiently
• They have weaker bones
• They are much less aware of their real limits
OHT 3.8
CHOICES
Because of the development difference between
children of the same age,children should be offered a
choice of:
Pace / Style / Duration / Distance / Equipment
during exercise , so that they can carry out a task at
their own level.
OHT 3.9
Safe Exercise Practice
Include Warm Up Steady , low
and Cool Down
intensity
exercises
REST PERIODS
Plenty of Fluid!
B, D & A
Watch for signs
of distress
Appropriate
clothing
Never PUSH a
Encourage
child to extremes monitoring of
breathing / heart
rates
Never use
weights before
bone dev. Is
complete
OHT 3.10
EMU
• Hold your hand above your head and make a
beak like an Emu.
• Put the other hand on your heart
• Open and close the beat in time with your
heart
• How does it changes over different activities?
• How else might you or a child monitor their
response to exercise?
Feeling Hot and Breathing Alot
Children Learn:
Nerve and muscle system reach full maturity during
early adulthood. Immaturity of development makes it
harder to learn specific skills, so younger children
have a limited ability. They are less able to
concentrate and make decisions.
Children Learn:
• By doing
• When they are motivated
• When they are successful
• By copying others
• Through encouragement
• Often rapidly. Children are more confident & willing to
make mistakes than adults.
OHT 3.11
Stages of Developing Skills
Understanding
- the child must know / understand what they are trying
to achieve
Practising
- purposeful practice is essential
Feedback
- Reinforces progress or alters techniques
Performing
- the skill becomes almost automatic
OHT 3.12
Learning Cycle
PLAN
EVALUATE
PERFORM
Plan –
the child understands the task and sets him / herself a goal
Perform – the child practices the task
Evaluate – the child assesses his / her success against the goal
OHT 3.13
Practical Tips
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Treat each child as an individual
Make sure the children are ready to learn
Use short, simple explanations
Demonstrate clearly
Give plenty of time for practice
Make it FUN, active and challenging
OHT 3.14
Practical Tips (cont..)
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Ensure success is achieved before moving on
Use questions to help identify mistakes
Guide the child to the most important factor
Focus on one mistake at a time
Start with big simple movements – before complex
skills
Be Positive
LISTEN
Put the skills into a meaningful situation asap
Reinforce skills through repetition
OHT 3.14
Your experience
How children interact with others
• We assume that sport helps children learn to work together
and develop positive attitudes to fair play
• However some children might just see it as play or a chance
to see friends
• They soon learn about competition and success and failure.
This can have a profound affect on a child self esteem.
• Sports leaders are in a unique position to create a positive
atmosphere where participation, effort and progress are just
as important as winning. Sport can therefore be a very
positive experience for every child.
Personal experience
How children see themselves
Children’s image of themselves is shaped by:
• The aims they have for themselves
• Their achievements in competition
• Other children's achievements
• Feedback from adults
• Feedback form other children
OHT 3.15
Relationships with Others
• Very small children are
at the centre of their
own world
• Children starting school
need lots of approval.
• Children at 6+yrs begin
co-operative play & are
less dependant on
adults
• At 6 –9 yrs friendship
becomes increasingly
important
• At 9yrs children form
tight knit groups
• From then on friends
are a major influence –
co-operation is better,
along with awareness of
others
OHT 3.16
Practical Tips
Keep FUN in
practice &
competition
Childs needs first;
Winning second.
Focus on
performance not
outcome
Help CH to set
own goals and
evaluate progress
Use PRAISE!!
Encourage
Teamwork
Reinforce FAIR
PLAY
Treat CH with
equal
consideration
Every child is
Unique!
OHT 3.17
Why Children do Sport
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FUN
ADVENTURE
CHALLENGE
COMPETITION
ACHIEVMENT
SOCIALISING
INDEPENDENCE
RELEASE ENERGY & EMOTION
OHT 3.18
Sport can be detrimental to
children when:
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Winning is everything
Rules are too restrictive
The emphasis is on right or wrong techniques
Leaders are autocratic
Inequalities are reinforced
OHT 3.19
The benefits of physical
activity for children
These could be described under 3 broad
headings:
• Physical Development
• Intellectual Development
• Personal & Social Development
OHT 3.20
Physical Development
• Basic Motor Skills e.g moving in different
ways
• Spatial Awareness
• Co-ordination & Control
• Manipulative skills
• Health & Fitness
• Positive use of Energy
OHT 3.21
Intellectual Development
• Creativity
• Cognitive Skills ( awareness &
understanding)
• Concentration
• Language & Literacy
• Numeracy
OHT 3.22
Personal & Social Development
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Confidence
Self – Esteem
Self – Awareness
Awareness of others
Co-operative skills
Organisational skills
Leadership skills
Equality & Justice
OHT 3.23
When writing a Code of Conduct
the following issues should be considered:
• Has the leader planned well?
• Is the leader organised
• How does the leader
interact?
• Are the children clear about
the activity?
• Are all children succeeding
and having fun?
• Is the activity safe?
• How do the children treat
each other?
• Does the leader challenge
discrimination?
• Will the children come back?
• Is the leader a positive role
model for children?
OHT 3.24
All Sports Leaders and Coaches
have a responsibility to ensure that they :
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•
Are suitably qualified in the sport activity
Are suitably insured
Understand their duty of care
Understand Health & safety requirements
Keep family members informed about the
nature of the activity
OHT 3.25
Safety
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First Aid Kit / person identified
Emergency telephone
Playing surface checked
Dangerous obstacles eliminated
Equipment checked
Children’s attire checked
Rules and boundaries clearly explained
OHT 3.26
PLANNING
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Venue has been confirmed
Numbers / ages / ability of children are known
Any specific needs / medical history
Staffing ratio is appropriate
Equipment prepared
Activities / Session prepared & identified
Times confirmed with parents
Contingency plan in place
OHT 3.27
Organisation
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Arrive early – start on time
Prepare playing area
Sort / store equipment
Greet parents and children
Give clear instructions
Ensure staff and children know what they are doing
Finish on time
OHT 3.28
Organising Space
Alternative Markings:
• Cones placed closer together
• Colour coding of cones
• Chalk Lines
• Tape Lines
• Tactile Lines (visually impaired)
• Throw down lines
• Natural Boundaries
OHT 3.29
Factors Influencing playarea size
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Number of children
Size of children
Mobility of Children
Type of activity
Need to work individually, in pairs or in small groups
Safety constraints of playing area
Need for zones
OHT 3.30
Warm Ups and Cool Downs
• A Warm Up should include:
• Low level activities to raise temperature,
breathing & heart rate
• Controlled movements of joints
• Stretches held for 6 – 10 seconds
OHT 3.31
A Cool – Down should include:
• Cooling activities to gradually decrease
intensity of exercise e.g walk back to
changing room
• Stretches held still for 6 – 10 seconds
OHT 3.32
CHILD FRIENDLY EQUIPMENT
Some characteristics to consider
• Which ball is easiest to
catch?
• Which ball travels furthest?
• What type of “ball” is easiest
to grasp?
• What type of ball won’t roll
away?
• Which bat / racquet is
easiest to control?
• Which ball is easy to dribble?
• Which ball has a controlled
bounce?
• What difference does colour
make?
• What is the point of a “tee”?
How will you help a child to choose the right equipment?
OHT 3.33
Children want equipment
to be:
tactile
Bright
Safe
Colourful
Soft
FUN
Easy to use
Like the “Real Thing”
“Cool”
Durable
OHT 3.34
Developing techniques
Rolling easier:
• Using a larger ball
• Roll with 2 hands
• Kneel or sit down
• Roll slowly
• Move closer together
• Move the target nearer
• Use an aid e.g guttering
Rolling : More difficult
• Use a smaller ball
• Use non-dominant hand
• Use variety of speeds
• Roll along a line
• Move further apart
• Move the target further away
• Smaller targets
OHT 3.35
Throwing & catching
Easier:
• Use larger, lighter ball
• Use jingle or bright coloured
ball
• Use 2 hands
• Bounce then catch
• Remain Stationary
• Adjust distance between
partners
• Throw underarm
More Difficult:
• Use smaller faster ball
• Use 1 hand
• Use non-dominant hand
• Throw then catch
• Throw & catch on the move
• Adjust distance between
partners
• Throw over - arm
OHT 3.36
KICKING
Easier:
• Use a bigger less bouncy
ball
• Stand still before kicking
• Make the target larger
• Move the target closer
• Adjust the distance between
partners
More Difficult:
• Use a smaller, faster ball
• Travel with the ball whilst
kicking
• Make the target smaller
• Move the target further away
• Use different parts of the foot
OHT 3.37
Dribbling
Easier
• Use a larger ball
• Walk first, then jog
• Use two hands
• Use the outside of the
foot
• Use a puck for hockey
More Difficult
• Use a smaller ball
• Jog then move quickly
• Use one hand
• Use alternate hands or
feet
• Use one side of the
stick only
OHT 3.38
Hitting
Easier
• Start with a stationary ball or
use a tee
• Progress to a rolled ball
• Use a larger or lighter ball
• Use a bat with a large face
• Use a bat with a shorter
handle
More Difficult
• Hit a moving ball
• Return a volley
• Use a smaller ball
• Set up a rally
• Use a string racquet
OHT 3.39
Challenge
•
•
•
•
•
Can you do … 5 …10…50 etc?
How many can you do in 30 seconds …1 minute?
Can you make consecutive passes, throws, etc?
How far can you kick, throw, roll, etc?
How many points can you score from hitting different
parts of a target?
• Can you invent another game similar to this?
OHT 3.40
Modifying Games
•
•
•
•
•
•
Playing area
Equipment
Team structure
Individual roles and positions
Rules
Scoring
OHT 3.41
Invasion Games
•
•
•
•
•
•
•
•
•
•
•
•
Have smaller/larger area
A wide playing area favours attack; narrow favours defence
Use non-threatening balls
Group children according to size not age
Have teams with an unequal number of players
Specify an individual’s role e.g. shooter
Allow all players to rotate
All player must touch the ball
Certain players can’t be marked
Increase the number of goals
Have zones within the playing area
Allow wheelchair users to play in zones outside the sidelines
OHT 3.42
Net/Wall Games
•
•
•
•
•
•
•
•
•
•
•
Have a smaller court
Lower the net
Use softer/larger balls
Match children with similar abilities
One child defends a smaller area
The ball can bounce twice
Each ‘score’ carries more points for some children
‘No go zone’ instead of a net, alter its width
Singles against doubles
Use side walls
Change the type of serve
OHT 3.43
Striking/Fielding Games
•
•
•
•
•
•
•
•
•
•
•
Zone hitting areas
Use a tee
Use a lighter bat with a larger hitting surface
Ensure mixed ability teams
Everyone fields whilst 1 person bats
Different length ‘runs’
Every child has a set number of hits
Balls are drop-fed, rolled and bowled underarm
The bowler is on the same team as the batters
No one can be ‘caught out’
Points for accuracy not just distance/runs
OHT 3.44
Target Games
•
•
•
•
•
•
Target sizes & distances are adjusted
Different delivery techniques are used e.g. rolling,
throwing, kicking etc.
An assistive device can be used e.g. guttering
Audible ‘guides’ are used
Players can choose different positions around the
target
Scores carry more points for some children
OHT 3.45
General Issues
• Do not underestimate the intelligence or ability of
disabled children
• Talk with them – find out what they can do
• Explore ways of including rather than reasons for not
including
• Enable disabled children to succeed and enjoy the
activity
• Encourage the non-disabled children to identify ways
of including
OHT 3.46
Inclusion Analysis
1.
2.
3.
4.
5.
6.
7.
8.
9.
Assess the children's skill and
mobility
Analyse the activity
Modify the activity/adapt the
task
Practice
Play the activity
Feedback
Praise
Monitor progress
Evaluate
1.
2.
3.
4.
5.
6.
7.
8.
9.
What can they do? What can
you do?
What skills are needed? What
is the point?
Different ways and rules
Give the children time
Including the children
Essential for learning. Take
account of player’s reactions
Often & positive, don’t
reinforce unacceptable
behaviour or under
achievement
Leader & children
Let the group discuss changes
OHT 3.47
UNIT 4
Principles & Practice for Older People
in Sport
Ageing by Numbers
• 3 % of pensioners who
regularly visit discos or
nightclubs
• 4% of British
grandparents who
contact their
grandchildren via
internet or email
• 8% of men and women
aged 80 – 84 who do
voluntary work
• 37% of the population will be
over 60yrs by 2041
• 49% projected % of men
aged 60 –64 who will still be
working in 8 years time
• 60 – the age of the oldest
person to climb Mt. Everest
• 50% of babies born in 1995
will live to celebrate their 50th
birthday
OHT 4.1
Ageing by numbers (cont…)
• 95 Age of the worlds oldest
triplets, Faith, Hope &
Charity Cardwell
• 99 age of the world’s oldest
parachutist, Hildegarde
Ferrera
• 173% rise in US of over 60’s
injured after taking up
rollerblading, aerobics or
weights
• 188 number of women
in their eighties
• 1,800,00 people have
had to deal with ageism
in employment
• 11,000,000 people in
the UK are over state
pension age
Information adapted from the Guardian Oct.’98 N. Ascherson
OHT 4.1
AGEING QUOTATIONS
“Youth is a period of missed opportunities”
Cyril Connolly(1903 –74) British Critic
“Man does not cease to play because he grows old, he
grows old because he ceases to play”
George Bernard Shaw
“You are not necessarily as old as you feel, but you are
as old as other people feel you are”
Neal Ascherson, Guardian Oct’98
“Some
live dying, but best to die living”
Edward J Steiqlitz
OHT 4.2
Ageing – is the change in function
of organs and systems
Functional Age includes:
• Biological age – refers to physiological processes of the body,
the underlying mechanisms responsible for structural &
functional changes changes that characterise advancing age.
• Psychological age – refers to one’s capability of cognitive
functioning, including self – esteem as well as learning and
memory.
• Social Age - refers to society’s perception of what is
acceptable behaviour of an older person
OHT 4.3
The Ageing process is related to:
•
•
•
•
•
•
•
•
•
Genetics
Gender
Nutrition
Disease
Smoking
Stress
Trauma
Inactivity
Living conditions
OHT 4.4
Changes associated with ageing
– the skeletal system
Change in bones
• Reduced bone mass and bone density
• Reduced bone mineral content
Changes in joints
• Reduced water content and harder, drier cartilage
• Thinner intervetebral discs
• Increased synovial fluid stickiness
• Reduced ligament strength
• Reduced ligament and tendon pliability
Reduced range and ease of movement
Increased risk of injury
OHT 4.5
Changes associated with
ageing - The muscular system
•
•
•
•
•
Reduced muscle mass
Reduced number and size of muscle fibres
Fewer fast twitch fibres
Reduced number of capillaries
Reduced number of motor cells
Resulting in reduced muscular strength, power and endurance
More easily fatigued
OHT 4.6
Changes associated with ageing
– the cardio-respiratory system
•
•
•
•
•
•
•
•
•
Reduced heart mass
Decrease nervous stimulation of the heart
Increased furring and hardening of the arteries
Reduced numbers of capillaries
Decreased maximum heart rate
Reduced cardiac output and stroke volume
Reduced body temperature control
Tire more quickly, recover less quickly
Can overheat rapidly
OHT 4.7
Changes associated with
ageing – the nervous system
•
•
•
•
•
•
•
•
Fewer brain cells controlling movement
Fewer and reduced speed of messages
Reduction in balance mechanisms
Reduced vision and hearing
Slower information processing time
Slower reaction time
Poorer short term memory
Impaired balance
OHT 4.8
Social benefits of physical
activity for older people
Promotion of a more positive and active image of older
people by :• Increased contribution to society by older people
• Enhanced social integration, formation of new
friendships and the widening of social networks
• Role maintenance and new role acquisition
• Maintenance of caring skills
OHT 4.9
Health benefits of physical
activity for older people
•
•
•
•
•
•
•
Prevention and management of CHD and stroke
Prevention and management of type II Diabetes
Management of weight and obesity
Prevention of Osteoporosis
Reduction of accidental falls
Prevention of (colon) cancer
Improvement in length and depth of sleep
Even when taken up in later life
OHT4.10
Psychological benefits of physical
activity for older people
• Reduction in stress and anxiety and improvement in overall
psychological well-being.
• Reduction in depression
• Improvements in cognitive function, self-esteem and self worth.
• Improvements in perception of health
• A reduction of loneliness and isolation
• Enhanced feeling of worth to society
OHT4.11
REASONS FOR DOING PHYSICAL
ACTIVITY - THE PERCIEVED BENEFITS
•
•
•
•
•
•
To feel better
Enjoyment , fun
Social benefits
Health related reasons
Wanting to counter the effects of ageing
A sense of adventure, challenge,
achievement
OHT 4.12
PHYSICAL ACTIVITY
SPORT
EXERCISE
LEISURE DANCE
ACTIVITIES
OHT 4.13
OUTDOOR
ACTIVITES
OTHERS eg
ACTIVE LIVING
AIMS OF EXERCISE SESSION
• Promote circulation
• Stimulate movement
• Articulate specific movement
response
• Broaden the range of
movement at each joint
• Improve posture
• Improve motor skills
• Improve performance of daily
functions
• Increase body awareness
• Increase awareness /
interaction with others
• Engage attention
• Increase daily activity levels
• Increase enjoyment
OHT 4.13a
Exercise journal jan/feb ’99 S.Dinan
APPROPRIATE PHYSICAL ACTIVITY
Appropriate activities are those which:
• Meet the specific needs of older people
• Take account of the current physical activity
recommendations for older people
• Take place in a safe and supportive
environment
HEA Guidelines, promoting Physical
Activity with Older people
OHT 4.13B
Barriers to Physical Activity
for Older People
Perception of self (How we
see ourselves)
• I’m too fat
• My health is not good
enough
• I’m too old
• I’m not the sporty type
• I’m too shy or embarrassed
Time barriers (or excuses ?)
• I’m too busy with work
• I have grandchildren to look
after
• I have an elderly relative to
look after
OHT 4.14
Barriers to Physical Activity
for Older People
Motivational barriers
• I need to relax in my spare
time
• I haven’t got the energy
• I’d never keep it up
• I don’t enjoy physical activity
• There’s no-one to go with
Availability barriers
• I don’t know where to go
• I can’t afford it
• There are no facilities nearby
• I haven’t got the right clothes
or equipment
• I’d feel out of place in a gym
OHT 4.15
Barriers to Physical Activity
for Older people
Fears and concerns
• It’s too strenuous, I might
overdo it
• I might have a heart attack
• I could make my aches and
pains worse
Personal safety
• It’s not safe to use the park
• I don’t like using the buses in
the evening
• I wouldn’t use my bicycle,
the roads are too busy
OHT 4.16
LIFE STAGE FACTORS TRIGGERS
•
•
•
•
•
•
•
•
Children leaving home
Wanting to play with grandchildren
Physiological signs of ageing
Retirement
Onset of ailments / illness
Becoming a widow / widower
Wanting to maintain independence
Moving out of the home into a residential
environment
OHT 4.17
Countering the effects of ageing
Those entering old age
• Looking ahead to retirement
• Concern to prolong life
• Fit enough to play with the grandchildren
• Look after myself
• Sense of achievement and challenge
• Learn something new
• Meet people and get out
• Chance to let off steam
Most likely 50 – 65 years
OHT 4.18
Countering the effects of ageing
Those in the transitional phase
• Maintain mobility
• Maintaining independence
• Avoid becoming isolated/cut off
• Keeping my mind active
• Good to get some fresh air and have a break
• Avoiding stiffness and keeping agile
• To get out with the grandchildren
• To help with caring activities
• Helps with tying up my shoes
Most likely to be 60 – 80 years
OHT 4.19
Countering the effects of ageing
Frailer older people
• Keeps my mind active
• Helps with my arthritis
• I’ve always been active
• Gives me something to do
• We have a good time together
• Helps we with my dressing
• I can get around a bit more
Most likely to be 75 +
OHT 4.20
LEADING OLDER PEOPLE IN
SPORT & PHYICAL ACTIVITY
Leaders should be:
•
•
•
•
•
•
•
•
Trained in areas of physical activity and ageing
Able to offer a mixture of fun & purposeful activities
Able to relate meaningfully to older adults
Good listeners and empathetic
Patient with themselves and others
Organised
Clear, firm but not authoritarian
Trained in CPR able to recognise overexertion
OHT 4.21
RECOMMENDATIONS FOR THE
PROMOTION OF PHYSICAL ACTIVITY
BASED ON FINDINGS OF HEA STUDY OF PHYSICAL ACTIVITY
AMONG PEOPLE OVER THE AGE OF 50
1 Media Images
2 change perceptions of activity
3 Reassure people about exertion
4 Provide information around the time of retirement
5 Promote activity to men
6 Emphasise non-health benefits
7 Avoid being patronising
8 Promote information via the medical profession
9 Improve facilities
10 Start promoting physical activity to the young
OHT 4.22
Aims of a warm up for
Older People
• Gradually prepare mind & body for work safely &
effectively
• Mobilise joints in order to improve joint function in the
performance of everyday activities
• Promote circulation & generate heat
• Stretch out the muscles as part of activity
preparation
• Stimulate CNS facilitating performance
• Enhance enjoyment & motivation by providing a
relaxed, fun atmosphere
OHT 4.23
Aim of cool down for the Older adult
• To return the body to pre activity state
• To ensure the cool down is gradual and
relatively prolonged: min 10 mins
• Allow the HR a longer time to return to preactivity state
• Avoid getting up and down from the floor
repeatedly
OHT 4.24
Mobilising through walking
•
•
•
•
•
•
•
Can decreases immobility
which can cause:Gravitational odema (swelling
on the legs)
Leg ulcers
Skin ulcers
Constipation
Joint stiffness
Muscular wastage
Deep vein thrombosis
- and increases mobility
which can improve
• Circulation
• Local muscle endurance
• Range of movement and
mobility
• Co-ordination
• Balance
• Gait rhythm
• Social inter-action
• Awareness of surroundings and
of others
Chart 4.6
UNIT 5
Principles & Practice for Disabled
People in Sport
Models of Disability
Medical Model
Social Model
• Owned by the individual
• Something wrong with the
person
• Not preventable solution is
to find a medical cure
• Only way to get rid of
disability is by making a
person better
• Owned by society
• Something caused by a
negative attitude, planning &
practice of society
• Preventable solution is to
eliminate discrimination
• Prevented through better
practice & positive attitudes
that reflect equality of
opportunities
OHT 5.1
Terminology Guideline













Wheelchair user
Learning disability
Person who has a physical or learning impairment/challenge
Disabled people
Older person/people
Non-disabled person
Mental health challenge
A person who has Cerebral Palsy
A person who has Downs Syndrome
Hearing impairment
Deaf people
Speech impairment
Has …(the particular condition)
OHT 5.2
Preferred Group Terminology
•
•
•
•
Visual impairment – visually impaired people or blind people
Hearing impairment – hearing impaired people or deaf people
Physical impairment – physically disabled people
Learning impairment – people with a learning disability
Disabled people: the preferred term to use when describing disabled
people as it is based on the Social Model of Disability.
Impairment: the term used to describe a person’s medical condition
such as a visual impairment.
Disability Sport: sport specifically played by disabled people.
OHT 5.3
Pathways In Sport for Disabled People
Olympics & World Champion
Paralympics & world championships
National Champs (non-disabled)
Junior Development Squad
Regional Champs/Squads
National Champs (disabled)
Junior Development Squad (disab.)
Regional Champs/Squads (disab.)
Sports Specific Sports Club
(non-disabled or disabled)
OHT 5.4
Multi-Sports Club
(non-disabled or disabled)
Youth Service
School
Voluntary Sector
Event
Paralympic
Records
Olympic
Records
Archery
72 Arrows men
634 points
684 points
Athletics
100m men
10.72 secs
9.84 secs
200m men
21.89 secs
19.32 secs
Marathon Men
Wheelchair
1:29:44 secs
2:09:21 secs
Long Jump
7.17m
8.90m
Shooting
Air Rifle Standing
491.3 points
498.2 points
Swimming
100m freestyle men
56.40 secs
48.63 secs
OHT 5.5
Communication Considerations
Physically Disabled People
• Discuss personal needs and consider adaptations
• Respect personal space for wheelchair users
• Talk to wheelchair users in a position comfortable to
both of you
• If assisting, ask how the disabled person would prefer
you to do this
• Talk to the disabled person themselves and not their
helper, parent or friend that might be with them.
OHT 5.6a
Communication Considerations
Visually impaired people / blind people
• Determine what can be seen
(this can vary from day to
day depending on light,
weather and environment )
• Explain who is with them /
who you are
• Describe the coaching area
and layout and keep them
aware of any changes in
layout or group
• Guide people appropriately
(see RNIB leaflets)
• May need to provide
information on audio tape /
large print or Braille
• Use of tactile demos /
guiding. Ask permission first
& tell person what you are
doing.
OHT 5.6B
Communication Considerations
Hearing Impaired / Deaf people
• Find out if the person uses
sign language / lip reads
• Find out if they use a hearing
aid
• Face the person when
talking to them
• Do not shout
• Do not chew or cover your
mouth
• Use gestures, signs and
signals
• Ensure your face is in good
light
• If stuck write it down
• Be patient
• Inform those with
impairments what others
have said
• May need to impose rules eg
raise your hand when
speaking
OHT 5.6C
Hearing Impaired cont…..
•
•
•
•
Speak to the person, not interpreter
Learn some simple signs
Check for understanding
Use visual clues to support language or
signals
• Introduce buddy scheme
OHT 5.6C
Communication Considerations
People with a learning disability
• Treat people by their age,
not their apparent level of
ability
• Use simple straightforward
language
• Use gestures and changes in
tone and volume of your
voice
• Use demonstrations
• Check for understanding
• Give time for learning and for
skills to develop
• Repeat exercises in a variety
of ways
• Break down skills into small
steps
• Ask participant for
information and only if
unsuccessful ask their carer
OHT 5.6D
Communication Considerations
People with Speech impairments
• Do not pretend to have understood when you have
not
• Be patient
• Do not rush people
• Do not finish their sentences for them
• Always ensure understanding - yours and theirs
before proceeding
• If after several attempts you are unable to understand
, then consult a carer
OHT 5.6E
Inclusion of Disabled People Into
Main stream Sport
Key components of sport include:
• Techniques: kicking, hitting, running, throwing
catching
• Skills
• Rules
• People
• Tactics
• Playing Areas
• Equipment
OHT 5.7
The Key Skills would be:
•
•
•
•
•
•
Throwing
Catching
Kicking
Striking / hitting
Moving
Travelling
OHT 5.8
Different ways of travelling
•
•
•
•
•
Running
Crawling
Jumping
Rolling
Sliding
•
•
•
•
Hopping
On 3 Limbs
On Backsides
Skipping
OHT 5.9
Different ways of travelling
with a ball include:
•
•
•
•
•
•
Held in arms or hands
Carried on lap
Carried on lap tray
Held under chin
Held in receptacle
Pushed along ground
OHT 5.10
Different ways of sending
and receiving a ball
Sending
• Bouncing
• Hitting
• Rolling
• Throwing
• With scoop / ramp
• Heading
• Kicking
Receiving
• Catching by hand
• Catching with a glove
• Catching with a device
• Stopping with hands
• Stopping with feet
• Stopping with wheels
• Seated or standing
OHT 5.11
Main Categories of Sports Games
Sports can be divided up into 4 main types
• Net / wall games
• Striking / Fielding games
• Invasion games
• Target Games
OHT 5.12
A Model for adapting activities
Select The Activity
Adaptation
Skills & Objectives
Incidental Skills
Observation &
Analysis
Set Realistic
Goals
NCF 1991
OHT 5.13
FOOTBALL
Adaptations might include:
• Equipment
Larger, lighter, softer
balls
Ball with bell inside
• Rules
Smaller playing areas
Playing zones
• Players
Wheelchair users may stop
the ball with wheels of chair.
Players who use rollators,
sticks, crutches or walking
frames can also use these to
assist in stopping / striking
the ball
OHT 5.14
HOCKEY
Adaptations might include:
Equipment
• Larger, lighter balls
• Balls that are more
• controllable
• Koosh balls
• Ball with bell
• Larger ball
• A puck
• Strapping hockey stick to
chair
Rules:
• Players can carry sticks on
• Laps whilst manoeuvring
• wheelchair
• Use zones for players
• All players touch ball
• before shot
• Some players cannot be marked
OHT 5.15
NETBALL
Adaptations might include:
Equipment:
•
•
•
•
•
Different size balls
Ball with bell
Different colour balls
Lower the ring
Alternative scoring system
Rules
• WCH users can only use
one revolution of their
wheels
• Increase holding time for
some players
• Use flag & whistle
OHT 5.16
NETBALL
(cont…)
Playing Area:
• Extra Zones
Players:
• Some players cannot be marked
• Every player must touch before scoring
OHT 5.16
NGB Award Schemes
Athletics
YES
Badminton
YES
Basketball
Boccia
Canoeing
OPEN
YES
OPEN
Croquet
Football
Gymnastics
Hockey
Life saving
OPEN
YES
YES
OPEN
OPEN
Netball
Orienteering
Rowing
Rugby
Rugby league
YES
YES
OPEN
OPEN
OPEN
Squash
Swimming
Table Tennis
Tennis
Triathlon
OPEN
OPEN
OPEN
OPEN
OPEN
OHT 5.17
BOCCIA
• Boccia pronounced
Botcha
• Similar to bowls
• Target group
• Played individually in
pairs or teams of 3
• Originally designed for
people with severe
impairment, (CP)
• All players play from a
seated position
• Played locally in schools and
clubs, regional, national,
international, Paralympics &
Worlds.
• Played by 30 Countries
• Estimated 5000 people play
boccia in UK
• NGB = British Boccia
Federation
OHT 5.18
GOALBALL
• 3 a side game
• Aim is to score ball by rolling
ball along floor into
opponents goal
• Developed for visually
impaired
• Played in 87 countries
• Paralympic sport
• BBS is the organisation
responsible
• Features which enable
visually impaired people to
play:
Ball has bell inside
Playing court has tactile
Markings
All players wear eyeshades
to ensure everyone is equal
OHT 5.19
GOALBALL
(cont…)
• Approx. 15 clubs and school teams in the UK
• BBS organises 10 one day tournaments a year,
national schools competition, British Goalball cup
• There are at present no coaching courses for
Goalball
OHT 5.19
POLYBAT
•
•
•
•
A 1-1 hitting game played on a
modified table tennis table
Table has no net, with panels on
2 sides of the table
Aim is to hit ball past opponent
and off end of table
Developed as a result of an
increased level of young people
with severe impairments,
entering the special school
system of the ’80’s.
•
•
In 1990 the game was
introduced to Disability Sport
England National Mini Games,
now played regionally
Fast growing sport, currently
played in Brazil, Canada, New
Zealand, Spain, USA
OHT 5.20
Table Cricket
• Involves all principles of
cricket , but played on a
table
• Played in teams, pairs or
individually
• Developed as a result of the
success of polybat, by Doug
Williamson
• Designed to mirror as many
aspects as possible of the
traditional sport of cricket
• In 1992 Table cricket was
included in the Disability
Sport England National mini
games.
OHT 5.21
TABLE HOCKEY
• Aim is to score goal by
striking puck or ball throguh
goal at opponents end of
table
• Played on a TT table
• Screen placed in middle of
table, reducing reaction time
for players
• Played as singles
• Developed by Ken Black
from the YST
• Regarded as a hybrid game
of polybat and table cricket
• Currently not played at
regional / national
competitions, but included
within SportSability
OHT 5.22
Classification Systems
• The word classification means to arrange into classes
• Participants are classified for competition purposes
• Gender, age, weight, type of equipment, may determine which
class is suitable
• Key reason for classification is to ensure FAIR competition
OHT 5.23
Sports Leadership &
Classification Systems
• Organisation of events or internal club competitions
• Ensuring competitions are fair allowing everyone to achieve
their potential
• Supporting disabled athletes to attend events and get involved
in the disability sports network
• Assisting in competitions
OHT 5.24
Types of Classification
• Impairment Based Classification Systems
• Functional Ability Systems
• The Time Banding System
• The Time Handicap System
OHT 5.25
UNIT 6
Understanding Fitness & Health
in Sport
ACTIVITY MATTERS
The Facts:
• 7 out of 10 men & 8 out
of 10 women fell below
their appropriate activity
level necessary to
achieve a health benefit
• 1 out of 6 people is
reasonable sedentary,
having done no activity
for 20 mins or more the
the last 4 weeks!
• 81% of men aged 45 – 54
fell below their level of
activity, knowing they were
at high risk of CHD
• Activity declines with age
• Routine physical activity
plays a very small part in the
daily life of most people
OHT 6.1
Activity Matters
• 44% of men & 40% of
women take part in sport at a
vigorous / moderate
intensity level
• People who exercise in their
youth are more likely to
continue in later years
• Activity level varies
according to social /
economic status
• There is clear association
between past participation in
sport & the prevalence of
Heart disease, angina and
breathlessness
• Men who smoked ( 20 a
day)were found to be less
active at a vigorous or
moderate level compared
with non - smokers
OHT 6.1
ACTIVITY LEVELS
• Light Activity – little or no exertion, no noticeable change in
breathing
• Moderate Activity – Requires sustained, muscular movement =
to brisk walking, getting warm & slightly out of breath
• Vigorous Activity – Requires sustained, large muscle
movements at 60 – 70 % of MHR, getting sweaty & out of breath
OHT 6.2
Health Related Benefits of
Physical Activity
Coronary Heart Disease
Physical activity reduces the risk of CHD by
strengthening the heart and lungs, reducing fatty acids
in the blood, reducing chance of thrombosis and
normalising BP
The Problem
CHD is the single leading cause of death for M & F
in England. It accounts for 29% of all M deaths and
23% of F deaths. Death rates from CHD in the
UK are among the highest in the world
OHT 6.3
CHD (cont….)
Prevention
The risk of CHD decreases as physical activity increases
The greatest reduction in the risk of developing CHD is found when
inactive people move towards moderate activity intensity, rather
than moderate to vigorous.
OHT 6.3
ACTIVE FOR LIFE CAMPAIGN
During the initial 3 year campaign (1996 –9)
Active For Life targeted the entire population of England aged 16
- 74, with emphasis on sedentary groups. These are:
•
Young Women aged16 – 24 yrs
•
Middle aged M & F aged 44 – 54 yrs
•
Older people aged 50 +
OHT 6.4
RESULTS TO DATE
• Estimated that if the whole
population exercised
adequately the ave. annual
care cost would be less than
£10 per person for people
aged 45 and over. The cost
avoided would be more than
£30 pp
• Health promotion
programmes have been
successful in increasing
levels of activity among
general population
• Workplace programmes
have reported benefits to
workforce including reduced
absenteeism & improved job
performance
OHT 6.5
Five core Components of
physical fitness
CARDIOVASCULAR
MUSCULAR STRENGTH
•
•
•
•
•
Sometimes called Stamina or
aerobic fitness
Heart, Lungs and Blood vessels
Delivers oxygen to the working
muscles & carries carbon
dioxide to site of excretion
Exercise improves CV system,
allowing muscles to work
harder & longer
•
Muscle exerts maximum force to
overcome resistance
Increasing the amount of
resistance will train a muscle to
become more efficient &
stronger
OHT 6.6
Components of Physical Fitness
MUSCULAR
ENDURANCE
• The ability of a muscle to
exert a force to overcome a
resistance over a period of
Time
• ME is increased by
performing high repetitions
using low resistance
FLEXIBILITY
• Capability of an individual
to use the muscles &
related joints through the
full natural range of
movement
• Increased flexibility
increases length of muscle,
extending the range of
movement of that joint
OHT 6.6
Components of Physical Fitness
Motor Fitness
• Refers to agility, reaction, time, co-ordination, power and speed.
• These aspects are often inter – related
• Improvements in these factors will lead to particular movement
being performed and executed more skilfully
OHT 6.6
Factors Affecting Physical
Fitness
• Heredity
The genetic make up of a
person, will in part
predetermine their physical
capabilities
• Lifestyle
The general level of
everyday activities will affect
physical fitness
• Diet
Healthy eating patterns are
important in order to provide
the body with sufficient
nutrients
• Body Type
The Morphic Shape of a
person can influence
capabilities
• Age
Physical capabilities tend
to decline with age
• Health Status
Performance can be severely
affected by poor health
OHT 6.7
Functions of the Skeleton
•
•
•
•
•
Movement
Shape
Protection
Storage
Production
OHT 6.8
BONES – The Facts
• The human skeleton is made
up of 206 bones
• The types of bones are long,
short, irregular , flat
• Ossification is the process of
bone formation
• Ossification is generally
completed by the age of 21
• At birth , bones are made of
cartilage and as growth
occurs, calcium and
phosphorus are laid down
and cartilage becomes bone
• Developed bones have a
hard compact outer layer
and honeycomb like inner
network
OHT 6.9
Movement of the Spine
• Flexion & Extension of the neck occur in the cervical region
• Rotation of the trunk occurs mainly in the thoracic region
• Flexion & extension of the trunk occur mainly in the lumbar
region.
OHT 6.10
Types of joints
• Immovable e.g. skull
• Slightly Movable e.g. vertebrae
• Freely movable e.g. Hinge – ankle
Ball & Socket – hip
Pivot - neck
• Ligaments – tissues which connect bone to
bone
• Tendons – Connects muscle to bone
• Cartilage – Glassy looking tissue covering
ends of bones; the shock absorber
OHT 6.11
The synovial joint
Please photocopy out of TRP and enlarge
By 100%
OHT 6.12
Joint Actions
Our movement is restricted by the structure of the joints. Knowledge of joint actions
will help us to understand how we move.
•
•
•
•
•
•
Bend – Reduce angle at joint FLEXION
Straighten – Enlarge angle at joint EXTENSION
Side Outward – Take away from body ABDUCTION
Side Inward - Bring towards body ADDUCTION
Pivot – Turn inwards / outwards ROTATION
Complete circular movement – CIRCUMDUCTION
OHT 6.13
Skeletal muscle
Muscle Types
There are three types of muscle:
• Skeletal – attached to the bone, its contraction is responsible for
supporting and moving the skeleton
• Smooth – surrounds various hollow organs or tubes, including
the stomach, blood vessels and airways. Controlled by the
sympathetic nervous system
• Cardiac – muscle of the heart whose contraction propels blood
through the circulatory system.
OHT 6.14
Skeletal Muscle (cont…)
• Approximately 650 muscles
in the body
• Make up 35 – 40 % of total
body weight
• Muscles attached to bone via
tendon
• Muscles can only pull along
the line of their fibres
• Muscles are more pliable
when warm
•
•
•
•
•
•
Muscles have elastic properties
Are always in slight tension,
ready to react
Two ends of a muscle move
closer together when
contracting
Muscles can stretch, contract
and relax
They work on the “all or nothing”
principle
Strength of contraction depends
on number of muscle fibres
OHT 6.14
Two Types of Muscular
Work
• ISOMETRIC
A static contraction, when the muscle contracts but there is no
visible joint movement or limited range of joint movement. This
could be when a muscle is activity engaged in holding a static
position
• ISOTONIC
A moving contraction, when a muscle moves through its full
range of movement. There are 2 phases to this contraction:
Concentric – when a muscle is shortening
Eccentric – when a muscle is lengthening
OHT 6.15
The Strength Continuum
Absolute
strength
Very high resistance
Low reps
Fast twitch fibres
Stronger ligaments
Increase in muscle size
Increase in muscle strength
Muscle
Endurance
Low or moderate
resistance
Slow twitch fibres
Increased efficiency of fibres
Increased number of capillaries
Increased supply of 02
OHT 6.16
Long – term benefits of
muscular strength and endurance training
•
•
•
•
•
•
Improves posture
Injury prevention
Improves body shape by toning muscles
Strengthens bone density
Improves functional capacity
Improves neuromuscular efficiency
OHT 6.17
Psychological and Social Effects of
Muscular strength and Endurance training
•
•
•
•
•
Increased feeling of well being
Reduced stress
Increased self esteem
Increased self confidence
Provides opportunities and occasions for
meeting and communicating with others
OHT 6.17
The Respiratory System
Consists of:
• Nose, pharynx, larynx,
trachea, bronchii, lungs
2 lungs, divided into
several lobes
• Each lobe consists of
thousands of tiny air
sacs called alveoli
• Gaseous exchange
occurs within the alveloi
Its Role:
• To provide blood with a
constant supply of O2 from
the air
• To allow unwanted carbon
dioxide to be passed out of
blood back into air.
As you exercise:
• Efficient respiration is critical
OHT 6.18
Diagram of Respiratory System
See diagram in TRP page 12
and photocopy at increased rate of 100%
OHT 6.19
The route air follows through the respiratory system
AIR
…ENTERS BODY VIA NOSE AND MOUTH
Air is warmed, moistened & filtered
…PASSES THROUGH PHARYNX
Lies behind nose and mouth. Receives both air and food
…...PHARYNX TO LARYNX
Separated by epiglottis, which prevents food from entering the Trachea
..THROUGH LARYNX TO TRACHEA
Trachea is a tube & is kept open by a series of cartilage rings. This allows free movement of air
…TRACHEA DIVIDES INTO 2 BRONCHI
1 bronchus leads to right lung, 1 to left
…Bronchi further divide into smaller bronchi & bronchioles leading to alveloi
CAPILLARIES CARRYING DEOXYGENATED BLOOD SURROUND EACH ALVEOLUS
Diffusion of gasses take place, CO2 passes into alveolus and O2 replaces it
…BREATHING ALSO INVOLVES THE DIAPHRAGM
A SHEET LIKE MUSCLESEPARTATING THE CHEST & ABDOMEN
When the diaphragm contracts it flattens increasing the capacity of the chest cavity
OHT 6.20
BREATHING
• Automatically controlled by
respiratory centre in the
brain
• Happens continuously &
unconsciously
• Air contains 21% oxygen
• Illnesses which can affect
the respiratory system,
making exercise
uncomfortable are:
- Common cold
- Asthma
- Bronchitis
- Pneumonia
• Adults breathe 14 – 20 x per
minute
• Babies breathe 30 – 40 x per
minute
Regular aerobic exercise can
increase efficiency of the
respiratory system, providing
more oxygen to the CV system
OHT 6.21
THE HEART
• Is a double pump about the size of a man’s fist
• Each pump has 2 chambers:
1 to collect blood in, Right & Left Atrium
1 to pump blood around the body, Right & Left
Ventricle
• Every time the heart beats we can feel the pressure
wave where an artery crosses a bone = PULSE
RATE
• At every heart beat, the heart pushes out a certain
amount of blood = STROKE VOLUME
OHT 6.22
The CV system
• When we breathe in, air with O2 enters the lungs and
supplies the body with oxygen for ENERGY
PRODUCTION
• Oxygen is absorbed from the air and transported to
all parts of the body via the blood and circulatory
system
• The exchange of O2 and CO2 takes place in the alveoli
in the lungs
• CO2 is a waste product of energy production
• From the lungs oxygenated blood enters the heart.
OHT 6.23
IN THE HEART
• Oxygenated blood now enters the heart via
the left atrium and is pumped out of the left
ventricle via the aorta
• Arteries take blood away from the heart
• The circulatory system takes the oxygenated
blood to the working muscles via arteries to
arterioles to capillaries
OHT 6.23
In the Heart cont..
• When O2 has been extracted from the blood and
therefore contains CO2, this returns to the right side
of the heart via capillaries to venules to veins
• Deoxy blood collects in the right atrium via the vena
cava and is pumped out to the lungs via the right
ventricle
We can then expire the waste products containing
CO2
OHT 6.23
The CV System
Heart
Components
Function
• Atria
• Chambers through which
blood flows from veins
• Ventricles
• Chambers whose
contractions produce
pressure that drive blood
through vascular system
back to the heart.
OHT 6.24
The CV System
Vascular System
• Arteries
• Arterioles
• High pressure vessels which
carry oxy blood from the
heart to the tissues. They
offer little resistance to blood
flow, due to ability to expand
& recoil like an elastic band
• Major sites of resistance to
flow. Thicker layer of smooth
muscle than larger arteries
OHT 6.24
The CV System cont….
• Capillaries
• Venules
• Veins
• A network of tiny
vessels, exchanging
gases, nutrients and
waste products
• Small veins.Relatively
flaccid, more compliant
• Low resistance conduits
for blood flow back to
the heart
OHT 6.24
Physiological Effects of Aerobic
Exercise on the CV System
Immediate Effects:
•
•
•
•
•
•
•
•
•
•
HR increases
BR increases
Cardiac Output increases
BP increases
Arteries, Arterioles & capillaries dilate
Increased blood flow
Blood supply redirected to working muscles
Body Temp increases
Skin appears flushed
Sweating
OHT 6.25
Physiological Effects (cont…)
Short Term Effects:
•
Heart becomes stronger
•
Increased stroke volume
•
Resting HR is lowered
•
Increase in size & number of blood vessels to
body
•
Increase capillaries in muscle
•
Shorter recovery time after exercise
OHT 6.25
Physiological Effects (cont…)
Long Term Effects:
•
Heart becomes a more efficient pump
•
Prevents furring up of arteries
•
Decreased risk of CHD
•
Ability to cope with everyday tasks &
stressful situation improved
OHT 6.25
FLEXIBILITY
• Flexibility = the maximum natural range of
movement possible about a joint, or joints
• Stretching = Stretching muscles is a method
of increasing or maintaining flexibility. This
includes taking the origin & insertion of the
muscle further apart.
OHT 6.26
Why Stretch?
• Reduces muscle tension and makes the body feel more relaxed
• Increases natural range of movement of joints & muscles so that
the body can work more efficiently.
• Helps prevent muscle soreness or muscle tears.
• Helps facilitate recovery from soft tissues
• Improves exercise techniques by extending the body’s natural
range of movement
• Returns the body to pre-exercise state.
• Body awareness: knowing where your body is in time & space
OHT 6.26
Flexibility is limited by:
• Joint Structure
• Ligaments and tendons can offer greater
resistance
• Muscle bulk can limit range of movement
round a joint
• Elasticity of muscle wrappings
• Age & Gender
• Specificity
OHT 6.26
Different types of Stretch
BALLISTIC
•
•
•
•
•
•
Performed with jerky / bouncing movements
The force of the movements stretches the muscle
Creates tension in the muscle
Traditionally used by dancers / athletes
Stretching like this likelihood of injury
The position is not held, so the muscle never gets a chance to
relax in the stretch
• High risk of muscle strain, soreness and possible damage. This
form of stretching is not recommended
OHT 6.27
STRETCHING
STATIC
• These movements take a muscle slowly and
deliberately to the end of its range
• As the position is held, the tension from the
stretch eases allowing the muscle to stretch
enhancing flexibility
• Safer and more effective than ballistic
stretching as the tissues have time to relax
OHT 6.27
STRETCHING
STATIC
ACTIVE
•Stretching alone, without
external aid
•When the opposing muscle
contracts & shortens, lengthening
the opposing one
•Depends on the strength in the
muscle
•Safest method of stretching,
requiring no partner
PASSIVE
•Achieved by using an external force
while individual remains inactive
•Allows all muscle surrounding joint
to totally relax
•Easy to stretch muscles beyond their
limit, so must be done with care
Adapted Cullum &
Mowbray 1992
OHT 6.27
Types of Flexibility Training
•
•
Preparatory Stretch
6 – 10 seconds in a warm up to
reduce injury by preparing
muscles for work to come
Maintenance Stretch
Maintains the flexibility already
established and should be used
where flexibility of different
areas is generally good. Usually
performed as part of the cool
down
•
Developmental Stretch
To increase flexibility of muscles
where range of movement is
poor, held for 15 – 30 + secs,
gradually increasing range of
movement.
All these stretches are brought
about by RELAXATION of the
muscles and can be performed
as part of the cool down session
OHT 6.28
Stretching
Stretching exercises should take into account the
following areas of the body:
• Neck
• Arms
• Chest
• Legs
• Shoulders
• Gluteals / hips
• Back
OHT 6.28
Energy
How does muscular contraction take place?
• Muscular contraction cannot take place
without energy
• O2 allows muscles to contract repeatedly
• O2 is transported to the working muscles via
the CV system
OHT 6.29
Food = Energy
• Food is the fuel we need for energy
production, just as a car’s fuel is petrol
• Our bodies can use many different energy
supplies and change from one to another
depending on how hard we are working
• There are 2 main energy systems
OHT 6.29
Energy systems
ANAEROBIC:
• High Intensity Work
Explosive Movements
WITHOUT O2
• Uses stored CHO’s in the
muscle
• When work becomes too
hard for our supplies to meet
demand, then LACTIC acid
is produced and the body
reaches its Anaerobic
Threshold
AEROBIC:
• Lower level of intensity of
work with O2
• Longer period of time as long
as Glycogen & Oxygen are
present
• The only waste product is
CO2 & H2O
OHT 6.29
Structure of a session
Every session, regardless of the session objectives, should have the
following structure:
• A Warm Up = approx 15% of session
• A Main Session = approx 70% session
• A cool Down = approx 10% to include
feedback
OHT 6.30
Why warm up?
• To Prepare the body for exercise to follow
• To improve performance
• To protect against injury
OHT 6.31
COMPONENTS OF A WARM UP
The 3 main physical parts are the:
• Joints
• Heart & Lungs
• Muscles
OHT 6.32
How to warm up (1)
•
•
•
•
•
The body adapts progressively
There should be no sudden burst of activity
Whole body approach
Small movement – full range of movement
Should be related to the activity to follow
JOINTS
• Loosening joints to allow the synovial fluids
surrounding the joint to be lubricated
• It allows the joint to move freely like the oil in the
engine car
OHT 6.32
How to warm up (2)
Heart & Lungs
•
The heart is a pump
•
Pump needs to work more efficiently
•
H & L should be prepared for more strenuous activity
•
Heart needs to pump blood faster to the working muscles
•
Increase intensity gradually.
How?
• By performing movements which make you work harder,
either at a low level using whole body movements, or by large
movements involving large muscle groups
• As the muscles work harder the heart also has to work harder
to pump more oxy blood to them. This increases HR.
OHT 6.33
Muscles
• Muscles are made up of a collection of bundles of
muscle fibres
• Fibres are elastic so they can:
contract
relax
shorten
lengthen
When the muscles are worked, heat is released by the
contractions taking place:
• Increase in temperature
• Muscles are more pliable
• allows muscles to move at a greater speed
OHT 6.34
Warm up intensity
• WU should allow participants
to work within 20 bpm of
training HR zone
• Consider the temperature
• Consider the ability
• A warm up that is too
complex can take HR into
the training zone
• Appropriate motivation from
the leader, will control those
too eager
How Long?
• Fitness levels will affect
duration of WU
• A fitter person will take
longer to get HR up
• An unfit person will take a
short time to raise HR
• Combination of mobility &
pulse raising activities will
decrease overall length of
time for fitter person
OHT 6.34
Why cool down?
• Return the body gradually to pre-exercise state
• Relax in order to reduce physical tension
• Assist the CV system to remove substances that may
contribute to muscle stiffness or soreness
• Prevents blood pooling
• Assists CV system return to its normal rate of
function avoiding dizziness after exercise
OHT 6.35
COMPONENTS OF A COOL DOWN
Pulse Lowering
• To prevent blood pooling
• To reduce HR and BR
• To remove waste products ( & by products
Stretching
• Maintain & improve Flexibility
• Realign muscle fibres to prevent injury
• Core Temperature of muscle must be warm before stretching
• Leaders may have to re-warm after main session
OHT 6.36
HOW TO COOL DOWN
• Pulse decreasing activities using large muscle groups to help
flush out lactic acid. Gradually decrease intensity.
• Stretching to prevent Delayed Onset Muscle Soreness (DOMS)
• To realign muscle fibres after repeated muscular contraction
• Maintain flexibility: hold stretch for 10 - 15 secs
• Develop flexibility: stretches should be held for 15 secs +
OHT 6.36
WHICH EXERCISE PROMOTES
COOL DOWN?
• Mild jogging, skipping & walking
• Variety of stretching to lengthen muscles
which have been shortened by the activity
• It could be simply a reverse of the warm up
OHT 6.36
TIME TO REST
Relaxation can be defined as:
• A time of rest / refreshment after work
• Relax by listening to music, reading, play a game of
badminton
• There are specific forms of relaxation to truly rest the
body
• Rest can be defined as a time when the body is free
from exertion, not moving, a period of calm
• Rest is important in maintaining a healthy lifestyle
OHT 6.37
REST
• It is during rest that the body adapts to the
exercise stress and subsequently becomes
stronger.
• When a muscle works, a certain amount of
muscle tissue breakdown occurs. During rest
this tissue repairs itself, becoming stronger
OHT 6.37
REST
• Without regular periods of rest in a work out
schedule, the body never gets a chance to
recover and adapt but will remain in a
constant state of fatigue.
• Ultimately performance will suffer, fitness
improvements will plateau and the risk of
over-use injuries will rise.
OHT 6.37
REST GUIDELINES
• 24 HOURS rest between aerobic workouts
• Minimum 24 – 48 hours between strength
training sessions
• A more intense session e.g circuit training,
requires longer rest between sessions
• At least 2 days off each week from moderate
to high intensity aerobic workouts
Adapted from the Physical Website 1999
OHT 6.37
WHAT IS NUTRITION?
Food provides the materials needed for:
• Energy
• Growth
• Repair
• Reproduction
These materials are called nutrients
OHT 6.38
NUTRITIONAL REQUIREMENTS
THE BASIC NUTRIENTS ARE:
• Proteins
• Carbohydrates
• Fats
• Minerals
• Vitamins
Each nutrient has a particular role to play in the
body’s function
OHT 6.38
ENERGY NUTRIENTS
CARBOHYDRATES
PROTEIN
FAT
Contains calories
( a unit of a measure of energy)
Energy can be used in several ways:
•For heat
•To build its structures
•To move its parts
•Or to be stored as fat
OHT 6.39
Adapted from LAY manual
OHT 6.43
THE ENERGY BALANCE
ENERGY INPUT
=
1
2
3
GREATER THAN
LESS THAN
ENERGY OUTPUT
Energy balance
1
2
3
energy balance is achieved
energy input = energy output
Body fat is stored
Energy input < energy output
Some body fat is used up
Energy input > energy output
OHT 6.40
Nutritional Pyramid
• Photocopy from TRP OHT 6.41
OHT 6.41
The Food Plate
Starchy foods
Occasional foods
Meat & alternatives
Dairy prods
Fruit & veg
It is important to select different
Food from each group & to balance the amount
HEA 1994 – LAY manual
You eat each day.
OHT 6.42
The importance of water
• Dehydration leads to a decrease in performance. 2%
dehydration can lead to a drop in performance by 20%!!
Replace fluid as soon as it is lost!
Guidelines
• If you are thirsty its too late – you are already dehydrated
• Drink at least 0.5 L of fluid before exercising
• The 250ml every 15 mins
• Again between 0.5L and 1L after exercise has stopped
• On a daily basis, try to drink 4 pints
OHT 6.43
HEALTH & SAFETY
SPORTS LEADERS SHOULD BE AWARE OF:
•
•
•
•
•
•
•
•
•
Medical problems
Past exercise / levels
Emergency procedures
Location of telephones /
number of nearest A&E
Location of first aid box
Care taker info
Clean activity area / safe
Availability of drinking water
Correct clothing to wear
Signs of over exertion & over
exercise such as:
• Undue fatigue during activity
• Inability to recover after cool down
Signs indicating that the participant
should stop exercising:
• Laboured breathing
• Loss of co-ordination
• Dizziness
• Tightness in chest
• Nausea / vomiting
• Irregular HR
• Muscular – skeletal problems
OHT 6.44
SAFE EXERCISE CODE
• Always wear the appropriate
clothing
• Wear extra layers of clothing
in cold
• Always WU thoroughly
• Practice good technique
• Progress gradually
• If it hurts don’t do it
• Always cool down after
exercise
• When using equipment
always follow guide lines
• Do not exercise if unwell
• Do not exercise with existing
injuries
• Seek medical advice for joint
injuries
• If in doubt check with GP
OHT 6.45
SCREENING ALLOWS
SPORTS LEADERS TO:
• Collect essential information about participants
health, fitness level and activity preference
• Identify medical conditions & medications
• Discover contraindicated activities
• Suggest suitable activities or exercise at appropriate
intensities
• Adhere to legal & ethical requirements of exercise &
fitness industry
OHT 6.46
INFORMED CONSENT
By completing Informal Consent forms participants will:
• Be able to understand purpose of activity
• Be informed about possible risks & benefits
• Be able to ask any questions / voice concerns
• Be advised that participation is voluntary
Getting the participants consent does not prevent legal
action or protect against negligence. It does indicate
that the leader is concerned with the participants safety
OHT 6.47
SAFE / UNSAFE EXERCISE
When planning safe exercise, leaders should consider
the following:
• Levels of fitness
• Body type
• Comfort & stability of position
• Speed of activity
• Range of movement previous injury
• Participants preference
OHT 6.48
When risks outweigh the benefits
Consider the following:
• Continuous impact work where one foot leaves the
floor
• Intense twisting actions in the legs and ankles
• Excessive bone loading
• Isometric work
• Unsupported shoulder work for clinical conditions eg
frozen shoulder
• Contraindicated exercises / stretches
OHT 6.49
SIGNS OF OVER WORKING
STRESS
• Skin colouring
• HR too high
• Severely laboured
breathing
• Hyperventilation
• Lack of co-ordination
• Heaviness / clumsiness
OVERLOAD
• In order to improve it is
necessary to stress the
body to a higher level
than normal
• Placed in a state of
overload – above a
critical threshold
• If threshold is not
achieved, no
improvement will occur
OHT 6.50
OVERWORKING
FATIGUE
• Inability to maintain a
given exercise intensity
/ or repeat the
production of a
contraction
• Fatigue limits the quality
of a performance or
activity and may make a
person susceptible to
injury
Fatigue has many causes
Including:
• Energy systems may be
depleted
• Severe dehydration
• Psychological factors
• Insufficient calcium inhibiting
muscle contraction
OHT 6.50
OVERWORKING
Remember that:
• Appropriate training
• Appropriate diet
• Suitable exercise environment…
….can allow an individual to perform well and
maximise their exercise enjoyment.
OHT 6.50
RATE OF PERCIEVED
EXERTION (RPE)
CONSIDER:
• HEART – beating fast, steady, slow?
• TEMPERATURE – warm, hot, sweaty, cold?
• BREATHING – heavy, slow, fast, light deep, out of
breath?
Does the exercise feel: Easy?
Comfortable?
Hard? Difficult?
Exhausting?
OHT 6.51
RPE
• SCALE
• HOW EXERCISE FEELS
0
1
2
3
4
5
6
7
8
9
10
Nothing
-----------------------------
Easy
------------------------------
Comfortable
Hard
-------------------------------
Difficult
Exhausting
OHT 6.51
MONITORING HEART RATES
Resting HR
• Indicates lowest level of
heart beats
• Take the pulse first thing in
the morning before you get
out of bed
• Take for 60 seconds at the
throat or wrist
• As you become fitter,
number of beats will
decrease
Training HR zone
• Range within which the heart
needs to work for a
consistent period of time to
improve CV fitness
• Need to take pulse during
exercise, or as close to
finishing ex.
• Take pulse for 10 s and
times it by 6 to work out
bpm. Compare to chart.
OHT 6.52
…cont
Recovery Heart Rate
• How long the HR takes to return to normal post
exercise. A good indicator of fitness level.
• To establish the recovery HR, take the pulse
immediately after exercise and then at regular
intervals to establish how long it takes to return to
“normal”.
• The greater the level of cardiovascular fitness, the
quicker the HR and BR will return to normal
ADAPTED FORM GOSSELIN OHT
6.52
Training HR Zones
AGE
Max No
beats in 10 s
TRAIN
60%
ING
75%
ZONE
85%
16– 24yrs
33
20
25
28
25-32yrs
31
19
24
27
33-39yrs
30
18
23
26
40-46yrs
29
17
22
25
47-53yrs
28
17
21
24
54-60yrs
27
16
20
23
OHT 6.53
Training HR zones
Maximum HR is calculated using the following formula:
MHR = 220 – age
Training zone
(%of MHR)
Intensity
Energy system used
50-60%
65-80%
80-90%
low
moderate
high
aerobic
aerobic
anaerobic
OHT 6.53
Planning the programme
•
•
•
•
How Long?
How Hard?
How Often?
What Type?
The FITTA principle should be applied in order
to answer the above questions
OHT 6.54
What is F.I.T.T.(A)?
• F frequency = the number of times an individual
exercises in a week
• I intensity = how hard an individual should work in
each exercise session
• T time = the length of each exercise
• T type = the specific types of activity that people
should perform to maintain and promote health
benefits
• A adherence = anyone engaging in exercise must
adhere to the programme if long term benefits are
to be gained
OHT 6.54
ACSM GUIDELINES 1998
The ACSM (American College of Sports Medicine) has suggested
the following guidelines for applying the FITT principle to the
components of fitness:
Aerobic Exercise
• F = 3-5 times per week
• I = 55 –90% MHR
• T = 20-60 mins. Lower intensity 30 mins +
• T = continuous type exercises using large muscle groups,e.g
walking, hiking, running, jogging, cycling, skipping, rowing,
skating, endurance games
OHT 6.55
ACSM
Muscular Strength & Endurance
• F = 2 days a week
• I = moderate
• T = 8 –12 reps x 8-10 exercises (for major
muscle groups) older people / frail:10 –15
reps
• T = Isotonic, whole body approach, 8-10
exercises
OHT 6.55
ASCM
Flexibility
• F = 3 times a week
• I = not so extreme as to cause pain – mild tension
• T = 10 – 30 s, repeated 3-5 times
• T = static stretching
Exercise should involve expenditure of 250 –300kcal
per session, 3x pw for weight control
OHT 6.55
Adapting a session
altering the way an activity is performed in order to change the
intensity
WHEN TO ADAPT?
• CHECK: signs of fatigue and Performance deterioration
• RESPOND: adapt activity as appropriate, make less
demanding, break down technique
• CONTEXT: level of fitness of participant and aims of participant
– social, enjoyable, competitive, improve fitness, psychological
etc
OHT 6.56
TYPES OF FITNESS TRAINING
Specificity Training
• Use of specific aspect
of fitness to achieve a
specific goal
• e.g . If the goal is to
improve CV fitness the
exercise will need to be
aerobic based.
Cross Training
• Where a specific
component of physical
fitness is trained to help
improve another
activity.
• e.g using leg weights in
the gym to improve leg
strength to enhance
cycling ability
OHT 6.57
TYPES OF FITNESS TRAINING
Interval Training
• Exercise is split into
high intensity sessions
and rest sessions
• e.g interval running
which involves running
as hard as possible for
1 minute, then walking
for 3 mins.
Circuit Training
• Used for all – round
development of each
physical fitness component
• Can be a combination of
equipment / exercises
arranged in stations. Amount
of rest between is
determined by the session
objective
• e.g high intensity with no rest
between stations - anaerobic
ADAPTED FROM GOSSELIN OHT
6.57
UNIT 9
ORGANISING & RUNNING A
SPORTS EVENT
Unit 9 objectives
By the end of this unit you should be able to:
• List the different types of sports events
• Take part in an event organising group
• PLAN, PUBLICISE,RUN & EVALUATE a
sports event
OHT 9.1
Key questions to ask when
planning an event…
•
•
•
•
•
•
Why are we holding the event?
Where will the event be?
When will the event be?
Who needs to be involved?
What needs to be done?
How will things be done?
OHT 9.2
WHAT NEEDS TO BE DONE?
•
•
•
•
•
•
Facilities
Equipment
Staff / personnel
Support services
Administration
Presentation / media
OHT 9.3
PRINCIPLES OF ‘AIDA’ IN
PUBLICITY
• Attention – does the publicity attract
attention?
• Interest – does the publicity arouse interest?
• Desire – does the publicity create desire to go
to the event?
• Action – does the publicity cause action?
OHT 9.4
On the Day
•
•
•
•
•
•
•
Signposting
Parking
First aid
Refreshments
Reception
Press
Post – event clear up
OHT 9.5
On the day what if ?….
• ….there is a problem – who will
troubleshoot?
• ….someone forgets what to do?
• ….someone goes sick after the start?
• ….there is an accident?
• ….the reporter fails to turn up?
• ….more people than anticipated turn up?
OHT 9.6