Physical Education

Physical EducationExam RevisionTopics we have coveredEffective Coaching PracticesSkill learning principles and practiceThe coaching toolbox characteristics, skills and responsibilitiesPhysically Active LifestylesPA concepts and health outcomesNational Physical Activity GuidelinesFactors influencing PAPromoting Active LivingPromoting active living

Effective Coaching PracticesSkill ClassificationSkill DevelopmentLearning StylesStages of Learning

Skill ClassificationTHREE categories of classificationMovement precisionGROSS or FINE

Type of MovementDISCRETE, CONTINOUS or SERIAL

Predictability of the environmentOPEN or CLOSED

GROSS v FINEGross motor skills involve movements that use large muscle groups and make big movements, eg kicking a football

Fine motor skills involve smaller movements with smaller muscle groups, eg writing or bouncing a tennis ballDISCRETE v CONTINOUS v SERIALDiscrete skills are those that have a distinct start and finish, eg A tennis serve

Continuous skills are those that share a repetitive motion, eg swimming or running

Serial skills are those that involve linking discrete skills together, eg gymnastics or dance routinesOPEN v CLOSEDOpen skills are those that the individual needs to adapt to, with external factors influencing what needs to be done, eg golf shot outside on a windy day

Closed skills are largely easier with no external influences. They are completely controlled by the individual, eg ten pin bowlingSTAGES OF LEARNINGCognitive

Associative

AutonomousSTAGES OF LEARNINGCognitive stage: the beginner level of skill development. Involves many mistakes but shows fast improvement

Associative stage: more consistent and less mistakes. Can tell why some errors occur and develop strategies to overcome them

Autonomous stage: can detect their own errors and correct them, movement happens automaticallyLEARNING STYLESVisual learners

Auditory learners

Kinaesthetic learners LEARNING STYLESVisual learners: learn by seeing things. These may be plays on the board, where to stand etc

Auditory learners: learn by listening to what needs to be done. You need to stay in the hot spot

Kinaesthetic learners: learn by doing. Going through plays rather than just talking about themPracticeBlockedSame skill continuously, eg serve only

RandomDifferent skills in the same training session, eg serve, forehand, backhand, volley etc.

Part, whole, massed and distributed pg 213-5FeedbackInternalPerformers use their own senses to see, feel etc what happened

External When others give insight to an athletes performanceSTYLES OF COACHINGAuthoritarian: Strict and demands discipline. Punishes for poor performanceCasual: More of a supervisor than a coach. Lets players run the training sessionsDemocratic: Delegates roles to assistantsCo-operative: Works with the players to receive inputA COACHES ON FIELD ROLESManaging riskAbiding by the Coachs Code of BehaviourKeeping good player coach relationshipsStaying out of trouble and within ethical boundariesA COACHS OFF FIELD ROLESProfessional developmentGaining accreditation and coaching pathwaysCoaching juniors, working with parentsWorking with officialsPlanning and reviewingOTHER SKILLS A COACH NEEDSCommunication skillsMotivation skillsLeadershipConflict resolutionUnderstanding of group dynamicsEssential knowledgeOf the sportSkill acquisition and biomechanicsSports psychologyInjury preventionSports nutritionTactical and strategic sensePhysically Active lifestylesDomains of Physical Activity

Dimensions of Physical Activity

Health Benefits of Physical Activity

Consequences of InactivityDOMAINS OF PHYSICAL ACTIVITYThe main domains of PA areLeisure timeHousehold/gardeningOccupational Active Transport

The following can also be seen as domainsPlayExerciseOrganised sportDIMENSIONS OF PHYSICAL ACTIVITYDimensions of PA are different to domains of PAThey are these:Frequency How often PA is doneIntensity How hard (HR) the activity isType Weights, Cardio, Interval, Circuit, Flexibility etcDuration How long the individual exercises for

Benefits of PAImproved cardiovascular functionImproved strength and muscular enduranceResistance to fatigueEnhanced mental health and functionOpportunity for successful experience and social interactionImproved appearanceGreater lean body mass and less body fatImproved flexibilityBone developmentReduced cancer riskReduced effect of agingImproved wellnessHEALTH RISKS ASSOCIATED WITH INACTIVITYType 2 diabetesObesityCardiovascular diseaseHypertensionHigh cholesterol levelsNATIONAL PHYSICAL ACTIVITY GUIDELINES - NPAGsGuidelines put in place by the government to minimise costs brought about by preventable illnesses caused by inactivityAll different for children, youth, and adults NPAGs CHILDREN U5Birth 1 year:Floor based play1-3:Active for at least 3 hrs a day, every dayYounger than 2, no TV or electronic mediaMaximum inactivity time = 1 hrNPAGs CHILDREN 5 12At least 60mins activity (up to several hrs) moderate vigorous activity every day

No more than 2 hours using electronic media for entertainmentNPAGs YOUTH 12 - 18At least 60mins activity moderate vigorous activity every day

No more than 2 hours using electronic media for entertainment

NPAGs ADULTS 18 - 65Think of movement as an opportunity, not an inconvenienceBe active every day in as many ways as you canAt least 30mins of moderate intensity PA on most, if not all daysSome regular vigorous PA for extra health and fitnessNPAGs - 65+Some form of activity no matter whatBe active in as many ways as possible30mins of moderate activity every dayStart at least at a level that is appropriateContinue a lifetime of PA that you enjoyOVERWEIGHT/OBESE CHILDRENMore PA (age appropriate) than is currently being undertookOVERWEIGHT/OBESE ADULTSAt least 60mins activity every dayOnce weight has been lost, 60-90mins activity a day to avoid weight regainFACTORS AFFECTING PHYSICAL ACTIVITYSocioeconomic statusIncome, education, where you liveCultural backgroundWhat you think is important, culturallyEnvironmental factorsTrees, water, familySocial factorsPeers, spouse, familyPhysical environmentBuildings, walking tracks, recreational facilities

BARRIERS TO PHYSICAL ACTIVITYLack of timeSocial influenceLack of energyLack of will powerFear of injuryLack of skillLack of resourcesPROMOTING ACTIVE LIVINGAssessment of Physical ActivityPhysical environment, social environment, and policy approaches to PA at home, workplace, school and in community settingsElements of effective programsMedia communication tools used to promote PAASSESSMENT OF PHYSICAL ACTIVITYMeasured at two levelsPopulation levelIndividual level

SubjectivelyMore error ridden recall surveysObjectivelyMore accurate proxy diary logs

EXAMPLES OF SUBJECTIVE MEASURESGlobal Physical Activity QuestionnaireInternational Physical Activity QuestionnaireActive Australia SurveyMulti-Activity Recall for Children and AdolescentsChildren Leisure Activities SurveyPROMOTING PHYSICAL ACTIVITY A SETTING BASED APPROACHHome

Work

School

CommunityHOW TO PROMOTE PHYSICAL ACTIVITYPhysical environment approaches: changing the physical environment to make people more active

Social environment approaches: making people more accessible to be active with

Policy approaches: creating policies in which mandate, or at least encourage, more physical activityINTERVENTION PROGRAMSA program that encourages change in an individuals behaviourFor a program to be successful, it must have 4 elements:Formative evaluation On going assessmentProcess evaluation collect data of implementationImpact evaluation achievement of program goalsOutcome evaluation assessment of long term goals

USING THE MEDIA FOR PROMOTION OF PHYSICAL ACTIVITYPeople see/hear/feel media everyday, hence why it is so powerful. Types of media that is effective include:TVRadioBillboardsMagazinesWeb based information