UNIT 3 Booklet

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Unit 3: Public Service Fitness

Name ________________________________

Tutor Group ________________________________

Teacher ________________________________

UNIT 3: PUBLIC SERVICE FITNESS

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Contents

Content Page Number

Key Information- Dates/Checklist 3

Unit Content 4

Learning Outcomes 5

Grading Grid 6

Assignment 3.1 7

Assignment 3.2 9

Assignment 3.3 11

Additional Resources – Skeleton 13

The Respiratory System 14

The Cardiovascular System 15

Muscular System 16

The Food Pyramid 17

Physical Training 18

Benefits of Exercise 20

Health Related Fitness 21

Web Links 23

Command Verbs – Pass 24

Command Verbs – Merit 25

Command Verbs - Distinction 26


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Key Information

Assignment Deadline dates as follows

Assignment Title Hand in Date

3.1 21st October 2009

3.2 2nd December 2009

3.3 9th December 2009

Criteria Checklist

Assignment Numbers / Skills

P1 P2 P3 P4 P5 P6 M1 M2 M3 M4 D1 D2

Unit 3: Public Service Fitness

3.1 3.1 3.2 3.2 3.3 3.3 3.1 3.1 3.2 3.3 3.2 3.3

Completed?


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Unit Content ‘By failing to prepare, you are preparing to fail’. The uniformed public services are active professions. Their roles are active and physical meaning that people working in the uniformed services need to be fit to do the work. This unit will introduce and help learners to understand the importance of personal health and lifestyle and the impact that it has on their fitness. It will also give them the opportunity to take part in various public service fitness tests and assess their own fitness levels in relation to the required standards of that service. They will also gain knowledge to be able to develop and plan their own training programme. This unit will introduce learners to the basic body systems that are associated with health and fitness and an understanding of basic anatomy and physiology; they will gain knowledge of the effects that exercise will have on these systems, both in the short and long term, and through this learners will have a better understanding of how they can be effectively trained and developed. Learners will develop their knowledge of the importance of lifestyle and nutrition and its effect on their fitness. They will understand what is required from a balanced diet for nutritional health and the impact of good and bad nutrition in relation to this. Learners will also look at how various aspects of lifestyles can have a detrimental affect on their health and fitness. This unit will also give learners the opportunity to research and undertake some of the various selection and annual fitness tests that are carried out within the public services. In addition they will gain an understanding into why such tests take place and their relevance and reasoning. The final learning outcome will give learners the opportunity to develop their knowledge of various training methods and programmes used within the services to assess and develop the individual’s fitness. This will give all learners the knowledge to develop an individual fitness training programme in preparation for entry into their chosen public service.

Learning outcomes

On completion of this unit a learner should:

1. Know the major body systems associated with health and fitness 2. Understand basic nutrition and its effect on health 3. Be able to take part in a fitness test in order to appreciate the requirements of the

public services 4. Be able to develop and complete a personal fitness training programme.


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Learning Outcomes in more detail

1 Know the major body systems associated with health and fitness Definitions and explanations: anatomy; physiology; fitness; health Body systems: major systems associated with health and fitness — skeletal, muscular, respiratory and cardiovascular; structure and function of these Effects of exercise on the systems: short-term immediate effects — raised heart rate, increased respiration, blood flow; long-term effects — lowered heart rate and blood pressure, improved strength and muscle tone; effects on stamina, weight, cholesterol, digestion Benefits of exercise: physical, mental and social 2 Understand basic nutrition and its effect on health Nutrition: food groups — carbohydrates (simple and complex), proteins, fats, vitamins, minerals, fibre, water Diet: what is diet; Recommended Nutrient Intake (RNI); Health Educational guidelines; types of diets (eg vegan); eating right pyramid; balanced diet Impact of good and bad nutrition: hypoglycaemia; diabetes; obesity; cholesterol; blood pressure; heart disease Effect of lifestyle on health and fitness: stress/relaxation; relationships; drugs; alcohol; smoking; sleep; fad diets; housing depression 3 Be able to take part in a fitness test in order to appreciate the requirements of the public services Components of fitness: skill-related fitness; health-related fitness; strength; speed; muscular endurance; cardiovascular endurance; flexibility; agility; co-ordination; reaction time Testing methods: job specific public service fitness tests; purpose of tests for the services eg strength and stamina; content of tests eg shuttle runs, sit-ups, grip tests, body percentage fat measurement; performance testing; test protocol Reasons: assess current levels; monitor; progression; set goals; motivation; feedback from training programme; benchmark after returning from injury; use of repeat tests to establish gains; annual fitness checks


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4 Be able to develop and complete a personal fitness training programme Training: FITT — frequency, intensity, type, time; types of training methods; continuous training — running; swimming, cycling; cross training; circuit training; weight lifting Programme design: SPORT — specific, progressive, overload, relevant, time Application: SMART — specific, measurable, achievable, relevant, time; SMARTER — enhance performance, raise standards Health and safety: equipment; facilities; weather; environment; illness; injury; clothing; warm-ups; cool downs

Grading criteria

To achieve a pass grade the evidence must show that the learner is able to:

To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to:

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

P1 produce an annotated diagram describing the major body systems associated with health and fitness P2 describe the purpose and function of each food group P3 explain the components of fitness relating them to a public service fitness test P4 undertake a fitness test used by the public services P5 describe the factors of health and safety which could affect own training programme P6 plan and undertake a training programme to improve own performance in a public service fitness test.

M1 explain the short and long-term effects of exercise on the major body systems M2 explain the importance of good nutrition to health M3 analyse own performance in a public service fitness test M4 explain the methods used when planning a fitness training programme.

D1 recommend improvements to own performance in a public service fitness test D2 evaluate own performance on completion of the training programme.


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Assignment 3.1

Understanding health and fitness

P1 M1 P2 M2

Scenario

You work for a uniformed public service organising sporting activities for young people, e.g.

cadets. Produce an information booklet to increase their understanding of the theory

behind health and fitness. The booklet must include the tasks below.

Task 1 (P1) Using four outlines of the human body produce labelled diagrams of the skeletal, muscular,

respiratory and cardiovascular systems in a size and style suitable for a wall display. Include

a short paragraph explaining the structure and function of these four systems.

Task 2 (M1) For each of the four main body systems (skeletal, muscular, respiratory and cardiovascular)

explain what happens to these body systems during exercise:

(a) Immediately and shortly after.

(b) Over months and years of regular exercise. (assuming 3 x 1 hour per week)

Explain how a person benefits physically, socially and mentally from exercise.

Task 3 (P2)

Produce a labelled diagram of the food pyramid showing the different food groups and

explain their purposes and functions for the body.


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Task 4 (M2)

1. Write a description of the main nutrients: carbohydrates, proteins, fats and vitamins.

2. Distinguish between;

(a) simple and complex carbohydrates, (b) vegetable and animal proteins, (c) saturated and unsaturated fats, (d) the main vitamins.

3. Make it clear how our bodies use these nutrients to build the body, create energy and enable biological processes to run smoothly.

4. Mention the role of some minerals, e.g. salt, water and fibre.

5. Describe the main health risks or illnesses linked to poor eating, lack of nutrients or an unbalanced diet. Risks should include the conditions such as obesity, hypoglycaemia, diabetes, cholesterol, blood pressure and heart disease.

6. Describe the benefits of good nutrition including how it can effect our ability to relax, our relationships, etc.


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Assignment 3.2

‘Fitness tests’

P3 P4 M3 D1

Scenario:

You work for a uniformed public service concerned at the poor levels of fitness among

applicants. To increase awareness about the importance of fitness among potential

applicants, you and two or three colleagues decide to put out an information pack on fitness

tests in the uniformed public services.

Task 1 (P3)

(a) Select one public service and produce a booklet giving descriptions of the required entrance fitness test: Include…

1. the activities in the test

2. times, numbers of repetitions, etc., of activities

3. the way the activities are measured or graded

4. the standard expected of applicants.

(b) Research the components of fitness and include this in your booklet: Write a

description of each the above and show the difference between health-related and

skill-related components of fitness.

Health Components: 1. Cardiovascular Fitness, 2. Body Composition, 3. Flexibility, 4. Muscular Strength 5. Endurance

Skill Related Components:

1. Agility, 2. Balance, 3. Coordination, 4. Speed, Power

(c) Use a table to show how each activity in the uniformed public service fitness test

that you have researched is linked to one or more components of fitness.


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Task 2 (P4)

Carry out a public service type fitness test under proper supervision and record your

performance. (Repeat the fitness test after six weeks )

Task 3 (M3)

Using your record of performance in the fitness test, write comments about how well you

did in each part of the test. Include:

1. your own score in each part

2. the pass mark for that part of the test, if there is one

3. an average or acceptable score

4. any relevant comments from instructors

5. your own feelings on how well you did

6. reasons why you did better or worse than you should have done

7. whether your motivation had an effect on your score.

Task 4 (D1)

Make written comments suggesting how you could improve your performance in a public

service fitness test. These suggestions should be realistic and backed up by reasons or

explanations.


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Assignment 3.3

Fitness training

P5 P6 M4 D2

Scenario

You are hoping to apply to a uniformed public service in the next few months. You decide to

plan and carry out a training programme to improve your fitness in preparation for the

fitness test.

Task 1 (P5) Write a checklist of health and safety factors that could affect your training programme.

Give further details about any factors that could concern you personally. Keep the checklist

and use it as part of your training log. Areas to include:

Equipment

Facilities

Weather

Environment

Illness/injury

Clothing

Warm-up/cool-down

The following tasks (2 & 3) require the use and explanation of FITT, SPORT & SMART systems.

Task 2 (P6) 1. Plan a training programme with dates, activities, progressions, etc., and write it

down. This should be part of your training log.

2. Take a fitness test before you start your programme, so you can assess your progress

later on.

3. Do the training programme. Keep a record of:

(a) what you do each session

(b) your performance

(c) how you feel about the training

(d) any fitness tests, e.g. step tests, during your training.


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Task 3 (M4) Individual Give a short presentation on how you planned your training programme. Base it on the

written plan and your training log. Explain:

(a) the aims of your programme

(b) the activities you included

(c) the timescale and frequency of sessions

(d) safety factors

(e) monitoring your progress.

Task 4 (D2) When you have completed the training programme, evaluate your own performance:

(a) Take a fitness test on completing your programme. Take the same test you took

before you started.

(b) Evaluate any changes in fitness. Compare your performance in the pre-training and

post-training fitness tests.

(c) Suggest how much of the improvement in fitness is down to the training programme

and how much may be for other reasons, e.g. increased motivation, age, change of

diet.

(d) Evaluate the programme and suggest how you might develop it in the future.

(e) Write a detailed appraisal of your training programme saying how successfully you

followed it and how far it achieved its aims.


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Additional Resources

The Skeleton


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The Respiratory System


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Cardiovascular System


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Muscular System


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Physical Training

Weight Training

Most people take part in weight training in order to increase their strength. Other reasons include improving muscle tone or muscle size.

Most forms of weight training are:

Isotonic training

Isotonic training means the muscles contract and shorten to produce movement. Examples include a push-up or squat

Advantages - Strengthens the muscle throughout the range of motion

Can be adapted easily to suit different sports

Disadvantages - Muscle soreness after exercise because of the high stress levels

Muscles gain the most strength when they're at their weakest point of action

Isometric training

Isometric training means muscles contract but there is no movement at the muscle or joint. For example the wall sit exercise (stand with your back to a wall and bend the knees into a squat position and hold).

Advantages - Develops static strength

Inexpensive and easy to perform nearly anywhere as little equipment is required

Disadvantages - Muscles gain most strength at the angle used in exercise

Avoid if you have heart problems as they cause a rise in blood pressure due to a drop in blood flow to the muscle during this contraction


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Endurance Training

The following types of exercise are good for improving your cardiovascular endurance:

Continuous training

This type of exercise is, as the name suggests, continuous! Rests are not allowed. To achieve this you must exercise at a constant rate which is within your aerobic training zone (60-80% max heart rate). Continuous training should last for bouts of at least 20 minutes (when starting) up to 2 hours or more! (think of a marathon!)

Advantages - Needs only a small amount of easy to use, accessible equipment, if any

Good for aerobic fitness

Good for losing weight

Disadvantages - can be boring

Doesn't improve anaerobic fitness so isn't as good for team games like football or hockey which involve short bursts of speed

Interval training

Intervals are periods of exercising hard, with rest or low intensity periods inbetween. For example you may run 100 meters at 85% and then 200 at 50% to recover. This is one rep. You may perform this 5-10 times, which would complete the set.

Advantages - Can mix aerobic and anaerobic exercise which replicates team games

It makes it easier for a coach to see when the athlete isn't trying

Disadvantages - It can be hard to keep going when you start to fatigue

Can become boring

Fartlek training

Fartlek involves training at a continuous exercise, but varying the intensity and type of exercise. For example, a running session could include sprinting for 10 seconds, fast walking for 20 seconds, jogging for 1 minute and repeating this. You can also add in things like running uphill or on sand.

Advantages - Good for sports which require changes in pace


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Easily adapted to suit the individuals level of fitness and sport

Disadvantages - Too easy to skip the hard bits

Can be difficult to see how hard someone is trying!

Circuit training

Circuits can be used to increase either strength, aerobic fitness or both! There are usually between 8 and 15 stations and at each one you do a different exercise for 1 minute. At the end you then move on to the next station. Rest can be incorporated depending on the level of the participants.

Advantages - Less boring because it changes all the time

Can be easily adapted for strength or endurance or different sports etc

Disadvantages - Takes a while to set up

Takes a lot of equipment

Benefits of Exercise

Mental benefits:

Helps you to deal with stress and tension

Improves self-confidence

Increases motivation

Gives you something to aim for - a challenge

Social Benefits:

Helps you meet new people and make friends

Improves your teamwork and cooperation

The amount of exercise you do will vary depending on your physical fitness and your long-term goals. For example, if you have not exercised for a while or ever before, have been ill or are reaching middle age or older you need to start slowly. If your aim is to run a marathon you will need to do more training than someone who is aiming to walk down the road without getting out of breath.


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Health related Fitness

Cardiovascular Fitness (Aerobic Fitness)

This is also sometimes known as stamina and is the ability of your body to continuously provide enough energy to sustain submaximal levels of exercise. To do this the circulatory and respiratory systems must work together efficiently to provide the working muscles with enough Oxygen to enable aerobic metabolism.

This type of fitness has enormous benefits to our lifestyle as it allows us to be active throughout the day, for example walking to the shops, climbing stairs or running to catch a bus. It also allows us to get involved in sports and leisure pursuits.

If we have good cardiovascular fitness then our health is also good as it helps with:

Fat metabolism Improved delivery of Oxygen Faster removal of waste products Decreased levels of stress

Strength

Strength is vitally important, not only in sports but in day-to-day life. We need to be strong to perform certain tasks, such as lifting heavy bags or using our legs to stand up from a chair. Strength is defined as the ability of a muscle to exert a force to overcome a resistance.

Strength is important for our health as it enables us to :

Avoid injuries Maintain good posture Remain independent (in older age)

Flexibility

Flexibility is the movement available at our joints, usually controlled by the length of our muscles. This is often thought to be less important than strength, or cardiovascular fitness. However, if we are not flexible our movement decreases and joints become stiff. Flexibility in sports allows us to perform certain skills more efficiently, for example a gymnast, dancer or diver must be highly flexible, but it is also important in other sports to aid performance and decrease the risk of injury. In daily activities we must be flexible to reach for something in a cupboard, or off the floor. It also helps:

Prevent injuries Improve posture Reduce low back pain Maintain healthy joints Improve balance during movement


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Muscular Endurance

Muscular endurance, unlike strength, is the ability of a muscle to make repeated contractions over a period of time. This is used in day-to-day life in activities such as climbing stairs, digging the garden and cleaning. Muscular endurance is also important in sports, such as football (repeated running and kicking), tennis (repeated swinging of the arm to hit the ball) and swimming (repeating the stroke).

Body Composition

Body composition is the amount of muscle, fat, bone, cartilage etc that makes up our bodies. In terms of health, fat is the main point of interest and everything else is termed lean body tissue. The amount of fat we carry varies from person to person and healthy averages vary with gender and age. A healthy amount of fat for a man is between 15&18% and for women is higher at 20-25%. It is important to maintain a healthy percentage of body fat because:

Excess body fat can contribute to developing a number of health problems such as heart disease and diabetes

Places strain on the joints, muscles and bones, increasing the risk of injury


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Web Links

www.edexcel.org.uk/home/

http://www.army.mod.uk/

http://www.raf.mod.uk/

http://www.royal-navy.mod.uk/

http://www.mod.uk/DefenceInternet/home

http://www.bucksfire.gov.uk/bucksfire/default.htm

http://www.thamesvalley.police.uk/bcu/milton_keynes/index.htm

http://www.hmprisonservice.gov.uk/

http://www.mkweb.co.uk/emergency_services/home.asp

http://www.hmrc.gov.uk/

http://www.edexcel.org.uk/home/

http://www.army.mod.uk/

http://www.raf.mod.uk/

http://www.royal-navy.mod.uk/

http://www.mod.uk/DefenceInternet/home

http://www.bucksfire.gov.uk/bucksfire/default.htm

http://www.thamesvalley.police.uk/bcu/milton_keynes/index.htm

http://www.hmprisonservice.gov.uk/

http://www.mkweb.co.uk/emergency_services/home.asp

http://www.hmrc.gov.uk/


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BTEC COMMAND VERBS - PASS DESCRIBE Give a clear description that includes all the relevant features. Think of it as ‘painting a picture with words’. DEFINE Clearly explain what a particular term means and given an example, if appropriate, to show what you mean. DESIGN Create a plan, proposal or outline to illustrate a straightforward concept or idea. EXPLAIN Set out in detail the meaning of something, with reasons. More difficult than describing or listing so it can help to give an example to show what you mean. Start by introducing the topic then give the ‘how’ or ‘why’. IDENTIFY Point out (i.e., choose the right one) or give a list of the main features. ILLUSTRATE Include examples or a diagram to show what you mean. INTERPRET Define or explain the meaning of something. LIST Provide the information in a list, rather than in continuous writing. OUTLINE Write a clear description but not a detailed one. PLAN Work out and plan how you would carry out a task or activity. STATE Write a clear and full account. SUMMARISE Write down the main points or essential features.


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BTEC COMMAND VERBS - MERIT ANALYSE Identify separate factors, say how they are related and how each one contributes to the topic. COMPARE / CONTRAST Identify the main factors that apply in two or more situations and explain the similarities and differences or advantages and disadvantages. DEMONSTRATE Provide several relevant examples or related evidence which clearly support the arguments you are making. This may include showing practical skills. DESIGN Create a plan, proposal or outline to illustrate a relatively complex concept or idea. ASSESS Give careful consideration to all the factors or events that apply and identify which are the most important or relevant. EXPLAIN IN DETAIL Provide details and give reasons and/or evidence to clearly support the argument you are making. HOW / WHY JUSTIFY Give reasons or evidence to support your opinion or view to show how you arrived at these conclusions.


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BTEC COMMAND VERBS - DISTINCTION APPRAISE Consider the plus and minus points and give a reasoned judgement. ASSESS Must make a judgement on the importance of something (similar to evaluate). COMMENT CRITICALLY Give your view after you have considered all the evidence. In particular, decide the importance of all the relevant positive and negative aspects. CRITICISE Review a topic or issue objectively and weigh up both plus and minus points before making a decision. DRAW CONCLUSIONS Use the evidence you have provided to reach a reasoned judgement. EVALUATE Review the information then bring it together to form a conclusion. Give evidence for each of your views or statements. EVALUATE CRITICALLY Decide the degree to which a statement is true or the importance or value of something by reviewing the information. Include precise and detailed information and assess possible alternatives, bearing in mind their strengths and weaknesses if they were applied instead.

Documents

UNIT 3 Booklet