Unit Specification - VTCT · place, but long warm ups and recovery strategies are important to prevent injury, which could result from the high forces passing through tissues Programming

USP127 Unit Specification_v2 Page 1 of 19

Unit Specification USP127 – Applied physiology for sport and exercise

Unit reference number: A/616/9396

Level: 3 Guided Learning (GL) hours: 120

Overview

An applied knowledge of the how the body systems respond to acute exercise and the long-term adaptations brought about by regular training, including how the body responds in extreme environments, is essential for understanding sport or exercise performance.

This unit builds on the foundation learning of body systems covered in the functional anatomy unit. It will develop learner’s knowledge of how the body systems respond to acute exercise and the long-term adaptations brought about by regular training through exercise or for participation in sport. It will also develop learner’s knowledge of the effects of training in extreme environments. This knowledge is vital for coaches and instructors delivering sport and exercise training programmes. It is also essential for researchers investigating the effects of sport and exercise.

Learners will explore the acute responses and long-term adaptations of the skeletal, neuro-muscular, cardiovascular and respiratory and energy systems. They will also explore the effects of training in extreme environments.

Learners will investigate the effects of exercise on the body systems through participation in different training activities and will measure effects by using physiological assessments. They will compare the different responses and adaptations to aerobic versus anaerobic exercise, strength versus endurance training and flexibility and stretching.

Learners will explore a range of investigative methods and how to evaluate physiological data. They will develop their knowledge of key concepts such as validity and reliability and how this relates to the improvement of future physiological investigations.


Learning outcomes

On completion of this unit, learners will:

LO1 Know the body systems’ responses to acute exercise

LO2 Know the body systems’ long-term adaptations to regular exercise

LO3 Know the effects of extreme environments on sport and exercise performance

LO4 Know how to investigate the physiological effects of exercise on the body systems


Unit content LO1 Know the body systems’ responses to acute exercise

Learners must know different exercise modalities, the components of fitness required to participate in different sports and the types of exercise training used to improve each component of fitness

Content to include

Aims and purpose of a range of modalities to train specific components of fitness, e.g. - Cardiovascular – aerobic and anaerobic, e.g. running, swimming, cycling, walking,

dancing, CV machines

- Muscular – strength and endurance, e.g. resistance training, body weight training, water resistance, partner resistance, bands, medicine balls, Pilates, yoga, core stability, etc.

- Flexibility – stretching (static, active, passive, maintenance, developmental, dynamic, range of motion, ballistic); example programmes include: yoga, Pilates

- Skill-related – specific to different motor skill components, e.g. power, balance, coordination, speed, agility, reaction time, etc.

- Components of fitness emphasised in different sports and athletic events, differences between health-related components of fitness and sport-specific performance related components of fitness

FITT guidelines (Frequency, intensity, time, type) – for training each component (see American College of Sport Medicine, ACSM)

Learners must know the acute (short-term) effects of exercise on the skeletal system

Content to include

Release of synovial fluid into the joints

Joint lubrication as synovial fluid becomes more ‘runny’ as it gets warmer

Increased circulation of blood and delivery of nutrients to bone

Cartilage is nourished by synovial fluid through squeeze and release mechanism

Greater ease of joint movement and cushioning properties of cartilage

Associated risks - Range and stability of motion/movement of synovial joint types – range norms,

factors affecting stability (shape of articular surfaces, capsule, ligaments, muscle tone, gravity)

- Potential injury risk to joints types and ligaments – e.g. positions of strength and weakness, shearing forces, joint alignment during movement, greater range of movement at joints like shoulder and knee allows increased risk of injury compared to joints with greater articular surface area like hip and elbow


Learners must know the acute (short-term) effects of exercise on the neuro-muscular system

Content to include

Muscle fibre recruitment and force production mechanisms and relationships

Muscle temperature increases

Increased metabolic activity

Increased demand for oxygen

Increased dilation of capillaries within the muscle

Increased pliability of muscle and connective tissue (greater extensibility, linked to increased range of motion)

Neuromuscular pathways engaged

Associated risks - Potential for lactic acid build up in muscle, causing fatigue (the ‘burn’)

- Muscles feel tired

- Delayed onset muscle soreness (DOMS) may be experienced (1-2 days after training)

- Increased risk for muscle and connective tissue injury during exercise, especially if exercising when fatigued

Learners must know the acute (short-term) effects of exercise on the cardiovascular system

Content to include

Anticipatory heart rate. In experienced exercisers, before starting exercise the heart rate may increase slightly in anticipation of the forthcoming activity. This is in response to nervous and chemical signals that supply the heart

Increase of heart rate to circulate blood and meet the increased metabolic demand for oxygen

Increased stroke volume (a greater amount of blood will be pumped on each beat of the heart)

Increased cardiac output (Q) (a greater amount of blood will be pumped by the heart in one minute Q = SV x HR)

Blood pressure changes during exercise. Increase in systolic blood pressure. No change in diastolic pressure. A progressive increase in systolic pressure is normal during CV training, rapid and greater increase in SBP is expected during sets of resistance training. Beware of breath holding and the Valsalva manoeuvre during resistance training as this can cause a sharp severe increase followed by a sudden drop in blood pressure. It is normal to expect reduced BP for up to 24 hours after physical activity

Vascular shunt – the contraction of precapillary sphincters in capillary beds supplying tissues not actively required during exercise, e.g. digestive system to divert blood to tissues that provide a performance advantage, e.g. muscles

Vasodilation of the capillaries – the capillaries widen to enable increased blood to pass through. Increased blood flow to muscles

Associated risks - Overexertion

- Aggravation of cardiovascular contra-indications to exercise


Learners must know the acute (short-term) effects of exercise on the respiratory system

Content to include

Increased breathing rate and depth of breathing to bring more oxygen into the body and remove carbon dioxide

Increased tidal volume

Increased gaseous exchange

Activity of accessory muscles of respiration to achieve this effect

Learners must know the acute effects of exercise and sports on the energy systems

Content to include

Systems: Anaerobic (phosphocreatine/creatine phosphate; lactic acid) and aerobic (oxygen)

Adenosine Triphosphate (ATP) broken down to produce energy

ATP resynthesised through different energy systems, proportion of total energy demand contributed by each energy system is determined by intensity and duration of activity and individual fitness (physiological adaptations)

Lactic acid build-up during high intensity activities leads to fatigue – ‘the burn’

The energy continuum for intensity and duration, relative percentage contributions of energy systems during different activities/sports (exercise type, exercise duration, exercise intensity)


Learners must know the acute effects of exercise for different individuals

Content to include

Compare and contrast different individuals - Sedentary, inactive person – will not be familiar with the demands and their response

will be different. For example: The same initial responses will happen, e.g. the heart rate and breathing rate will increase; however, the muscles will not be so efficient at extracting oxygen and nutrients to use for energy. In an attempt to balance this, the brain will signal that more effort is needed. The heart will beat even faster, the breathing rate will increase further, but at the muscular level the necessary long-term adaptations will not have been made. Waste products (lactic acid and carbon dioxide) will build up and the circulatory system will be less efficient at removing these. A burning sensation may be experienced in the muscles (lactic acid) and the person will feel increasingly breathless (carbon dioxide). They will have to slow down or stop to enable the body to return to balance

- Regular exerciser – more familiar with the demands; their body will have made some of the longer-term adaptations needed to enable it cope. For example, the heart muscle will be stronger, it will be able to pump more blood in each contraction and the muscles will become more efficient at extracting from the blood the nutrients and oxygen to be used for energy

- Athletes in different sports – strength/power sports compared to endurance sports, sports requiring high skill versus those with more basic skill but high conditioning demands. The body will be very efficient at meeting the demands of their sport and related training exercises, but will be less competent to perform different exercises, especially if these have different energy system demands and movement patterns. Very high levels of intensity are achievable due to the adaptations that have taken place, but long warm ups and recovery strategies are important to prevent injury, which could result from the high forces passing through tissues

Programming considerations – when programming for individuals with different fitness levels, consideration will need to be given to: frequency, intensity, time and type of exercise (FITT principles). For example, the untrained person will need to work at a lower level of intensity to enable them to cope while fitter individuals will need to work at a higher intensity to give their body sufficient challenge. If the challenge is not sufficient, there will be fewer adaptations and sometimes fitness gains can be lost

Programming variables to consider within exercise session design and delivery – overload, specificity, individuality, adaptability, reversibility

Methods of motor skill development (short training duration, repetition, progressing movement speed, whole-part-whole, progressive layering of demands on motor skills, positive reinforcement and feedback)



Learners must know the long-term effects of exercise on the skeletal system

Content to include

Improved bone mineral density

Improved development of peak bone mass in formative years (up to age 30)

Maintenance of bone mass pre-menopause

Reduces rate of bone loss post-menopause

Reduced risk of osteoporosis.

Increased release of synovial fluid into the joints

Thicker, spongier hyaline cartilage (which is nourished by synovial fluid, this can assist with the management of osteoarthritis and maintains joint health.)

Improved joint mobility and range of motion – the joints able to move through their full potential range of motion

Stronger ligaments and tendons leading to improved stability of the joints

Improved joint alignment

Reduced risk of joint injury

Improved posture

Reduced risk of falls and bone fractures in older adults with osteoporosis

Reduced risk of low back pain

Effects of appropriate or inappropriate repetitive loading on cartilage - Associated range and stability of motion/movement of synovial joint types – range

norms, factors affecting stability (shape of articular surfaces, capsule, ligaments, muscle tone, gravity)

- Associated injury risk to joints types and ligaments – e.g. positions of strength and weakness, shearing forces, joint alignment during movement, greater range of movement allows increased risk of injury


Learners must know the long-term effects of exercise on the neuro-muscular system

Content to include

Difference between hypertrophy and hyperplasia

Hypertrophy of muscle fibres (increase in size – due to increased number of myosin and actin within muscle)

Increased muscle strength and/or endurance depending on training history

Increased muscle tone and metabolic activity

Increased capillarisation of muscles following endurance training – greater potential for delivery of oxygen and nutrients and removal of waste products improves endurance

Increased tolerance to lactic acid following anaerobic training

Increased size and number of mitochondria in type 1 and 2a muscle fibres to enable greater aerobic energy production following endurance training

Increased myoglobin in type 1 and 2a muscle fibres following endurance training

Improved posture – provided training approach is balanced

Stronger fascia, tendons and ligaments

Improved neuromuscular coordination due to strengthened pathways and connections

More effective transmission of nerve impulses due to lower thresholds for action potentials

Improved proprioception – spatial and body awareness

Improved skill-related fitness (motor fitness) - Power

- Speed

- Reaction time

- Agility

- Coordination

- Balance

Enhancements to neuromuscular activity and motor fitness - Resistance training adaptations (improved motor recruitment, improved recruitment

of fast twitch fibres)

- Motor skills training adaptations (growth of new nervous system connections, increased frequency of nerve impulses to motor units, improved synchronous motor unit recruitment, improved intermuscular coordination, automatic performance of movement patterns)

- Benefits of improved neuromuscular co-ordination – improved movement efficiency and economy, improved accuracy of movement patterns, improved force generation, improved stability, improved spatial awareness, automatic movement patterns


Learners must know the long-term effects of exercise on the cardiovascular system

Content to include

Stronger heart (increased mass of myocardium – cardiac muscle). The left ventricle thickens (cardiac hypertrophy) to enable more forceful contractions

Increased resting and maximal stroke volume

Increased maximal cardiac output

Improved blood flow to working muscles – combination of increased capillary network and reduced peripheral resistance of blood vessels

Increased blood volume

Decreased resting heart rate (heart rate at rest)

Lower working heart rate at same intensity or effort

Increased size and number of mitochondria in myocardium (cell organelles that are the site of aerobic energy production)

Increased number of capillaries in muscles

Increased elasticity of blood vessels

Smoother lining (endothelium) in blood vessels

Improved cholesterol profile

Increased potential for oxygen delivery to muscles

Increased potential for removal of waste products from the muscles

Improved recovery heart rate. The heart rate will return to a normal working rate more rapidly; it recovers more quickly

Reduced recovery times

Reduction in resting blood pressure, improved regulation of blood pressure

Improved ability to tolerate heat

Improved aerobic fitness

Reduced risk of cardiovascular diseases

Associated risks - Overtraining, burnout, overuse injuries

- Excessive endurance exercise can cause damage to the heart muscle

Learners must know the long-term effects of exercise on the respiratory system

Content to include

Increased number (and therefore surface area) of alveoli

Increased oxygen diffusion rate

Increased minute ventilation

Increased strength of respiratory muscles (intercostal muscles and diaphragm) – which enables the chest cavity to expand

Increased vital capacity

Increased tidal volume

Reduced residual volume

Reduced resting respiratory rate

Improved potential for gaseous exchange


Learners must know the long-term effects of exercise on the endocrine system

Content to include

Effects of hormones – adrenaline, noradrenaline, cortisol (lowered in response to endurance training), testosterone (muscular response, in particular strength training), human growth hormone (muscular response, in particular strength training), oestrogen (skeletal system, bone building and remodelling)

Learners must know the long-term effects of exercise and sports on the energy systems

Content to include

The energy continuum for intensity and duration

Relative percentage contributions of energy systems during different activities/sports (exercise type, exercise duration, exercise intensity)

Effect of training on the relative proportions of fuel used for exercise, glycogen sparing, ability to utilise fats at higher exercise intensities, increased lactate threshold, improved ability to tolerate and remove lactate

Aerobic energy system adaptations, increased VO2max (maximal aerobic capacity) due to: - Stronger heart (cardiac muscle) to enable more forceful contractions

- Increased resting and maximal stroke volume

- Increased maximal cardiac output

- Improved blood flow to working muscles

- Decreased resting heart rate (heart rate at rest)

- Lower working heart rate at same intensity or effort

- Increased size and number of mitochondria (cell organelles used for aerobic energy production)

- Increased number of capillaries in muscles

- Increased potential for oxygen delivery to muscles

- Increased potential for removal of waste products from the muscles

Anaerobic energy systems adaptations, greater capacity and faster recovery of phosphocreatine system and improved tolerance and clearance of lactic acid

- Improved stores of creatine phosphate (CP)

- Improved muscle glycogen storage

- Improved resistance to fatigue, during anaerobic conditions

- Improved efficiency at removing lactic acid and buffering acidosis in muscles and blood

- Improved recovery rate after high-intensity exercise

Fatigue - Causes – depletion of energy source, e.g. ATP, CP, glucose; accumulation of waste –

acidosis (hydrogen ions from lactic acid), carbon dioxide, depletion of acetylcholine

- Recovery – nutrition and diet, use of supplements, rest time to enable replenishment of energy stores (glycogen, ATP, CP)


Learners must know the impact of overtraining

Content to include

Causes – addiction which may linked to eating disorders, insufficient rest/recovery, imbalanced training programme design

Impact on performance – overuse injury, injury risk increased, decreased performance, reduced immune function

How to prevent – balanced and periodised training programme, sleep quality and quantity, rest, sports massage, meditation, adequate nutrition and hydration



Learners must know the effects of extreme environments on sport and exercise performance

Content to include

Extreme environments and temperatures – high altitude, water, ice, snow

High altitude – partial pressure of oxygen reduced when compared to air at sea level - Body system responses – hypoxia, increased heart rate (potential for tachycardia),

increased breathing rate (potential for hyperventilation), reduced VO2max, potential for presentation of symptoms of altitude sickness

- Physiological adaptations – red blood cell production, haemoglobin concentration, capillarisation, mitochondria, oxidative enzymes

- Impact of adaptations on performance – aerobic and anaerobic

- Consideration to methods of supporting adaptations when not working at altitude – e.g. use of hypoxic chambers for training and sleep and sleep at high altitude, train at low altitude

Thermoregulation

Homeostasis is the maintenance of a stable internal environment using the various mechanisms of the body – effects of evaporation, radiation, convection, conduction for cooling the body

Excessive heat - Risks to the body (hyperthermia)

- Methods of heat loss, potential risks of heat loss (dehydration)

- Physiological adaptations – increased sweating and earlier onset of sweating, reduced electrolyte concentration, increased blood plasma volume

- Impact of adaptions on performance – aerobic and anaerobic

Extreme cold - Methods of reducing heat loss – vasoconstriction, shivering, shivering and non-

shivering thermogenesis

- Effects of extreme cold – frostbite, hypothermia

The effects of extreme environments on the immune response to exercise (positive and negative adaptations). How excessive heat or excessive cold impact on athletic performance, e.g. athletes falling ill and/or underperforming at Olympic Games, such as Beijing Olympics and winter Olympics



Learners must know methods of investigation

Content to include

Physiological tests for different components of fitness:

- Cardiovascular fitness – Queens College/YMCA step test for heart rate recovery, multistage fitness test (bleep test) field test for estimation of VO2max with minimal equipment, Astrand submaximal cycle test for estimation of VO2max, Bruce or Balke VO2max treadmill test protocols, Cooper walk/run tests – 12 minute or 1.5 mile variants, Conconi test for estimation of anaerobic and aerobic thresholds using HR without blood sampling.

- Strength tests – one repetition max strength testing (or 6/10 rep max for safer estimation of 1RM), grip strength dynamometer as estimation of upper body strength, push up or sit-up/crunch test for muscle endurance

- Motor skills tests – Illinois agility test, T-test for agility

- Flexibility tests – goniometer or joint angle measuring mobile applications for evaluation of flexibility, sit and reach test for posterior chain flexibility

Component of fitness assessed (strength, endurance, aerobic, anaerobic threshold, VO2 max, anaerobic power, etc.)

Test instructions, set up and protocol including data collection methods (specific to test)

Comparison of pre-exercise, during exercise and post-exercise readings, e.g. blood pressure, heart rate, respiratory rate, rating of perceived exertion, flexibility

NB: Learners should participate in specific assessments BUT are not required to administer assessments for this unit. Administration skills for some assessments will be tested in the health screening and fitness testing unit.

Learners must know how to evaluate data

Content to include

Acute responses and long-term adaptations to exercise of body systems

Strengths and areas for improvement

Strengths and weaknesses of methods used

Validity and reliability of methods (VARTEC analysis)

Suggestions for improving future investigations

NB: Learners should analyse assessment data to gather information on the body’s response. (Own response and peer response). They should recognise the interrelationship of the body systems in response to different exercise and sporting activities and make recommendations for improving performance.


Assessment requirements

External examination for qualification SP3EC1 This unit will be assessed by an external examination in the National Extended Certificate. External examinations will test knowledge and understanding from across the whole unit. Learners should use the unit content section of this specification and listed assessment criteria to aid revision since exam questions will test the full breadth of this section.

Synoptic external examination for qualifications SP3D26, SP3D27 and SP3ED25 This unit will be assessed by a synoptic external examination at the end of the period of learning in the National Foundation Diploma, National Diploma and National Extended Diploma. External examinations will test knowledge and understanding from across the whole unit. Learners should use the unit content section of this unit to aid revision since exam questions will test the full breadth of this section.

All qualification examinations All unit learning outcomes are covered in each and every qualification. The full breath of unit content is covered equally over the life of the qualification; this provides scope for significant variation between examinations and reduces examination predictability.

A sample examination paper can be downloaded from the VTCT website.

The assessment criteria to guide theory paper development and support learner revision are listed below.

Learning Outcome Assessment Criteria

LO1 Know the body systems’ responses to acute exercise

1.1. Recognise and describe the components of fitness required to participate in different sports

1.2. Recognise and describe how each component of fitness can be improved by different exercise modalities and protocols

1.3. Explain the acute (short-term) effects of exercise on the skeletal system

1.4. Explain the acute (short-term) effects of exercise on the neuro-muscular system

1.5. Explain the acute (short-term) effects of exercise on the cardiovascular system

1.6. Explain the acute (short-term) effects of exercise on the respiratory system

1.7. Explain the acute (short-term) effects of exercise on the energy systems

1.8. Compare and contrast the acute effects of exercise experienced by an untrained individual, a trained individual and elite sports performers




2.1. Identify and evaluate exercise modalities to improve specific components of fitness

2.2. Explain the long-term effects of exercise on the skeletal system

2.3. Explain the long-term effects of exercise on the neuro-muscular system

2.4. Explain the long-term effects of exercise on the cardiovascular system

2.5. Explain the long-term effects of exercise on the respiratory system

2.6. Describe the long-term effects of exercise on the endocrine system

2.7. Explain the long-term effects of exercise on the energy systems

2.8. Describe application of the principles of training to specific components of fitness to induce long-term adaptations

2.9. Describe the conditions leading to and indicators of overtraining



3.1. Define the terms: thermoregulation, homeostasis, hyperthermia, hypothermia, evaporation, radiation, convection, conduction

3.2. Describe the body systems’ responses to extreme environments – low and high temperatures

3.3. Describe the physiological adaptations to extreme environments – high altitude

3.4. Recognise methods to support training and support adaptions to prepare for sport or exercise in extreme environments

3.5. Recognise the risks associated with performance in extreme environments

3.6. Compare and contrast the effects of exercise in extreme environments as experienced by an acclimatised and unacclimatised individual



4.1. Recognise methods of investigation used to assess cardiovascular fitness

4.2. Recognise methods of investigation used to assess muscular fitness

4.3. Recognise methods of investigation used to assess flexibility

4.4. Recognise methods of investigation used to assess skill-related fitness

4.5. Define the terms validity and reliability

4.6. State the advantages and disadvantages of different methods of investigation

4.7. Explain how information can be used to improve the outcomes of future investigation

4.8. Analyse assessment data and make recommendations for improving performance


Delivery guidance Learners should have completed the ‘Functional anatomy’ unit prior to undertaking the applied physiology unit.

This is largely a theoretical unit, but learners can explore the acute responses and long-term adaptations to exercise in a practical way. Practical exercise and sport sessions are encouraged so learners can assess how their own body or those of their peers respond to different types of exercise and sport – both single sessions (acute) and long-term training.

Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience.

Learners may benefit from the use of:

Interactive information and technology: This can be used to support learning about anatomical and physiological concepts and theories. There are a variety of apps, eLearning resources and YouTube presentations available to support learning and study. Media clips, animations showing physiological processes and the internet can be used to discuss the effects of different sports and exercises.

Worksheets and learner workbooks: These can provide a useful revision resource to support learning.

Presentations: These can be used to introduce and explore theoretical aspects relating to the acute exercise response and long-term adaptations and methods of investigation, e.g. validity and reliability of assessments.

Practical workshops: Learners can assess the body’s response to exercise in a practical context by participating in exercise and sport themselves and/or observing others performing. They can take pre-exercise physiological measurements to provide a base line measure, for example resting heart rate, blood pressure, and breathing rate and can retake measurements during and after exercise. A variety of different types of exercise should be undertaken so that learners can consider the effects of exercise in relation to different intensities and durations. Learners can compare measurements (pre, during and post-exercise). The results will demonstrate to learners the variety of responses that occur during exercise and that the response may be different, dependent on duration and/or intensity of the exercise. Underpinning knowledge should be regularly revisited during practical sessions. This will facilitate learning as the learner will be able to link theory and practice. Linkage of theory and practical is fundamental in facilitating learning.

Quizzes and games: These can be used to provide learning checks. Theoretical knowledge can be revisited to explain the body systems’ responses to exercise (acute, long-term and in extreme environments).

Academic journal articles: These can be accessed and will provide valuable theoretical information about the body’s adaptations to a range of sports and exercise programmes. They will also provide valuable information about specific investigations, their methods and methods and the evaluation of data.

Training programme participation: Learners need to appreciate the difference between short and long-term change to the body systems brought about by exercise. For learners to see the long-term adaptations to exercise on the body systems, a longer period of exercise might be undertaken, e.g. six-week training programme. Learners can select a specific programme, e.g. strength, aerobic. It is important to ensure that learners choose a selection of different programmes, e.g. half the class choose strength and the rest choose aerobic. Programme selection is only limited by the availability of facilities and equipment. Pre, during and post programme investigative tests can be performed. Learners should experience as many tests as


possible through a range of fitness components. The evidence collected will demonstrate to learners the long-term adaptations to the body systems brought about by regular exercise.

Field trips and visits: It will be beneficial for learners to have access to as many investigative tests as possible. Local HE institutes and sport science laboratories usually have more complex testing equipment and it would be useful for learners to appreciate the huge range and complexity of the tests that are available. Sports science laboratories will also have access to hypoxic chambers to observe or experience effects of simulating work at altitude.

Practical fitness testing workshops: Learners could collect physiological data at the start of a training programme and at the end. This information can form the basis for group discussion and evaluation of data.

Group discussions: These can be used to explore the effectiveness of investigations and evaluate data. Evaluation of data should consider what tests have been used to collect the data. Consideration should be given to the value of the tests and how valid and reliable the results produced may be. They should also consider how reproducible the results would be if carried out by another individual or carried out on another individual. Learners should explore the strengths and weaknesses of different investigation methods and ways to improve data collection in the future.


Resources The special resources required for this unit must support learners to apply their knowledge of anatomy and physiology to sport and exercise.

Best practice should be encouraged by giving learners the opportunity to access current research and guidelines that inform sport and exercise science (e.g. NICE, ACSM, BASES, BHFNC, Department of Health).

Recommended text books:

Armstrong, E (1999) Performing in extreme environments. Champaign, Illinois. USA. Human Kinetics

Bursztyn, P (1990) Physiology for Sports People. A serious user’s guide to the body. USA. Manchester University Press

Kenney, W. L. & Wilmore, J (2013) Physiology of sport and exercise. Champaign, Illinois. USA. Human Kinetics

McArdle, W.D. Katch, F.I. and Katch, V.L (1996) Exercise Physiology. Energy, Nutrition and Human Performance. 3rd Edition. Leb and Febiger. US

Palastanga, N. Field, D. and Soames, R (1989) Anatomy and Human Movement. UK. Butterworth Heinemann

Sharkey, B (1990) Physiology of Fitness. 3rd Edition. Champaign, Illinois. USA. Human Kinetics

Totora, G & Anagnostakos, N (1987) Principle of Anatomy and Physiology. 5th Edition. USA. Harper and Row

Winter, E. M. (2006) Sport and Exercise Physiology Testing Guidelines: Volume 2 (BASES). Abingdon. Oxford. UK. Routledge

NB: This list is not exhaustive. There are many other valuable text books.

Recommended websites:

American College of Sport Medicine (ACSM): www.acsm.org

British Association of Sport and Exercise Science: www.bases.org.uk

British Heart Foundation National Centre for Physical Activity and Health: www.ncsem-em.org.uk

Department of Health: www.gov.uk/government/organisations/department-of-health

National Institute for Health and Care Excellence (NICE): www.nice.org.uk

School of Sport, Exercise and Health Sciences at Loughborough University (SSESHS): www.ssehsactive.org.uk

http://www.acsm.org/

http://www.bases.org.uk/

http://www.ncsem-em.org.uk/

http://www.gov.uk/government/organisations/department-of-health

http://www.nice.org.uk/

http://www.ssehsactive.org.uk/


Document History

Version Issue Date Changes Role

v1 16/03/2018 First published Qualifications Manager

v2 12/07/2018 Amended following DfE approval Product Administrator

Documents

Unit Specification - VTCT · place, but long warm ups and recovery strategies are important to prevent injury, which could result from the high forces passing through tissues Programming