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AS Revision - 2
Based on previous questions, and
potential answers to those questions
Subject Support 2012
Revision topics chosen by your teachers
Physiology:
Cardiac cycle with conduction system
Oxyhaemoglobin dissociation curve
Skill:
Open and closed loop control
Learning Theories
Opportunities for Participation:
Factors affecting a pupils experience of school sports
Inequality in sport
Subject Support 2012
Typical question cardiac cycle
May 11Qu 2
(a) (ii)Explain how the heart controls the rate at which it beats.(4 marks)
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4
Heart beat
The chambers of the heart can
Contraction is called
Relaxation is called
The atria and ventricles contract at different times during a single beat
contract and relax
systole
diastole
a cardiac cycle
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5
Cardiac cycle - order of contraction
Atrial systole
Diastole
Ventricular systole
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The Heart Beat (cardiac cycle)
Intrinsic -
Spreads through atria
Picked up by
Descends to tip of ventricle -
Purkinje fibres
from within atria - SAN
atrial systole
AVN
bundle of His
ventricular systole
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Typical Question
Jun 07 Qu 4
During a demanding practice session, carbon dioxide is transported by the blood.
(c)(i)State two ways in which carbon dioxide is transported by the blood.(2 marks)
May 10 Qu 2
(a) (ii)Explain how oxygen is taken up by haemoglobin from the lungs and released at the muscle site.(3 marks)
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Carbon dioxide in blood
5% dissolves in
20% combines with
75% combines with water forming
plasma
haemoglobin
bicarbonate (hydrogen carbonate) ion
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Transport of oxygen in blood
Oxygen combines with
Forms
When lots of oxygen available all haemoglobin carries oxygen
When not much oxygen around oxyhaemoglobin splits
haemoglobin
oxyhaemoglobin
haemoglobin fully saturated
releasing oxygen into muscles
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Forming oxyhaemoglobin
In lungs lots of
Hb becomes fully saturated with
In muscles less
leaves Hb
Oxygenated blood to muscles
oxygen
oxygen
oxygen
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During exercise
Temperature in muscle
More produced
Both these increase amount of released into muscles
increases
CO2
oxygen
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Forming oxyhaemoglobin
During exercise
In lungs lots of oxygen Hb becomes fully saturated with O2
In working muscles higher and more more oxygen leaves Hb
Oxygenated blood to muscles
temperature
CO2
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Typical Question venous return
May 11 Qu 2
(b)Running helps the venous return mechanism. Explain how the venous return mechanism works. (3 marks)
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Venous return blood back to heart
Valves in
Blood only flows one way towards
Contraction of skeletal muscles during movements
Constriction of chest veins during inspiration
Suction pressure of
veins
heart
muscle pump
respiratory pump
heart
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Operant conditioning - Typical Question
Jan 10 Qu 4.
(c)(i)Explain what you understand by the term operant conditioning. (2 marks)
(ii)How can a coach use operant conditioning to develop a gymnasts skills?(3 marks)
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Operant conditioning
S-R theories become to produce a particular to a particular
- show performer what is required and allow to try
- adjust environment to strengthen chance of correct response
Trial and error learning
conditioned
response
stimulus
Shaping
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Reinforcement
To increase probability of
Strengthens
Positive reinforcement -
Negative reinforcement also encourages repeat of behaviour - stop negative/unpleasant stimulus when
rewards / praise
repeat of behaviour
S-R bond
desired response occurs
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Punishment
Opposite of reinforcement
Used to stop repeat of
Weakens
undesired /unsuccessful attempt
S-R bond
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Typical question - motivation
Jan 10 Qu 3.
In order to improve their performance, badminton players need to be motivated.
(b) (i)Explain what do you understand by the term motivation? (2 marks)
(ii)How could a coach motivate a badminton player to improve?(3 marks)
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Motivation
The drive to achieve a goal
Two main types:
Intrinsic -
Extrinsic -
from within self-satisfaction
from outside
tangible - money, badges, etc
intangible - praise, pb, etc
best
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Typical question observational learning
Jan 12 Qu 3
(c)Performers could learn the swimming start by observational learning. Banduras
observational model of learning is shown below.
Using the diagram, explain how attention, motor production and motivation are used help the process of learning a skill.(3 marks)
(d)Suggest how a coach might help a performer to retain newly learned skills.(3 marks)
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Observational Learning
Copying/mimicing an action/behaviour
Requires learner to be:
Attentive (attention)
Capable of remembering (retention)
Capable of performing (motor production)
Willing to learn (motivation)
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Typical question open and closed loop theory
Jan 11 Qu 4.
(b)(i)During activities that involve throwing, performers will use open and closed loop control systems to control the movement. The diagram shows an open loop system.
What are the characteristics of an open loop control system? (2 marks)
(ii)Explain why an open loop control system is not applicable to all types of skills.(3 marks)
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Open loop theory
No no
No control
movements
Doesnt explain:
or skills
24
feedback
modifications
conscious
Rapid/ballistic
Limits of memory
Novel
open
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Open Loop theory
25
Decision
Action
Command
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Adams Closed loop theory
Involves
Movement initiated by motor programme -
Action controlled by -used as model of correctness - adjusted and strengthened through
Does not account for actions for feedback or
feedback
memory trace
experience
perceptual trace
practice
too fast
limitations of memory
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Closed Loop theory
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Decision
Action
Command
Feedback
Memory trace
Perceptual trace
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Typical question schema theory
Jan 10 Qu 3.
(c)One form of learning is through schema. Schmidt's schema theory (1975) is based on the concept that every time a movement is conducted, information from four sources is gathered.
Explain how these four sources of information are used to produce a movement.(4 marks)
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Schema theory
Four relationships (schema) stored for every movement:
Initial conditions
Response specifications
3. Sensory consequences
4. Response outcomes
- whats going on
- whats needed
- howd it feel
- what happened
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Schema theory
schema provides motor programme
schema evaluates responses
Recall
1 and 2
Recognition
3 and 4
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Typical question school provision
Jan 10 Qu 6.
(b)(ii)Describe how schools can provide extra-curricular opportunities to increase participation rates for their pupils(4 marks)
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Factors influencing provision in schools
Factors influencing provision in schools
Available finance for sport and P.E
Emphasis placed by schools on particular sports
Enthusiasm/ knowledge of teachers
Availability of dual use facilities
Resources available gyms/pools/ fields
Amount of time available
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Factors affecting participation
Where you live
School
Family
Race/religion
Socio-economics
Age
Gender
Ability
Stereotyping
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Participation
Rates - poor (21%) Active People Survey
Only 8% for
Only 18.6% for
Only 18.3%
Only 16.3% for
Only 16% for
Mainly
Rates fall on leaving
disabled
ethnic minorities
female
low socio-economic group
young white middle class males
older people
education
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Barriers
Attitudes stereotyping; culture; interests;
Access facilities; transport; finance;
Programme quality of provision; activity range; ability;
confidence; motivation;
lifestyle; education; other activities
level of enjoyment; quality of delivery
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Socio-economic barriers to participation Typical Question
Jan 08 Qu 3
(b) The 19th century public schools provided the children of the middle and upper social classes with the opportunity to participate in a variety of sports that were not available to the working class.
Suggest reasons why social class can still be a determining factor in the number and type of sporting activities in which an individual might become involved. (4 marks)
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Causes
T.I.M.E.
Lack of
Lack of
Lack of
Lack of
time
income
mobility transport
education (health benefits)
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Typical question inequality - gender
Jan 10 Qu 5.
The graph shows the increase in the number of women participating in sport and physical activity in the UK over the last 100 years.
The participation of women in physical activities is often dependent upon the opportunities available to them.
(i)Explain the term discrimination.(2 marks)
(ii)Discuss whether the opportunities for women to take part in sport and physical activity are the same as for men.(4 marks)
Subject Support 2012
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Female population participating in sport in millions
Factors affecting womens participation in sport
Socialisation into role
Family commitment
School/tradition
Lack of media coverage
Male dominated
T.I.M.E.
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Female sport in schools
Supposed to be equal opportunities
Resistance to compulsory nature of PE
More success where activities geared towards accepted
Lack of preparation for
compulsory kit, sweat, showers
female role
continuing post 16
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Counteracting gender effects
Provide
Ensure good quality
Promote
Adopt women as a
equal access
coaching
achievements
target group
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More fashionable
Publicity
Shared home responsibilities
Crches
More activities available
More free time
For social benefits
Reasons why increasing female participants
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Typical question inequalities -ethnicity
May 10 Qu 5
The Sport England Active People Survey of 2006 showed that approximately 9% of people with a disability participate regularly in sport compare to 23% of the rest of the population.
(c) (i)Suggest reasons for this lower participation rate for people with a disability.(4 marks)
Jan 11 Qu 6.
Some groups in society are less involved in sport and physical activity than other groups.
(c)Give three reasons for the lower participation rates among some ethnic minority groups.(3 marks)
Subject Support 2012
Ethnicity and physical activity
Lower participation than general population
Linked to socio-economic status -
overt or implied
Low
Cultural differences
Lack of
T I M E
Discrimination
status
Stereotyping
role models
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Disability and physical activity
Lower
Lack of self-esteem cycle of despair
Lack of specialised / suitable
Lack of
expectations
coaches
facilities
T I M E
role models
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Equality
Policies for specific
More minority sport development officers and
Concentrate resources where needed -
areas;
Make activities more available
Classes for specific groups
Lower admission/membership
Change attitudes anti-discrimination
Raise awareness/ role models;
target groups
coaches
inner city/deprived
costs
campaigns
Subject Support 2012