Unit 2 Exam revision

Burning questions

Chapter 10 Questions

1. Define motor skills

Tasks that require voluntary head, body/limb movement to achieve a goal.

Categorised under: Movement precision

Type of movement

Predictability of environment

2. What is the difference between open and closed skills?

Deciding whether or not a skill is opened or closed depends on the environment the skill is performed under

Factors to consider are: weather, playing surface, opposition

Open skills-Performed in a less predictable environment. E.g. White water rafting

Closed skills-the performer has the greatest control over the environment e.g. Indoor individual diving

3. What are the 3 stages of learning?

Cognitive (beginner)(“What is to be done”): performer concentrates mostly on the motor skills required to perform the task

Characteristics- Inconsistent, stiff, unrelaxed movements

Associative (intermediate)(“How to do”): performer refines their technique/movement pattern and turns their attention to external stimulus

Characteristics- more consistent, make fewer errors, variability decreasing, improvement gradual

Autonomous (advanced)(Focus on tactics and strategy): no longer consciously thinking about the skill, focus can be directed elsewhere whilst performing the skill. Have developed anticipation

Characteristics- variables are small, can detect their own errors and correct them

4. Discuss the psychological refractory period, using examples to illustrate your understanding

Responding to a “fake”

The delay in processing the second of two stimuli.

E.g. In a defence position in basketball you anticipate the player is going to move left after they have began to move in that same direction and you begin to respond, while the opponent then moves in the other direction.

As you have already began to respond to the first stimulus your body will take longer to respond to the second.

5. Define two types of practice and provide an example of how they may be used

Blocked and random practice.

Blocked: Continually performing the same skill without changing to a different task. E.g. Continually performing a netball chest pass

Random: Varied sequencing of different skills in the same training session. E.g. Netball chest pass, bounce pass, lob pass, lob pass, chest pass, bounce pass, chest pass, lob pass.

6. What is massed practice?

Massed practice has to do with the scheduling of a training session.

Characteristics: Less frequent, longer period of time, less rest periods.

Often used by local sporting teams due to other lifestyle commitments E.g. School.

Chapter 11

7. What are the 4 types of coaching?

Authoritarian- Strict, firm and demands discipline

Casual- supervisor rather than a teacher

Democratic- uses a range of specialist coached

Cooperative-involves the players in the decision making

8. Kenny is insecure and hates being yelled at. What type of coach would be suitable for Kenny and why?

Any style of coach other than authoritarian

Authoritarian coaches are strict and firm and can punish their players frequently without an explanation as to why?

A democratic coach could be an issue due to the large variety of coaching styles involved with having a large number of coaches.

9. What are some on field roles that coaches may need to undertake?

A big role coaches need to undertake is managing safety. On field roles include: Identifying risk

Evaluating risk

A way to approach that risk

Properly plan an activity

Provide proper instruction

Provide proper and adequate equipment

Match your athletes appropriately

Supervise the activity closely

10. What are some of the off field roles which coaches may undertake?

Off field roles are often associated with professional development (education of the coach). Some of these areas may include:

Coaching methods

Skills

Strategies and tactics

Rule changes

Technique changes

Technology in sport

Recovery strategies

11. What are some ethical issues a coach may have to deal with?

Team selection

Verbal and physical abuse

Drugs

Racial harassment

Spectator violence

Violence on the field

Eating disorders

Questionable game tactics

12. In order to be an exemplary coach, what skills need to be highly developed?

Communication skills, motivation skills, leadership skills, conflict resolution, understanding the group dynamics, knowledge of the sport.

Chapter 12

13. Define physical inactivity.

Undertaking insufficient physical activity to achieve measureable health outcomes.

Not engaging in any regular physical activity beyond daily activities or a lack of moderate-intensitiy physical activity (i.e. expands at least 3xs the energy expended at rest)

14. What are 4 domains of physical activity?

Leisure time activity e.g. office basketball

Household/gardening domain e.g. sweeping, vacuuming

Occupational domain e.g. digging trenches

Active transport domain e.g. walking to the train station

15. Describe 4 benefits of physical activity

Improved cardiovascular; stronger heart muscle, lower heart rate, reduced risk of stoke

Improved wellness; improved quality of life, leisure time enjoyment, improved work capacity

Improved appearance; improved physique, improved posture, fat control

Enhanced mental health and function; relief from depression, improved sleep habits, fewer stress symptoms, improved brain function.

16. Outline a health risk associated with inactivity

Type-2 Diabetes: Result from too much sugar. Occurs due to the body either not properly producing insulin or properly using it.

Obesity: Having a BMI of 30+

Chapter 13

17. What are the Australian National physical Activity guidelines (ANPAG)?

A set of guidelines for 5 age groups that recommends a frequency and intensity that physical activity should be performed at in order to obtain significant health gains.

18. What are the groups for the ANPAG?

Children birth-5 years

Children 5-12 years

Youth 12-18 years

Adults 18-65 years

Adults 65+

19. Outline the health guidelines for young children

5-12 years:

F= Everyday

I= Moderate – Vigorous physical activity

T= 60 minutes+

Chapter 14

21. Identify 3 demographic determinants of physical activity

Age

Sex

Socioeconomic status

Self efficacy

22. Define self efficacy

One’s confidence in one’s ability to perform specific behaviours in specific situations

23. Describe what a social factor is in relation to ‘determinants of physical activity’

Social factors refer to the network around us: family, spouse, partner, friends, work colleagues, health professionals and even pets.

E.g. exercising with someone, providing encouragement and praise for being active, parents paying for competition fees, driving children to training, playing with the child.

Walking the dog increases a person confidence to go for a walk.

24. Outline 4 barriers to physical activity that you may come across in everyday life

Time constraints: being a parent, spouse, partner. Occupational roles.

Personal physical and psychological health: Chronic disease, injury

Individual (internal) factors: lack of self-efficacy, lack of interest

External factors: lack of local facilities, cost, weather

25. Lyn works at her desk all day and hates to sweat. How can Lyn be more active?

Lyn could:

Take the stairs, walk to work, walk to/from the train station, take a 2 minute break every 30mins to walk around the office. Go outside on her lunch break for a walk. Sit on a swiss ball instead of an office chair.

Chapter 16

26. What are the categories of games?

Invasion

Net/court

Target

Striking/fielding

27. What defines each category?

Invasion= team games in which the purpose is to invade the opponent’s territory to score more points than the opposing team. E.g. basketball

Net/court=player or team to hit an object into the opponents court, so that the opponent cannot return it. E.g. volleyball

Target= to achieve the best possible score by placing the projectile closest to the designed target e.g. golf

Striking/fielding=to score more runs than the opponents in the designated time. E.g. softball

28. Provide 3 examples of striking/fielding games

Kickball

Softball

Baseball

29.What are some difference between tactics and strategies?

Strategy= the plan you make before competition, what you intend to do.

Tactics= the decisions/actions you execute in response to evolving situations in the game.

30. What is constraint based learning?

Changing the factors that influence learning and performance at any moment in time.

Factors include: Individual- body size, fitness, mental skills

Environmental- terrain, natural light

Task-playing area size, rules, equipment, player numbers

Changing these factors forces the players to develop their technical skills while practicing their technical skills while practicing their problem-solving and decision making skills.

31. What is discovery learning?

Repeatedly performing a specific skill and then modifying performance based on outcome feedback.

Can be guided or unguided

If-then rules: coaches relate a specific situation to a specific action.

32. How is game sense different to constraints based learning?

Constraints don’t need to be placed on a game sense situation.

The games don’t need to be competition specific. The game may be a minor game that is modified in order to teach a specific skill.

Game sense is also very focused on higher order thinking questioning.

33. In what setting would you use a game sense approach and why?

School setting

Local sporting competition training

Scenarios

34.

Feng, ages 30 years is a newly arrived immigrant from China. Feng is a dentist and travelled to Australia for a new job opportunity. She travelled to Australia alone and has no family here. Explain why Feng may find it difficult to be active.

Feng is missing the social determinant in her life. She may feel self conscious exercising on her own, or she may be missing the motivation and praise that she normally receives in China from her friends/family.

She may also not know of the facilities that are available to her.

35.

John ages 50, weighs 165kg and is classified as obese for his 178cm height. Describe three potential barriers John would need to overcome in order to be active.

1. Feeling self conscious/ insecure about his body

2. His weight could have caused weight baring injuries preventing him from gross physical movements.

3. lack of energy. Due to a sedentary lifestyle John’s body is not quite used to exercise.

36.

1) Vincent is a 17 year old boy that has just moved to Whittlesea ranges soccer team; this is his first time playing a sport for a club. He is on the A team and this is the first time he’s passed a soccer ball so it is really stressful for him. As he is passing the ball around in the drills, he notices that the result is not what he expects and the ball doesn’t meet his target and the contact on his foot doesn’t feel right so he tries again in a different way. The coach then pulls him to the side and gives him a few simple steps to improve his overall movement and therefore his result.

A) What 2 types of feedback are evident in this case study?

B) How can this feedback impact on Vincent’s skill in the game?

C) name and justify a type of coaching which can help Vincent improve in the long term.

Answers:

A) Internal & external feedback

B) Unlimited

C) Democratic/ cooperative. Where the individual athlete is more central. As opposed to being told what to do. This way long term learning will be increased.