Preparation of the body revision 2012

• 1. Preparation of the BodyRevision

2. Fitness assessment in relation topersonal performance Gathering data within the activity provides generalinformation on a performers fitness level. It begins tohighlight general strengths and weaknesses whichcan then be analysed in a more specific/focussed way,normally out with the activity through standardisedtests. 3. Video AnalysisCoach videos whole performance or a period ofperformanceWhy= Slow motion, paused, replay Accurate and detailed Visual evidence Compare to model performer Permanent record 4. Observation scheduleRecording sheet (normally tally marks) that is created to gatherinformation on the requirements of a particular activity.Why= Can be general or focused Identify strengths and weaknesses Permanent record Easy to administrate, compare and repeat Used alongside video analysis 5. Thoughts and feelingsPerformer notes down their own reflections of theirperformanceWhy= Simple to do Identifies general weaknesses Not factual (can be biased) 6. Heart rate monitor Wearing a heart rate monitor throughout aperformance, readings can then be plottedand analysed WHY=Specific and accuratePermanent recordCan be used to set training zones 7. Gathering data outwith theactivity It is also possible to gather information on fitness levels outwith theactivity through standardised fitness tests.Aspect of fitnessExample of test Cardio-respiratory endurance12 min Cooper test/Leger test Muscular enduranceMaximal press-up / sit-up test Speed Times 20m, 30m, 60m, 100m run Power Sergeant vertical jump/standing Strength1 rep max test/Dynamometer Flexibility Sit and reach test/Shoulder liftTrunk extension 8. Why are test appropriate? Each test is specific to a particular aspect of fitness Tests are widely recognised Norms are established Provide a permanent record, therefore can be repeatedand compared Compare to elite performer Can set training intensity and goals Identify strengths and weaknesses Can set training intensity and set targets 9. How to ensure a test is valid: Strict guidelines on test procedure should be followed, tomake sure test is accurate When retesting conditions must be constant, to ensurereliability Results must be non biased Test must measure the correct aspect of fitness 10. Analysing data collected Data from a movement analysis chart may show forexample that towards the end of each basketballquarter, overall involvement in the game started todecline (ie. fewer sprints made, less lay ups attemptedetc). This would suggest that there was a problem withcardiovascular endurance. This could then be backed upby completing the 12 minute Cooper test and comparingresults to norms. Similarly video analysis and an observation schedule of the long jump could suggest a lack of power in the take off phase. This could be backed up from results of the vertical jump Test. 11. Demands of activity - long jump Power Power is one of the main physical aspects of fitness that is required for an effective longjump take-off. Power is a combination of speed and strength. To gain maximum power the athlete must reach an optimum maximum speed in theirapproach. By gaining maximum speed you will gain greater power at take off. Maximumspeed will initiate maximum momentum and will in turn give you more height (arched flightpath) and a resulting greater flight time. Having longer in the air (flight) will result in moretime to adjust to a long flight shape, and enable a greater leg shoot. Overall this will result ina greater distance. As well as speed, power requires strength. At the point of take off an explosive downwardforce (explosive strength) is required on the take-off board. Due to Newtons Third Law of Motion (for every force there is an equal and opposite reactionforce), this means the greater the maximum force that you apply downwards, with your flattake-off foot, will result in a maximum force pushing you upwards. This upward forcecombined with the fast run up approach will create the optimum take-off propulsion. Thisupward force, is applied downwards via the hips, knee and ankle and hence these joints andrelated muscles must be strong. Bitesize Physics has more more information on NewtonsThird Law of Motion. When performing the long jump, your free leg must quickly drive up and out with a powerfulforce to help create an up and outwards forward motion. 12. Co-ordination Coordination is the ability for different muscle groups towork together to perform a series of movements/actionssmoothly and fluently. This is needed in the stride pattern of the run up prior tothe jump as the arms need to move in sync with the legs toform a fast rhythm that is consistent for each jump. Theconsistent, rhythmic stride pattern is required to accuratelyplace the correct foot at speed on a narrow take-off board. It is also required at the take-off stage as both legs aremoving in opposite directions, one forcing downwards tohelp create impact against the ground and the other is bentupwards pushing the body forward. Once in the air the armsmust be able to freely move forwards in a downwardscircular motion whilst the legs push through to help form astreamline position in front of the body which helps theentire body move forwards, (leg shoot) increasing thedistance of the overall jump. 13. Timing Timing is the ability to perform a skill at exactly the righttime in an activity. This aspect is needed in the longjump when the jumper hits the board they need to knowthat this is the time to strike down hard off the board tohelp create a force that will push them upwards into theair. Also the legs must be straightened out in the airquickly as soon as both feet are off the ground to helpmake sure both legs are straight out in front of thejumpers upper body. The timing is crucial in thisperformance for the performer to execute the jumpeffectively. 14. Mental Rehearsal Mental rehearsal is key for mental preparation in the long jump.This is when you rehearse in your head exactly what you plan to doand block everything else out. I may visualise the perfect jump and exactly how it will feel so that Iknow what to do when actually executing the jump. If I am able toblock everything else out, such as the noise / movement of otherathletes / spectators, then it allows me to think about nothing butmy jump and makes me focus on my run up, striding, take-off,flight and landing. If I have not rehearsed the jump in my head, what I plan to do,then I may rush into my run-up without striding correctly whichmeans that I may place the wrong foot on the board or over/underplace my take-off foot. Either way, my foot plant, take-off, flight andlanding would be all wrong and the jump would be poorly executedand this would result in a loss of distance. I must spent adequate time rehearsing a jump in my head in orderto ensure that I have planned the jump and know exactly what Ineed to do. 15. Level of mental arousal Level of mental arousal is key to success in the long jump. The level of mental arousal is the levelof excitement, anticipation, stress, aggression, apprehension and nervousness. It refers to thestate of mental preparedness for participation in the activity. This is important for long jump asthe athlete must be prepared to perform in front of a crowd and be able to deal with everyonefocussing their attention solely on them. If our mental arousal is too low then we may not perform at our highest level, we may appear tobe tired, disinterested or distracted. Then again if it is too high, we may become stressed due toexpectations, the importance of the occasion or the number of people watching. Having too highor too low a level or arousal may result in loss of distance. I must find the correct level of mental arousal to perform at my best, so that I am excitedenough, yet calm enough to execute the long jump perfectly. Level of mental arousal is key to success in the long jump. The level of mental arousal is the levelof excitement, anticipation, stress, aggression, apprehension and nervousness. It refers to thestate of mental preparedness for participation in the activity. This is important for long jump asthe athlete must be prepared to perform in front of a crowd and be able to deal with everyonefocussing their attention solely on them. If our mental arousal is too low then we may not perform at our highest level, we may appear tobe tired, disinterested or distracted. Then again if it is too high, we may become stressed due toexpectations, the importance of the occasion or the number of people watching. Having too highor too low a level or arousal may result in loss of distance. I must find the correct level of mental arousal to perform at my best, so that I am excitedenough, yet calm enough to execute the long jump perfectly. 16. Physical, skill related and mentalaspects of fitnessFitness is the ability to take part and meet the demands ofan activity. In terms of sport and physical education, fitnessis the bodys ability to function effectively and efficientlywithout becoming fatigued. Fitness is very much sport-specific or activity-specific.You cannot state that a marathon runner is fitter than a100m freestyle swimmer. In order to perform effectively in any activity there arethree areas of fitness: Physical Skill related Mental 17. Physical aspects of fitness Cardio-respiratory endurance Cardio-respiratory endurance is the ability of the heart andlungs to provide the working muscles with oxygenatedblood for a prolonged period of time. Poor CRE will result inthe player becoming breathless more quickly and unable tokeep up with play or maintain a high skill level. Decisionmaking will also be affected and longer rest periods will beneeded to aid recovery. Strength Strength is the maximal force that a muscle can exert as itcontracts. Strength can be further divided into static (themuscles contract and hold one position), dynamic (themuscles move contracting and extending) and explosivestrength or power (the muscle contraction happens at highspeed). 18. Physical Aspects of fitness Muscular endurance Muscular endurance is the ability of a muscle or group of muscles toperform repeated contractions for extended periods of time withouttiring. If the muscles tire, due to poor muscular endurance, then theperformer will be unable to make effective use of the muscles. Aswimmer requires muscular endurance in the upper body to be ableto consistently use the arms for the duration of the race. Flexibility Flexibility is the range of movement possible at a joint. It helpsperformers to stretch and reach further. Also known as suppleness. Speed Speed allows the whole body to move quickly eg. in sprinting, orpart of the body may move quickly eg. in throwing a cricket ball. Power Power is a combination of using strength and speed at the sametime. Activities that involve jumping require power in the legs. 19. Skill-related aspects of fitness Agility Agility is the ability to change the position of the bodyquickly, precisely and with control. This uses acombination of speed and flexibility. This helps teamplayers dodge their opponents or turn to track back indefence. Balance Balance is the ability to retain the centre of gravityabove the base of support when stationary (staticbalance) or moving (dynamic balance). This helpsgymnasts maintain their position and prevents gamesplayers from falling over at speed. Muscles worktogether to keep the body in a balanced position. 20. Skill aspects of fitness Timing Timing is the ability apply an action or movement at anexact moment and with the correct emphasis. The helpslong jumpers take off at the board. Coordination Coordination is the ability to move two or more bodyparts together, in a smooth and fluent action. Reaction time Reaction time is the time between the presentation of astimulus and the onset of a movement. This helpsswimmers to make a fast start. 21. Mental aspects of fitness Mental preparation (or mental rehearsal) This is when a performer thinks about and visualises asuccessful performance before they carry it out. Forexample, in a basketball free throw I visualised thetiming of the action I would be using and imagined theflight of the ball and the ball going into the basket. Concentration Concentration is the ability to stay focussed on and befully aware of what is going on around you. For example,in performing a drop shot in badminton, I had to judgethe flight of the shuttle, the positioning of my body andthe movement of my opponent. 22. Mental aspects of fitness Confidence Confidence is having a positive frame of mind, in which you feel that youcan perform successfully. For example in football, I was confident I couldcontrol the ball with one touch, dribble past the defender and strike theball at goal on target. Motivation Motivation is the internal feelings and/or external encouragement bycoach/spectators, which make you want to do well. For example, despitebeing very tired during a marathon, I wanted to succeed; I knew I hadtrained hard for the event, so I kept going. Level of arousal Level of arousal is the level of excitement, stress, nervousness andaggression as you get prepared to participate in an activity. Arousallevels can peak too high or dip too low. Relaxation Relaxation is the ability to free the mind from tension and anxiety whenunder pressure. 23. Principles of Training Getting the best out of your trainingrequires planning. The best trainingprogrammes are built on principles ofSpecificity, Progression, Overload,Reversibility, Rest and Tedium(acronym SPORRT). You can also use the FITT acronym to helpremember the key things to considerwhen tailoring programmes for individualsporting goals. It stands for:Frequency, Intensity, Time and Type. 24. They key principles whenplanning a programme are: Specificity - training must be matched to the needs anddemands of the activity. It must also be specific to theindividual in terms of initial fitness levels and theirstrengths and weaknesses. Progression - start slowly and gradually increase theamount of exercise and keep overloading. It is importantnot to progress to quickly as you may risk injury or overtrain. Overload - fitness can only be improved by trainingmore than you normally do (overloading). You mustwork harder to allow your body to adapt and improve.Overload is possible by varying the frequency, intensityor time of training. 25. They key principles whenplanning a programme are: Reversibility - any adaptation that takes place as aresult of training will be reversed when you stoptraining. If you take a break or dont train often enoughyou will lose fitness. Rest (recovery) It is important to have rest in yourprogramme to allow your body to recover. This couldinclude rest between sets or complete rest days. Tedium - Using a variety of training methods (orexercises) relieves tedium and avoids boredom intraining. 26. In planning a programme, applythe FITT principles: Frequency - decide how often to train per week.(Beginners 2-3, elite 4-5) Intensity - choose how hard to train. Time - decide for how long to train per session.(Also the time for the whole programme such ashow many weeks) Type - decide which methods of training to use. 27. Types of training Circuit training This involves performing a series of exercises in aspecial order called a circuit. Each activity takes place ata station. Each station involves a different exercise fora set number of repetitions, or a set time. It can bedesigned to aerobic or anaerobic energy systems. Thecircuit could be made more demanding by either,increasing the number of repetitions of each exercise, orby decreasing the rest period. 28. Types of Training Continuous training This involves working for a sustained period of timewithout rest. It improves cardio-vascular fitness (aerobicenergy system). Sessions need to keep the heart ratewithin the training zone for a minimum of 20-30minutes, 3 times per week. Fartlek training This speed play training involves varying your speedover which you run. (Sprinting, jogging, walking). Itimproves aerobic and anaerobic fitness. This trainingshould replicate the pace of running required in aparticular activity. There could also be a change interrain to increase/decrease intensity(flat/incline/decline). 29. Types of Training Interval training This involves alternating between periods of hard exerciseand rest. For example working for a set time/distance andthen resting for a set time/distance. Interval training can bemade harder by increasing the intensity or period of work,or by decreasing the rest period. It can improve speed,muscular endurance or power with a large work to ratio(1:4), or it can improve CRE with a shorter work to restratio (1:1) but over a longer period of time. Weight training This involves using weights to provide resistance to themuscles. This is when you use isotonic contractions (i.e. themuscles contract and extend) to improve your musclestrength or endurance. Press-ups, sit-ups, chins and weightlifting are all isotonic exercises. 30. Types of Training Muscular endurance This training involves using light workloads 40-60% of max with many repsand sets. This does not make your muscles bigger but makes muscles work forlonger. Flexibility training This training involves holding a specific stretch for 1030 seconds to improvethe range of motion about a joint. Plyometric training This involves working explosively at maximal intensity using hopping,jumping, skipping, and throwing activities. This type of training improvesspeed and power it is very demanding and produces high levels of lactic acid.This type of training would improve your performance in activities such assprinting, long jump or javelin. Conditioned approach This is when you train within the activity. This approach will not only improvea specific fitness area, but will improve skill level in a game-like situation. Italso helps to keep skill level high, whilst coping with fatigue. This method alsoprevents boredom and performers will tend to work harder for longer. 31. Training phases A training year can be split into different phases,working back chronologically from a date where youwish to peak and the current date, this is known asperiodisation. The three main phases are: off season (transition period) pre season (preparation period) in season (competition period) 32. Phases of Training Off season (transition period) This begins immediately at the end of the season andbridges the gap to the start of the next training year. Duringthis period the performer is involved in rest and recovery.This however should not be a period of inactivity but ratherit should be active rest with low intensity aerobic work suchas cycling or swimming. Pre season (preparation period) This marks the return to a regular pattern of targetedtraining. In the early stages of pre season the training willfocus on improving general fitness levels for the activitywith the major emphasis being physical fitness such asstrength and aerobic work. As the pre season progressesthe emphasis shifts to higher intensity speed and powerwork and then in to skill related fitness as the start of theseason approaches. 33. Phases of Training In season (competition period) This involves maintaining the fitness levels built up during the preseason. Remember the principle of reversibility - if you stop your fitnesstraining your fitness levels will start to drop rapidly. The number offitness sessions is reduced to the minimum required to maintain yourfitness levels this will depend on the activity you are training for. Forexample a distance runner will still have to train at a high level to stay fitfor competition. However in team sports there is a conflict between maintaining fitnessand working on skill and tactics and having time to recover for the nextgame. This is where the combined conditioning approach can be mosteffective as skill and fitness can be worked on simultaneously this savestime and makes the training specific. In individual activities such asathletics, an athlete may have several league meetings during theseason and also important competitions. To take account of this, theytrain less intensely prior to the competitions so that their body is notfatigued from training. This involves planning ahead so that the overallprogramme is prepared with this spell of tapering down built in. 34. Goal-setting Always set SMARTER targets: Specific Measurable Achievable Realistic Time-phased Exciting Recorded Targets must be specific to your ability and be easily measurable. It alsoimportant that the targets set are achievable and realistic. Targets must alsobe time-phased. Short-term targets influence long-term targets. Short-termtargets usually relate to specific areas of development. Try to ensure thatachieving short term goals provides satisfaction and that they are linked todaily and weekly action plans. Long-term goals are often classified as outcomegoals. Try to use outcome goals such as improving your performance. 35. Examples Short-term example An example of a realistic short-term target could be todevelop your cardio-respiratory endurance by increasingyour training zone from 70% to 75% of your maximumafter 2 weeks training. Long-term example An example of a realistic long-term target could be todevelop your cardio-respiratory endurance to a level thatwill improve your overall performance and win a certainevent. 36. Benefits of setting targets It increases motivation and determination ie. if youreach your first short term target this will motivate youto continue It reinforces the desire to keep working and builds self-confidence It provides valuable feedback which will help identifydevelopment needs, training requirements and provide astarting point to monitor progress 37. Planning, monitoring and implementing trainingWhen creating a training programme it is important toconsider all of the following points: The individual needs The demands of the activity The principles of training The methods of training The training year Goal setting 38. Example of Training programme See link http://www.bbc.co.uk/scotland/learning/bitesize/higher/pe/preparation_of_body/training_rev5.shtml http://www.bbc.co.uk/scotland/learning/bitesize/higher/pe/preparation_of_body/training_rev6.shtml http://www.swimplan.com/index.php?pg=wrk1 http://www.brianmac.co.uk/swimming/swimplan.htm 39. Monitoring and evaluating training It is important that throughout your training you re-testat regular intervals to ensure that progress is beingmade (approximately every 4 weeks). By re-testing youcan find out if your programme needs to be adjusted inorder to maintain improvement. Without adjustments,you may improve to a certain point and then plateau(stay the same) because your body is not beingchallenged. Comparing your re-test results with your initial testswill identify what adjustments may need to be made toyour programme and what your new strengths andweaknesses may be. 40. Monitoring and evaluatingtraining It is important that throughout and at the end of yourprogramme to repeat the same specific Standard Tests tocheck for improvement against your previous results and tocompare yourself again with the National Norms. You shouldalso analyse whether or not it has improved your overallperformance by re-completing the same methods you usedto gather information within the activity. Keeping a diary of your programme can also help monitoryour programme and can give details of how you felt theprogramme was progressing, where you adapted theprogramme or any problems you may have had. Thetraining diary method is a valuable method of monitoringperformance which enables performers to be activelyinvolved in recording and monitoring their training activities.This should be completed following each training session. 41. Link to Test http://www.bbc.co.uk/scotland/learning/bitesize/higher/pe/preparation_of_body/