Diego Cantarutti

Section B Essay
Calculating workload intensities
Borg Scale, 1 Rep Max, Karvonen Principle
Borg Scale
6 20;
Rate of Perceived Exertion;
It is very quick, simple to use;
It is subjective Self Report;
Karvonen Principle
Maximum heart rate (220 age) Vollers Equation
Rest heart rate (indication of your fitness level)
Calculate training zones 60 75% max HR
1 Rep Max
Max weight lifted in one contraction
85% of 1RM = Strength
70% of 1RM= Power
50% of 1RM= Muscular Endurance

Warming up
Happens in 3 stages
Stage 1
Primary Pulse Raiser jogging, aerobic activity
Increase body temperature
Increase breathing rate
Increase oxygen delivery
Increase blood flow
Stage 2
Dynamic Stretching
Increase elasticity
Decrease injury risk
Improve technique (Range of movement)
Stage 3
Sport Specific
Competition intensity
Speed up reactions
Rehearsal of movements
Improve decision making

Cool Down
Method and benefits
Method
Reduce intensity of exercise
Light jog
Static stretching

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Benefits
Reduce heart rate
Reduce body temperature
Reduce DOMS
Removal of lactic acid
Improve venous return

Fitness Testing
Why we do it and the limitations of it
Why?
Identify strengths and weaknesses
Compare athletes
Starting level of fitness
Motivation goal setting
Vary training
Limitations
Not sport specific (too general)
Dont replicate competitive situations
Maximal Test Multi Stage Fitness Test (Bleep test you have to say full name to
get a mark), there may be lack of motivation
Sub maximal test Harvard Step test, lack of accuracy
Lack validity
High reliability, can be repeated

Methods of Guidance
Visual, Verbal, Manual, Mechanical
General points to consider
Group size
Time available
Stage of learning (Cognitive or Autonomous)
Complexity of Skill
Danger
Type of Skill (Simple or complex)
Motivation levels
Visual Demonstration, DVDs, Photos
Highlight danger
Must be accurate
Verbal Talking, Listening
Manual Hands on, help, assist
Feel for the movement
Can become dependent
Mechanical Harnesses, bracing, taping
Can become dependent
Feel for the movement
Increase confidence

Practice Methods

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Massed Practice, Distributed Practice, Varied Practice, Mental Rehearsal WHEN
to use each
Massed No breaks/intervals
Develops high fitness (but need high fitness to start off)
Time efficient
No danger
Simple Skills
Autonomous learners
Distributed Breaks/intervals
Cognitive learners feedback given during intervals
Less fit
Time consuming
Potential danger
Complex Skills
Varied different drills on same skill
Competition specific
Open skills
Links to schema theory
Mimics real life
Mental Rehearsal imagery of skill/tactic
No physical movement
Best done with physical practice
Good for injured athletes
Autonomous preparation for competitions
Cognitive build a mental image

Types of Practice
Whole, Whole-Part-Whole, Progressive Part WHEN to use each
Whole Taught in one movement
Fast/Dynamic skills cant be broken down
Simple skills
Cant isolate weaknesses
Fluidity
Large groups
Time efficient
Whole-Part-Whole Taught as whole, then break down into parts, then
teach as whole again
Skills that can be broken down
Complex skills
Can isolate weaknesses
Lose fluidity movement doesnt flow
Cognitive learners
Time consuming
Smaller groups

Progressive Part Taught in parts and then build into routine

Cognitive and autonomous learners

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Dangerous skills
Small groups
Time consuming
Complex skills
Routines
Progressively adding parts together

Feedback
Positive, Negative, Intrinsic, Extrinsic, Knowledge of Results, Knowledge of
Performance, Terminal, Concurrent
DEFINITIONS and HOW to make it effective for COGNITIVE and AUTONOMOUS
learners
Positive Comment on success
Negative Comment on faults
Intrinsic From within
Extrinsic From an outside source
Knowledge of Results Was the end RESULT correct?
Knowledge of Performance Was the TECHNIQUE correct?
Terminal End of performance
Concurrent During performance
Cognitive Learners
Extrinsic
Concurrent
Terminal
Positive
Knowledge of Results
Knowledge of Performance
Autonomous Learners
Intrinsic
Terminal
Negative
Knowledge of performance

Coaching/Teaching Styles
Command, Reciprocal, Problem Solving
Command Teacher decision
Cognitive Learners
Lacking motivation
Group misbehave
Large groups
Short on time
Complex skills
Dangerous Skills
Disadvantages: No interaction, no decision making, no creativity
Problem Solving Pupil decision
Autonomous Learners

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Highly motivated
Well behaved group
Smaller group
More time
Simple Skill
Low danger
Identify leaders
Reciprocal Experienced pupils teach less experienced, coach move
around groups
High interaction
Caters for all abilities
Autonomous get challenged as coaches
Cognitives get more contact time
Teacher free to move around groups
Disadvantages:
Needs lots of time, only for simple skills, task must be low danger, coach could
teach incorrectly, cant teach high dangerous skills, only simple skills, only if
there are pupils more experienced.