1.1.1: Healthy, Active Lifestyles and How They Benefit You

EDEXCEL PE Revision Notes Short Course

1.1.1: Healthy, Active lifestyles and how they benefit you

Benefits:  Physical: burns fat, look good, body image, muscle tone and posture improvement, bone strengthening, improves flexibility, cardiovascular fitness, less prone to injury  Mental: satisfaction of performance, promotes feel good factor, exciting, enjoyment, relieve aggression, opportunity for success, reduces stress and tension, increase confidence, self-esteem  Social: teamwork, being part of a team, challenge as you overcome opposition, increase self-worth, chance to meet new people, make friends, mix with people of similar interests

In order for any physical activity to be of value to a person’s physical fitness, it must meet the FITT requirements:  Frequency: taking part in PE 3-5 times a week  Intensity: heart rate must be raised above 60% of its max (max HR = 220-age)  Time: heart rate raised to this level and sustained for 20 minutes  Type: type of exercise should suit sport and individual

Taking part in a healthy, active lifestyle can stimulate: 1. Cooperation: by working together for the good of the club, a person can be a player/organizer/helper etc, cooperating with fellow members for success. 2. Competition: individual and team activities present competitive situations. 3. Physical Challenge: certain activities present people with challenging situations. 4. Aesthetic appreciation: as a performer develops skill and understanding of an activity, they may begin to appreciate the activity as a whole. 5. Social development: with many sports there is a social side; friendships can be formed etc.

1.1.2a: Influences on healthy, active lifestyles

Cultural Influences:  Age: age limits for participation? Competitions vary for certain ages? As trend for a healthier lifestyle continues, the elderly realize they need to exercise too. More public opportunities for this age group.  Disability: established facilities are adapted to accommodate the various needs of disabled players, e.g. ramps and stair lifts.  Gender: some clubs may offer single-sex teams. Generally, each sex competes separately, for safety reasons, due to physical differences in size and strength.  Race: many ethnic minority groups enjoy taking part in sport but live in poor areas. These areas do not have as many facilities for sport. There are also sporting prejudices that exist, e.g. certain races are less adaptable to certain activities.

Health and well-being influences of sustained involvement:  Weight controls gives more energy  Exercising can be an outlet for stress and anger  Exercising with others can lead to friendship  Body becomes better equipped to prevent or deal with injury  Ligaments become stronger  Arteries become larger and more elastic; reduced blood pressure

Image influences: o Fashion: sports clothing is often worn as a fashion item. Popularity of a sport varies as particular trends in sports fall in and out of fashion. o Media: sport uses different forms of media to bring itself the widest possible audience, e.g. television, press, radio, internet.

Influential people:  Family: parents have a great influence on their child’s participation. Participation at an early age leads to long-term participation. Sport = tradition in a family? Also, family provide funds for kit, subscriptions, equipment, travel and other fees.  Peers: starting activity with a friend can be better than going alone. Going with others may build confidence.  Role Models: due to their greater coverage, these people can become trendsetters in their sport and can shape attitudes and behaviour of their fans.

Resource influences:  Resources: provision of indoor and outdoor facilities. All areas want local facilities, but providing this may not be financially or practically viable.  Access: better facilities, may mean better access to doing sport on a regular basis.  Location: terrain? Local area? Can the sport be carried out on a regular basis?  Time: the amount of free time a person has results in how much time a person can spend doing sport.

Socio-economic influences:  Socio-economic status: in the main, data has shown that the higher the classification category (how much you earn), the more likely you are to participate in sporting activities.  Cost: in order to participate in most sports, there needs to be a certain financial commitment. Some sports can just be too expensive for most people to finance.

1.1.2b: Influences on healthy, active lifestyles – opportunities for involvement

Roles in sport include performer, coaching, sports leader, volunteer and official.  Performer: young performers provided opportunities by schools and clubs, to participate locally, regionally and nationally.  Coaching: Sports coach UK is a charitable organization concerned with coaching. They have set up a coaching framework for planning and implementing comprehensive systems for sport support.  Sports leader: Sports leader UK is a registered charity providing opportunities to gain qualifications and develop core skills and competencies in sporting activities.  Volunteer: for sports clubs to continue they need to be organized well. Volunteers can apply for various roles that are essential.  Official: in 2007/8 the Youth Sport Trust set up a scheme for young people to train their skills at helping at local and national events.

There are other roles including fundraising, catering, transport, finance, administration, maintenance and cleaning.

The sports participation pyramid shows the structure of progression in sport:

Foundation:  Base of the pyramid  Learning basic skills to provide base for personal development and future participation  E.g. Primary school PE lessons, TOP Play and multi-skills clubs Participation:  Begin to participate regularly in a specific activity for enjoyment  Sports development helps promote this stage with school festivals and school/club links  Sports clubs are important at this stage to help make the link to the Performance stage Performance:  Focus on a specific sport and technique to develop talent in sport  Quality coaching is important at this stage to develop sporting skills and the talent  Organised sports coaching weeks, e.g. Youth games help promote this stage Excellence:  Peak of the pyramid, where individuals reach sporting excellence  The pyramid narrows here as fewer people take part at this stage  Sports Governing Bodies are responsible at this stage (county  regional  national)

Initiatives: The government has invested £978 million over a four-year period, to develop and deliver the PE, School Sport and Club Links scheme (PESSCL). The aims of this strategy are to increase number of 5-16 year olds taking up opportunities for sport and remaining involved throughout their lives. Sport England is providing funding for national and community schemes for this scheme. The strategy involves:  Sports Colleges  School sport partnerships  Professional development  QCA’s PE and School Sport (PESS)  Swimming  Sporting Playgrounds  Gifted and Talented  Club Links  Step into Sport  School Sport Partnerships can create a positive experience of taking part in a sporting activity. All members of sport can be involved in bringing PE to the community. Different events allow for progress of performance, leadership, and organization.

Sport England is responsible for delivering the government’s sporting objectives. The key aims are to create:  Active communities leading to greater independence  Healthy communities contribution to more integrated health/social care  Sustainable communities Start, Stay, Succeed Initiative

Start: increase participation in sport Stay: create network of clubs, competitions etc, so people are continually involved Succeed: talented performers have the chance to be successful – opportunity

Grow: increase number of participants Sustain:keep people involved Excel: increase number of talented performers giving opportunities

Local facilities are also being used to support and encourage involvement in PE. Sport centres aim to provide and encourage community to take part by including special users, discounts, crèche facilities and starting a club. Private clubs involve people to take part by including open days, school visits, organizing trips/events and advertising.

There are also CENTRES OF EXCELLENCE around the country, catering for various activities and skill levels. These provide top-class facilities. Universities providing this include oxford, Cambridge, durham, leeds, Cardiff and Loughborough. NATIONAL SPORT CENTRES are available for local communities as well as elite athletes. These are public, facilities are available for hire, courses are available and clubs are based at centres.

YOUTH SPORT TRUST is a registered charity, aiming to support and develop young people’s PE and opportunities.

TOP programmes are available for ages from 18 months to 18 years, and aim to provide sport opportunities.  TOP Link: scheme gives experience to young people to be leaders in a variety of ways and take up different sport roles.  Active kids program: a person may collect Sainsbury’s vouchers. The school can then redeem these for sport equipment. This inspires matches and participation.

1.1.3: Exercise and Fitness

Fitness: the ability to meet the demands of the environment Exercise: participation in an activity requiring physical effort, which exerts muscles in order to sustain/improve health and fitness. To do this, you should try to exercise 3-5 times a week, increase heart rate to 60% of MHR and keep heart rate at this level for no less than 20 minutes each session.

 In order to be healthy, you have to be physically fit. But to be healthy you also need to be socially and mentally healthy. Health can be defined as: o “A state of complete physical, mental and social well-being, and not just the absence of disease.”

A lack of exercise can lead to:  Weight increase: more calories taken in than burnt off  Less Flexibility: if joints aren’t regularly moved, ability to move them to their fullest is lost  Breathlessness: body loses ability to work for long periods of time  Aerobic capacity reduced: body’s ability for gaseous exchange reduced  Loss of strength: reduced stress on muscles makes them flaccid and weak.

Health related Description Skill Related Description fitness (HRF) Fitness (SRF) Cardiovascular Ability to exercise whole body for long Agility Ability to change position of body quickly fitness periods of time (stamina) with control. Muscular Strength Amount of force a muscle can exert against aBalance Ability to retain centre of mass above base of resistance. Helps sportspeople hit, tackle & support when stationary or moving. throw. Muscular Ability to use voluntary muscles many times Coordination Ability to use two or more body parts together, endurance without getting tired. Helps sprint or repeat e.g. when having to control a ball. actions. Flexibility Range of movement possible at a joint. Power Ability to use strength at speed. Power = Helps performers stretch and reach further. strength X speed

Body Composition Percentage of body weight, which is fat, Reaction Time between presentation of a stimulus and muscle or bone. Helps sportspeople the onset of a movement. depending on their sport. Speed Differential rate at which and individual is able to perform a movement or cover a distance in a period of time or how quickly an individual can move.  A good performance relies on each of these components of skill related fitness coming into play at the right time and to the right degree.  Sporting activities rely on different combinations of SRF.

 HRF components can have a bearing on the effectiveness of SRF, e.g.:

o Cardiovascular fitness – if this is good, then it leads to quicker reactions and ability to apply power. o Muscular strength – if this is good, it allows a performer to use power and speed. o Muscular endurance – if this is good, it allows a performer to execute skills accurately and effectively. It helps coordination and balance. o Flexibility – if this is good, it allows one to be more agile, apply greater power and complete an activity with greater speed. 1.1.4a: Physical Activity: Training principles and Goal Setting

The principles of training are the rules to follow when undertaking physical activity programmes to improve fitness:

Principle of Training Description

Specificity Understanding the needs of the game and event. This then means that training should be matched to the needs of the sporting activity to improve fitness. Progression Progressively working harder over a set period of time. Gradually increasing the stress on the body as it adapts to the exercise training levels. This helps bring HR into the target zone. Overload Having the body working at a greater rate than normal. Eventually, as a performer reaches their target zone, they should reach the VO2 Maximum, i.e. the limit of oxygen uptake. Leads to breathlessness. Reversibility Any adaptation that takes place as a result of training will be lost if you stop training. If you take a break or stop training enough, you will lose fitness. BUT there must be a balance between exercise, and rest and recovery, as otherwise this can lead to injury. Tedium Avoidance Avoiding boredom by ensuring that the activity is most enjoyable, e.g. by using different methods of training and different exercises. Individual Need As everyone’s fitness levels differ, systematic training must take into account the individual needs, i.e. exercise related to each person based on age, gender, fitness, and sport for which training. Frequency The number of times an exercise is undertaken in a week. The more times, the more often body is put under stress. Intensity The level of difficulty of an exercise, e.g. your HR may show you this. Time How long a session lasts. Often it is recommended to remain in the target zone for 20 minutes. Type The variety of training a performer undertakes to prevent boredom.

GOAL SETTING is important; it lets a person set out staged and achievable goals that a coach/teacher can maintain. Goals can keep the performer working hard, giving a better chance to improve fitness. They can also mentally prepare the performer for an activity or competition.

Reaching goals indicates progress of training. Knowing the stages gives an element of control to the performer. Short term goals: Often set in training programmes and act as incentives to train hard. Long term goals: these targets are often the culmination of several training programmes and often lead to a competition or final event.

Goals need to be SMART:

1.1.4b: Physical Activity: Assessing fitness & developing a PEP

PAR-Q stands for Physical Activity Readiness Questionnaire. This is usually the first step to assessing personal suitability and readiness for exercise. Questions may concern:  Heart trouble  Chest pains  Feeling faint/dizzy  Blood pressure  Bone/joint problems  Effects of exercising on bones/joints  Age and present activity  Any known reasons why a specific programme should not be followed

Stages of training involve the WARM UP, MAIN ACTIVITY & COOL DOWN: Warm Up:  Whole body exercise to raise heart rate and body temperature.  Stretching to prepare muscles, ligaments and joints.  Practising skills and techniques to be used in the session.

Main Activity:  Fitness training: linked to repeated technique work  Skill development: drills or team practices  Modified or Conditioned Games

Cool Down:  Light exercises to help remove CO2, lactic acid and other waste products.  Gentle stretching to prevent muscle soreness and stiffness later.

PEP stands for Personal Exercise Plan. It is a series of exercises put together for a particular person. The sessions follow all guidelines of the principles of training to make them safe and suitable for the performer. To be effective, the PEP should be performed regularly and over a period of weeks. It is very important to also ensure that you continually apply the principles of training such as progressive overload to ensure that the PEP is having the maximum effect. Here’s the basic method of forming the basis to your PEP:

1. What is the purpose of the PEP? Is it for general health, rehabilitation, sport-specific, etc. 2. Plan the programme by choosing a method of training best suited to your sport or the above purpose. 3. Look at the individual and consider the current fitness test results. Which exercise do they prefer? Do they like training alone or with a group? 4. Review the program over a period of time, and apply the SPORTI FITT principles of sport. Vary the type of exercise, increase intensity and increase time exercising.

A PEP can be used to achieve health related components of fitness, and improve skill-related components of fitness.

It’s important to do the following: - Train 3-5 times a week - At least 20 minutes duration each - Be able to bring the heart rate above 60% of the max (target zone)

It is important to know what we can do to test health related and skill related fitness:

FITNESS TESTS Health Related Components - Cardiovascular endurance: coopers 12-minute run test; Harvard step test - Muscular endurance; treadmill test - Muscular strength; hand grip strength test - Flexibility; sit and reach flexibility test

Skill Related Components - Agility; Illinois agility test - Balance; standing stork test - Coordination; three ball juggle - Power/explosive strength; sergeant jump vertical; standing board jump - Reaction time;ruler drop test - Speed; 30-metre sprint

Heart rate changes according to the level of activity undertaken. There are three stages when the heart rate indicates the level of exercise and fitness:

1. Resting 2. Working 3. Recovery

The target zone is always 60-80% of Maximum Heart Rate (MHR), which can be calculated as 220 – age, e.g. if you’re 16 years old, MHR is 204 beats per minute.

1.1.5: Your personal health and well-being

Food does the following: - Provides energy - Helps our body grow - Repairs injured tissue - Contributes to good general health

The balance of diet, work and rest reduces the risk of health problems such as: - Heart disease - Stroke - High blood pressure - High cholesterol - Stress

There are many factors that change the energy requirements of people. The more exercise a person undertakes, the more fuel is required. At different stages of life, greater or lesser levels of energy are needed: 15 year old boys: 11,500kJ (2700 kcal) 15 year old girls: 8,800 kJ (2100 kcal) Adult men: 10,500 kJ (2500 kcal) Adult women: 8400 kJ (2000 kcal) Older men: 8800 kJ (2100 kcal) Older women: 8000 kJ (1900 kcal)

The lowest form of energy required is called the basal metabolic rate. Each sport has a different energy requirement depending on length of activity, intensity of activity and level of opponent. Each food has an energy value, which can be calculated in Joules or Calories.

We all need to eat a balanced diet to maintain good health. It is vital that athletes have all the nutrients they need to help them perform at their best.

There are 7 components (food types) in a balanced diet:

Food type How does it help? When do we need it in sport? Where do we get it? Carbohydrates Provides quick energy. Running. Athletes in training will eat Pasta, cereals 60% of our diet should more 'carbs'. Marathon runners will and potatoes comprise 'carbs'. 'load' before the event. Fats Provides slow energy. Walking and low impact exercise - it Oils, dairy NB Unsaturated fats are healthy. 25% of our diet should produces energy too slowly to be used products, nuts Food type How does it help? When do we need it in sport? Where do we get it? Too much saturated fat from be fat. when working hard. and fish animal products can lead to heart disease.

Protein Builds and repairs When training hard and recovering from Meat, pulses muscle. We only need injury. ‘Power’ athletes such as weight and fish 15% of our diet to be lifters will eat more protein. protein. Vitaminseg Helps the body work. Staying calm, making quick decisions Fresh fruit and A - for vision Helps concentration. vegetables B - for energy production and stress reduction C - to keep skin healthy D - to help bones and teeth Mineralseg Helps release energy When training hard and competing Fruit, vegetables Calcium - to strengthen bones from food. Helps and fish decision making Iodine - for energy production Iron - prevents fatigue Fibre Can't be digested. Fills Healthy digestion, (no constipation) Fresh fruit, you up and keeps you helps in sport. Also helps with weight vegetables and 'regular' control. wholegrain cereals Water Maintains fluid levels Whenever you sweat. It prevents The tap! It's all dehydration you need most of the time.

The seven types of food are divided into the following:

1. Macro nutrients: carbs, fats, protein; present in LARGE amounts 2. Micro nutrients: vitamins, minerals; found in SMALL amounts 3. Water: is in all food in bulk 4. Fibre: keeps digestive system active & lowers cholesterol

Blood shunting: redistribution of cardiac output, i.e. distribution of oxygenated blood around the body depending on demand. Carbohydrate loading: eating lots of carbs, to build up a store of glycogen in the liver which is then used for energy. High protein diet: eating lots of protein for loss of weight and repairing of injured tissue. Lack of water leads to dehydration! Diet and hydration before, during and after exercise:

1. Week before: complex carbs and build up of glycogen 2. 3-4 days before: small snacks every 2-3 hrs, high carbs and small protein 3. Morning: high complex carbs, low fat, protein and fibre 4. Pre competition:carbs for energy 5. Just before competition: small amount of fast absorbing carbs 6. During competition: take in carb drinks and carbs between matches 7. After competition: drink fluids to rehydrate, small amounts of carbs