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fuel
Lactic acid
Carbohydrate
Aerobic
Aerobic metabolism
breakdown of fuel in the
presence of oxygen to
produce ATP
Carbohydrate,
protein
fat
and
ATP
production
Duration
and
intensity
Cause
fatigue
Duration is dependant on
the intensity. 30 seconds to
3 minutes at high intensity
(70-95% max effort)
Accumulation of lactic acid Depletion of glycogen,
(pyruvic acid that has not and reliance on fat which
received sufficient oxygen) requires more oxygen
Byproducts
Carbon
water
dioxide
and
Recovery
Dependant on duration of
used, but can be up to 48
hours
Examples
of use
100m sprint, shot put, discus, 400m and 800m run, 100m triathlon, 1500m swim,
high jump
and 200m swim
marathon
principles of training
-
types of training
-
heart rate HR with training resting heart rate will decrease and heart
rate will level off during protracted exercise (steady state).
anxiety
managing anxiety
-
Supplementation
-
Hydration
-
During
200-300mL
suggested
every
15
minutes
is
After
Perceiving
Deciding
Acting
Feedback
Perceiving:
Input - perception comes in the form of cues
Learner watches coach or video
Develops idea of what needs to be done
Deciding:
Course of action
Processing how to convert cues into an appropriate physical
response
Acting:
The neuromuscular system guides person into making decision output
Person executes conceptualised plan in form of motor movement
Feedback:
Needed to improve skill
Can be internal or external
Process continues until skill is perfect
characteristics of the learner: personality individuals characteristic way
of behaving, traits such as motivation and curiosity will generally help the
learn skills faster and more effectively, heredity certain characteristics
inherited from parents, may be predisposed to specific skills. Hereditary
factors include: relative % of fast and slow twitch fibres, somatotype, gender,
height, and conceptual ability, confidence belief in own ability; critical to
improvements in skill acquisition, prior experience learning process will be
made easier if there are similar movement patterns to those already learnt,
focus on:
cognitive
associative
autonomous
basic/understanding
stage
intermediate/practice
stage
what
how
other tasks
errors:
frequent, large
error detection:
often
unable
recognise error
needs to:
see,
feel
experience
movement
exploratory stage
demonstrations
are:
best
means
communication
identify subroutines
learning
speed slow and inefficient
and movement
efficiency:
improvement:
and practice
the
few
able to detect and
correct errors as they
occur
adapt the movement
to pressure situations
kinaesthetic
movements rehearsed
development improved under
varying
through practice
conditions
of important
emphasis on temporal
patterning;
knows
subroutines and can
assemble them into the
skill
only
essential
to
refine
particular
movements
temporal
and
sequential patterning
of subroutines is
automatic
moderate
and speed and efficiency
reasonable efficient
relate to specific
requirements
of
situation
manipulation of the
environment (ensures
the skill can be
reproduced
under
varying conditions)