Memory; I cannot remember anything!

Other articles in this issue

Heart Rate—magic! Skill—Easy to spot? Traditional British Games—why?

easy PEasy AS

Quotes

Defeat is not the worst of failures. Not to have tried is the true failure. Woodberry. G

Success has a

simple fo

rmula: d

o your

best, and people m

ay like it.

Ewing. S

"By working hard, you get to play hard guilt-free" Rohn, J.

―Never give in!, Never

give in, never, never, never—

in anything great or small,

large or petty‖

Churchill. W

―The difference between the impos-sible and the possible lies in a per-

son‘s determination‖ Lasorda, T

Quotes ―The dictionary is the only place where success comes before work‖ Lombardi. V

"Think little goals and expect little achieve-

ments. Think big goals and win big

success." Schwartz. D

C O N T E N T S

P A G E

P4—5 Heart Rate—Magic? P5 Exam Technique P6-7 Memory P7 Outdoor Education P8 Joint Analysis P8 Numbers P9-10 Skill—how can we spot it? P10 Questions P11 Traditional Sports in UK P12-13 Reaction Time P13 Newton's Laws

How is Heart Rate increased—magic?

How does our heart beat faster to satisfy the de-

mands of exercise? What systems allow for this in-

What we need to consider is; How does the Cardiac Control Centre receive information and then tell the heart

to beat faster? How does the heart‘s conduction system allow for beating? How does the mechanisms of venous return help? Cardiac Control Centre. This area of the brain receives vital information from receptors from the body in order to decide whether to speed up or slow down the heart rate. Baroreceptors = detect increases in blood pressure Chemorecpetors = detect increase in chemical balances (ph, CO

2)

Proprioceptors = detect changes in movement Nerves that carry messages to; Increase HR are called SYMPATHETIC nerves. Decrease HR are called PARASYMPATHETIC nerves. Both sets of nerves send impulses to the Sino Atrial (SA) node in the heart. This is re-sponsible for initiating the heart beat. Overview Conduction System Cardiac Cycyle Blood Movement

SA Node To Atrial Systole RA to RV LA to LV AV Node Purknjie Fibres Ventricular RV to Lungs Bundle of His Systole LV to Body Relax Diastole Lungs to LA Body to RA

Venous Return The mechanisms of the body to get deoxygenated blood back to the heart in order for it to be pumped out again. The more blood returned to the heart allows more blood to be pumped out - STARLINGS LAW

Quick Exam Technique

Exam technique is crucial in order to get the higher grades - it is a key difference in whether you do well or not!!!! Quick Tips on reading the question. 1. Read the question 2. Read the question again 3. Read the question again!!!! Before constructing an answer you need to be clear on what the question is asking you — its no good waffling on or writing a great answer to the wrong question. A possible way of avoid this is to bring a highlighter into the exam room with you. Ei-ther highlight the key words or try the following Highlight the COMMAND word. Eg describe, explain, How, Why, What Highlight the SUBJECT word(s) Highlight the JACKPOT word(s) For example : What can be done by local recreation or leisure centres to encourage more elderly people to take part in regular physical activity?

Methods of Venous Return Skeletal Pump = Muscles contract which squeezes nearby veins. This forces the blood back towards the heart. (eg like squeezing a washing up liquid bottle) Respiratory Pump = During breathing the volume of the thoracic cavity

changes. This change of volume causes the abdominal veins to be squeezed (like skeletal pump) and forced the blood back to the heart.

Valves = They prevent backflow in the veins. As the blood passes past the valves they close to ensure that the blood cannot run backwards Gravity = Blood above the heart is helped back by the process of

gravity.

Memory

Apparently they never forget..........but how do we remember things and retrieve them for use in the future?

Well there it is, hope you remember it. Article finished......lots of white space though. We bet-ter explore this in detail to fill up the page! Short Term Sensory Store.

Receives all the information from the display [environment]

Information lasts for less than a second

Unimportant information is lost

Selective Attention

Filters the relevant information for passing onto the short term memory

Disregards irrelevant information

Prevents overload of the information processing system.

Short Term Memory

STM holds 7(+-2) = 5-9 pieces of information

Lasts up to 30 seconds.

Chunks information together

Encodes information to LTM (on diagram at the top of this page)

Media positives on Sport

Receives all the information from the display [environment]

Information lasts for less than a second

Unimportant information is lost

Selective Attention

Filters the relevant information for passing onto the short term memory

Disregards irrelevant information

Prevents overload of the information processing system.

Short Term Memory

STM holds 7(+-2) = 5-9 pieces of information

Lasts up to 30 seconds.

Chunks information together

Encodes information to LTM (on diagram at the top of this page)

Long Term Memory

Its almost limitless! Stores Motor Programmes Associates performances with previous attempts

Decodes information back to STM (on diagram,)

Strategies for retention.....

Practice/Repetition/Over learning

Relate information to past experiences

Make information relevant/meaningful The learning experience is enjoyable/interesting

Use imagery

Positive reinforcement – well done!!! Chunking – grouping information together

Make the information unique/unusual

Its the first thing to hit you in Anatomy and Physiology!!!! I‘ll be honest, we didn't quite tell you all of the truth at GCSE—Quadriceps and Hamstrings are no longer viable answers (sorry!!!). There are a load of long words to learn containing loads of letters (sorry again!). The good thing though is there are only right and wrong answers—none of that social cultural opinions and discussions! What you need to know.... 1.Joint type - Knee Hinge; Shoulder Ball and Socket 2.Movement produced - Flexion; Extension (and more....) 3.Agonist - The muscle making the movement happen (prime mover) 4.Antagonist - The muscle relaxing 5.Muscular contraction - The type of contraction taking place 1. Knee/Hinge 2. Extension Can you do the 3. Rectus Femoris elbow??? 4.Bicep Femoris 5. Concentric

Numbers, Numbers, Numbers

1984 Los Angeles Olympics—Commercialism of Olympics

72 average resting Heart Rate

34 litres of Cardiac Output of a trained athlete (average)

30 seconds—the capacity of the short term memory

5-9 pieces of information stored in Short term memory

Joint Analysis

Is it easy to spot skilful performances?

How can we compare Pele to Phil Taylor?, Shane Warne to Maria Sharapova? Michael Schumacher to Frankie Dettori? Paula Radcliffe to Tiger Woods? ―The behaviour which tends to eliminate the discrepancy between intention and perform-ance‖ (Oldfield) ―The learned ability to bring about pre-determined results with maximum certainty often with the limited outlay of time, energy or both‖ (Knapp) ―An act or task that has a goal to achieve and that requires voluntary body or limb movements to be properly performed‖ (Magill) I think we‘d all agree that in their given fields, they are at the top of their game and therefore extremely skilful. Many others could be thought of and compared against. Do these perform-ers fit the quotes above about skilful performance? From these quotes we can see how they all in some way shape or form fit the given characteristics of skill. All of these performances can be related to certain characteristics that represent skilful performances. These characteris-tics can be applied to all skilful performances in one way or another.

Characteristics of Skill………… Learned - Player is taught a tennis serve and practices it Aesthetic - The gymnasts floor routine is pleasing to the eye Co-ordinated - The basketball lay up is not jerky Efficient - The swimmer moves effortlessly through the water Fluent - The movement flow into each other—eg Triple jump Technical Model - Follows a technical model, a batsman playing a text book Cover drive Goal Directed - The performer understands the requirements of the task Golfer knows how and when to fade the ball Do the above mentioned sports people fit into these characteristics? In their field of speciality then the answer surely as to be yes? There are also the added complication of different types of skill!!!!

Motor (voluntary with end result) Fundamental (young skills that are learnt) Perceptual (interpreting information) Cognitive (problem solving) Individual (no interaction with others) Coactive (interaction with others)

Interactive (with the environment) In order for these skilful characteristics to be developed and demonstrated then other parts of the skill acquisition syllabus need to be addressed. In order for skill to be achieved, ability must come into question? Many commentators suggest that performers have great natural ability. Is that true? Abilities actually underpin skill!!! Abilities are; genetic [from parents], stable [we don't lose our abilities].

Also the fact that skills can be classified in different ways will determine the practice methods used to learn the skill. Skill Classification Environmental Open Closed Environment is constantly changing Environment is stable Muscles Used Gross Fine Large muscle movements Small muscle movements Pacing Externally paced Self paced Action is determined by external sources Performer controls rate of movement Continuity Discrete Serial Continuous Defined beginning & end Number of discrete skills No clear end or beginning Organisation High Low Cant be split into subroutines Easily split into subroutines

Questions, questions, questions!

Anatomy 1. Give a structural and functional characteristic of slow twitch muscle fibres (2 marks) 2. Describe the conduction system of the heart (4 marks) 3. What is vital capacity? (1 mark) 4. How is oxygen transported in the blood? (2 marks) Skill 1. Give the characteristics of the short term memory (3 marks) 2. Describe the progressive part practice method through an example (3 marks) 3. How is a skill operated using the open loop method? (3 marks) 4. What is perception? (1 mark) Socio-Cultural 1. Describe the characteristics of play (3 marks) 2. What is opportunity, provision and esteem? (3 marks) 3. What are the characteristics of ethnic sports in the UK? (5 marks) 4. How does the women's sport foundation encourage participation? (3 marks)

Lets get this straight from the beginning..........we are talking about historical sports and pastimes that have carried on throughout history in the British Isles.

Rory and Paddy went around the British Isles taking part in these pastimes for a series on Channel 5 including; shin kicking and toe wrestling!!! We are going to look at Shrovetide Football at Ashbourne, Highland Games, Cheese Rolling in Gloustershire and Tar Barrel Running in Ottery St Mary..

Traditional Sports in Britain

Reasons for continued existence and popularity fo Ethnic SportsReasons for continued existence and popularity fo Ethnic Sports

Festival Festival Because of Pagan beliefs which require participation

AnnualAnnual Every year on public/bank holidays SO SO people have free time to go.

IsolatedIsolated Relatively isolated SOSO ethnic identity is maintained

LocalLocal Unique to an area – increases local pride

TraditionalTraditional A celebration of the past and passed down from generation to generation

Ethnic IdentityEthnic Identity Retention of ethnic identity

SocialSocial Social gatherings, entertaining, focus on pub, carnival atmosphere, enjoyable

TourismTourism Attracts tourists and bring money to the area

Do they follow the characteristics above??? The activities were and still are focus-sed on physical attributes (physical En-deavour) rather than skill (physical Prowess). Are the played the same way? Yes Do they take place annually Yes Are they unique to the area? Yes Are they a celebration of the past? Yes Do tourists go and watch? Yes!

Reaction Time

Definitions: Reaction Time: The time elapsed between a stimulus and a response to it. This can either be simple meaning there is only one stimulus and one response or can i involve choice meaning there are one or more stimulus and therefore more responses Movement Time: The time from the start of the movement to the completion of the movement Response Time: Reaction Time + Movement Time Example:

Hick‘s Law: Describes the time it takes for a person or athlete to make a decision as a result of the possible choices or stimuli he or she has.

Psychological Refractory Period: This refers to the period of time in which the response to a previous stimulus delays the response to a second stimulus due to the first stimulus still being processed. The time delay this causes is the Psycho-logical refractory period and basically is the time it takes the athlete to change their mind to follow the second stimulus. Ultimately this will increase reaction time, due to the fact that the first stimulus needs to be processed and cleared before the second stimulus can be processed. Example: Netball: GS pretends to take a shot causing GK to jump to defend the shot, GS then passes to the GA who takes a shot. GK must therefore realise that the shot has been faked and this information must be processed and cleared before GK can respond to the second shot by getting ready for a rebound. Anticipation: This is the ability to predict future events from early signals or past experience. Anticipation relies on ex-perience to recognise stimuli that allow the performer to process information before an event occurs. For example an experienced batsman may be able to predict the bowler‘s delivery by watching their hand and arm action, whereas a novice would have to watch the ball bounce before deciding which shot to play. Correct anticipation should reduce reaction time. Incorrect anticipation will lead to the Psy-chological refractory period as the first response must be processed and cleared before the second re-sponse can begin, thus increasing reaction time. Performers can prevent opponents anticipating their action by being unpredictable (using a dodge or dummy to confuse opponent), randomising actions (using different shots or passes to remain unpre-dictable) and by disguising actions (pretending to take a shot before passing).

e

As the number of

alternative stimuli

increase so does

the reaction time.

bigger club = more distance

(long jumper pushing off the ground)

1st - A body continues in a state of rest

unless acted upon by an external force

(golf ball will stay on the tee)

2nd

- A force acts on an object, the change in momentum is proportional to the size of force acted upon it

3rd

- For every action there is an equal and opposite reaction

Newton's Laws (no apples!)

Factors: A number of factors affect reaction time:

Age: Generally the older you get the slower reaction time becomes Sex: Males generally have a faster reaction time than females Psychological Refractory Period: A second stimulus can make reaction time slower Experience: Experience may mean a performer is more likely to correctly anticipate an opponent's actions

Improving response time: Warm up: Preparing the body for activity Practice: ‗Practice makes permanent‘ (eg practicing sprint starts). Fitness: Improving fitness levels may affect response time Experience: Gaining experience may increase knowledge of possible and most likely stimuli to oc-cur Arousal Levels: Optimum level of arousal Selective Attention: Focussing on the relevant information available Mental Rehearsal: Mentally practicing a skill beforehand

Information and Contacts

AS Grade Boundaries in UMS. A B C D E 200-160 159-140 139-120 119-100 99-80 OCR website. http://www.ocr.org.uk/ Specification http://pdf.ocr.org.uk/download/kd/ocr_9652_kd_gce_spec.pdf? Activity List (p12-14—2 sports from 2 areas) http://pdf.ocr.org.uk/download/sm/ocr_12989_sm_gce_unit_g452_cg.pdf? Mr Watson matt.watson@ashfield.notts.sch.uk Mr Lockhart kris.lockhart@ashfield.notts.sch.uk Mr Hall matthew.hall@ashfield.notts.sch.uk Useful websites Anatomy www.brianmac.co.uk/ UK Sport http://www.uksport.gov.uk/ A Level PE www.teachpe.com/a_level.php www.thestudentroom.co.uk http://www.u2learn.com/a-level-pe-revision.html