<p>Includes:</p> <ul> <li>What is a skilled performance?</li> <li>What does it look like?</li> <li>Fluent/fluid</li> <li>Aesthetically pleasing</li> <li>Consistent</li> <li>Accurate</li> <li>Goal directed</li> <li>Coordinated</li> </ul>

<p>Includes:</p> <ul> <li>Recap of previous lessons</li> <li>Stages of the IP model and examples</li> </ul>

<p>This lesson includes the following areas:</p> <ul> <li>Skill vs ability</li> <li>Does skill affect ability?</li> <li>Are skill and ability transferable?</li> <li>Factors which affect skill level</li> <li>in-class tasks and homework</li> </ul>

<p>Includes:</p> <ul> <li>3 stages of learning</li> <li>Learning continuum</li> <li>Feedback</li> <li>Types of feedback</li> <li>Appropriate feedback for different stages of learning</li> <li>Importance of feedback</li> <li>Feedback loop</li> <li>Tasks and exam questions</li> </ul>

<p>Includes:</p> <ul> <li>Methods of guidance</li> <li>Visual, mechanical &amp; verbal</li> <li>Positives and negatives</li> <li>Short quiz</li> </ul>

<p>Includes:</p> <ul> <li>What is arousal?</li> <li>Arousal in sport</li> <li>Physiological and psychological changes to the body</li> <li>Arousal task</li> <li>Inverted U Theory</li> <li>Case Study: New Zealand All Blacks and the Haka</li> <li>Arousal Pyramid task (sheet attached)</li> </ul>

<p>Includes:</p> <ul> <li>What is motivation?</li> <li>Case study: South African Rugby team 2019</li> <li>Motivation task</li> <li>Types of motivation: intrinsic and extrinsic</li> <li>Homework task</li> </ul>

<p>Includes:</p> <ul> <li>Why set goals?</li> <li>Does goal setting work?</li> <li>SMARTER targets</li> <li>Goal setting example</li> <li>Short, medium and long term goals</li> <li>Goal setting task</li> </ul>

<p>Includes:</p> <ul> <li>Previous topic recap quiz</li> <li>Anxiety in sport</li> <li>Case study: football penalty shootout</li> <li>Anxiety in sport</li> <li>Thoughts and fears?</li> <li>Anxiety types: somatic and cognitive</li> <li>Why do athletes get anxious?</li> <li>Independent research/homework task</li> </ul>

<p>Includes:</p> <ul> <li>Case studies</li> <li>Relaxation techniques that athletes use</li> <li>Mental rehearsal, deep breathing &amp; visualisation</li> <li>Relaxation task</li> </ul>

<p>Includes<br /> <strong>Lesson presentation:</strong></p> <ul> <li>Push and pull movements in sport</li> <li>Force, mass and acceleration</li> <li>Types of force</li> <li>Questions</li> <li>Applications of force in sport</li> <li>Types of levers</li> <li>Levers in the body</li> <li>Levers in sport</li> </ul>

<p>Includes:<br /> **Lesson presentation **</p> <ul> <li>Aerobic vs anaerobic</li> <li>Exercise and recovery</li> <li>EPOC and oxygen debt</li> <li>Recovery</li> <li>Questions</li> <li>Short and long term effects of exercise on the body</li> <li>Questions</li> </ul>

<p>Includes:<br /> <strong>Lesson presentation respiration system and gas exchange.</strong></p> <ul> <li>Anatomy of respiratory system and labels</li> <li>Anatomy of the lungs in detail</li> <li>Instructions to make a lung model</li> <li>Gas exchange ordering task (resource attached)</li> <li>Mechanics of breathing</li> <li>Breathing volumes</li> <li>Questions<br /> <em>Resources:</em></li> <li>Respiratory system anatomical model to label</li> <li>Gas exchange order cards.</li> </ul>

<p><strong>Includes:</strong><br /> Muscles lesson presentation<br /> <em>Resources:</em></p> <ul> <li>Muscles anatomical model print out to label</li> <li>Blockbusters starter/homework/revision task</li> </ul>

<p>Contains the listed content in the specification. Includes resources</p> <ul> <li>Articulating bones</li> <li>Skeleton and bones exam questions</li> <li>Skeleton diagram for labeling</li> <li>Sporting movements at synovial joints task.</li> </ul>

<p>Includes:<br /> <strong>The heart lesson presentation</strong></p> <ul> <li>Blockbusters starter/revision/homework task</li> <li>Structure of the heart</li> <li>Blood flow through the heart</li> <li>Blood flow card ordering activity (Resource included)</li> <li>Questions</li> </ul> <p><strong>Components of blood lesson presentation</strong></p> <ul> <li>What is blood made from?</li> <li>Blood vessels</li> <li>Measurements of blood</li> <li>Questions</li> </ul> <p><em>Resources</em></p> <ul> <li>Pathway of blood through the heart card activity</li> </ul>

<p>The reasons for using the following training methods, including a description of each type and how to achieve<br /> the training aim.<br /> Continuous training:<br /> • advantages and disadvantages<br /> • methods to use – run, swim, cycle, row<br /> • calculating a suitable intensity for aerobic gains – 60–80% of maximal heart rate<br /> • safety considerations, e.g. footwear.<br /> Weight training:<br /> • advantages and disadvantages<br /> • methods to use (isotonically) – free weights, kettle bells, resistance machines<br /> • use of one rep. max. to calculate suitable intensity<br /> • safety considerations, e.g. spotter.<br /> Fartlek training:<br /> • advantages and disadvantages<br /> • methods to use – running, cycling (variation of speed and terrain), etc.<br /> • use of Borg scale to measure intensity<br /> • safety considerations, e.g. equipment checks.<br /> Plyometric training:<br /> • advantages and disadvantages<br /> • links to improvement in power<br /> • methods to use, e.g. depth jumping, hurdle jumps<br /> • safety considerations, e.g. injury prevention.<br /> Circuit training:<br /> • advantages and disadvantages<br /> • stations can be assigned to improve different components of fitness<br /> • periods of work and rest that can be manipulated for different gains<br /> • safety considerations, e.g. equipment.<br /> High-Intensity Interval Training (HIIT):<br /> • advantages and disadvantages<br /> • periods of work and rest that can be manipulated for different gains<br /> • reasons for the period of rest – removal of waste products<br /> • safety considerations, e.g. risk of overexertion.</p>

<p>The recognised components of health-related and skill-related fitness, linking these to performance in physical<br /> activities:<br /> • agility<br /> • balance: static and dynamic<br /> • cardiovascular endurance / stamina<br /> • coordination<br /> • flexibility<br /> • muscular endurance<br /> • power<br /> • reaction time<br /> • speed<br /> • strength.</p>

<p>Lesson 2:</p> <p>Includes:<br /> Health &amp; Fitness - definitions, differences and applications.<br /> <strong>Diet and nutrition</strong><br /> Calories and recommended amounts<br /> Energy balance<br /> Macro-nutrients and what we get from food<br /> Diet of an athlete</p>

<p>Physical health and well-being:<br /> • all body systems working well<br /> • free from illness / injury / disease<br /> • able to carry out everyday tasks.</p> <p>Mental health and well-being:<br /> • able to cope with stress<br /> • can control emotions<br /> • feeling good / self-esteem.</p> <p>Social health and well-being:<br /> • essential human needs are met<br /> • friendship and support<br /> • having value within society<br /> • ability to mix with other people.</p>