Faculty of Health and Wellbeing

EARLSTON HIGH SCHOOL

LEVEL THREE WORKBOOK

NAME _______________________

Welcome to Physical Education (PE). Over the course of your time in S1 and S2 you will participate in and learn about the following activities:

Athletics Badminton Basketball Cycling Fitness Football Gymnastics Hockey Netball Rugby Social and Creative Dance Tennis Volleyball

We will work hard to assist you to become successful learners, confident individuals, effective contributors and responsible citizens.

Examples of how you can achieve this in PE:

Successful Learners: Learn new skills, improve your skills, learn about different sporting activities and learn about improving your health and improving your fitness.

Confident Individuals: Perform confidently in front of your classmates in both individual and team activities. Try to learn things you may find challenging.

Effective Contributors: Take on various roles within lessons (e.g. a coach a referee/umpire, a timekeeper). Assist your teacher with equipment.

Responsible Citizens: Work hard to play within the rules, help your classmates get involved, remember your PE kit change for PE.

This workbook is for you to gather evidence on how you are getting on achieving your goals in PE. There is a section for you to complete for most of the activities you do. We hope you enjoy your time in PE!

The PE Department.

HOCKEYHockey is a competitive team activity. Over the course of the hockey block you will work hard to develop your skills and to improve your ability to work as part of a team. You will work with teammates to identify individual strengths and areas for improvement.

S1 HOCKEY EVALUATIONComplete each sentence with the words provided in the box below.Eleven Strength Six Team SpeedAgility Cardio-Respiratory Endurance Individual

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1. Hockey is a __________ game.2. A full-sided outdoor hockey team has _________ players.3. Goalkeepers need good ___________ to be able to dive from side to side to save the ball.4. Defenders need ____________ to win the ball when tackling a player.5. Attackers need ____________ to beat defenders to the ball.

What do you think you need to work on to improve your performance in hockey?

How will this improvement help you perform better in a game?

Think about how you have progressed over the course of the block. For the outcomes below, record whether you feel you are: a D (developing), C (consolidating) or an S (secure).

Self assessment Teachers assessment

I am developing the skills to lead

I can recognise the strengths of group members including myself

I contribute to my team through my knowledge of individual strengths

I contribute to my team through my knowledge of group tactics and strategies

At the end of the unit look over the success criteria for hockey and state whether you feel you are developing, consolidating or secure. Write down D, C or SS2 Hockey Evaluation

Describe a situation where you might select each of the following skills during a game of hockey.a) A push pass b) The hit/drive c) The flick

I might use a push pass

I might use the hit

I might use the flick

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Choose one of the above and explain how it might benefit your or your team’s performance.This skill might be useful to my/my team’s performance because

What are your strengths in a game of hockey?

Choose a player who you think contributes a lot to games. What does this player do that is particularly good – try to give as full an answer as you can.

Choose an area of your play (skills or set pieces) that you feel you need to work on? Explain why you need to do this.

At the end of the unit look over the success criteria for hockey and state whether you feel you are developing, consolidating or secure. Write down D, C or S

RUGBYRugby is a competitive team activity. Over the course of the rugby block you will work hard to develop your skills and to improve your ability to work as part of a team.

S1 Rugby Evaluation

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Task 1 - Give 2 options this attacking player could choose when approaching the defender.1)

2)Task 2Give an example of one of your strengths in rugby.____________________________________________________________________________________________________________________________________________________________

Explain how this helps your performance in rugby.____________________________________________________________________________________________________________________________________________________________

Give an example of a weakness in your performance.____________________________________________________________________________________________________________________________________________________________

Explain how your performance would benefit if this weakness could be improved.____________________________________________________________________________________________________________________________________________________________At the end of the unit ask an opponent to look over the success criteria for rugby and state whether they feel you are developing, consolidating or secure. Write down D, C or S.

S2 Rugby Evaluation Sheet

Task 1 - Fill in the blanks using the word bank below.Rugby is an _________ game where the aim is to score a ______ by touching the ball over the _____________.To score as a team, I must move ______________ with the ball as the rest of the team __________ my run. I can only pass the ball ________________ or to the side. To win the ball, I must make sure that I tackle from an _________ __________, and tackle below the _________.

Word Bank: Forward, Try, Backwards, Evasion, On-side position, Waist, Try Line, Support

Task 2 - Answer the following 2 questions on rugby rules;1. When I am touched in touch rugby, what must I do to resume the game.

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2. When I fail to catch the ball and it rolls forward on the ground, it is called a knock-on. This results in the ball being contested in what

Task 3Circle the colour you feel represents your ability. Green: Secure/ I can do this well. Amber: Consolidating/ I am improving my skills. Red: Developing/ I’m just beginning to apply these skills.

When tackling, I have Bands of Steel, Straight Back and my Eyes to My Opponents Thigh. I also push from my legs.

G A R

When I receive the ball, I Run Forward, Dodge Opponents, and Find Spaces to Run into.

G A R

I regularly look to find the ball by supporting the player with the ball.

G A R

I am confident to contest in scrums, by going shoulder to shoulder with my opponent.

G A R

At the end of the unit ask an opponent to look over the success criteria for badminton and state whether they feel you are developing, consolidating or secure. Write down D, C or S

BADMINTON

Badminton is a competitive activity which can be played as either singles or doubles. Over the course of your badminton block you will work hard to improve your badminton skills, learn how to analyse your performance and the performances of your classmates.

S1 SELF EVALUATION

I CAN YES NOT YET

identify half court singles lines

identify full court singles lines

set up nets and posts correctly

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use the correct scoring system during games

sometimes/often perform a high serve to the target area during a game

sometimes/often return to base after playing a shot

Explain what you think you have improved upon during the badminton block and what you still need to improve.

Think about;Content what details do I need? Order How does my work need to be organised? Design What style and layout should I use? Evaluation Have I checked my work?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________At the end of the unit ask an opponent to look over the success criteria for badminton and state whether they feel you are developing, consolidating or secure. Write down D, C or S.

S2 Badminton Evaluation

Explain what you think you have improved upon during the S2 badminton block and what you still need to improve in your game.(4)Think about;Content what details do I need? Order How does my work need to be organised?Design What style and layout should I use? Evaluation Have I checked my work?________________________________________________________________________________________________________________________________________________________________________________________________________________

Draw a diagram of a badminton court, with the following features included: net, service line, side and back tramlines. (4)

Give one example of the preparation, action and recovery phases of a high serve. (3)Preparation –Action -

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Recovery -

Name two overhead shots in badminton. (2)

1.2.

Work out the area of this badminton court? (1) 13m

6m

Total /14

BASKETBALL

Basketball is competitive team activity; the aim is to work as a team to score more baskets than your opponents. Over the course of the basketball block you will work hard to improve your basketball skills and learn how to analyse your performance and the performances of your classmates. You will aim to identify strengths and weaknesses and to suggest ways in which you and others can improve.

S1 Games Analysis/PeerEvaluation

Get a partner to observe you during a game of basketball. Ask them to place a tally mark in the box every time you perform one of the skills.

Chest Pass

Bounce Pass

Dribble past player

Moves into Space

Set shot

Lay-up

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Now discuss with the person you observed the following points;

Strengths in the game Areas for improvements

At the end of the unit look over the success criteria for basketball and state whether you feel you are developing, consolidation or secure. Write down D, C or S.

S2 Basketball Peer Evaluation

Task 1

Ask one of your classmates to observe you performing in a game of basketball. Place a tally mark in the box below every time you perform each of the skills effectively or ineffectively.

Skill Effective IneffectiveChest passBounce passMoving into spaceSet shotLay upRebounding

Task 2

Feedback: Speak to the person who observed you and discuss the following;

Strengths in your game Areas you need to improve

How you could improve these skills

Task 3

Select one skill from the above box that you need to improve and describe why improving this skill will benefit your overall performance.

____________________________________________________________________________________________________________________________________________________________

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________________________________________________________________________________________________________At the end of the unit look over the success criteria for basketball and state whether you feel you are developing, consolidation or secure. Write down D, C or S

GYMNASTICSGymnastics is an aesthetic activity, which involves physical movements designed to develop and to display strength, balance, agility and flexibility. These movements can be performed on the floor or on apparatus. During this block you will work hard to plan sequences to demonstrate your ability to select, adapt and perform moves creatively, accurately and with control.

S1 Evaluation of the Forward Roll

TASK 1 (OBSERVER) Ask a classmate to watch you performing a forward roll. Get them to place a tick next to each part of the skill saying whether it is done well or needs improvement.

Model Performance Done Well Needs Improvement

Starting position – Standing tall, arms by ears

Hands placed on mats, fingers pointing forwards

Tuck head in

Roll on rounded back

Finishing position – standing tall, arms by ears

TASK 2 (PERFORMER)Explain what you did well during the forward roll and what you need to improve on.

How will improving this part help your performance of the forward roll in the future?

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At the end of this gymnastics block, look over the success criteria and state whether you feel you are developing, consolidation or secure with your performances. Write down D, C or S

S2 Apparatus Sequence Evaluation

Over the weeks of the block, you’ll practice moves on different pieces of apparatus – moves that include getting onto or over the apparatus, balances on, different vaults over the horse, rotations and ways of getting off the apparatus.

Plan and then practice your sequence so that you have it off by heart and you are happy with the performance and that it flows.

Partner Observation - perform your sequence and a classmate to evaluate it.

MOVES, SKILLS, BALANCES ON OVER AND OFF APPARATUS

DONE WELL NEEDS IMPROVEMENT

Partner – watch the performer and check if the do the following;

if they take off strongly from 1 or 2 feet do they hold their balances do they hold good body shape during the moves does their sequence flow do they bend their knees on landing do they land and hold a strong position without taking any extra steps (spotting their

lands)

Partner – now tell the performer what they need to do to improve any move that you felt could be done better.Performer – choose one move that needed to be improved – do and practice that move again and explain what you did to improve it:At the end of this gymnastics block, look over the success criteria and state whether you feel you are developing, consolidation or secure with your performances. Write down D, C or S

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ATHLETICS

In athletics you will develop your performance in 4 events. You will be recorded in each of these events so you know how well you have done. You can compare your score with others in the class or others in your year group or with professional athletes.

Task 1 - Use your internet search skill to find out the male or female world record results for each event. Task 2 – Set yourself a target for S2. The result you would like to achieve should be realistic. EVENT S1 Result World Record S2 Target

100m

400m

Shot Putt

Long Jump

TASK 3 - Choose one of the events you have participated in: _____________.

For this event write down 2 things you could work on improving to reach the resultyou would like to achieve in S2.

1. ______________________________________________________________________________________________________________________________________________.

2. ______________________________________________________________________________________________________________________________________________.

Think of a time in the athletics block when you took on a role other than a performer. Write down your role and what your responsibilities were:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

At the end of the unit ask an opponent to look over the success criteria for badminton and state whether they feel you are developing, consolidating or secure. Write down D, C or S.

S2 Athletics Evaluation

During the Athletics block you will have completed several events.

TASK 1 - Please choose and circle your favourite event from the word bank below.

100m Long Jump 400m 800m

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Shot put 200m High Jump

This was my favourite event because ____________________________________________________________________________________________________________________________________________________________________________________________

TASK 2 – Calculate your speed for the 4 track events that you competed in.

REMEMBER - Speed = Distance Time

TASK 3 (Homework)Choose an athletics event you have experienced and write a short report that could go into the school newsletter.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

At the end of the unit ask an opponent to look over the success criteria for badminton and state whether they feel you are developing, consolidating or secure. Write down D, C or S.

FITNESS and HEALTH AND WELLBEING

Over the course of your fitness block you will learn about different aspects of fitness. You will learn:

1. What these aspects of fitness mean2. How you test these aspects3. What training you can do to improve each aspect4. What sports each aspect is important in

Distance Ran. Time. Calculate your speed.

100m

200m

400m

800m

CARDIO RESPIRATORY ENDURANCEIs the ability of the heart and lungs to provide oxygen to the working muscles during prolonged exercise.

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DEFINITIONS

These days, ‘modern life’ can mean that we’re a lost less active. With so many opportunities to watch TV, get a bus or lift to school, or play computer games, we don’t move about as much, or eat as well as we used top. The website www.nhs.uk/change4life has lots of great ways to improve your diet and lifestyle.

In PE, PSE and Home Economics you are going to learn about health and you may have lessons where there seems to be an overlap in what you are doing, this will help you remember the key points! During this PE course you will learn to;

Explain the benefits of regular exercise. Monitor your Work Rate during exercise. Recognise energy foods. Discover what it takes to burn calories. Measure how many calories you burn through exercise.

POWERIs the combination of speed and strength

MUSCULAR ENDURANCEIs the ability of a muscle or group of muscles to work continuously for a long period of time before tiring.

SPEEDIs the ability to move the body or parts of the body quickly over a short distance or time.

AGILITYIs the ability to move the body quickly and precisely and change direction at speed.

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Our bodies get energy from food high in Carbohydrates, Proteins and Fats.

To maintain a healthy lifestyle we must ensure that we eat the right amount and the right balance of these types of foods.

The eat well plate makes healthy eating easier to understand by showing the types and proportions of foods we need to have a healthy and balanced diet.

Task:

In pairs discuss and write down as many foods from each of the five groups as you can.

Over the next few weeks we would like you to be aware of the amount of physical activity that you do and how much and what types of foods you eat!!

Starchy Foods

Vegetables

Non-Dairy Protein

Fatty or Sugary Foods

Milk and Dairy

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S1 FITNESS TESTING RESULTS

Multi-Stage Fitness Test – CARDIO RESPIRATORY ENDURANCE

Run 20metre shuttles to the beep on the CD.

Place one foot on or beyond the 20m marker at the end of each shuttle.

If you fail to reach the line on 2 consecutive occasions you are out.

Result Level______________

Standing Broad Jump – POWER Stand with feet together and toes

behind the line Bend knees and swing your arms

backwards Push off as hard as u can and jump

forwards Try to land with feet together

Distance Achieved: ___________

Sit-Ups – LOCAL MUSCULAR ENDURANCE Lie on the mat with knees bent and

arms across chest Start each sit up with back on the floor Raise yourself to a 90 degree position

and return to the floor Feet can be held by a partner

Number complete in 30 second: ________

TASK 2Maintaining a healthy lifestyle is very important. What do you do to ensure you keep fit?___________________________________________________________________________________________________

Illinois Agility Run – AGILITY

Lie face down on the floor at the start point

On command jump to your feet and negotiate the course as

fast as possible Repeat 3 times and record your

average time.

Time Taken: ____________

50m Sprint Test – SPEED Two cones are placed 50m apart On whistle sprint between Repeat 3 times and record best score

Keep low, drive hard with arms and legs

Time Taken: _____________

TASK 1Name an activity where each of the aspects of fitness tested are useful.

1. CRE _________________2. POWER _________________3. LME _________________4. AGILITY _________________5. SPEED _________________

TASK 3Choose a sport and say why you think CRE is particularly important in that sport.____________________________________________________________________________________________________________________________________

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S2 FITNESS TESTING RESULTS

Illinois Agility Run – AGILITY

Lie face down on the floor at the start point

On command jump to your feet and negotiate the course as

fast as possible Repeat 3 times and record your

average time.

Time Taken: ____________

50m Sprint Test – SPEED Two cones are placed 50m apart On whistle sprint between Repeat 3 times and record best score

Keep low, drive hard with arms and legs

Time Taken: _____________

TASK 1Choose your fitness strength___________

Choose an activity where this is important ______________

Describe how this strength can benefit your performance in the chosen activity.________________________________________________________________________________________________________________________________________________________________________

Multi-Stage Fitness Test – CARDIO RESPIRATORY ENDURANCE

Run 20metre shuttles to the beep on the CD.

Place one foot on or beyond the 20m marker at the end of each shuttle.

If you fail to reach the line on 2 consecutive occasions you are out.

Result Level______________

Standing Broad Jump – POWER Stand with feet together and toes

behind the line Bend knees and swing your arms

backwards Push off as hard as u can and jump

forwards Try to land with feet together

Distance Achieved: ___________

Sit-Ups – LOCAL MUSCULAR ENDURANCE Lie on the mat with knees bent and

arms across chest Start each sit up with back on the floor Raise yourself to a 90 degree position

and return to the floor Feet can be held by a partner

Number complete in 30 second: ________

TASK 2Maintaining a healthy lifestyle is very important. What do you do to ensure you keep fit?___________________________________________________________________________________________________

The human body needs fuel and nutrients to function, move and to be active. The more active a person is, the more fuel they need. Humans get their fuel and nutrients from food.

It is important that we maintain a balance between the energy we take in and the energy we expend. This means that the energy the body takes in (from food) should equal the energy given out (when active). If a person take in more energy that they use then over time they will gain weight. If a person takes in less energy than the energy given out then

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over time they lose weight. It is unhealthy to be underweight or to be overweight so it is important that we strive to maintain our energy balance.

Food DiaryRecord what you eat over the course of a week - remember to write down EVERYTHING you eat!

Breakfast Snack Lunch Snack Dinner SnackMonTuesWedThursFriSatSunActivity DiaryRecord what activity you do over the course of a week – remember to record time spent on activity

ACTIVITY TIME SPENT

MON

TUES

WED

THUR

FRI

SAT

SUN

The following chart lists the number of calories you will burn in 1 hour of the activity depending on your weight.

Activity 6.5 stone 7 stone 8 stone 8.5 stone 9 stone 10 stone Badminton 135 150 165 180 195 210

Basketball (game) 198 220 242 264 286 308

Bicycling, 10 mph (6 minutes/mile) 112 125 138 150 162 175

Dancing (slow) 50 55 60 66 72 77

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Golfing (with a cart) 63 70 77 84 91 98

Housework 81 90 99 108 117 126

Jogging, 5 mph (12 minutes/mile) 167 185 203 222 240 259

Running, 08 mph (7.5 minutes/mile) 274 305 336 366 396 427

Football 176 195 215 234 253 273

Swimming (25 metres/minute) 108 120 132 144 156 168

Table Tennis 81 90 99 108 117 126

Tennis 144 160 176 192 208 224

Volleyball (game) 108 120 132 144 156 168

Walking, 3 mph (20 minutes/mile) 72 80 88 96 104 112

SNACKS CALORIES LUNCHES CALORIES DINNERS CALORIESAPPLE 62 TOMATO SOUP 220 CHIP SHOP

CHIPS220

BANANA 112 TUNA WRAP 310 LASAGNE 560YOGURT 116 POT NOODLE 380 STEAK

PIE450

CRISPS 180 BACONSANDWICH

430 SPAGETTI BOLOGNESE

380

MUFFIN 280 PIZZA SLICE 220 ROAST DINNER 800MARS BAR 470 CHEESE

PANINI310 CHICKEN

CURRY1200

The following chart list the average number of calories contained in popular foods.

Calories are essential as they provide the body with vital fuel for our bodies to function stopping calories is like preventing the body from getting oxygen.

What is a calorie? A calorie is a measurement or unit of energy.

The number of calories in the foods you eat is a measure of the number of energy units that food supplies. Those energy units are used by the body to fuel physical activity.

TASK 1 – Look at your weekly food and activity charts. Try to work out your average calorie intake and expenditure for the week.WEEKLY CALORIE INTAKE =TIME SPENT ON ACTIVITIES DURING THE WEEK =WEEKLY CALORIE EXPENDATURE =

DIFFERENCE BETWEEN CALORIE INTAKE AND EXPENDITURE =

Some of the benefits of regular exercise are;

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Exercise improves your mood: Exercise stimulates various brain chemical, which leave you feeling happier and more relaxed.

Helps you feel good about yourself: You’ll look better and feel better, which can boost your confidence and self-esteem. Exercise can reduce feelings of depression and anxiety.

Physical activity can reduce muscular tension, and at the same time, it can increase concentration and energy level.

Exercise helps prevent chronic diseases Exercise helps you manage your weight: When you exercise, you burn calories. The

more intensely you exercise the more calories you burn – this can help to keep your weight under control.

Exercise strengthens your heat and increase the efficiency of your lungs Exercise can help to promote better sleep: A good night’s sleep can improve your

concentration, productivity and mood. Regular exercise can help you fall asleep faster and deepen your sleep.

TASK 2Energy Intake – Having analysed your food intake over the course of the block write down two things you plan to change about your eating habits in the future:

1. __________________________________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________________________________

Energy Expenditure – Having analysed your activity levels over the course of the block, write down two things you plan to change about your levels of activity in the future:

1. __________________________________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________________________________

BASKETBALL REVISION WORKSHEET

Lay-up Dribble Double dribble Travelling Rebound

Task: Match the sentences below to one of the words above.

1. Controlling the basketball by bouncing it with either hand.

2. A violation by a player with the ball who moves both feet without dribbling.

3.An illegal dribble in basketball (the player uses both hands to dribble or the player starts to dribble a second time after coming to a stop).

4.The act of securing possession of the basketball after a missed shot.

5.A basketball shot made with one hand from a position under or beside the basket (and usually played off the backboard).

Task: Complete the following crossword.

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1. 2. 3. 4.

5.

6.

7.

8.

9.

ACROSS DOWN3. An unhindered basketball shot from the 1.Touching the ball when a shot is descendingfoul line; given to penalize the other team for towards the basket.committing a foul. 2. A violation by a player with the ball who moves5. A shot that missed the rim, net and backboard both feet without dribbling.7. A basketball shot made with one hand from a 4. The act of securing possession of the ball afterposition under or beside the basket (and a missed shot.usually played off the backboard). 5. A play in which one player throws the ball into8. An illegal dribble in basketball (the player uses the air and a team-mate catches it and scores in oneboth hands to dribble or the player starts to motion.dribble a second time after coming to a stop). 6. Controlling the basketball by bouncing it with either9. An official tosses the ball up between two hand.players who jump in an effort to tap it to ateammate.

ANSWERS: Jump ball Airball Rebound Travelling Goal tending Dribble Double dribbleLay-up Alley oop Free throw

TASK – Using a separate piece of paper. Design a basketball strip for a new team that you and your friends are putting together.

The Oxygen Transport System

Task 1: Complete the following paragraph using the words listen below.

Lungs Nose Heart Mouth Carbon Dioxide

How does the oxygen get to the working muscles?

Oxygen is breathed in through our ____________& __________. It is drawn down the wind pipe or trachea into the ___________ It is absorbed into the blood stream. The blood is taken to the ___________ where it is them pumped around the rest of the body. When it gets to the working muscles the oxygen in the blood enters the

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muscle cells and creates energy which allows movement. As you exercise, a waste produce known as _______________ is produced. This is returned to the lungs by the blood & we breathe it out.

Task 2: Correctly label the diagram below using the words provided in the box.

The function of the respiratory system is to supply oxygen to the brain and working muscles and to remove waste products, such as carbon dioxide.

Task 3: Class Competition

Split into 2’s and get 1 piece of paperWrite A – Z down the margin ofthe paper. Now try to write downas many sports as you can thatbegin with each letter of thealphabet. Share your answers withinthe class at the end of the lesson

Why do we get Overweight?TASK – Read the following article and then copy out the questions on a separate piece of paper and answer them.

Food provides the energy the body needs to carry out the metabolic processes to keep us alive, including the very process of digesting food, as well as breathing and the heartbeat. It also provides the fuel for anything else that we do, such as walking and talking. We measure this energy in units called calories and kilocalories (1,000 calories). Confusingly, when we refer to calories in everyday conversation, what we actually mean is kilocalories. When we eat more food than we need, the body stores any extra calories, just in case. These are normally stored as fat, because, weight for weight, fat can store almost twice the calories that carbohydrates and proteins can. One kilogram of fat stories approximately 9,000 kilocalories.

What is fat?

Fat is an umbrella term for a number of chemical compounds that are stable, not soluble in water, and oily or greasy to the touch. Together with oils, they comprise one of the three principal classes of foodstuffs, the others being proteins and carbohydrates. Nearly all plant and animal cells contain these basic substances, though in different quantities. Nut kernels can be up to 70% fat, while a white potato is less than 0.1% fat.In the body, special cells called adipose cells store large globules of fat. Together, these cells form adipose tissue – large reservoirs of fat cells – mainly beneath the skin, but also around the organs of the body. Apart from being the principal medium for storing energy in the body, fat has other valuable functions. The fatty adipose tissue around our organs acts as cushioning protection, while the fat under our skin insulates us from the cold. Fat is also vital for storing and transporting important fat-soluble vitamins (A, D, E and K) in the body, and for maintaining healthy skin and hair.

Calories counting

Between the car, the office, the sofa, the supermarket and the microwave, we do not expend as much energy as we once did. And we eat far more regularly. Though necessary energy intake changes with age and lifestyle, it is recommended that women eat between 2,000 and 2,500 kilocalories a day, and men between

ALVEOLI MOUTH LEFT BRONCHUS LUNG

LARYNX TRACHEA NOSE

PHARYNX

BRONCHIOLE

RIGHT BRONCHUS

DIAPHRAGM

DIAPHRAM BRONCHIOLE

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2,500 and 3,000 kilocalories a day. If we eat more than this or use less than this, the extra is stored away as fat. And if we regularly store fat away, and rarely plunder our reserves, we end up being overweight.

No excuses

Why some people are fatter than others is less of a mystery than many of us would like to believe. That some people put on fat more readily than others is true. But this is more likely to be related to a greater interest in food, or a less energetic lifestyle, than to genetics, hormones, or metabolic rates.Obesity can run in families, but even this may be the result of early feeding patterns taught by parent to child rather than a genetic predisposition to fat accumulation. Such patterns can apply to nations as well as families. Affluent populations like our own and that of the US have an abundant supply of high-calories foods, and increasingly sedentary living habits, which can easily lead to patterns of over-eating and consequent obesity. Of all the factors that contribute to obesity, hormonal and glandular defects are thought to be the last important, being demonstrable in only about 5% of all obese individuals.

Questions1. What is energy measured in?2. What happens when we eat more food than we need?3. How many calories are stored in one kilogram of fat?4. Name three food types?5. Which of these contains more fat? Nut kernels or white potatoes?6. Why don’t we expend as much energy as we used to?7. What is the recommended daily calories intake of both men and women?8. Write a short paragraph on why you think obesity occurs.

TASK 2 – Using the back of your paper, design a poster that promotes healthy eating and an active lifestyle.

Who’s Who In Physical Activity?

Performers play a central role in any activity – without them there would not be the activity. Many leisure activities- swimming, jogging, small sided games of non-competitive football – there are simply those playing – no else is involved. At a higher level, eg competitive football a referee and lines men are required.At an even higher level in an activity, more roles are involved – coach, manager, behind the scenes eg ground staff.

Look at the list below which contains a variety of roles which may be found whenever an activity at the highest level takes place. Fill in the table by placing each role listed in its correct column. An example has been done for you. Ask if you’re not sure of some of these roles.

Performers Officials Performance Assistants

Administrators

Preparation and supply staff

Observers

Tactician

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tactician selector journalist judge

equipmentsupplier linesman director umpire

governing body sponsor doctor greenkeeper

choreographer advertiser chairman starter

committee member spectator coach referee

catering staff steward manager groundsman

Once you’ve finished, check with others to see if they’ve put the roles in the same columns as you – there may be some difference of opinions!

Now add to the performer list by naming as many different positions names as you can eg goal keeper, scrum half, bowler etc

Imagine you work for a company designing and supplying kit to a club – football, hockey, swimming, athletics, golf, dance or cheerleading etc etc. On a piece of paper, design new kit for this club – it will need to have a logo and the name of your company on it.

How many points do you score for a lay up in basketball? Which country has won the football World Cup on the most occasions? How many players in a volleyball team? The 1956 Olympic Games were held in what city? What is an M-check in cycling? In rugby, how many points do you score for a conversion? In golf, if you score a 3 on a par 4 do you make a bogey, a par, a birdie or

an eagle? Diego Maradona played international football for which country? The best tennis players in the world compete at Wimbledon every year. In

what month does the tournament begin? Kelly Brown, Ross Ford, John Collins, Scott Brash, Chris Paterson, Gary

Armstrong, Bryan Redpath, Ian Stark, Lynn Duncan, Rosie Innes , Donna Bunyan, Lauren Greenshields, Henrietta Cooper, Gillian Inglis, Lauren Harris, Joel Roberts: Can you name the Borders Schools these players attended?

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Now, make up three sports related questions for the rest of the class to answer, (also write the correct answer in the space provided). The class teacher will then host a quiz using your questions.

1.

2.

Responsibilities in ActivitiesEvery one involved in sport has a job to do – their responsibilities. Match up these responsibilities with the role by drawing a line from A to the answer in B.

LIST A - These are responsibilities LIST B – These people do it

Kneels at the net and collects tennis balls caddyDeals with injury and suggest exercises to help recovery starterHelps choose correct club and give info. on the course choreographerDeals with applications for membership linesmanArranges inter school fixture matches physioCuts grass and lines pitches ball boy/girlGives money for kit /equipment PE teacherEnsures players play by the rules groundsmanRuns up and down side of pitch and assists ref. sponsorPlans routine and moves for dance /skating performances club secretaryEnsures everyone is steady before fining the gun referee

Now read the following list of sports men and women and write down which sport they are involved in – some are quite hard!Sport Star Activity they do (did) Sport Star Activity they do (did)Usain Bolt Tom DalyEdmund Hilary Katherine GrangerLuke Donald Alex FergusonChris Patterson Steve RedgraveChris Hoy Thierry HenryAmir Khan Ricky BurnsTorvel and Dean Lewis HamiltonMark Cavendish Rebecca AddlingtonDarcy Burcell Zara PhillipsPele Susan Eaglestaff

Working out the scores!Here are some hockey match results from 4 teams – you have to fill in the table and work out the order the teams should be in a league.Team Wins Losses Draws Points so far PlaceGrangeBorders FjordhusKelburneGlasgow Western

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Grange 2 : Kelburne 3 Grange 1 : Glasgow 0 Borders 2 : Grange 1Borders 2 : Glasgow 2 Borders 1 : Kelburne 1 Kelburne 2 : Glasgow 1

If the teams get 3 points for a win, 2 points for a draw and 1 point for a loss, work out their points so far and therefore their current placing in the league.

TASK – On a separate piece of A4 paper design a poster that promotes an event in the Olympics.

PE Board Game Challenge

What do you need to do?

1.You must design a PE game on an activity of your choice (choose one that you do in PE)

2.The board can be any shape (Monopoly, Snakes and Ladders etc)

3.You must come up with questions for your game (and answers!)

4.As a group you need to write a set of rules for the game.

Faculty of Health and Wellbeing

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The challenge is to design a PE board game in groups of 4.

You will be supplied with:3 sheets of A4 paper

EARLSTON HIGH SCHOOL

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