The Level 3 Award in Higher Sports Leadership

Unit 1

Introduction to Higher Sports Leadership

The Sports Leader Awards Scheme

• Administered by Sports Leaders UK• The SLA scheme is made up of:

– The Level 1 Award in Sports Leadership– The Level 2 Award in Community Sports Leadership– The Level 3 Award in Higher Sports Leadership– The Level 2 Award in Basic Expedition Leadership– The Dance Leaders Award– The Young Leader Award– Women’s Get Set Go!– Foreign Language Leaders Award

OHT 1.1

Level 3 Award in Higher

Sports Leadership

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit9

comp comp option option option comp comp comp comp

2

GLH

24

GLH

12

GLH

12

GLH

12

GLH

10

GLH

Min8

GLH

Min 6

GLH

16

GLH

N/a 10

LE

10

LE

10

LE

10

LE

N/a N/a N/a N/a

GLH = guided learning hours Comp = compulsory unitLE = leadership experience option = optional unit (2 out of 3)

Responsibilities

THE HIGHER SPORTS LEADER Being a Higher Sports Leader is not just about being a better leader; it is about having the skills and confidence to initiate sports activities, to deliver them to a variety of community groups and to be able to take sole responsibility for the group’s welfare.

OHT 1.3

A HSL should be able to:

• Use initiative• Work in a team• Lead without

supervision• Utilise the assistance of

others• Communicate to a

diverse audience

• Lead safe, purposeful activity for a variety of community groups

• Plan, deliver & Evaluate sports sessions

• Control a group

OHT 1.4

Higher Sports Leader

Sports Leaders UK

Centre Course Managers & Tutor / Assessors

Employers

Insurers

Course colleagues

Themselves

Participants

Independent Witness(L.E. Supervisor)

OHT 1.5

The Higher Sports Leader in Action

PREPARATION• Session content• Facility• Equipment• Assistance• Knowledge of

participants

DELIVERY• Appropriate to group• Inclusive• FUN

OHT 1.6

HSL IN ACTION (cont..)

Assessment• Session• FeedbackSafe• Facility• Equipment• Content• First Aid• Awareness of Participants &

environment

Image• Appropriate clothing &

preparation• Prompt Start & finish• Reliable / Enthusiastic• Committed / Courteous

OHT 1.6

External Verification

The External Verifier will look at:

• Course programme• Attendance register• Course Files• ROA’s• Students leading a

group

The External Verifier will also:

• Speak to the HSL’s• Sign ROA’s• Discuss course with

CCM.

OHT 1.7

UNIT 2

Sports Leadership In the Community

The Leader

I wanna be the leader

I wanna be the leader

Can I be the Leader?

Can I? I can?

Promise? Promise?

Yippee, I’m the leaderOK, what shall I do??

(anon) OHT 2.1

Some components of Leadership

• Technical Competence• Experience• Communication• Planning and Preparation• Motivation• Awareness• Responsibility & Control

OHT 2.2

INDIVIDUAL TEAM

TASK

Adair 1988OHT 2.3

Core Leadership Skills

• Communication • Organisation• Motivation• Confidence• Safety Awareness

OHT 2.4

“One can lack any of the qualities of an organiser, with one exception, ad still be effective and successful. The exception is the art of communication. It does not matter what you know about anything, if you cannot communicate to your people. In that event you are not even a failure. You are just not there.”

Alinsky 1972

Communication

Ways of Communicating

Speech Signals Signs

Sounds Eye Contact Facial Expressions

Demonstrations

Leaflets Gestures

IT Books TV

Radio Videos Body language

Posters Braille Charts

Image ROLE MODEL

OHT 2.5

Communication Skills

Sports Leaders must be able to:• Communicate clearly & precisely, using verbal and non-verbal

communication • Position themselves appropriately when leading• Listen to & Understand others• Recognise when others have understood what has been

communicated

Remember: Actions speak louder than words

OHT 2.6

Verbal Skills Debrief

Volume Clarity Projection

Expression Questioning Jargon

Information Giving

Delegation FUN

OHT 2.7

Communication methods debrief• Which communication methods were most effective?• What effect did repeating the routine have?• What effect did breaking the routine into stages

have?• What was the effect of enforced silence on learning?• How can methods be combined to improve

communication?• What other methods could improve the groups

learning?• How do these exercises relate to the way different

community groups learn?

Let’s Consider

• Some of the group have a hearing impairment• The players were complete beginners• One of the players had a visual impairment• The players belonged to a veterans club• All of the participants have a learning

disability and some are accompanied by carers

• English is the second language

Sports Leaders who are effective motivators are….

• Self Motivated• Responsible• Interested, enthusiastic• Enjoy Sport• Confident• Able to plan• Excited about achievement• Willing to learn & share good practice• A good role model

OHT 2.8A

Sports Leaders who are effective motivators can………

• Appreciate & acknowledge effort and achievement• Take decisive action• Respond to situations• Laugh with their group• Laugh at themselves• Let the group laugh at you• Inspire others

OHT 2.8B

Sports Leaders who are effective motivators……

KNOW:• That people come first• The difference between

encouragement & pressure

• The difference between negative and positive pressure

HAVE:• Vision• Clear Goals• Realistic expectation• Ability to inspire

OHT 2.8C

Sports Leaders who are effective motivators….

RUN:• Appropriate,

challenging, safe, fun sessions

SET:• Realistic Goals

WANT:• Everyone to achieve

their potential

VALUE:• Others work &

achievements• The opportunity to

contribute to well being of others

SHOW:• Integrity, honesty,

selflessness.

OHT 2.8C

A.P.P.L.E. – An organisation Cycle

Assess

Plan

Prepare

Lead

Evaluate

OHT 2.9

Chuff chart

startEnd of warm upX

x

x

SKILLS PRACTICE x

Game

X

Full Game

X

Cool down

O O-

OHT 2.10

A Sports Leader will delegate for:• EfficiencyDelegating jobs that do not need to be done by the

leader, frees the sports to concentrate on other relevant tasks. (Ineffective delegation can lead to more stress!)

• Confidence BuildingIf the person who has been given the task can

successfully complete it, confidence will be instilled (inappropriate delegation can ruin confidence and menial tasks can be).

• Team BuildingLeads to a team concept of achieving joint goals rather

than on sports leader doing everything.OHT 2.11

Risk Assessment

• Factors to consider:• Type of activity and level• Competence, experience and qualifications of the

leader and other staff• Group members• Ratio of qualified leaders to participants• The quality and suitability of equipment• The weather

OHT 2.12

5 Steps to Risk Assessment

1. Identify Hazard

2. Assess the risk, who will be affected & how seriously

3. Evaluate measures of control

4. Record findings

5. Monitor & review periodically

OHT 2.13

Simple RA Part 1

• Hazard: the potential to cause harm will vary in severity

• The effect of the hazard may be rated:

3 – Major e.g death or major injury

2 – Serious e.g injuries where people may be off work for more than 3 days

1 – Slight e.g all other injuries including those where people are off work for a period of up to 3 days .

OHT 2.14a

Simple Risk Assessment Part 2

• RISK: is the combination of the severity of the hazard with the likelihood of its occurrence

RISK = Hazard X Likelihood of

Severity Occurrence

Likelihood of occurrence:

3=High , certain of harm

2= Medium, harm will occur frequently

1= Low, seldom occurrence

OHT 2.14B

Risk Assessment

• Who may be harmed?

Is the risk adequately controlled?

What further action is necessary to control the

risk?

Review

OHT 2.15

REPORTING ACCIDENTS

• Report all accidents in writing stating:

Nature of incident

When it happened

Where it happened

Who it concerned

Nature of injury

Action taken when and by whom

Recommendation given to casualty

OHT 2.16

LEADERSHIP STYLES

• DIRECTIVE – Coach focused, autocratic• SUPPORTIVE – Friendly, approachable,

considerate• PARTICIPATIVE – Sharing, decision making,

democratic• LAISSEZ – FAIRE – Laid Back, allow

decisions to come about naturally

OHT 2.17

TEAMWORK DEFINED

TogetherEveryoneAchievesMore

Common Goal

Commitment

Accountable

Contribution

OHT 2.18

Member Characteristics

• The Leader – takes the initiative

• The Doer – action orientated

• The Thinker – considers carefully

• The Carer – people orientated

OHT 2.19

Some Characteristics of a good team

• High success rate• Leader who adjusts leadership styles

accordingly• Balances the “what” and “how”• Supportive Atmosphere• All team members are accountable• Learns form experience

OHT 2.20

Qualities required for working in isolation

• Self starter• Take initiative• Confident • Committed• Determined• Technically competent• Knowledgeable• Imaginative• Clear thinking• Dynamic• Organised

Why plan?

• Session content• Logical delivery• Time allocation• Helps to review / evaluate the session• Changes can be introduced• Can share ideas with someone else• Sessions can be filed for future reference

OHT 2.21

Successful Planning

• Participant group• Ability level • Timing• Facilities• Resources• Fun challenging• Progressive well organised

Evaluation and Feedback

• LOOK BACK AND ASCERTAIN STRENGTHS & WEAKNESSES

ASK: Was the aim achieved?

Did the participants enjoy?

Was it safe?

Was it well organised?

OHT 2.22

SELF ASSESSMENTIs everyone active?

Lots of activity? Am I sticking to the plan?

Is everyone learning something new?

Is it relevant? Am I giving feedback?

Is it boring? Am I giving encouragement?

Did I prepare effectively?

Is it challenging?

Am I a good role model?

Is it achievable?

Review Review Review Review

OHT 2.23

• Is everyone active?• Lots of activity?• Am I sticking to the plan?• Is everyone learning something new?• Is it relevant?• Am I giving feedback?• Is it boring?• Am I giving encouragement?

SELF ASSESSMENT

Planning a Presentation

• Who is the audience?• Purpose of the presentation• Room layout• Method of presenting• Content• Structure• Style• Time• Resources• Where to stand

OHT 2.24

Methods of Presenting

• Demonstration• Visual Aids• “Talk & Chalk”• Audience Participation

• Visual Aids - OHP, Video, Flip Chart, Power point, Posters, Flash Cards.

OHT 2.25

What is your role within the community?

What is Community Sport?

• What is the definition of Sport?

Competitive sports and games

Conditioning and fitness activities

Outdoor and adventurous activities

Aesthetic activities such as movement and dance• What is the definition of Community?

A community is made up of all people living in a specific locality, it will consist of a wide range of people, containing different ‘target groups’

Community Sport is all forms of activity, provided for the community

OHT 2.26

What role does the Sports leader have in the provision of community sport?

• Leading sessions• Organising events• After school sports• Linking to TOPS

programmes• Working with voluntary

groups

• Linking to play schemes• Team Manager• Introducing taster

sessions• Assisting with regional

“Games” events• Working with specific

groups

OHT 2.27

How might an individual benefit from participating in sport?

• Physical Development

• Cognitive Development

• Personal & Social Development

Sports Development

Participation in Sport

QuantityIncrease number of participants

QualityImprove standards of performance

Sports Development is the promotion and provision of Sports Activities for the community.

OHT 2.29

Sports Development Tools

• The Sports Development Continuum

Classifies participants in terms of their achievement in sport.

• Models of Sports Development

Show how individuals move through the continuum

• The Sports Development Strategy

Provides guidance and performance measures

Q: does your sport have any of these?OHT 2.30

A Model Of Sports Development

Active Communities

ActiveSports

World Class

Active Schools

PERFORMANCE

PARTICIPATION

Foundation / Learning Basic Skills

Excellence

OHT 2.31Sport EnglandAdopted 1998

Basic Progression

• Foundation

• Participation

• Performance

• Excellence

Q: where are you on the continuum?Q: where can you impact as a sports leader?

Agencies involved in sports development

• Governing Bodies of Sport

• Local Authorities• National Sports

Councils• Voluntary Sector Sports

Clubs• Schools / Education

sector

Skills of an SDO:• Research• Marketing• Negotiating• Planning• Communication• Organisation• Evaluating

OHT 2.32

Barriers to Participation

ATTITUDESStereotypingLack of confidenceLack of self motivationImage of sportFamily / personal relationshipsCultural normsLack of interestToo competitive

OHT 2.33

Barriers to participation

ACCESS:

Facilities Lifestyle

Transport Health

Timing of openings Education

Lack of information Socio-economic status

Official procedures Other activities

Fees

Childcare

OHT 2.33

Barriers to participation

PROGRAMME :

Content / Delivery

Range of activities

Inappropriate for ability

Inappropriate delivery style

Quality of provision

Too competitive

Not enough fun

OHT 2.33

Sports Equity

• Overcoming Discrimination

Recognising your own prejudice

Understanding the difficulty

Talking to people

Support from others

Thinking of alternatives

Go on a training course

Using a policy / guidelines.

OHT 2.34

Sports Equity

Can be achieved through:• Sharing common values• Promoting equality through sport• Working in partnership• Endorsing the Law• Challenging discrimination

OHT 2.35

Sports Integration Continuum

MainstreamSport 1

MainstreamSport(modified) 2

ParallelSport 3

AdaptedSport(integrated) 4

AdaptedSport(segregated) 5

The Winnick Model. PJ Winnick, an Integration Continuum for sports participation

OHT 2.36

Example of Partnerships in Action – Exercise in Prescription Schemes

Exercise on Prescription

scheme

Local GPs & Nurses

Sport DevelopmentUnit

Vol. Support groups

Local Authority Physiotherapists

LeisureFacilitystaff

Health Authority

NGB’sLocal Press OHT 2.37

UNIT 3

Principles & Practice for Children in Sport

What is the Sports Leaders role?

• Guardian• Organiser• Motivator• Teacher• Trainer• Facilitator

OHT 3.1

Complete

• Appendix 3.1 – Observation of children's physical behaviour.

How Children Grow

• At birth – a baby is about ¼ of its adult height• Up to 6 –7 years – fastest growth period• Adolescence – second growth spurt, slowing

until full height is reached.

OHT 3.2

Changes in proportion are more dramatic

• A baby’s head = ¼ of its height• An adult head = a sixth of its height• A baby’s legs account for a third of its height• An adult’s legs account for ½ of its height• Just before the adolescent growth spurt,

children's arms and legs are disproportionately long (which often makes them clumsy and uncoordinated) OHT 3.3

Body Shape

Fat / Muscular:

(Endomorph / Mesomorph)- Children who are fat or

muscular tend to be taller and heavier than their peers

- They mature earlier- They stop growing earlier- They develop into shorter,

heavily built adults

Thin:(Ectomorph)- Thin children often take

longer to mature- They develop into taller,

slimmer adults- They may develop

proportionally longer legs

OHT 3.4

Muscles

• Muscle strength is closely related to muscle size

• Young children are disproportionately weaker than older children

OHT 3.5

Gender and Body Shape • As boys and girls mature, they develop larger

body sizes:• BOYS – larger, fat free and increased muscle

mass• GIRLS – relatively more fat • Boys who are early maturers – stronger and

more naturally able• Girls who are delayed maturers – linear

physique, less fat, more naturally able• Boys and girls therefore show ability at

different stages of development OHT 3.6

Implications in organising children’s sport

• Mixed gender participation

• Growth stages• Grouping children

according to height & weight

• Avoid matching children with different development needs

• Encourage skill learning for everyone

• Early talent spotting is not always effective

• Do not stereotype children into specific sports, based on body type.

OHT 3.7

How children respond differently to exercise than adults

• They get a higher proportion of their energy aerobically

• They are less mechanically efficient• They produce more heat• They cannot regulate their body heat as

efficiently• They have weaker bones• They are much less aware of their real limits

OHT 3.8

CHOICES

Because of the development difference between children of the same age,children should be offered a choice of:

Pace / Style / Duration / Distance / Equipment

during exercise , so that they can carry out a task at their own level.

OHT 3.9

Safe Exercise Practice

Include Warm Up and Cool Down

Steady , low intensity exercises

REST PERIODS

Plenty of Fluid!

B, D & A

Appropriate clothing

Watch for signs of distress

Never PUSH a child to extremes

Encourage

monitoring of breathing / heart rates

Never use weights before bone dev. Is complete

OHT 3.10

EMU

• Hold your hand above your head and make a beak like an Emu.

• Put the other hand on your heart• Open and close the beat in time with your

heart• How does it changes over different activities?

• How else might you or a child monitor their response to exercise?

Feeling Hot and Breathing Alot

Children Learn:Nerve and muscle system reach full maturity during

early adulthood. Immaturity of development makes it harder to learn specific skills, so younger children have a limited ability. They are less able to concentrate and make decisions.

Children Learn:• By doing• When they are motivated• When they are successful• By copying others• Through encouragement• Often rapidly. Children are more confident & willing to

make mistakes than adults. OHT 3.11

Stages of Developing Skills

Understanding- the child must know / understand what they are trying

to achievePractising- purposeful practice is essentialFeedback- Reinforces progress or alters techniquesPerforming- the skill becomes almost automatic

OHT 3.12

Learning Cycle

PLAN

PERFORMEVALUATE

Plan – the child understands the task and sets him / herself a goalPerform – the child practices the task

Evaluate – the child assesses his / her success against the goal

OHT 3.13

Practical Tips

• Treat each child as an individual• Make sure the children are ready to learn• Use short, simple explanations• Demonstrate clearly• Give plenty of time for practice• Make it FUN, active and challenging

OHT 3.14

Practical Tips (cont..)

• Ensure success is achieved before moving on• Use questions to help identify mistakes• Guide the child to the most important factor• Focus on one mistake at a time• Start with big simple movements – before complex

skills• Be Positive• LISTEN• Put the skills into a meaningful situation asap• Reinforce skills through repetition

OHT 3.14

Your experience

How children interact with others• We assume that sport helps children learn to work together

and develop positive attitudes to fair play• However some children might just see it as play or a chance

to see friends• They soon learn about competition and success and failure.

This can have a profound affect on a child self esteem.• Sports leaders are in a unique position to create a positive

atmosphere where participation, effort and progress are just as important as winning. Sport can therefore be a very positive experience for every child.

Personal experience

How children see themselves

Children’s image of themselves is shaped by:• The aims they have for themselves• Their achievements in competition• Other children's achievements• Feedback from adults• Feedback form other children

OHT 3.15

Relationships with Others

• Very small children are at the centre of their own world

• Children starting school need lots of approval.

• Children at 6+yrs begin co-operative play & are less dependant on adults

• At 6 –9 yrs friendship becomes increasingly important

• At 9yrs children form tight knit groups

• From then on friends are a major influence – co-operation is better, along with awareness of others

OHT 3.16

Practical Tips

Keep FUN in practice & competition

Childs needs first;

Winning second.

Focus on performance not outcome

Help CH to set own goals and evaluate progress

Use PRAISE!! Encourage Teamwork

Reinforce FAIR PLAY

Treat CH with equal consideration

Every child is Unique!

OHT 3.17

Why Children do Sport

• FUN• ADVENTURE• CHALLENGE• COMPETITION• ACHIEVMENT• SOCIALISING• INDEPENDENCE• RELEASE ENERGY & EMOTION

OHT 3.18

Sport can be detrimental to children when:

• Winning is everything• Rules are too restrictive• The emphasis is on right or wrong techniques• Leaders are autocratic• Inequalities are reinforced

OHT 3.19

The benefits of physical activity for children

These could be described under 3 broad

headings:• Physical Development• Intellectual Development• Personal & Social Development

OHT 3.20

Physical Development

• Basic Motor Skills e.g moving in different ways

• Spatial Awareness• Co-ordination & Control• Manipulative skills• Health & Fitness• Positive use of Energy

OHT 3.21

Intellectual Development

• Creativity• Cognitive Skills ( awareness &

understanding)• Concentration• Language & Literacy• Numeracy

OHT 3.22

Personal & Social Development• Confidence• Self – Esteem• Self – Awareness• Awareness of others• Co-operative skills• Organisational skills• Leadership skills• Equality & Justice

OHT 3.23

When writing a Code of Conduct the following issues should be considered:

• Has the leader planned well?• Is the leader organised• How does the leader

interact?• Are the children clear about

the activity?• Are all children succeeding

and having fun?

• Is the activity safe?• How do the children treat

each other?• Does the leader challenge

discrimination?• Will the children come back?• Is the leader a positive role

model for children?

OHT 3.24

All Sports Leaders and Coaches have a responsibility to ensure that they :

• Are suitably qualified in the sport activity• Are suitably insured• Understand their duty of care• Understand Health & safety requirements• Keep family members informed about the

nature of the activity

OHT 3.25

Safety

• First Aid Kit / person identified• Emergency telephone• Playing surface checked• Dangerous obstacles eliminated• Equipment checked• Children’s attire checked• Rules and boundaries clearly explained

OHT 3.26

PLANNING

• Venue has been confirmed• Numbers / ages / ability of children are known• Any specific needs / medical history• Staffing ratio is appropriate• Equipment prepared• Activities / Session prepared & identified• Times confirmed with parents• Contingency plan in place

OHT 3.27

Organisation

• Arrive early – start on time• Prepare playing area• Sort / store equipment• Greet parents and children• Give clear instructions• Ensure staff and children know what they are doing• Finish on time

OHT 3.28

Organising Space

Alternative Markings:• Cones placed closer together• Colour coding of cones• Chalk Lines• Tape Lines• Tactile Lines (visually impaired)• Throw down lines• Natural Boundaries

OHT 3.29

Factors Influencing play- area size

• Number of children• Size of children• Mobility of Children• Type of activity• Need to work individually, in pairs or in small groups• Safety constraints of playing area• Need for zones

OHT 3.30

Warm Ups and Cool Downs

• A Warm Up should include:• Low level activities to raise temperature,

breathing & heart rate• Controlled movements of joints• Stretches held for 6 – 10 seconds

OHT 3.31

A Cool – Down should include:

• Cooling activities to gradually decrease intensity of exercise e.g walk back to changing room

• Stretches held still for 6 – 10 seconds

OHT 3.32

CHILD FRIENDLY EQUIPMENTSome characteristics to consider • Which ball is easiest to

catch?• Which ball travels furthest?• What type of “ball” is easiest

to grasp?• What type of ball won’t roll

away?• Which bat / racquet is

easiest to control?

• Which ball is easy to dribble?

• Which ball has a controlled bounce?

• What difference does colour make?

• What is the point of a “tee”?

How will you help a child to choose the right equipment?

OHT 3.33

Children want equipment to be:

Bright

Safe

Colourful

tactile

Easy to use

Durable“Cool”

FUN

Soft

Like the “Real Thing”

OHT 3.34

Developing techniques

Rolling easier:• Using a larger ball• Roll with 2 hands• Kneel or sit down• Roll slowly• Move closer together• Move the target nearer• Use an aid e.g guttering

Rolling : More difficult• Use a smaller ball• Use non-dominant hand• Use variety of speeds• Roll along a line• Move further apart• Move the target further away• Smaller targets

OHT 3.35

Throwing & catching

Easier:• Use larger, lighter ball• Use jingle or bright coloured

ball• Use 2 hands• Bounce then catch• Remain Stationary• Adjust distance between

partners• Throw underarm

More Difficult:• Use smaller faster ball• Use 1 hand• Use non-dominant hand• Throw then catch• Throw & catch on the move• Adjust distance between

partners• Throw over - arm

OHT 3.36

KICKING

Easier:• Use a bigger less bouncy

ball• Stand still before kicking• Make the target larger• Move the target closer• Adjust the distance between

partners

More Difficult:• Use a smaller, faster ball• Travel with the ball whilst

kicking• Make the target smaller• Move the target further away• Use different parts of the foot

OHT 3.37

Dribbling

Easier• Use a larger ball• Walk first, then jog• Use two hands• Use the outside of the

foot• Use a puck for hockey

More Difficult• Use a smaller ball• Jog then move quickly• Use one hand• Use alternate hands or

feet• Use one side of the

stick only

OHT 3.38

Hitting

Easier• Start with a stationary ball or

use a tee• Progress to a rolled ball• Use a larger or lighter ball• Use a bat with a large face• Use a bat with a shorter

handle

More Difficult• Hit a moving ball• Return a volley• Use a smaller ball• Set up a rally• Use a string racquet

OHT 3.39

Challenge

• Can you do … 5 …10…50 etc?• How many can you do in 30 seconds …1 minute?• Can you make consecutive passes, throws, etc?• How far can you kick, throw, roll, etc?• How many points can you score from hitting different

parts of a target?• Can you invent another game similar to this?

OHT 3.40

Modifying Games

• Playing area• Equipment• Team structure• Individual roles and positions• Rules• Scoring

OHT 3.41

Invasion Games• Have smaller/larger area• A wide playing area favours attack; narrow favours defence• Use non-threatening balls• Group children according to size not age• Have teams with an unequal number of players• Specify an individual’s role e.g. shooter• Allow all players to rotate• All player must touch the ball• Certain players can’t be marked• Increase the number of goals• Have zones within the playing area• Allow wheelchair users to play in zones outside the sidelines

OHT 3.42

Net/Wall Games

• Have a smaller court

• Lower the net

• Use softer/larger balls

• Match children with similar abilities

• One child defends a smaller area

• The ball can bounce twice

• Each ‘score’ carries more points for some children

• ‘No go zone’ instead of a net, alter its width

• Singles against doubles

• Use side walls

• Change the type of serve

OHT 3.43

Striking/Fielding Games• Zone hitting areas

• Use a tee

• Use a lighter bat with a larger hitting surface

• Ensure mixed ability teams

• Everyone fields whilst 1 person bats

• Different length ‘runs’

• Every child has a set number of hits

• Balls are drop-fed, rolled and bowled underarm

• The bowler is on the same team as the batters

• No one can be ‘caught out’

• Points for accuracy not just distance/runs

OHT 3.44

Target Games

• Target sizes & distances are adjusted• Different delivery techniques are used e.g. rolling,

throwing, kicking etc.• An assistive device can be used e.g. guttering• Audible ‘guides’ are used• Players can choose different positions around the

target• Scores carry more points for some children

OHT 3.45

General Issues

• Do not underestimate the intelligence or ability of disabled children

• Talk with them – find out what they can do• Explore ways of including rather than reasons for not

including• Enable disabled children to succeed and enjoy the

activity• Encourage the non-disabled children to identify ways

of including

OHT 3.46

1. Assess the children's skill and mobility

2. Analyse the activity3. Modify the activity/adapt the

task4. Practice 5. Play the activity6. Feedback7. Praise8. Monitor progress9. Evaluate

1. What can they do? What can you do?

2. What skills are needed? What is the point?

3. Different ways and rules4. Give the children time5. Including the children6. Essential for learning. Take

account of player’s reactions7. Often & positive, don’t

reinforce unacceptable behaviour or under achievement

8. Leader & children9. Let the group discuss changes

OHT 3.47

Inclusion Analysis

UNIT 4

Principles & Practice for Older People in Sport

Ageing by Numbers

• 3 % of pensioners who regularly visit discos or nightclubs

• 4% of British grandparents who contact their grandchildren via internet or email

• 8% of men and women aged 80 – 84 who do voluntary work

• 37% of the population will be over 60yrs by 2041

• 49% projected % of men aged 60 –64 who will still be working in 8 years time

• 60 – the age of the oldest person to climb Mt. Everest

• 50% of babies born in 1995 will live to celebrate their 50th birthday

OHT 4.1

Ageing by numbers (cont…)

• 95 Age of the worlds oldest triplets, Faith, Hope & Charity Cardwell

• 99 age of the world’s oldest parachutist, Hildegarde Ferrera

• 173% rise in US of over 60’s injured after taking up rollerblading, aerobics or

weights

• 188 number of women in their eighties

• 1,800,00 people have had to deal with ageism in employment

• 11,000,000 people in the UK are over state pension age

Information adapted from the Guardian Oct.’98 N. Ascherson

OHT 4.1

AGEING QUOTATIONS

“Youth is a period of missed opportunities”Cyril Connolly(1903 –74) British Critic

“Man does not cease to play because he grows old, he grows old because he ceases to play”

George Bernard Shaw

“You are not necessarily as old as you feel, but you are as old as other people feel you are”

Neal Ascherson, Guardian Oct’98

“Some live dying, but best to die living”Edward J Steiqlitz

OHT 4.2

Ageing – is the change in function of organs and systems

Functional Age includes:• Biological age – refers to physiological processes of the body,

the underlying mechanisms responsible for structural & functional changes changes that characterise advancing age.

• Psychological age – refers to one’s capability of cognitive

functioning, including self – esteem as well as learning and

memory.• Social Age - refers to society’s perception of what is

acceptable behaviour of an older person

OHT 4.3

The Ageing process is related to:

• Genetics• Gender• Nutrition• Disease• Smoking• Stress• Trauma• Inactivity• Living conditions

OHT 4.4

Changes associated with ageing

– the skeletal system

Change in bones• Reduced bone mass and bone density• Reduced bone mineral contentChanges in joints• Reduced water content and harder, drier cartilage• Thinner intervetebral discs• Increased synovial fluid stickiness• Reduced ligament strength• Reduced ligament and tendon pliability

Reduced range and ease of movementIncreased risk of injury

OHT 4.5

Changes associated with ageing - The muscular system

• Reduced muscle mass• Reduced number and size of muscle fibres• Fewer fast twitch fibres• Reduced number of capillaries• Reduced number of motor cells

Resulting in reduced muscular strength, power and enduranceMore easily fatigued

 

OHT 4.6

Changes associated with ageing

– the cardio-respiratory system

• Reduced heart mass• Decrease nervous stimulation of the heart• Increased furring and hardening of the arteries• Reduced numbers of capillaries• Decreased maximum heart rate• Reduced cardiac output and stroke volume• Reduced body temperature control• Tire more quickly, recover less quickly• Can overheat rapidly

  OHT 4.7

Changes associated with ageing – the nervous system • Fewer brain cells controlling movement• Fewer and reduced speed of messages• Reduction in balance mechanisms• Reduced vision and hearing • Slower information processing time• Slower reaction time• Poorer short term memory• Impaired balance

 

OHT 4.8

Social benefits of physical activity for older people

Promotion of a more positive and active image of older

people by :-• Increased contribution to society by older people• Enhanced social integration, formation of new

friendships and the widening of social networks • Role maintenance and new role acquisition

• Maintenance of caring skills 

OHT 4.9

Health benefits of physical activity for older people

• Prevention and management of CHD and stroke• Prevention and management of type II Diabetes• Management of weight and obesity• Prevention of Osteoporosis• Reduction of accidental falls• Prevention of (colon) cancer• Improvement in length and depth of sleep

Even when taken up in later life

OHT4.10

Psychological benefits of physical

activity for older people

• Reduction in stress and anxiety and improvement in overall psychological well-being.

• Reduction in depression• Improvements in cognitive function, self-esteem and self worth.• Improvements in perception of health• A reduction of loneliness and isolation• Enhanced feeling of worth to society

 

OHT4.11

REASONS FOR DOING PHYSICAL ACTIVITY - THE PERCIEVED BENEFITS

• To feel better• Enjoyment , fun• Social benefits• Health related reasons• Wanting to counter the effects of ageing• A sense of adventure, challenge, achievement

OHT 4.12

PHYSICAL ACTIVITY

EXERCISE

SPORT

LEISUREACTIVITIES

DANCE OUTDOORACTIVITES

OTHERS egACTIVE LIVING OHT 4.13

AIMS OF EXERCISE SESSION

• Promote circulation• Stimulate movement• Articulate specific movement

response• Broaden the range of

movement at each joint• Improve posture• Improve motor skills• Improve performance of

daily functions

• Increase body awareness• Increase awareness /

interaction with others• Engage attention• Increase daily activity levels• Increase enjoyment

OHT 4.13aExercise journal jan/feb ’99 S.Dinan

APPROPRIATE PHYSICAL ACTIVITY

Appropriate activities are those which:• Meet the specific needs of older people• Take account of the current physical activity

recommendations for older people• Take place in a safe and supportive

environment

OHT 4.13B

HEA Guidelines, promoting PhysicalActivity with Older people

Barriers to Physical Activity for Older People

Perception of self (How we

see ourselves)• I’m too fat• My health is not good

enough• I’m too old• I’m not the sporty type • I’m too shy or embarrassed

Time barriers (or excuses ?)• I’m too busy with work• I have grandchildren to look

after• I have an elderly relative to

look after

OHT 4.14

Barriers to Physical Activityfor Older People

Motivational barriers• I need to relax in my spare

time• I haven’t got the energy• I’d never keep it up• I don’t enjoy physical activity• There’s no-one to go with

Availability barriers• I don’t know where to go• I can’t afford it• There are no facilities nearby• I haven’t got the right clothes

or equipment• I’d feel out of place in a gym

OHT 4.15

Barriers to Physical Activity for Older people

Fears and concerns• It’s too strenuous, I might

overdo it • I might have a heart attack

• I could make my aches and

pains worse

Personal safety• It’s not safe to use the park• I don’t like using the buses in

the evening• I wouldn’t use my bicycle,

the roads are too busy

OHT 4.16

LIFE STAGE FACTORS - TRIGGERS• Children leaving home• Wanting to play with grandchildren• Physiological signs of ageing• Retirement• Onset of ailments / illness• Becoming a widow / widower• Wanting to maintain independence• Moving out of the home into a residential

environment

OHT 4.17

Countering the effects of ageing

Those entering old age• Looking ahead to retirement• Concern to prolong life• Fit enough to play with the grandchildren• Look after myself• Sense of achievement and challenge• Learn something new• Meet people and get out• Chance to let off steamMost likely 50 – 65 years

OHT 4.18

Countering the effects of ageing Those in the transitional phase• Maintain mobility• Maintaining independence• Avoid becoming isolated/cut off• Keeping my mind active• Good to get some fresh air and have a break• Avoiding stiffness and keeping agile• To get out with the grandchildren• To help with caring activities• Helps with tying up my shoes

Most likely to be 60 – 80 years

OHT 4.19

Countering the effects of ageing

Frailer older people• Keeps my mind active• Helps with my arthritis• I’ve always been active• Gives me something to do• We have a good time together• Helps we with my dressing• I can get around a bit more 

Most likely to be 75 +

OHT 4.20

LEADING OLDER PEOPLE IN SPORT & PHYICAL ACTIVITY

Leaders should be:• Trained in areas of physical activity and ageing• Able to offer a mixture of fun & purposeful activities• Able to relate meaningfully to older adults• Good listeners and empathetic• Patient with themselves and others• Organised• Clear, firm but not authoritarian• Trained in CPR able to recognise overexertion

OHT 4.21

RECOMMENDATIONS FOR THE PROMOTION OF PHYSICAL ACTIVITY

BASED ON FINDINGS OF HEA STUDY OF PHYSICAL ACTIVITY AMONG PEOPLE OVER THE AGE OF 50

1 Media Images2 change perceptions of activity3 Reassure people about exertion4 Provide information around the time of retirement5 Promote activity to men6 Emphasise non-health benefits7 Avoid being patronising8 Promote information via the medical profession9 Improve facilities10 Start promoting physical activity to the young

OHT 4.22

Aims of a warm up for Older People

• Gradually prepare mind & body for work safely & effectively

• Mobilise joints in order to improve joint function in the performance of everyday activities

• Promote circulation & generate heat• Stretch out the muscles as part of activity

preparation• Stimulate CNS facilitating performance• Enhance enjoyment & motivation by providing a

relaxed, fun atmosphere

OHT 4.23

Aim of cool down for the Older adult

• To return the body to pre activity state• To ensure the cool down is gradual and

relatively prolonged: min 10 mins• Allow the HR a longer time to return to pre-

activity state• Avoid getting up and down from the floor

repeatedly

OHT 4.24

Mobilising through walking

Can decreases immobility which can cause:-

• Gravitational odema (swelling on the legs)

• Leg ulcers

• Skin ulcers

• Constipation

• Joint stiffness

• Muscular wastage

• Deep vein thrombosis

- and increases mobility which can improve

• Circulation• Local muscle endurance• Range of movement and

mobility• Co-ordination• Balance• Gait rhythm• Social inter-action• Awareness of surroundings and

of others

Chart 4.6

UNIT 5

Principles & Practice for Disabled People in Sport

Medical Model

• Owned by the individual • Something wrong with the

person• Not preventable solution is

to find a medical cure• Only way to get rid of

disability is by making a person better

Social Model

• Owned by society• Something caused by a

negative attitude, planning & practice of society

• Preventable solution is to eliminate discrimination

• Prevented through better practice & positive attitudes that reflect equality of opportunities

OHT 5.1

Models of Disability

Terminology Guideline Wheelchair user Learning disability Person who has a physical or learning impairment/challenge Disabled people Older person/people Non-disabled person Mental health challenge A person who has Cerebral Palsy A person who has Downs Syndrome Hearing impairment Deaf people Speech impairment Has …(the particular condition)

OHT 5.2

Preferred Group Terminology

• Visual impairment – visually impaired people or blind people

• Hearing impairment – hearing impaired people or deaf people

• Physical impairment – physically disabled people

• Learning impairment – people with a learning disability

Disabled people: the preferred term to use when describing disabled people as it is based on the Social Model of Disability.

Impairment: the term used to describe a person’s medical condition such as a visual impairment.

Disability Sport: sport specifically played by disabled people.

OHT 5.3

Pathways In Sport for Disabled People

Olympics & World Champion Paralympics & world championships

National Champs (non-disabled) National Champs (disabled)

Junior Development Squad Junior Development Squad (disab.)

Regional Champs/Squads Regional Champs/Squads (disab.)

Sports Specific Sports Club(non-disabled or disabled)

Multi-Sports Club(non-disabled or disabled)

Youth Service Voluntary SectorSchool

OHT 5.4

Event Paralympic Records

Olympic Records

Archery 72 Arrows men 634 points 684 points

Athletics 100m men 10.72 secs 9.84 secs

200m men 21.89 secs 19.32 secs

Marathon Men Wheelchair

1:29:44 secs 2:09:21 secs

Long Jump 7.17m 8.90m

Shooting Air Rifle Standing 491.3 points 498.2 points

Swimming 100m freestyle men 56.40 secs 48.63 secs

OHT 5.5

Communication ConsiderationsPhysically Disabled People

• Discuss personal needs and consider adaptations• Respect personal space for wheelchair users• Talk to wheelchair users in a position comfortable to

both of you• If assisting, ask how the disabled person would prefer

you to do this• Talk to the disabled person themselves and not their

helper, parent or friend that might be with them.

OHT 5.6a

Communication ConsiderationsVisually impaired people / blind people

• Determine what can be seen (this can vary from day to day depending on light, weather and environment )

• Explain who is with them / who you are

• Describe the coaching area and layout and keep them aware of any changes in layout or group

• Guide people appropriately (see RNIB leaflets)

• May need to provide information on audio tape / large print or Braille

• Use of tactile demos / guiding. Ask permission first & tell person what you are doing.

OHT 5.6B

Communication ConsiderationsHearing Impaired / Deaf people

• Find out if the person uses sign language / lip reads

• Find out if they use a hearing aid

• Face the person when talking to them

• Do not shout• Do not chew or cover your

mouth• Use gestures, signs and

signals

• Ensure your face is in good light

• If stuck write it down• Be patient• Inform those with

impairments what others have said

• May need to impose rules eg raise your hand when speaking

OHT 5.6C

Hearing Impaired cont…..

• Speak to the person, not interpreter• Learn some simple signs• Check for understanding• Use visual clues to support language or

signals• Introduce buddy scheme

OHT 5.6C

Communication ConsiderationsPeople with a learning disability

• Treat people by their age, not their apparent level of ability

• Use simple straightforward language

• Use gestures and changes in tone and volume of your voice

• Use demonstrations

• Check for understanding• Give time for learning and for

skills to develop• Repeat exercises in a variety

of ways• Break down skills into small

steps• Ask participant for

information and only if unsuccessful ask their carer

OHT 5.6D

Communication ConsiderationsPeople with Speech impairments

• Do not pretend to have understood when you have not

• Be patient• Do not rush people• Do not finish their sentences for them• Always ensure understanding - yours and theirs

before proceeding• If after several attempts you are unable to understand

, then consult a carer

OHT 5.6E

Inclusion of Disabled People Into Main stream Sport

Key components of sport include:• Techniques: kicking, hitting, running, throwing

catching• Skills• Rules• People• Tactics• Playing Areas• Equipment

OHT 5.7

The Key Skills would be:

• Throwing• Catching• Kicking• Striking / hitting• Moving• Travelling

OHT 5.8

Different ways of travelling

• Running• Crawling• Jumping• Rolling• Sliding

• Hopping• On 3 Limbs• On Backsides• Skipping

OHT 5.9

Different ways of travelling with a ball include:

• Held in arms or hands• Carried on lap• Carried on lap tray• Held under chin• Held in receptacle• Pushed along ground

OHT 5.10

Different ways of sendingand receiving a ball

Sending• Bouncing• Hitting• Rolling• Throwing• With scoop / ramp• Heading• Kicking

Receiving• Catching by hand• Catching with a glove• Catching with a device• Stopping with hands• Stopping with feet• Stopping with wheels• Seated or standing

OHT 5.11

Main Categories of Sports Games

Sports can be divided up into 4 main types• Net / wall games• Striking / Fielding games• Invasion games• Target Games

OHT 5.12

A Model for adapting activities

Select The Activity

Adaptation

Set Realistic GoalsObservation &

Analysis

Skills & ObjectivesIncidental Skills

NCF 1991OHT 5.13

FOOTBALL Adaptations might include:

• Equipment

Larger, lighter, softer balls

Ball with bell inside• Rules

Smaller playing areas

Playing zones

• Players

Wheelchair users may stop the ball with wheels of chair. Players who use rollators, sticks, crutches or walking frames can also use these to assist in stopping / striking the ball

OHT 5.14

HOCKEY Adaptations might include:

Equipment• Larger, lighter balls• Balls that are more• controllable• Koosh balls• Ball with bell• Larger ball• A puck• Strapping hockey stick to

chair

Rules:• Players can carry sticks on• Laps whilst manoeuvring• wheelchair• Use zones for players• All players touch ball• before shot• Some players cannot be marked

OHT 5.15

NETBALL Adaptations might include:

Equipment:• Different size balls• Ball with bell• Different colour balls• Lower the ring• Alternative scoring system

• Use flag & whistle

Rules• WCH users can only use

one revolution of their wheels

• Increase holding time for

some players

OHT 5.16

NETBALL (cont…)

Playing Area:• Extra Zones

Players:• Some players cannot be marked• Every player must touch before scoring

OHT 5.16

NGB Award Schemes

Athletics

YES

Badminton

YES

Basketball

OPEN

Boccia

YES

Canoeing

OPEN

Croquet

OPEN

Football

YES

Gymnastics

YES

Hockey

OPEN

Life saving

OPEN

Netball

YES

Orienteering

YES

Rowing

OPEN

Rugby

OPEN

Rugby league

OPEN

Squash

OPEN

Swimming

OPEN

Table Tennis

OPEN

Tennis

OPEN

Triathlon

OPEN

OHT 5.17

BOCCIA

• Boccia pronounced Botcha

• Similar to bowls• Target group• Played individually in

pairs or teams of 3• Originally designed for

people with severe impairment, (CP)

• All players play from a seated position

• Played locally in schools and clubs, regional, national, international, Paralympics & Worlds.

• Played by 30 Countries• Estimated 5000 people play

boccia in UK• NGB = British Boccia

Federation

OHT 5.18

GOALBALL

• 3 a side game• Aim is to score ball by rolling

ball along floor into opponents goal

• Developed for visually impaired

• Played in 87 countries• Paralympic sport• BBS is the organisation

responsible

• Features which enable visually impaired people to play:

Ball has bell inside

Playing court has tactile

Markings

All players wear eyeshades to ensure everyone is equal

OHT 5.19

GOALBALL (cont…)

• Approx. 15 clubs and school teams in the UK• BBS organises 10 one day tournaments a year,

national schools competition, British Goalball cup• There are at present no coaching courses for

Goalball

OHT 5.19

POLYBAT

• A 1-1 hitting game played on a modified table tennis table

• Table has no net, with panels on 2 sides of the table

• Aim is to hit ball past opponent and off end of table

• Developed as a result of an increased level of young people with severe impairments, entering the special school system of the ’80’s.

• In 1990 the game was introduced to Disability Sport England National Mini Games, now played regionally

• Fast growing sport, currently played in Brazil, Canada, New Zealand, Spain, USA

OHT 5.20

Table Cricket

• Involves all principles of cricket , but played on a table

• Played in teams, pairs or individually

• Developed as a result of the success of polybat, by Doug Williamson

• Designed to mirror as many aspects as possible of the traditional sport of cricket

• In 1992 Table cricket was included in the Disability Sport England National mini games.

OHT 5.21

TABLE HOCKEY

• Aim is to score goal by striking puck or ball throguh goal at opponents end of table

• Played on a TT table• Screen placed in middle of

table, reducing reaction time for players

• Played as singles

• Developed by Ken Black from the YST

• Regarded as a hybrid game of polybat and table cricket

• Currently not played at regional / national competitions, but included

within SportSability

OHT 5.22

Classification Systems

• The word classification means to arrange into classes• Participants are classified for competition purposes• Gender, age, weight, type of equipment, may determine which

class is suitable

• Key reason for classification is to ensure FAIR competition

OHT 5.23

Sports Leadership & Classification Systems• Organisation of events or internal club competitions• Ensuring competitions are fair allowing everyone to achieve

their potential• Supporting disabled athletes to attend events and get involved

in the disability sports network• Assisting in competitions

OHT 5.24

Types of Classification

• Impairment Based Classification Systems• Functional Ability Systems• The Time Banding System

• The Time Handicap System

OHT 5.25

UNIT 6

Understanding Fitness & Health

in Sport

ACTIVITY MATTERSThe Facts:

• 7 out of 10 men & 8 out of 10 women fell below their appropriate activity level necessary to achieve a health benefit

• 1 out of 6 people is reasonable sedentary, having done no activity for 20 mins or more the the last 4 weeks!

• 81% of men aged 45 – 54 fell below their level of activity, knowing they were at high risk of CHD

• Activity declines with age• Routine physical activity

plays a very small part in the daily life of most people

OHT 6.1

Activity Matters

• 44% of men & 40% of women take part in sport at a vigorous / moderate intensity level

• People who exercise in their youth are more likely to continue in later years

• Activity level varies according to social / economic status

• There is clear association between past participation in sport & the prevalence of Heart disease, angina and breathlessness

• Men who smoked ( 20 a day)were found to be less active at a vigorous or moderate level compared with non - smokers

OHT 6.1

ACTIVITY LEVELS

• Light Activity – little or no exertion, no noticeable change in breathing

• Moderate Activity – Requires sustained, muscular movement = to brisk walking, getting warm & slightly out of breath

• Vigorous Activity – Requires sustained, large muscle movements at 60 – 70 % of MHR, getting sweaty & out of breath

OHT 6.2

Health Related Benefits of Physical Activity

Coronary Heart DiseasePhysical activity reduces the risk of CHD by

strengthening the heart and lungs, reducing fatty acids

in the blood, reducing chance of thrombosis and

normalising BP

The ProblemCHD is the single leading cause of death for M & Fin England. It accounts for 29% of all M deaths and23% of F deaths. Death rates from CHD in theUK are among the highest in the world

OHT 6.3

CHD (cont….)

PreventionThe risk of CHD decreases as physical activity increases

The greatest reduction in the risk of developing CHD is found when

inactive people move towards moderate activity intensity, rather

than moderate to vigorous.

OHT 6.3

ACTIVE FOR LIFE CAMPAIGN

During the initial 3 year campaign (1996 –9)Active For Life targeted the entire population of England aged 16

- 74, with emphasis on sedentary groups. These are:• Young Women aged16 – 24 yrs• Middle aged M & F aged 44 – 54 yrs• Older people aged 50 +

OHT 6.4

RESULTS TO DATE

• Estimated that if the whole population exercised adequately the ave. annual care cost would be less than £10 per person for people aged 45 and over. The cost avoided would be more than £30 pp

• Health promotion programmes have been successful in increasing levels of activity among general population

• Workplace programmes have reported benefits to workforce including reduced absenteeism & improved job performance

OHT 6.5

Five core Components of physical fitness

CARDIOVASCULAR• Sometimes called Stamina or

aerobic fitness• Heart, Lungs and Blood vessels• Delivers oxygen to the working

muscles & carries carbon dioxide to site of excretion

• Exercise improves CV system,allowing muscles to workharder & longer

MUSCULAR STRENGTH• Muscle exerts maximum force to

overcome resistance

• Increasing the amount of

resistance will train a muscle to become more efficient & stronger

OHT 6.6

Components of Physical Fitness

MUSCULAR ENDURANCE

• The ability of a muscle to

exert a force to overcome a

resistance over a period of Time

• ME is increased by

performing high repetitions

using low resistance

FLEXIBILITY• Capability of an individual

to use the muscles &related joints through thefull natural range ofmovement

• Increased flexibility increases length of muscle, extending the range of movement of that joint

OHT 6.6

Components of Physical Fitness

Motor Fitness• Refers to agility, reaction, time, co-ordination, power and speed.• These aspects are often inter – related• Improvements in these factors will lead to particular movement

being performed and executed more skilfully

OHT 6.6

Factors Affecting Physical Fitness• HeredityThe genetic make up of aperson, will in partpredetermine their physicalcapabilities• LifestyleThe general level ofeveryday activities will affect physical fitness• DietHealthy eating patterns areimportant in order to providethe body with sufficientnutrients

• Body Type

The Morphic Shape of a

person can influence

capabilities

• Age

Physical capabilities tend

to decline with age

• Health Status

Performance can be severely

affected by poor health

OHT 6.7

Functions of the Skeleton

• Movement• Shape• Protection• Storage• Production

OHT 6.8

BONES – The Facts

• The human skeleton is made up of 206 bones

• The types of bones are long, short, irregular , flat

• Ossification is the process of bone formation

• Ossification is generally completed by the age of 21

• At birth , bones are made of cartilage and as growth occurs, calcium and phosphorus are laid down and cartilage becomes bone

• Developed bones have a hard compact outer layer and honeycomb like inner network

OHT 6.9

Movement of the Spine

• Flexion & Extension of the neck occur in the cervical region• Rotation of the trunk occurs mainly in the thoracic region• Flexion & extension of the trunk occur mainly in the lumbar

region.

OHT 6.10

Types of joints• Immovable e.g. skull• Slightly Movable e.g. vertebrae• Freely movable e.g. Hinge – ankle

Ball & Socket – hip Pivot - neck

• Ligaments – tissues which connect bone to bone

• Tendons – Connects muscle to bone• Cartilage – Glassy looking tissue covering

ends of bones; the shock absorberOHT 6.11

The synovial joint

Please photocopy out of TRP and enlarge By 100%

OHT 6.12

Joint ActionsOur movement is restricted by the structure of the joints. Knowledge of joint actions will help us to understand how we move.

• Bend – Reduce angle at joint FLEXION

• Straighten – Enlarge angle at joint EXTENSION

• Side Outward – Take away from body ABDUCTION

• Side Inward - Bring towards body ADDUCTION

• Pivot – Turn inwards / outwards ROTATION

• Complete circular movement – CIRCUMDUCTION

OHT 6.13

Skeletal muscleMuscle Types

There are three types of muscle:• Skeletal – attached to the bone, its contraction is responsible for

supporting and moving the skeleton

• Smooth – surrounds various hollow organs or tubes, including the stomach, blood vessels and airways. Controlled by the sympathetic nervous system

• Cardiac – muscle of the heart whose contraction propels blood through the circulatory system.

OHT 6.14

Skeletal Muscle (cont…)

• Approximately 650 muscles in the body

• Make up 35 – 40 % of total body weight

• Muscles attached to bone via tendon

• Muscles can only pull along the line of their fibres

• Muscles are more pliable when warm

• Muscles have elastic properties• Are always in slight tension,

ready to react• Two ends of a muscle move

closer together when contracting

• Muscles can stretch, contract and relax

• They work on the “all or nothing” principle

• Strength of contraction depends on number of muscle fibres

OHT 6.14

Two Types of Muscular Work• ISOMETRIC

A static contraction, when the muscle contracts but there is no visible joint movement or limited range of joint movement. This could be when a muscle is activity engaged in holding a static position

• ISOTONIC A moving contraction, when a muscle moves through its full range of movement. There are 2 phases to this contraction:Concentric – when a muscle is shortening

Eccentric – when a muscle is lengthening

OHT 6.15

The Strength Continuum

Absolutestrength

Muscle Endurance

Very high resistanceLow reps

Low or moderate resistance

Fast twitch fibres Slow twitch fibres

Stronger ligamentsIncrease in muscle sizeIncrease in muscle strength

Increased efficiency of fibresIncreased number of capillariesIncreased supply of 02

OHT 6.16

Long – term benefits of muscular strength and endurance training

• Improves posture• Injury prevention• Improves body shape by toning muscles• Strengthens bone density• Improves functional capacity• Improves neuromuscular efficiency

OHT 6.17

Psychological and Social Effects of

Muscular strength and Endurance training

• Increased feeling of well being• Reduced stress• Increased self esteem• Increased self confidence• Provides opportunities and occasions for

meeting and communicating with others

OHT 6.17

The Respiratory System

Consists of:• Nose, pharynx, larynx,

trachea, bronchii, lungs

2 lungs, divided into several lobes

• Each lobe consists of thousands of tiny air sacs called alveoli

• Gaseous exchange occurs within the alveloi

Its Role:• To provide blood with a

constant supply of O2 from the air

• To allow unwanted carbon dioxide to be passed out of blood back into air.

As you exercise:• Efficient respiration is critical

OHT 6.18

Diagram of Respiratory System

See diagram in TRP page 12 and photocopy at increased rate of 100%

OHT 6.19

The route air follows through the respiratory system

AIR …ENTERS BODY VIA NOSE AND MOUTHAir is warmed, moistened & filtered

…PASSES THROUGH PHARYNXLies behind nose and mouth. Receives both air and food

…...PHARYNX TO LARYNXSeparated by epiglottis, which prevents food from entering the Trachea

OHT 6.20

..THROUGH LARYNX TO TRACHEATrachea is a tube & is kept open by a series of cartilage rings. This allows free movement of

air …TRACHEA DIVIDES INTO 2 BRONCHI 1 bronchus leads to right lung, 1 to left

…Bronchi further divide into smaller bronchi & bronchioles leading to alveloi CAPILLARIES CARRYING DEOXYGENATED BLOOD SURROUND EACH ALVEOLUSDiffusion of gasses take place, CO2 passes into alveolus and O2 replaces it

…BREATHING ALSO INVOLVES THE DIAPHRAGMA SHEET LIKE MUSCLESEPARTATING THE CHEST & ABDOMEN

When the diaphragm contracts it flattens increasing the capacity of the chest cavity

BREATHING

• Automatically controlled by respiratory centre in the brain

• Happens continuously & unconsciously

• Air contains 21% oxygen• Illnesses which can affect

the respiratory system, making exercise uncomfortable are:- Common cold- Asthma- Bronchitis- Pneumonia

• Adults breathe 14 – 20 x per minute

• Babies breathe 30 – 40 x per minute

Regular aerobic exercise canincrease efficiency of therespiratory system, providingmore oxygen to the CV system

OHT 6.21

THE HEART

• Is a double pump about the size of a man’s fist• Each pump has 2 chambers:

1 to collect blood in, Right & Left Atrium1 to pump blood around the body, Right & Left Ventricle

• Every time the heart beats we can feel the pressure wave where an artery crosses a bone = PULSE RATE

• At every heart beat, the heart pushes out a certain amount of blood = STROKE VOLUME

OHT 6.22

The CV system

• When we breathe in, air with O2 enters the lungs and supplies the body with oxygen for ENERGY PRODUCTION

• Oxygen is absorbed from the air and transported to all parts of the body via the blood and circulatory system

• The exchange of O2 and CO2 takes place in the alveoli in the lungs

• CO2 is a waste product of energy production• From the lungs oxygenated blood enters the heart.

OHT 6.23

IN THE HEART

• Oxygenated blood now enters the heart via the left atrium and is pumped out of the left ventricle via the aorta

• Arteries take blood away from the heart• The circulatory system takes the oxygenated

blood to the working muscles via arteries to arterioles to capillaries

OHT 6.23

In the Heart cont..

• When O2 has been extracted from the blood and therefore contains CO2, this returns to the right side of the heart via capillaries to venules to veins

• Deoxy blood collects in the right atrium via the vena cava and is pumped out to the lungs via the right ventricleWe can then expire the waste products containing CO2

OHT 6.23

The CV SystemHeart

Components

• Atria

• Ventricles

Function

• Chambers through which blood flows from veins

• Chambers whose contractions produce pressure that drive blood through vascular system back to the heart.

OHT 6.24

The CV SystemVascular System

• Arteries

• Arterioles

• High pressure vessels which carry oxy blood from the heart to the tissues. They offer little resistance to blood flow, due to ability to expand & recoil like an elastic band

• Major sites of resistance to flow. Thicker layer of smooth muscle than larger arteries

OHT 6.24

The CV System cont….

• Capillaries

• Venules

• Veins

• A network of tiny vessels, exchanging gases, nutrients and waste products

• Small veins.Relatively flaccid, more compliant

• Low resistance conduits for blood flow back to the heart

OHT 6.24

Physiological Effects of Aerobic Exercise on the CV System

Immediate Effects:• HR increases• BR increases• Cardiac Output increases• BP increases• Arteries, Arterioles & capillaries dilate• Increased blood flow• Blood supply redirected to working muscles• Body Temp increases• Skin appears flushed• Sweating

OHT 6.25

Physiological Effects (cont…)

Short Term Effects:• Heart becomes stronger• Increased stroke volume• Resting HR is lowered• Increase in size & number of blood vessels to

body• Increase capillaries in muscle• Shorter recovery time after exercise

OHT 6.25

Physiological Effects (cont…)

Long Term Effects:• Heart becomes a more efficient pump• Prevents furring up of arteries• Decreased risk of CHD• Ability to cope with everyday tasks &

stressful situation improved

OHT 6.25

FLEXIBILITY

• Flexibility = the maximum natural range of movement possible about a joint, or joints

• Stretching = Stretching muscles is a method of increasing or maintaining flexibility. This includes taking the origin & insertion of the muscle further apart.

OHT 6.26

Why Stretch?

• Reduces muscle tension and makes the body feel more relaxed• Increases natural range of movement of joints & muscles so that

the body can work more efficiently.• Helps prevent muscle soreness or muscle tears.• Helps facilitate recovery from soft tissues• Improves exercise techniques by extending the body’s natural

range of movement• Returns the body to pre-exercise state.• Body awareness: knowing where your body is in time & space

OHT 6.26

Flexibility is limited by:

• Joint Structure• Ligaments and tendons can offer greater

resistance• Muscle bulk can limit range of movement

round a joint• Elasticity of muscle wrappings• Age & Gender• Specificity

OHT 6.26

Different types of StretchBALLISTIC

• Performed with jerky / bouncing movements• The force of the movements stretches the muscle• Creates tension in the muscle• Traditionally used by dancers / athletes• Stretching like this likelihood of injury• The position is not held, so the muscle never gets a chance to

relax in the stretch• High risk of muscle strain, soreness and possible damage. This

form of stretching is not recommended

OHT 6.27

STRETCHING

STATIC• These movements take a muscle slowly and

deliberately to the end of its range• As the position is held, the tension from the

stretch eases allowing the muscle to stretch enhancing flexibility

• Safer and more effective than ballistic stretching as the tissues have time to relax

OHT 6.27

STRETCHINGSTATIC

ACTIVE PASSIVE

•Stretching alone, without external aid•When the opposing muscle contracts & shortens, lengthening the opposing one•Depends on the strength in the muscle•Safest method of stretching, requiring no partner

•Achieved by using an external force while individual remains inactive•Allows all muscle surrounding joint to totally relax•Easy to stretch muscles beyond their limit, so must be done with care

Adapted Cullum & Mowbray 1992 OHT 6.27

Types of Flexibility Training

• Preparatory Stretch

6 – 10 seconds in a warm up to reduce injury by preparing muscles for work to come

• Maintenance Stretch

Maintains the flexibility already established and should be used where flexibility of different areas is generally good. Usually performed as part of the cool down

• Developmental Stretch

To increase flexibility of muscles where range of movement is poor, held for 15 – 30 + secs, gradually increasing range of movement.

All these stretches are brought about by RELAXATION of the muscles and can be performed as part of the cool down session

OHT 6.28

Stretching

Stretching exercises should take into account thefollowing areas of the body:• Neck• Arms• Chest• Legs• Shoulders• Gluteals / hips• Back

OHT 6.28

Energy

How does muscular contraction take place?• Muscular contraction cannot take place

without energy

• O2 allows muscles to contract repeatedly

• O2 is transported to the working muscles via the CV system

OHT 6.29

Food = Energy

• Food is the fuel we need for energy production, just as a car’s fuel is petrol

• Our bodies can use many different energy supplies and change from one to another depending on how hard we are working

• There are 2 main energy systems

OHT 6.29

Energy systems

ANAEROBIC:• High Intensity Work

Explosive Movements WITHOUT O2

• Uses stored CHO’s in the muscle

• When work becomes too hard for our supplies to meet demand, then LACTIC acid is produced and the body reaches its Anaerobic Threshold

AEROBIC:• Lower level of intensity of

work with O2

• Longer period of time as long as Glycogen & Oxygen are present

• The only waste product is

CO2 & H2O

OHT 6.29

Structure of a sessionEvery session, regardless of the session objectives, should have the following structure:

• A Warm Up = approx 15% of session• A Main Session = approx 70% session• A cool Down = approx 10% to include

feedback

OHT 6.30

Why warm up?

• To Prepare the body for exercise to follow• To improve performance• To protect against injury

OHT 6.31

COMPONENTS OF A WARM UP

The 3 main physical parts are the:• Joints• Heart & Lungs• Muscles

OHT 6.32

How to warm up (1)

• The body adapts progressively• There should be no sudden burst of activity• Whole body approach• Small movement – full range of movement• Should be related to the activity to follow

JOINTS• Loosening joints to allow the synovial fluids

surrounding the joint to be lubricated• It allows the joint to move freely like the oil in the

engine carOHT 6.32

How to warm up (2)

Heart & Lungs• The heart is a pump• Pump needs to work more efficiently • H & L should be prepared for more strenuous activity• Heart needs to pump blood faster to the working muscles• Increase intensity gradually.

How?• By performing movements which make you work harder,

either at a low level using whole body movements, or by large movements involving large muscle groups

• As the muscles work harder the heart also has to work harder to pump more oxy blood to them. This increases HR.

OHT 6.33

Muscles

• Muscles are made up of a collection of bundles of muscle fibres

• Fibres are elastic so they can:contract shorten

relax lengthen

When the muscles are worked, heat is released by the

contractions taking place:• Increase in temperature• Muscles are more pliable• allows muscles to move at a greater speed

OHT 6.34

Warm up intensity

• WU should allow participants to work within 20 bpm of training HR zone

• Consider the temperature• Consider the ability• A warm up that is too

complex can take HR into the training zone

• Appropriate motivation from the leader, will control those too eager

How Long?• Fitness levels will affect

duration of WU• A fitter person will take

longer to get HR up• An unfit person will take a

short time to raise HR• Combination of mobility &

pulse raising activities will decrease overall length of time for fitter person

OHT 6.34

Why cool down?

• Return the body gradually to pre-exercise state• Relax in order to reduce physical tension• Assist the CV system to remove substances that may

contribute to muscle stiffness or soreness• Prevents blood pooling• Assists CV system return to its normal rate of

function avoiding dizziness after exercise

OHT 6.35

COMPONENTS OF A COOL DOWN

Pulse Lowering• To prevent blood pooling• To reduce HR and BR• To remove waste products ( & by productsStretching• Maintain & improve Flexibility• Realign muscle fibres to prevent injury• Core Temperature of muscle must be warm before stretching• Leaders may have to re-warm after main session

OHT 6.36

HOW TO COOL DOWN

• Pulse decreasing activities using large muscle groups to help flush out lactic acid. Gradually decrease intensity.

• Stretching to prevent Delayed Onset Muscle Soreness (DOMS)• To realign muscle fibres after repeated muscular contraction• Maintain flexibility: hold stretch for 10 - 15 secs• Develop flexibility: stretches should be held for 15 secs +

OHT 6.36

WHICH EXERCISE PROMOTES COOL DOWN?

• Mild jogging, skipping & walking• Variety of stretching to lengthen muscles

which have been shortened by the activity• It could be simply a reverse of the warm up

OHT 6.36

TIME TO REST

Relaxation can be defined as:• A time of rest / refreshment after work• Relax by listening to music, reading, play a game of

badminton• There are specific forms of relaxation to truly rest the

body• Rest can be defined as a time when the body is free

from exertion, not moving, a period of calm• Rest is important in maintaining a healthy lifestyle

OHT 6.37

REST

• It is during rest that the body adapts to the exercise stress and subsequently becomes stronger.

• When a muscle works, a certain amount of muscle tissue breakdown occurs. During rest this tissue repairs itself, becoming stronger

OHT 6.37

REST

• Without regular periods of rest in a work out schedule, the body never gets a chance to recover and adapt but will remain in a constant state of fatigue.

• Ultimately performance will suffer, fitness improvements will plateau and the risk of over-use injuries will rise.

OHT 6.37

REST GUIDELINES

• 24 HOURS rest between aerobic workouts• Minimum 24 – 48 hours between strength

training sessions• A more intense session e.g circuit training,

requires longer rest between sessions• At least 2 days off each week from moderate

to high intensity aerobic workouts

Adapted from the Physical Website 1999 OHT 6.37

WHAT IS NUTRITION?

Food provides the materials needed for:• Energy• Growth• Repair• Reproduction

These materials are called nutrients

OHT 6.38

NUTRITIONAL REQUIREMENTS

THE BASIC NUTRIENTS ARE:• Proteins • Carbohydrates• Fats• Minerals• Vitamins

Each nutrient has a particular role to play in the body’s function

OHT 6.38

ENERGY NUTRIENTS

CARBOHYDRATES PROTEIN FAT

Contains calories( a unit of a measure of energy)

Energy can be used in several ways:

•For heat•To build its structures

•To move its parts•Or to be stored as fat

OHT 6.39

THE ENERGY BALANCE

ENERGY INPUT = ENERGY OUTPUT

GREATER THAN

LESS THAN

1

2

3

Adapted from LAY manual OHT 6.43

Energy balance

1 energy balance is achieved

energy input = energy output

2 Body fat is stored

Energy input < energy output

3 Some body fat is used up

Energy input > energy output

OHT 6.40

Nutritional Pyramid

• Photocopy from TRP OHT 6.41

OHT 6.41

The Food Plate

Starchy foods Occasional foods

Meat & alternatives

Fruit & veg

Dairy prods

HEA 1994 – LAY manualOHT 6.42

It is important to select different Food from each group & to balance the amountYou eat each day.

The importance of water

• Dehydration leads to a decrease in performance. 2% dehydration can lead to a drop in performance by 20%!! Replace fluid as soon as it is lost!

Guidelines• If you are thirsty its too late – you are already dehydrated• Drink at least 0.5 L of fluid before exercising• The 250ml every 15 mins• Again between 0.5L and 1L after exercise has stopped• On a daily basis, try to drink 4 pints

OHT 6.43

HEALTH & SAFETYSPORTS LEADERS SHOULD BE AWARE OF:

• Medical problems• Past exercise / levels• Emergency procedures• Location of telephones /

number of nearest A&E• Location of first aid box• Care taker info• Clean activity area / safe• Availability of drinking water • Correct clothing to wear

Signs of over exertion & overexercise such as:• Undue fatigue during activity• Inability to recover after cool downSigns indicating that the participant should stop exercising:• Laboured breathing• Loss of co-ordination• Dizziness• Tightness in chest• Nausea / vomiting• Irregular HR• Muscular – skeletal problems

OHT 6.44

SAFE EXERCISE CODE

• Always wear the appropriate clothing

• Wear extra layers of clothing in cold

• Always WU thoroughly• Practice good technique• Progress gradually• If it hurts don’t do it

• Always cool down after exercise

• When using equipment always follow guide lines

• Do not exercise if unwell• Do not exercise with existing

injuries• Seek medical advice for joint

injuries• If in doubt check with GP

OHT 6.45

SCREENING ALLOWS SPORTS LEADERS TO:

• Collect essential information about participants health, fitness level and activity preference

• Identify medical conditions & medications• Discover contraindicated activities• Suggest suitable activities or exercise at appropriate

intensities• Adhere to legal & ethical requirements of exercise &

fitness industry

OHT 6.46

INFORMED CONSENT

By completing Informal Consent forms participants will:• Be able to understand purpose of activity• Be informed about possible risks & benefits• Be able to ask any questions / voice concerns• Be advised that participation is voluntary

Getting the participants consent does not prevent legalaction or protect against negligence. It does indicatethat the leader is concerned with the participants safety

OHT 6.47

SAFE / UNSAFE EXERCISE

When planning safe exercise, leaders should consider

the following:• Levels of fitness• Body type• Comfort & stability of position• Speed of activity• Range of movement previous injury• Participants preference

OHT 6.48

When risks outweigh the benefits

Consider the following:• Continuous impact work where one foot leaves the

floor• Intense twisting actions in the legs and ankles• Excessive bone loading• Isometric work• Unsupported shoulder work for clinical conditions eg

frozen shoulder• Contraindicated exercises / stretches

OHT 6.49

SIGNS OF OVER WORKING

STRESS• Skin colouring• HR too high• Severely laboured

breathing• Hyperventilation• Lack of co-ordination• Heaviness / clumsiness

OVERLOAD• In order to improve it is

necessary to stress the body to a higher level than normal

• Placed in a state of overload – above a critical threshold

• If threshold is not achieved, no improvement will occur

OHT 6.50

OVERWORKING

FATIGUE• Inability to maintain a

given exercise intensity / or repeat the production of a contraction

• Fatigue limits the quality of a performance or activity and may make a person susceptible to injury

Fatigue has many causes

Including:• Energy systems may be

depleted• Severe dehydration• Psychological factors• Insufficient calcium inhibiting

muscle contraction

OHT 6.50

OVERWORKING

Remember that:• Appropriate training • Appropriate diet• Suitable exercise environment…

….can allow an individual to perform well and

maximise their exercise enjoyment.

OHT 6.50

RATE OF PERCIEVED EXERTION (RPE)

CONSIDER:• HEART – beating fast, steady, slow?• TEMPERATURE – warm, hot, sweaty, cold?• BREATHING – heavy, slow, fast, light deep, out of

breath?

Does the exercise feel: Easy?

Comfortable?

Hard? Difficult?

Exhausting? OHT 6.51

RPE

• SCALE

0 -----------------------------1234 ------------------------------5678 -------------------------------910

• HOW EXERCISE FEELS

Nothing

Easy

Comfortable

Hard

Difficult

Exhausting

OHT 6.51

MONITORING HEART RATES

Resting HR• Indicates lowest level of

heart beats• Take the pulse first thing in

the morning before you get out of bed

• Take for 60 seconds at the throat or wrist

• As you become fitter, number of beats will decrease

Training HR zone• Range within which the heart

needs to work for a consistent period of time to improve CV fitness

• Need to take pulse during exercise, or as close to finishing ex.

• Take pulse for 10 s and times it by 6 to work out bpm. Compare to chart.

OHT 6.52

…cont

Recovery Heart Rate

• How long the HR takes to return to normal post exercise. A good indicator of fitness level.

• To establish the recovery HR, take the pulse immediately after exercise and then at regular intervals to establish how long it takes to return to “normal”.

• The greater the level of cardiovascular fitness, the quicker the HR and BR will return to normal

ADAPTED FORM GOSSELIN OHT 6.52

Training HR Zones

AGE Max No beats in 10 s

TRAIN

60%

ING

75%

ZONE

85%

16– 24yrs 33 20 25 28

25-32yrs 31 19 24 27

33-39yrs 30 18 23 26

40-46yrs 29 17 22 25

47-53yrs 28 17 21 24

54-60yrs 27 16 20 23

OHT 6.53

Training HR zones

Maximum HR is calculated using the following formula:

MHR = 220 – age

Training zone Intensity Energy system used

(%of MHR)

50-60% low aerobic

65-80% moderate aerobic

80-90% high anaerobic

OHT 6.53

Planning the programme

• How Long?• How Hard?• How Often?• What Type?

The FITTA principle should be applied in order

to answer the above questions

OHT 6.54

What is F.I.T.T.(A)?

• F frequency = the number of times an individual exercises in a week

• I intensity = how hard an individual should work in each exercise session

• T time = the length of each exercise

• T type = the specific types of activity that people should perform to maintain and promote health benefits

• A adherence = anyone engaging in exercise must adhere to the programme if long term benefits are to be gained

OHT 6.54

ACSM GUIDELINES 1998

The ACSM (American College of Sports Medicine) has suggested

the following guidelines for applying the FITT principle to the

components of fitness:

Aerobic Exercise• F = 3-5 times per week• I = 55 –90% MHR• T = 20-60 mins. Lower intensity 30 mins +• T = continuous type exercises using large muscle groups,e.g

walking, hiking, running, jogging, cycling, skipping, rowing, skating, endurance games

OHT 6.55

ACSM

Muscular Strength & Endurance• F = 2 days a week• I = moderate• T = 8 –12 reps x 8-10 exercises (for major

muscle groups) older people / frail:10 –15 reps

• T = Isotonic, whole body approach, 8-10 exercises

OHT 6.55

ASCM

Flexibility• F = 3 times a week• I = not so extreme as to cause pain – mild tension• T = 10 – 30 s, repeated 3-5 times• T = static stretching

Exercise should involve expenditure of 250 –300kcal

per session, 3x pw for weight control

OHT 6.55

Adapting a sessionaltering the way an activity is performed in order to change the intensity

WHEN TO ADAPT?• CHECK: signs of fatigue and Performance deterioration• RESPOND: adapt activity as appropriate, make less

demanding, break down technique • CONTEXT: level of fitness of participant and aims of participant

– social, enjoyable, competitive, improve fitness, psychological etc

OHT 6.56

TYPES OF FITNESS TRAINING

Specificity Training• Use of specific aspect

of fitness to achieve a specific goal

• e.g . If the goal is to improve CV fitness the exercise will need to be aerobic based.

Cross Training• Where a specific

component of physical fitness is trained to help improve another activity.

• e.g using leg weights in the gym to improve leg strength to enhance cycling ability

OHT 6.57

TYPES OF FITNESS TRAINING

Interval Training• Exercise is split into

high intensity sessions and rest sessions

• e.g interval running which involves running as hard as possible for 1 minute, then walking for 3 mins.

Circuit Training• Used for all – round

development of each physical fitness component

• Can be a combination of equipment / exercises arranged in stations. Amount of rest between is determined by the session objective

• e.g high intensity with no rest between stations - anaerobic

ADAPTED FROM GOSSELIN OHT 6.57

UNIT 9

ORGANISING & RUNNING A SPORTS EVENT

Unit 9 objectives

By the end of this unit you should be able to:• List the different types of sports events• Take part in an event organising group• PLAN, PUBLICISE,RUN & EVALUATE a

sports event

OHT 9.1

Key questions to ask when planning an event…

• Why are we holding the event?• Where will the event be?• When will the event be?• Who needs to be involved?• What needs to be done?• How will things be done?

OHT 9.2

WHAT NEEDS TO BE DONE?

• Facilities• Equipment• Staff / personnel• Support services• Administration• Presentation / media

OHT 9.3

PRINCIPLES OF ‘AIDA’ IN PUBLICITY

• Attention – does the publicity attract attention?

• Interest – does the publicity arouse interest?• Desire – does the publicity create desire to go

to the event?• Action – does the publicity cause action?

OHT 9.4

On the Day

• Signposting• Parking• First aid• Refreshments• Reception• Press• Post – event clear up

OHT 9.5

On the day what if ?….

• ….there is a problem – who will troubleshoot?

• ….someone forgets what to do?• ….someone goes sick after the start?• ….there is an accident?• ….the reporter fails to turn up?• ….more people than anticipated turn up?

OHT 9.6