Describe how a country would benefit economically if it was to stage the

Olympic Games:
• Tourism: Stimulate local economy, especially bars, restaurants, rental
cars, hotels etc. Attracts visitors.
• Construction industry: The construction & maintenance of sports
facilities around the world amounted to billions of dollars. It creates a lot
of work in the industry.
• Professional Athlete’s: The number of professional athletes is
increasing, and they receive good salaries, they often earn more than
other top professions.
• Careers: Sport provides careers in; sports medicine, sport psychology,
etc.
• Sponsorships: Companies spend million on advertising so that their
products can be associated with sport.
The different body systems & their functions:
➢ Joints: form the junctions between the bones used for movement.
➢ Bones: support, protect and help the body perform any muscular
movement.
➢ Muscles: muscular movement goes on all the time; for breathing,
moving and standing still.
➢ Nervous system: carries signals from the brain. The nervous system
includes brain, spinal cord and many other nerves that branch off of the
spinal cord.
Why must a primary school teacher change rules when coaching sport
❖ Children cannot play according to adult rules/use their equipment
❖ Children’s physical size and proportions are changing constantly & rules need
modification.
❖ Modifications include decreasing playing area, goals, playing times & smaller
teams.
❖ Changes will increase level of success/achievements which in turn, will have
a good effect on children’s self-image. This will then encourage them to
continue participating in sport.
Two defence mechanism against increase in core temperature:
▪ Sweating response: the athlete sweats profusely to control their body
temperature.
▪ Vasolidation response: The altering of blood flow through the skin, makes
face turn red.
Procedure to prevent injuries:
- Warm ups
- Stretching
- Cooldowns
- Fitness – good conditioning
- Protective devices
- Safe playing areas
- Obedience to rules
Recreation: Voluntary activity that is beneficial to the participant, recreation, by its
very nature, is undertaken during leisure or free time.
Liability: The acceptance of risk provides a defence against liability in certain
dangerous activities. This includes the person who is responsible for some cases.
Nutrients:
It is food that consists of various things that are essential for body functioning.
Nutrients perform various tasks in the body and consist of:
❖ Proteins
❖ Carbohydrates
❖ Fat
❖ Vitamins
❖ Minerals
❖ Water
❖ Fibre
The three stages of learning and their characteristics of the athlete are in each
stage:

Stage 1- The beginning stage

Characteristic: Athletes need to know what it is they are trying to achieve.

Stage 2- The intermediate stage

Characteristic: The athlete develops due to regular practice according to the motor
programme that was initiated in the beginning stage.

Stage 3- The advanced stage

Characteristic: Athletes can maintain a high level of performance in a variety of
competitive environments.

What are the implications of each stage for the coach?

Beginning stage
• Introduce each skill with clear, simple and short explanations.
• Allow the learner to practise the skill by himself or herself.
• Help the child to concentrate on one or two main parts of the skill.
• Provide continuous and positive feedback throughout the beginning phase of the
skills.
• As the child begins to understand how to perform the skill, gradually stress more
form.

Intermediate stage
• Provide numerous practice activities that require increased levels of skill
performance.
• Provide appropriate coaching hints and suggestions throughout practice activities
and lead-up games.
• Gradually increase the rate until the skill is performed to the speed required in the
mature form of the activity.
• Stress short practice sessions with frequent breaks, rather than long practice
sessions with few breaks.
• Stress practice sessions and lead-up activities that are performed with small groups
and that require maximum participation.

Advanced stage
• Provide practice sessions that improve form, style and accuracy.
• Provide more qualified coaching techniques, including better skills analysis and
effective motivation devices.
• When plateaus are reached, encourage the learner to experiment with new ideas or
a change of pace.
• Doggedly continuing without improvement or satisfaction may cause a regression in
skill performance.
• Provide greater variety and more intensity in practice sessions, lead-up activities
and in official sport, dance or gymnastic contents.

Two methods used to teach simple skills?

❖ Imitation
- Athletes must focus on what is to be imitated/copied. They should watch/try it,
remember & practice it.
❖ Demonstration/Exlanation/Practice/Correction:
- Allows for further practice & correction in more detail. Provides information
while practice continues.
Two methods for teaching complex skills:
❖ Shaping method: making an action simpler
❖ Chaining method: breaking the skill into simpler parts. Chain the skill
together. A complex skill is made up of a number of simple, distinct parts. A
part is a link in the chain.
Teaching sports involve 4 steps:
✓ Brief introduction
✓ Precise, clear explanations
✓ Practice time
✓ Feedback


Management throughout the season can be divided into three periods:

Indicate a few management functions during each season
2 Management of three periods

Preseason Management-Review:

• Your coaching philosophy

• Development of your instruction plan for the season
• Staff selection and training
• Player positions
• Scheduling
• Facilities
• Equipment and supplies
• Fiscal management
• Risk management
• Parent orientation programme

In-season management:
o Player supervision
o Maintenance of equipment
o Putting your pre-season plan into action
o Transportation
o Publicity
o First-aid provision
Post-season management:
❖ Evaluate your programme
❖ Take care of the players
❖ Check whether any equipment needs repairing
❖ Complete the necessary performance records
❖ Arrange an awards function

Posture and the most common problems:

Posture refers to the alignment of the body segments, meaning how well the student
keeps his/her body upright and balanced.
The most common posture problems:
▪ Kyphosis: round upper back is a marked increase in the curve of the back.
▪ Lordosis: hollow back, an exaggerated forward curve of the lower back.
▪ Scoliosis: lateral curvature, C shaped, extending the length of the spinal
column.
List five types of testing recommended in physical education:
➢ Growth – height, weight and fatness
➢ Health-related – physical fitness; - cardio, fat strength & flexibility
➢ Movement skills ) stability, locomotion & manipulation_ - fine, gross motor
skills
➢ Knowledge – cognitive tests
➢ Affective meassures – feelings/attitudes towards physical education
What methods can the physical education teacher use to help learners develop
to their full potential?
- Direct teaching method
- Command style
- Task method
- Combined teaching
- Indirect teaching
- Guided discovery
- Free exploration
Describe the Functions of the Skeleton:
❖ Support: supports the body framework, without the skeleton, this would be a
shapeless lump
❖ Protection: protects the important and delicate organs of the body. The skull
protects the brain.
❖ Movement: provides anchorage for muscle. Muscles that are fixed to the
skeleton can operate joints. Moves body as a whole.
Definitions:
Proteins:
- Is the main nutrients that build the body. Consists of building blocks (amino
acids).
Carbohydrates:
- Supplies the biggest part of energy to the body.
Minerals:
- The basic elements that are found in the ground/air, eg, calcium, sodium, iron
and iodine.
Fat:
- Is a very concentrated source of energy. The main source of fuel for the
muscles while resting/sleeping. Consist of: visible & invisible fats.
Disclaimer:
- A consent form should be provided to parents at sports gatherings. The form
entails that the parents will be held liable for injuries that the child may
possible suffer from. Parents usually have to fill in the forms.

Negligence:
- Regarded as failing to act like one would act like a reasonably careful person
in a specific situation.

In Loco Parentis:
- The duty of the teachers to nurture the students to whom they are caring and
looking after as well as taking responsibility for pupil’s well-being. The teacher
act in loco parentis, and is expected of him/her to act as an intelligent and
conscientious parent.

Steroids:
❖ It comprises of anabolic steroids. It is chemical that are related to the male
hormone testosterone. The purpose of this steroid is to help build strength
and shorten the recovery period after exercise.
Stimulants:
❖ Increase alertness, heart rate & physical endurance. Stimulants increase
the athlete’s ability to perform by suppressing fatigue. Peppille is an
example.
Progression:
❖ It’s a gradual increase in the volume and intensity of training, from easy to
difficult.
Overloading:
❖ Placing greater rather than previous demands on the energy system being
trained.
Specificity:
❖ Concentration on the development of the primary fitness components
required for a particular sport.
Variation:
❖ Helps maintain the athlete’s interest in the training programme and
therefore keeps the athlete motivated.
Reversibility:
❖ “If you don’t use it, you lose it”.
What are the components of fitness?
Power, speed, flexibility, specific endurance, general endurance and strength.

Strength:
▪ The ability of the body or its segments to apply force against resistance. It is
an important component of power & speed.
Power:
▪ Also known as explosive strength, is the rate of performing work. It results
from an optimal combination of strength & speed.
Speed:
▪ Is the maximum velocity of muscle contraction in the movement of body
segments for accelerating & running.
Endurance:
▪ Is the maximum work that muscles can perform in repeated contractions.
Endurance, depending on the energy system used, can be divided into two
types:
▪ General endurance(aerobic): determined by the ability to resist fatigue under
conditions where the oxygen intake and consumptions are kept at steady
rate.
▪ Specific endurance (anaerobic): determined by the ability to resist fatigue
under conditions where lactic acid is accumulated in the muscles.
Flexibility:
▪ Is defined as the range of movement in or around a joint or a series of joints. It
depends on a variety of factors, including the bone and joint and the bulk of
the muscle close to the joint.
What are the implications for the coach during the advanced stages of
learning?
• Provide practice sessions that improve form,style and accuracy.
• Provide more qualified coaching techniques, including better skills analysis
and effective motivation devices.
• When plateaus are reached, encourage the learner to experiment with new
ideas or a change of pace.
• Doggedly continuing without improvement or satisfaction may cause a
regression in skill performance.
• Provide greater variety and more intensity.
The coach is a person of many parts. Name the different roles a coach has to
play.
❖ Teacher: Passing on information, skills as well as ideas.
❖ Trainer: To improve the athlete’s fitness.
❖ Motivator: To apply and expose a positivite resolute approach.
❖ Organizer: Whether it is for practices, officials or parents.
❖ Disciplinarian: To be firm as well as fair, to determine and set up a reward
system as well as punishment.
Definitions:
Physical Education:
- Involves teaching learners skills, for example about the child’s physical
fitness, strength, flexibility and basic sportmanship. It provides the teacher
with the opportunity to educate learners through the experience of motor
movement. Further it teaches them about their bodies and physical
development. In pre-primary it is know as movement and in primary it is
known as physical education.
Sport:
- It is a human activity that involves administration and rules. Sport also
involves competition, challenge, and the use of certain skills. Any sport has a
definite historical background.
The value of physical education for the teacher:
▪ Students can express themselves
▪ Students learn to enjoy physical activities through games
▪ Students can develop physically
▪ Students can explore their environment and express their feelings through
movement.
The Olympic symbol:
- Yellow, red, blue, green & black.
- Afrika, Asie, Australie, Europa & America.
Posture:
✓ This has to do with the alignment of the body segments. In other words, how
well the child can keep his/her body erect and balanced.
Which test is used to evaluate the child's posture?

The plumb Line Test

• The side and rear view plumb line test & posture charts are used to evaluate
posture.
• Both serve as basic screening devices.
• The physical educator can pick up any major changes in a learner’s posture.
The view from the side:
• Take a line through the middle of ear & shoulder joint, slightly infront of
anklebone.
Back view:
• Take a line through the middle of the head, vertebra & middle of buttocks, &
equidistant between heels.
As a physical education teacher you may be asked advice on nutrition. What
foods should participants be encouraged to eat and what foods should be
reduced or avoided in an athlete’s diet?

Recommended Not recommended

Vegetables, Fruit, Fish Fatty Food
Fresh food Fied Food
High proportions of carbo Chocolate
Grill, steam or bake Sweets
Whole-wheat bread, cereal, pasta Chips

Play:
- It is a spontaneous & enjoyable activity that individuals engage in for its own
sake. A child must play to be able to learn
The various coaching styles:
Authoritarian:
- Little or no trust in athlete’s
- Task oriented
- Strict, disciplined
- Sometimes motivates
- Win centred, winning judged by coach.
Cooperative:
- Athlete centred
- Social & task objectives
- Trusts athletes
- Motivates all
- Communication development high
Casual:
- No emphasis on any philosophy
- No motivation
- No training structure at all
- Decisions made by athletes
- No trust shown in athletes
- Communication style-listening
The respected coach:
- Dress appropriately to suit the session being conducted
- Be responsible for maintaining discipline throughout the session
- Be able to deal with initial treatment of minor injuries
- Be very organised, not only for the session but for the week, month and the
year.
- Be able to justify why things are being done, or be big enough to ask for
suggestions when not sure.
Name 4 instances in which a teacher can be found guilty of negligence:

❖ If not acting in accordance with his/her duty

❖ Breaching duty
❖ In event of an injury
❖ Proximate cause
❖ Badly organised field trips
❖ Failing to aid an injured learner
❖ Permitting learners to play unsafe games
❖ Failing to provide adequate instruction
❖ Taking unreasonable risk

Why is circuit training suitable when coaching young athletes?

▪ Circuit training exercises concentrate on the all-round development of the

child
▪ The young athlete has to focus on the use of personal body weight (this
makes it easier for schools/clubs that do not have equipment) and other
resistance methods (medicine balls, weights or equipment)
▪ Exercises completed according to the child’s ability
▪ The rate of improvement is determined by the rate of progression

Definitions:
Ligaments: Are strong fibrous straps. Bones at each joint are linked by tough
ligaments.
Tendons: Are connecting sheaths joined together at the end of each muscle from
tendons. They are made up of strong tissue.
Why is it important that the physical education teacher and coach understands
that changes in the body proportions have an effect on the way in which
movements and skills performed can have?

• Physical growth is the key to performance

• Physical education experts should be aware of several body changes
that occur during development.
• Several important changes in body size and proportions affect students
ability to perform a variety of skills and activities.
It involves:
- Body size-length and mass
- Body proportions

What are some procedures that you should implement to prevent injuries in
your learners?

➢ Warm ups
➢ Stretching
➢ Cool downs
➢ Fitness – good conditioning
➢ Protective devices
➢ Safe playing areas
➢ Obedience to rules
Injury Methods:

RICER:
Rest – Ice – Compression – Elevation – Referral.

HARM:
Heat – Alcohol – Running – Massage.

STOP:
STOP – TALK – OBSERVE – PREVENT.

Is knowledge regarding growth and development important?

❖ Knowledge of growth & development helps coaches choose the correct type &
duration of exercises in relation to a child’s/athlete’s stage of development.
❖ Working with weights can be dangerous if the child has not yet reached
adolescence. This is because the child’s skeleton is still mostly cartilage
which is softer than bone.
❖ Heavy weights & repeated punding should be avoided
❖ The length of the training session also has to be considered
❖ Realistic expectations encourage the child to participate in sport throughout
his/her life, which is essential for good health.
Changes in body proportions affect how skills are performed. Explain why this
is so.

• he relative size of the head in early childhood influences the balance of the
body during movement.
• The relative shortness of legs in very young children limits running ability.
• Long arms and legs at the beginning of puberty enable children to run better.
• Rapid growth leads to clumsiness.
• The additional weight that girls gain during puberty & their change in body
posture influences the speed at which they can move. Changing from a
shorter distance to a longer distance is often advisable, because pubescent
girls run slower. 

Modifications in two sports

Mini-Hockey
✓ Decrease the playing area by half
✓ Make goals smaller
✓ Make the team smaller
✓ Change players frequently
✓ Decrease playing time
✓ Use smaller hockey sticks and softer balls
✓ Eliminate the rules for off sides
✓ Eliminate the rules of long and short corners.

Mini-Tennis
✓ Decrease area --- use half the court.
✓ Use smaller rackets or use bats.
✓ Use softer balls if possible.
✓ Allow for double bounce at first.
✓ Enlarge the area, use the tram lines.
Communication is the key to success when working with learners. What are
some principles of communication which are of specific relevance when
teaching learners with sensory and intellectual disabilities?

Sensory:
▪ Demonstrate all skills
▪ Develop key signals
▪ Tap on shoulders
▪ Change method of class attention
▪ Tell the athlete when you are leaving
▪ Visually impaired people are not deaf
▪ Demonstrate all techniques individually

Intellectual:
▪ Break down skills into smaller parts
▪ Teach the basic movements
▪ Keep instructions slow and sequential
▪ Keep practice time focused on a specific action

What is “integration”, as it relates to sport?

▪ To include learners with body defects

▪ Is a process of normalization
▪ Develop confidence/skills
▪ Encourage parental involvement

What would you do if one of your learners had an epileptic seizure?

o No restraints should be applied, let the seizure take its course
o Environment must be made safe, remove objects
o Place child in a lateral recovery position
o Keep the tongue out of way, open air way
o Allow for free drainage of secretions and vomit
o Once finished, get tongue out of way. Keep in lateral position
o Keep patient warm & comfortable, send for medical assistance
How to deal with asthma:
- Encourage learner to relax before race
- Teach learner to breath deeply
- Tell learner not to start out too quickly, too soon
- Concentrate on positive aspects
- They must relax during the race
The steps that you must follow when developing a yearly programme.
➢ Establish basic objectives/outcomes of the programme
➢ Select general activity areas
➢ Develop an instructional unit
➢ Develop flexible lesson plans
➢ Conduct student and programme evalautors/assessment
Sport Friendly Food
- Wholesome meat and salad rolls
- Warm soup
- Bread
- Pasta dishes
- Fruit juices
- Home-made muffins
- Fresh-fruit
Types of Drugs
Narcotics Analgesics:
- Morphine, heroin, methadone, codeine.
- Puts people to sleep and leads to impaired judgment.
- Causes drowsiness and respiratory depression

Anti-inflammatories:
- Brufen, voltaren, reparil gel.
- Nausea, vomiting, liver failure, renal disease and cardiovascular failure.

Non-narcotic analgesics:
- Paracetamol, aspirin, ponstan.
- Detrimental to stomach, liver and kidneys.

Why are warm-ups and cool-down useful in preventing injuries?

Warm up: It improves flexibilty and prepares mind, heart, muscles and joints for
exrcises to follow. It reduces the likelihood of injury.
Coold down: It prevents pooling of blood in limbs, helps heart, muscles and tissues
to recover from exercise.
Why should the HARM factors be avoided
- It must be avoided because heat increases bleeding, alcohol increases
swelling, and running and exercise too soon makes injuries worse. Massage
in the first 48-72 hours increases swelling and bleeding.
Application of ice to a soft tissue injury can reduce pain and aid recovery.
What procedure should you follow when applying ice to an injury? Jot them
down below.
➢ Elevation is essential
➢ Ice should be covered to prevent burning
➢ Ice should be applied firmly and immediately
➢ Apply HARM
➢ Injury must be firmly strapped
➢ Apply RICER

How health/safety can be incorporated into various body exercise activities

❖ Talk about the importance of personal hygiene; shower, nails, hair, etc.
❖ Learn how to apply basic first aid and how to create emergency material.
❖ Class projects dealing with food, including a personal analysis of the family’s
eating habits, calorie count and the relationship between diet and exercise.
❖ Talk about the importance of regular physical/medical examination
Name and describe two evaluation processes:
➢ Summative: A learner is tested once every 6 weeks or at the end of a series
of units
➢ Formative: Testing is done more frequently. 

Evaluation of growth is calculated according to:

• Height: Stand up straight, with shoes agains a wall
• Weight: Reliable medical scale
• Fatness: Measure skin folds to determine fatness
Name the basic skills a coach must possess to be able to function effectively
as coach.
▪ Demonstration
▪ Observation
▪ Organisation
▪ Showing understanding
▪ Communication
▪ Improving performance
▪ Analysing performance
Basic development pattern:
The Foundation period – Up to 7 Years
- Children to be offered broad range of nonspecific physical activities.
- Specialisation in 1 sport not allowed.
- Emphasis on basic coordination, skills & movement patterns.
The participation period – 7 to 11 years
- Children to experience modified version of adult games
- Activities designed to develop specific skills
- Coach to aim offering children wide range of physical & sporting experience
The Performance period – 11 to 14 years
- Learners to be exposed to activities that have not been modified
- Full game experience enable children to appreciate demans & benefits of
various sports
- Learner able to identify activities that’s physically, mentally & personally suited
to them.
Development of Excellence – 14 to 16 years
- Learners able to participate & specialise in specific sport.
- If specific sport is identified they may develop it further.
What are the implications for the coach during each stage of learning?
Beginning stage:
❖ Introduce each skills with clear, simple & short explanations
❖ Allow learner to practise the skills by him/herself
❖ Help child to concentrate on one or two main parts of the skill
❖ Provide continuous & positive feedback throughout beginning phase of
skills
❖ As child begins to understand how to perform the skill, gradually stress
more form

Intermediate stage:

❖ Provide numerous practice activities that require increased levels of

skill performance
❖ Provide appropriate coaching hints & suggestions throughout practice
activities & lead up games
❖ Gradually increase the rate until the skill is performed to the speed
required in the mature form of the activity.
❖ Stress short practice sessions with frequent breaks, rather than long
practice sessions with few breaks.
❖ Stress practice sessions and lead-up activities that are performed with
small groups & that require maximum participation.

Advanced stage:
❖ Provide practice sessions that improve form, style & accuracy.
❖ Provide more qualified coaching techniques, including better skills
analysis & effective motivation devices
❖ When plateaus are reached, encourage learner to experiment with new
ideas or a change of pace.
❖ Doggedly continuing without improvement or satisfaction may cause a
regression in skill performance
❖ Provide greater variety & more intensity in practice sessions, lead-up
activities and in official sport, dance or gymnastic contents.

Long-term goals are:

- They are set at the start of the season, they relate to 4/5 year period. Aim at
higher level of skill or better time or placing
Short-term goals are
- Are stepping stones to long-term goals. Should be achievable & assessable.
What do short-term goals relate to:
✓ Performance segments
✓ Specific skills
✓ Fitness
✓ Concentration
✓ Emotional control
✓ Social goals
✓ Performance strategies
Mention sources of stress for the coach:
- Coaches believe that administration & the community do not appreciate the
difficult job they have to do.
- Coaches are concerned that player will not respect them.
- Coaches worry about making mistakes
- They get tired during the season.
How can the coach learn to cope with stress?
o Find something good to comment on after a bad practice/game
o Keep temper & other emotions under control when coaching
o Try not to think about a coaching matter when you are at home
o Try to find coaching challenging but never overwhelming
o Do not fly off the handle when a player or an official makes a mistake
How to conduct a coaching session
Info:
- Ideal coaching session for youngs last between 45-75 min.
- Plan based on 60 min.
- Coach plan every session.
- Each session must vary and relate to ability of child.
a) Group organisation (5 minutes)
➢ Use this time to bring players together.
➢ Talk to them about the session.
➢ Allows for latecomers to settle before beginning planned activities.
b) Physical warm up (5minutes)
➢ Warm up very important to avoid injuries.
➢ Start with slow jog, do simple exercises to stretch muscles & then play
an active game like tag.
c) Skill development (20minutes)
➢ Revise skill taught in earlier session & reinforce key points as players
warm up. Remember to use lots of praise.
➢ Demonstrate new skill planned for session.
➢ Break skill into parts if needed, but remember to demonstrate skill as
whole & at normal speed.
➢ Ensure all can see demonstration & repeat several times highlighting
key points.
➢ Practice skill, start with basic skill and work towards having players end
up practicising skill in game-like situations.
➢ Observe all players so as to praise good techniques & sport basic
errors.
➢ Coach players who need correction.
➢ Be sure to be positive & supportive.
➢ Emphasise what to do rather than what not to do.
d) Modified games (15minutes)
➢ Children to play a game, set aside time where they can practice the
skills in a game situation without too much instruction from coach.
➢ Make sure all are involved and not sitting out for long periods.
e) Concluding activity (5minutes)
➢ Emphasises key points from skills introduced.
➢ This can be done while players are doing stretching exercises.
➢ Praise all players
➢ Use time to talk about next game venue & time & other organisational
matters.