Chapt Cy aed LEARNING OBJECTIVES Fitness an caatea trot nae + Explain the relationship between health and fitness How does having a healthy lifestyle tie in with being fit and active? Key term Ns Bly fitness: the ability to . cope with (or meet) What do we mean by fitness? the demands of the Ina group, discuss what is meant by the term ‘fitness’ emirenmany What does it mean to be ‘unfit’? Most people think fitness has to do with being physically active and fit, as you would expect top athletes or sportsmen and women to be. But there is more to fitness than that. If you think about what being ‘unfit’ means, it describes people or things that are unable to cope with something. Therefore, fitness is the ability to cope {physically and mentally) with whatever demands are placed upon us. Having the ability to cope with demands of our environment requires a combination of physical and mental fitness. Being able to carry out everyday tasks without getting too tired, while balancing home, school, family and friends, is enough pressure for anyone. © create a mind map of the demands you have to cope with. Use different branches for: home, school, family and friends. Include extensions on each branch to. show reasons for each of these demands. From your work in Topic 6.1, you will know that any form of exercise will improve your health. The more you exercise, the more you will improve your overall fitness. You will also develop your performance in physical activities and, as you get better, you will become more confident and gain more enjoyment.{and their The chart to the right shows the connections Ae Gur everyday definitions) between each of the components | lives © ist some of the activities that yo school day from when you get up t i relat sleep. Think about the following questions 7 these activities: a) What exercise of physical activity is involve demands are placed on you? b) How is this linked to your fitness, with the demands? fl undertake on a typice +0 nen you 9° wer yelation t© 7 What e, how do you cope ou ©) How do you assess your performance, |.€- how well y' have coped with the demands? How do you feel after each activity? Are there any that you struggle with? Developing the skills You know that exercise and fitness can have positive effects on physical, mental and social health. There are times, however, when ill health strikes or we are affected by an injury, such as a sports injury or accident. Illness and injury can lead to decreased fitness - for example, because of an inability to train. At the same time, people suffering ill health can experience an increased level of fitness. Indeed, exercise may form part of a programme aimed at maximising the fitness of someone who is ill to aid their recovery and improve their overall well-being. ©} Read the following two case studies. Which of these people is experiencing an increase in fitness? And which person is experiencing a decrease? Carl is a keen sprinter who has been selected to represent his club in national competitions. In a recent event, he suffered an injury to his Achilles tendon and has been instructed to rest for several weeks, with his leg raised whenever possible. Shirley has been suffering from severe arthriti i is, her knees. Recently, with the help of a physiotherapist ee has started a programme of seated stretches and mover, ts lents to increase her heart rate and exercise her muscles and joints. The aim of this exercise i to increase her strength d ani flexibility, and it may also help improve her posture Pate cone ar ene social well-being, not pire ote ee edu aS odd J Nt) Perak. cu Te Penne ie i nara PERFORMANCE eee detThinking about your own ex; periences, or peopl think of another example of cere eee a) someone who has suffered decreased fitness because of ill health, b) someone who has benefited from increased fitness despite ill health, Applying the skills ‘As you have seen, there are many aspects to maintaining fitness. These include: «living a healthy, active lifestyle + eating a balanced diet + avoiding habits that reduce fitness (such as smoking). You will look in more detail at aspects of fitness in the next few topics, starting with diet in Topic 6.3. e John has been asked to complete a lifestyle assessment to identify ways he can improve his overall health and fitness. He has completed the questionnaire shown here. What is John doing that will help maintain or improve his health and fitness? What areas does John need to change, and can he do this? How would you present your recommendations to John? Think of different options - report, action plan, presentation, promotional video - and decide which would be the best way to offer your suggestions. ree eeu’ Eats 6-8 portions of fruit/veg per day? / ‘Adds salt to food? Vv Eats fast food at least once per week? | / | Drinks alcohol every day? Vv | Has a stressful job? uy i Exercises at least three times per week? ft Takes the stairs r ? v [isasmoker? v UU _ Fitne 101ee © 2 Create your own lifestyle SAMENE QUESHONNAILE | | Survey to use with family members or frends. Ask then if they would be willing to complete the | form, making sure that you protect their confidentiality Understand that fitness refers to the ability to cope with the demands of life. © Sketch a flowchart showing how health, exercise, fitness and performance are connected, Draw up case studies illustrating the relationship between health and fitness. * Ican define fitness. can identify the physical and mental demands of daily life that | have to be fit for. ''can describe links between health, exercise, fitness and performance. I can write a clear definition of fitness, and descri ibe the link between fitness and the demands of everyday life. * [can analyse aspects of my dail 'y life and explain how fitness is important for meeting those demands. * lean encourage others to think about the relationship between fitness and health, and can Promote ways to encourage a positive approach to fitness,cl Tae HLARHING OBILCTIVES sof carbohydrates, fats anid ery re seen the different Diet and energy yurces dinate toenerny + Capa fd produced or eifevent ar tite How does a balanced diet provide the Lot Bali! energy our bodies require to work, exercise nutrients: the substances in food that and recover? our bodies process in order to survive and grow carbohydrates: the sugars, starches and isha Lou fibres found in fruits, grains, vegetables: and milk products; the body's main source As you know from your work in Topics 6.1 and 6.2, of energy a healthy diet is an essential part of staying healthy fats: an essential part of our diet and and well, But what does eating healthily mean? a rich source of energy: 1 gram of fat contains 9 calories (compared with only 4 calories in a gram of protein or carbohydrate) proteins: the building blocks of life found in every cell in the human body; made up of a chain of smaller units The table below summarises which foods are ee eae bodyjte sources of the different nutrients and details the repair cells and make new ones functions of each type of nutrient, Different foods contain different nutrients, the substances that our bodies need to function and perform. The main nutrients are carbohydrates, fats, proteins, vitamins and minerals. Water is also essential, as it transports nutrients to cells and assists in removing waste products from the body. urea or Nutrient provision Provide the body's main source of || Up to 55% of our | fuel, needed for physical activity, | energy intake | Carbohydrates Fruits, breads and brain function and operation of the grains, starchy vegetables (e.g, potatoes), sugars, organs ee ‘Also provide fibre, helping to regulate digestion : supply a highly concentrated source | Up to 30% of our Red meats, butter, | Fats | cooking olls, cheese, | of energy that you can store in your |energy intake | beconaamt body for later use Z ‘Proteins Low-fat meat (such | Help body cells grow Up to 15% of our as chicken), dair pair cells and muscle tissue energy intake beans, eggs, f Water Drinks, foods v« orts nutrients to cells high water Gi removing waste products such as SOUP a! vd watermelon fe ain body temperature Topic 3: Diet and energy source 103w Ax The tte se Ise Lec all for Lic Br > * 7am “se we eed more of some nutrients than others, a balanced diet contains all Of these nutrients in the Fight proportions 0 S12 healthy. The final column the {able on page 103 shows the percentage of energy intake Provided by the different Dutrients * 2 desire or need to lose or gain weight * religious or cultural reasons * aregime in sport. @ insmait groups, discuss the reasons why some People would require special diets. Think up examples of the different groups of people listed above, (fi Look at the diagram of the fooa Plate above and think about the balance of nutrients that you eat in a typical week. Which of the foods do you eat? Does your diet contain a good balance? Or are ‘ there foods you might want to add? } Exploring the skills How much energy you require depends on Many different factors, including your age, gender and ifestye For example, someone working at a desk all day will ae sa calories than someone whose work involves physical ye In the building trade. Energy is measured in kilocalories (| “ fea referred to as calories. A teenager (15 years) Biers his epee Calories ries (female), , adult tra) ond 2250 lore eae eorhe table below shows how many calories are burned up doing various types of activity, As it suggests, watching TV uses about 5 calories of energy in an hour, whereas playing competitive sport can use up over 400 calories in an hour, Cae i ee to) EX] Cen earil ce (calories) eco) sleeping, resting Saale arana cs ce sitting typing, playing piano, operating controls | 1 5-25 23 7 Gineok mig inaiiup parvora downing | as | cater saa erect ; 8 ag lobar ohn naga omer rn vey eas ere eT ee a lifting, very vigorous sporting activity rn up during the day? Keep a 6 How many calories do you bi jes you carry out in a 24-hour record of the different acti period and estimate how much energy (i.e. how many calories) you are using up. Are there days when you need and use much more energy than others? pore te emt st . Belanced weight Eating healthily also involves matching the amount of aaa energy we need with the amount of energy we use. If we ; take in a lot more than we need, the unused energy is Calon stored in the body as fat. In the long term, this can lead to obesity. Health problems related to obesity can be serious and include high blood pressure, diabetes, liver disease, heart disease, stroke and cancer. 3 At the other end of the scale, taking in too little nourishment can lead to a person being underweight Pree and not getting enough nutrients to stay healthy. Weighing too little can contribute to a weakened and feeling tired. bei immune system, fragile bones In many countries, pre-packaged foods have nutrition labels on the packaging, This helps people to see what the food contains and whether or not itis a healthy choice. These labels include information on energy in A Kilojoules (kd) and/or kilocalories (kcal). They may include information on fat, saturates (saturated fat), carbohydrate, — - Topic 3: Diet and energy sources 105 a8 v) ot Le —— a sin lour-coded, a: S894, protein andl salt, The information ioten ch stem, where: ‘Ne eXampte shown (ight), This uses raft lg ys Red means high * Amber means mediums Gree) Ny means low, bel, you {You buy a food that has al or mostly green on the label Know straight away that it’s a healthier choice. © The exampte ight) shows the abel on atin of pied beans. Based on the nutrition information, how heal Would you say this food item is? Look through some of the pre-packaged food you have at home and find the nutrition labels. Try to identify foods that are healthy, i.e. contain mostly green. Are there any foods that are less healthy, ie. have red on the label? ° As the food label suggests, there are different types of fats: saturates, unsaturates and trans fats. Some types are Tegarded as healthier than others. Carry out some research into the different types of fat and whether they are healthy or unhealthy. Over the next week, keep a food diary along with the number of calories you have consumed (check | the food labels). Compare this with the estimate | you made in task 2 of how much energy you typically use up in a day. You could show your results in the form of a digital presentation that promotes a balanced diet, ee You have discovered how our food sources provide nutrients to give us eneray. A key element inthe processis glucose ~ the carbohydrate transported by the bloodstream tothe various tissues and organs, including the muscles and brain, The muscle cells release energy from glucose in a proces called respiration If the body does not need glucose for energy, itstores itin the liver and skeletal muscles in a form called glycogen, You learned all about this process in TOPIC 4.1. Look back over that topic now and then answer the following questions 106 Chapter 6: F I-being> 0 what is aerobic respiration? What | 6 wi Is the word formula for aerobic ponipanions oe respiration? ne glucose @}_ woatis anaerobic respiration? what is the word formula for anaerobic respiration? What Is the waste product of this process and why is it bascoal out J oor) an important factor for people hn where doing sports? baig. ind ceed (} What happens to the glucose that is not used? Where is it stored? When will it be used? Energy balance for physical activity Cd Consuming the right number of nutrients for poi specific functions can improve performance and fitness. Different athletes will take different approaches depending on the demands of their sport. Carbohydrate loading is one approach used by endurance athletes, e.g. marathon runners, cyclists, swimmers and rowers. This involves eating excess carbohydrate foods one week before an event to increase glycogen stores in the muscles. This helps to delay tiredness by providing a slow release of energy. Athletes on this regime may consume as many as 4000 to 5000 calories a day. Another approach is a high-protein diet, used by bodybuilders to gain muscle and lose fat. However, eating extra protein does not directly add muscle, and it can be difficult to digest. in some sports, participants may even reduce their calorie intake to low levels just before a performance, in order to maximise the body's lightness and litheness, €.9. gymnastics, diving, horse racing, Water is an essential part of any athlete's diet, because it is important to keep hydrated, especially when exercising, to replace what the body has lost through sweating. It also helps to maintain the temperature in the body. ients that should be included in Identify two essential nutri yy can impact on the football players’ diets. Discuss how the players’ performance in the game: © Explain why a runner would use a carbohyadrate-loading diet before a marathon race. y sources 107 — a. TietPed f \t. : See it is importan Describe what makes up a balanced diet and a f these nutrients: carbohydrates 4, Practise summarising the food sources and functions of Proteins and water ty, ds. \d their energy neet Think of examples of athletes from different sports, an ic respiration to explain how energy is deriv Revise the process of aerobic and anaerobic respiration to exp! trom food sources. ‘can state the main nutrients the body needs and outline their function in Providing energ, ' can identify which food sources provide different nutrients. ' can describe the importance of a balanced diet for individuals and specific groups, '‘can explain how different physical activities use different amounts of energy. a 'can identify the main nutrient providing energy. * {can explain which ener will be required,CR Components of fitness — “teamatrecmpmens health-related and shill related ett + Explain how these components link to perforsnance of sports and physical activities. What is meant by health-related and skill-related fitness? What are the different components and how are they used in different physical activities? Key terms health-related fitne: components of physical fitness directly related to good health and meeting the demands of everyday life Our bodies deal with different levels of activity on a daily basis, all of which require a certain amount of fitness. If we find these activities too tiring, then we may regard ourselves as ‘being unfit’. ‘An example of this is having enough energy to run for a bus and being able to cope with it afterwards by recovering quickly. skill-related fitness: the . components of physical Fitness can be regarded in two ways: as health-related or fitness that focus on skills ileal, and abilities needed to Health-related fitness has six components that can help protect your Perform successfully in body and keep it free from injury and illness. These are: sporting situations * Cardiovascular endurance (or stamina) allows you to work for long periods of time with the lungs, heart and blood working efficiently to supply oxygen to the muscles. Needed in many sporting activities, such as football, netball and swimming. + Flexibility is the range of movement around a joint, demonstrated in activities such as bowling in cricket, gymnastics, karate and taekwondo. * Muscular endurance is the ability of your muscles to work continuously without getting tired. Used in activities such as climbing, long-distance running events and cycling. * Power refers to being able to perform strength movements at speed and includes boxing, shot put and smash shots in tennis and badminton. + Speed is the ability to perform a movement quickly over a distance, such as the 100 m sprint, or throwing a rounders ball to a base. + Strength is the ability to exert the maximum amount of force in one go. This can be elther explosive, such as a weightlifter lifting a maximum amount in one attempt, or static, such as rugby players in a scrum pushing against the other team. 109ou need for © esi etter components are abies YOu sted on vilay hfe For ear of the sx components I" everyday life: For each of the atv n everyeay a Pea 103, think of an example of an every tg run where you need it For example, you may Ae for the bus! reate a Vana the images for each ofthe sx Component oe table with the following headings: component, Sporting activity, everyday activity. era cey | The four components of skillrelated ™ fitness are described below. * Agility - the ability to change the body position Quickly under control. * Balance - being able to maintain a position, either static (still) or dynamic (moving), + Coordination - the ability to use two body parts at the same time. * Reaction ~ the time it takes to respond to a stimulus (such as a starting pistol) Note: the distinction between health-related and skill-related fitness components is not always clear cut. For example, some websites will refer to speed as a skill-related, rather than a health-related, factor. Think of more examples of sports and physical activities that depend on these four sil-elated ce mp sports do you practise that require them? net Which 110 Chapter 6. Health sand well-being0 Working in pairs, take turns to test each other on your understanding of each component. One person reads out the definition or describes a component without mentioning its name or using words related to it (e.g. ‘reacting to...’ or ‘coordinating your...’). The other person then has to name the component and state whether it is health-related or skill-related. Vary the task by having ‘one person read out the name of the component, while the other has to describe it and give an example of its use ina sporting activity. Think of mnemonics to remember the two sets of fitness components. An example for skill-related components is suggested here, but adapt it to something you will remember. Then create a second one to recall health-related components. Write them on sticky notes to include in your log. All | A agility Health-related | Boys | B prima fitness components c | Can | C | oordination le | Run eaction M | ie | 8 | s Data mua} In any physical activity or sport, if you want to achieve a high level of skill, itis important to identify key areas that need to be developed or improved. The health-related i i ide a us and skill-related components of fitness provide a useful fa edie framework for doing this. rare eae improve my skil-feated Look at the conversation between an athlete fitness - first my reaction time (heptathlete or decathlete) and their coach (see inmy sprint startand also right). Create a similar conversation for another sport or athlete, identifying two skills that they need to improve and the reasons for this. perce a | coordination whan throwing Comparing the health-related and skill-related components between people in the same sport is helpful for identifying ways to improve training and performance.© stureen is a 200m sprit ilarities Another usetul form of analysis isto ent ST pagminton Components between different sports For ener time to that of @ ea may need similar levels of agility am " ‘efit both of them. play spninter Companing training techniques © ED Working in a small group, design 25° is lO ster who finds that st, she wants sain races a9 ar coach of the blocks than the people she her © I er and a to analyse why she is a slower start doyou ink the for advice What fitness compar prove? olp her coach would try in order £0 NelP in fitne ss cards 1 of fitne: ener | ead Strength 4 Flexibility 4 Muscular endurance Cardiovascular endurance using some health related and skill: relates otspeople shown in the example (right). choose eight eae out and discuss in your group what rating t ig) tpyou to of 20 in each component. Doing this will hel ae nents identify physical activities that have similar cor tea ee and how the sportspeople could use similar me improvement and development. Checklist for succe: Learn the 10 components that make up @ person's fitness and whether each is health-relaa, or skill-related, © With a partner, quiz each other by naming a component al describe it and explain how itis important to a particular sport. Use mnemonics to remember whether components are health-related or skill-related, Make lists of different sports that use the same fitness components and explain why the same skill is essential for both sports. ind asking the other person to Sound progress * [can explain what is meant by health-related and skill-related fitness components. * Ican give examples of both health-related and skill-related fitness components. © [ean describe physical activities that use specific skill-related or health-yvlated fitness components. i __ TOR * {can define the 10 recognised components of fitnes. related or skill-related. s and categorise them as either hea © Ican use my knowledge of physical activities to de 6 Peacentsite Tee scribe which health-related or skill + Ian explain how different activities use simiar ski 1 ts in their performance I-related or health-related compo" Chapter 6: Health and well-beingy Chapter 6. Topic § LEARNING OBJECTIVES: fitness testing LA ORT oa ele nd sl elated re a eervani saith related * Be able to carry out the different he: and skill related fitness tests # Outline the main reasons for carrying aut fitness tests + Explain hows fitness tests can improve performance in specific physical activites, what are the various tests that can be used to identify performance and ability in both health-related and skill- related fitness? Measurement and testing take place at all stages in sport and physical activity. At the simplest level, it happens when counting the score in a game such as squash or cricket. The score shows which individual or team is the most able, or at least the most. successful on that occasion. Scores can be recorded for successive matches, giving an overall picture of a person's or team’s performance or improvement. Ona more complex level, it is possible to measure many aspects of anindividual's fitness: for example, how strong, powerful, supple or fast they are. Further, by comparing measurements before and after training, it is possible to measure the effects that training has had and what improvements are still to be made. © Discuss with your partner some of the physical tests you have undertaken in your PE lessons or with your local sports team, What were they like? Were there precise instructions you had to follow? What results did they give? Do you think the results were generally accurate? bs sal Set emest ey ely There are specific tests that can be used to measure ability in each of the six health-related fitness components discussed in Topic 6.4. Cardiovascular endurance or stamina - 12-minute run test (Cooper test) 'n the 12-minute run test, or Cooper test, you run and/or walk as far as you can in 12 minutes (a maximal test). The fitness level i judged by comparing the distance run to Sstablish norms for the test. Topic 5: Fitness testing 113Male avon | +2500 600m and below female | »2200m | »2000m | 1800 1600 — multi-stage Cardiovascular endurance or stamina mi fitness (bleep) test fnuttle in the mult stage fitness test, you perform continuous runs between two tines drawn 20 m apart The pace BT ry, by atecording that sounds a bleep atthe end of e2¢h rs ee shuttle run, As the test progresses, the time between the Te get shorter and a level is indicated. When three bleeps in 4 = sa are missed, your fitness level has been established. Again, maximal test, because you are working as hard as you can {DLEEP, |BLEEP,. v Flexibility - sit-and-reach test This test measures suppleness in the back and hamstrings. You sit on the floor with your legs fully extended, feet flexed and hands touching the sit-and-reach box. You stretch forward with both hands (in an even manner = not jerking), keeping your legs straight and sliding your palms along the box. The distance your fingertips reach beyond your toes is the measurement. If you cannot reach beyond your toes, the distance from the fingertips and toes is measured - this is a negative score. Example Ratings for sit-and-reach test (in centimetres): Gender | Excellent | Good | Average | Below average | poor | M/F | 10+ St 114 Chapter 6: Health and well-beingMuscular endurance - multi-stage abdominal conditioning test yuscular endurance is when a muscle or group of muscles works continuously without tiring for a long period of time. Working in srs, conduct the following test. You will require * amat ea stopwatch + apartner to record the number of sit-ups. over a 30-second period perform as many sit-ups as you can. Your partner will ime you and keep count. Then use a table like the gre below to identify your level of muscular endurance. | (RES ET Ec Male >30 26-30 20-25 7-19 | 25 21-25 15-20 9-14 <9 Power ~ vertical jump test power is a combination of speed and strength. It can be sven measured in the legs by using the vertical jump test (see diagrams on the right). f Facing the wall, stretch both arms above your head with your hands side by side so that your fingertip level while standing can be marked on the wall or jump board. Then tum sideways to the wall and, with both feet together, jump as high as you can, touching the walljump board with the fingertips of one hand. You may swing your arms before jumping. The distance jumped is the distance between the two marks. Speed - 30 m sprint ‘The 30 m sprint measures how fast you can run over a short distance. This is a maximal test, as you need to run as fast as you can. 30m Strength - one-repetition maximum test test (1-RM) is a measure of the lift with just one repetition. It is only .d anyone attempting it needs to safety, the test should be positioned to observe the The one-repetition maximum greatest weight a person can for advanced weight trainers an have good technique. For reasons of Performed with a spotter (someone performer and minimise the risk of accident or injury). a weight they know they increase the weight After a warm-up, the person choose: Can lift. Then they rest for several minutes,utes. They and try again. If successful, they rest for a few ua full and Keep increasing the weight until they an Only FP au Courect it ofthat weight. isimportant to reach MMe NE ray Weight without fatiguing the muscles ~ hence the n minutes’ rest between lifts, Strength - hand-grip dynamometer Ahand-grip dynamometer is used to test hand and forearm strength. Before using the dynamometer, check that the scale is set to 0. You then grip and squeeze as hard as you can. Measurement is shown on the display or read off the dial. The test is repeated three times. 6 Choose three of the health-related fitness ; components and think of a sport or physical activity where they are an essential skill. For example, speed is used in badminton to move from the back to the front of the court in order to play a shot. Create your own test suitable for that sporting activity. For example, how fast can you move from the back of the court to the front? How many times can you do this? Peo eee 7 i | There are also specific tests that can be used to test the four skill- related fitness components discussed in Topic 6.4: Agility - Mlinois agility run test Agility is a combination of speed and coordination. In the Illinois agility run, both aspects are tested as you run as fast as possible while changing direction around a series of cones on a preset pathway (see diagram right), Start face down behind the starting line, with your chin on the floor. On the command ‘Go’, \ stand up and run as fast as you can around the cones, following the pathway. The measurement | is the time taken to complete the run, © Cone crater i = Path truer somorn Pe Frish ine . Ratings for the Illinois agility run (in second: TT oo linen Sac 116 Chapter 6; Health and well Skeee palance ~ stork stand test nthe stork stand test, stand on one foot and place the other foot jgainst the inside of the knee, Hands are placed an hips (see right) quming starts when both eyes are closed, Timing stops when you open your eyes, your foot parts from your knee or you lose your palance. coordination - Anderson wall toss test This test Measures hand-eye coordination. Standing 2m from 4 wall, toss a tennis ball underarm against the wall with one hand and catch it in the other hand. Immediately throw it back against the wall and catch it in the initial hand, This action is repeated, with continuous throwing and catching being continuous. The total number of catches made in 30 seconds is measured. Ratings for Anderson wall toss test (number of catches): Gender | Excellent | Good | Average | Below | Poor OO Male Female Reaction - metre-rule drop test Hold a metre rule is held against a flat wall and stand with your thumb alongside, but not touching, the 0 centimetre mark. Without warning, another person drops the ruler and you must catch it by gripping between the thumb and index finger (see diagram). The distance between the bottom of the ruler and your index finger is measured. a al Ratings for the metre-rule drop test (in centimetres): PCT Setar cLLT) ONT Od average © choose two of the skill-elated fitness components and think of a sport or physical activity where it is an essential Topic § >: Fitness testiny 17|e starts in athletics skill. For example, reaction is used in ret outline described to gain advantage in a race. Using te tet at sporting above, create your own test suitable ae touch as activity. For example, consider ich Bos epost way tO standing, sitting or lying down) provi Gwenn back } get into the lead in a race. For Sanne So command with your head pointing down the track. Dance ‘On your marks, get set, and go’, see how aul Get Up into a sprinting position to run the Bye h mney ete} using Key terms |tis important that tests are conducted in the en that : : the test protocol. This is not only for safety, but to e eres test protocol: the con, results are accurate, It is also important that the test gi procedure for Carrying, , ‘that are valid, a test; if done incor i : (© setup and complete as many of the health-related cay this might affect ther, 2 skill-related fitness tests as you can, recording your results. valid: the tes sue . Measuring what it sets, : © leentity which tests you scored high scores on. Can you give a to measure, eg, atest, f reason why? Which tests did you score low on? Do you think leg strength should nity further training would improve this component of fitness? Carrying out these tests Muscles in the ai main reasons for using ti yourself will help you to appreciate the them. These include: * Assessing someone's suitability activities - e.g, someone who Power and stamina tests rath may decide to concentrate o} components are particularly Identifying strengths and Weaknesses - test Fesults give clear indications of areas where you are strong and others where you need to do more work. y for different physical Performs better on strength, ver than flexibility or balance Nn an activity where those important (e.g, rowing), improvements measured, * Comparison to others ~ havi from the same test alloy Sto co pare thei Performance with that of others saa . Informing the design of a training Programme ~ ath} t ~ athletes and their coaches can identity areas of fi itn be focused on, e.g. during Pre-season training shat need to {esuls can provide a baseline againsr which guanine test and progress measured, Goal IS can be set * Motivation - the desire to improve Your resui test can be a great Motivator, as seeing ; Particular results should also give J improy confidence Nd enco, Perform even better,| Checklist for success Sound progress o Ina small group, discuss the above reasons { fitness tests Which are the most import _ ° arrying out your classmates? Can you give examples vf how hunny have proved useful? now fitness tests Create a PowerPoint or promotional video focusing on twe health-related and two skill-related fitness compencnte outlining some of the sports they are essential for Demonstrate how to perform the tests, giving examples of the ways they link into a particular sport or physical activity. Identify a sport or physical activity you are involved in and link this to at least two of the fitness components and their tests. Practise the tests and record your results. Keep a diary for three weeks to see whether this improves your ability and has an impact on your overall performance. Practise carrying out each of the health-related and skill-related fitness tests following test protocols, while thinking about safety at all times. Record your tests accurately and keep a diary of results gathered over a period of time. Create a mind map or table to summarise the reasons for carrying out fitness tests, with examples. Think of ways of incorporating fitness tests into your own training programme oF as a way of setting goals for yourself. tify each of the tests for the components of health-related and skill-rel. I can iden’ ability, I can perform each of the tests and acquire some baseline data to improve my I can state the reasons for carrying out fitness tests. h-related and skill-related fitness tests with another person, Ican conduct each of the health-re following test protocols and ensuring safety. I can use the results gathered to h made and areas for further develo| I can explain how each test can imp! them into training sessions. elp identify strengths and weaknesses, improvements pment/training. rove a sporting or physical activity by implementing lated fitness 1190———— + Describe what 0, may, . m role in measuring cag VO, max (maximu eT oxygen uptake) ns P LEARNING OBJECTIVES ‘Chapter 6 . Topic endurance (stamina) levels? s affect VO, max What is VO. max and what factors affect Yr EDT a ur pty tomy In tis now recognised that regular exercise improves ou a with such a way that we can perform at competitive and el ning of the constant training). A major benefit i improved functo vessels that blood vessels, especially the capillaries, the minute bloo‘ a deliver oxygen into the body's tissues (see Topic 3.1). By in ana the density and functioning of the capillaries, more oxygen absorbed by the body and sent to the working muscles. Measuring the amount of oxygen you can consume while 4 — exercising is a good way of assessing your fitness. VO, max does i consume VO, max: the volume just this by measuring the volume of oxygen you can c« while exercising at your maximum capacity. (Note: VO, rax is sometimes also called maximal oxygen consumption, maximal oxygen uptake, peak oxygen uptake or maximal aerobic capacity.) Key term e of oxygen that can be consumed while exerciy at a maximum capacity VO, max is measured in millilitres per kilogram of body weight per minute (mi/kg/min). The typical average VO, max values for untrained healthy individuals are 35-40 ml/kg/min for males and 27-31 milkg/min for females © using the internet, research the ‘VO, max values for elite athletes in different sports, Which sports typically have the highest values? How would you explain this in terms of the fitness components required for those sports? base aiat de allt A test can be st up to calculate your VO, max accurately However, this requires sophisticated equipment in» laboratory on either a treadmill o a cycl 'e ergometer, ‘The multi-stage fitness (bleep) test or 1 12-minute Cooper run (see Topic 6.5) can be used instead to collect and compare these results, © tryour next practical session, take part in the 12-minute Cooper run around a designate course such asa 400 m athletics track. The aim istorun without stopping for 12 minutes at fast pace. Count the number of laps and calculate your distance from that.people who are fit have higher VO, max values and can exercise more intensely than those who are not as well conditioned. Studies have shown that you can increase your VO, max by working out at an intensity that raises your heart fate to 65-85 per cent of its maximum for at least 20 minutes, three to five times a week. By carrying out either the multi-stage fitness or 12-minute Cooper test, you can establish a baseline that identifies your level of cardiovascular endurance (stamina). It allows you to measure improvement by re-testing after a few weeks and aiming for the next level (bleep test) or further distance (Cooper test). 6 Compare your results from the Cooper test (i.e. distance run) to times run by athletes for 1500 m (3.75 laps), 3000 m (7.5 laps) and 10 000 m (25 laps). Look at the world records for each and compare these with your 12 minutes. What did you find out? 6 Using bar charts and graphs, present your results to show your results in comparison to others in your class and to elite athletes. Research the different ways we can use technology to help monitor our fitness levels. Is it a cheap way of motivating us to stay fit? Record your findings in your reflective log Paneer cr There are different factors that can affect your VO, max level. These include: * Age - oxygen uptake is at its strongest in 18- to 25-year-olds, but reduces with age at the rate of about 1 per cent per year. * Gender ~ values of VO, max are typically 25-35 per cent igher in men than in women; females have a lower VO, max due to the smaller amount of blood pumped (lower stroke volume). * Genetics 2 types of muscle fibres you have and size of yourhes + partly dependent on the genes you inherit from yor. ents. + Lifestyle ving and a sedentary lifestyle are two factors that will ; your VO, max from improving. * Training g on cardiovascular activities such as Funning, s ing and cycling will increase your VO, max and improv sur performance.CNA fae vet up a circult of st You are going to s athing copes an identify how your bre: of activity it performs i fo esting breathing rate by sitting still for ‘ap key terms such as idual volume’ and a) Find out your 1 3 minutes, (See Topic 2.3 to recap ! ‘tidal volume’, ‘vital capacity’, ‘resi ‘minute ventilation'.) ) Record how many breaths you take in 30 seconds, Gy multiply this by two (one breath = one inhalation an one exhalation). Aim for normal breathing and, ifyou wish, place your hand on your chest. Do this three times altogether and record the results in the table below. Calculate the average of the three scores by adding them together and dividing by three. TT meiner) CC i a er LoL Lar Eu | -— |} ——}+ — | breathing rate de | ung rate | eo 9 Conduct a light warm-up, includin: , \g stretches, to e your body is prepared, 7 4) Along with your classmates, devise a circuit divided into stations such a skipping, step aerobics, burpees (squat shrust standing jump) and Sm shuttle runs. Write the res of the activiti pane ities in the fist column of the table ®) ‘At each station, perform the activity spectied for 1 minute and then take your breathi reathi 30 seconds, Then rest for 30 seconds peor more times, completing the table \ds and repeat this four eT org Ca EeCae f) Analyse the data and compare them across your class. Then answer the following questions «Which activity required the greatest number of breaths to recover? + Which activity did people feel was the hardest to perform, regardless of the results? * Which activities did boys find hardest? Which did girls find hardest? g) Present your results, Kklist for su v Summarise the definition of VO, max, the units it is measured in, the typical levels for trained and untrained people and the role of VO, max in measuring cardiovascular endurance (stamina). ’ Draw up a list of the different factors that affect the level of VO, max. | | | can show an understanding of what VO, max is and provide examples of how to test it. » [can identify what factors will affect VO, max in different people. OF * | can explain how to set up a test to measure VO, max, showing the levels of endurance. _* [can show what factors affect VO, max and how it can be improved using evidence from fitness tests. | Topic 6: VO, max (maximum oxygen uptake) 423