mental training

visualisation

Mike Hill

Colin Maskery

Gavin Roberts

Edexcel A2 PE

Published by Pearson Education Limited, a company incorporated in England and Wales, having its registered office at Edinburgh Gate, Harlow, Essex, CM20 2JE. Registered company number: 872828

www.heinemann.co.uk

Edexcel is a registered trademark of Edexcel Limited

Text © Pearson Education Limited 2009

First published 2009

12 11 10 09 10 9 8 7 6 5 4 3 2 1

British Library Cataloguing in Publication Data is available from the British Library on request.

ISBN 978 0 43550060 3 Copyright noticeAll rights reserved. No part of this publication may be reproduced in any form or by any means (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS (www.cla.co.uk). Applications for the copyright owner’s written permission should be addressed to the publisher.

Designed by Wooden Ark StudiosTypeset by Tek-Art, Crawley Down, West Sussex Produced by [select ]Original illustrations © Pearson Education Limited 2009 Cover design by Wooden Ark StudiosCover photo by [to come]Printed in [select ]

Websites The websites used in this book were correct and up to date at the time of publication. It is essential for tutors to preview each website before using it in class so as to ensure that the URL is still accurate, relevant and appropriate. We suggest that tutors bookmark useful websites and consider enabling students to access them through the school/college intranet.

iii3

Contents

Introduction iv

ExamCafé vii

Unit 3 Preparation for Optimum Sports Performance 1

Part A SHORT-TERM PREPARATION 1

Chapter 1 Short-term physiological preparation 2

ExamCafé 28

Chapter 2 Short-term psychological preparation 31

ExamCafé 40

Chapter 3 Short-term technical preparation 43

ExamCafé 56

Chapter 4 Fatigue and the recovery process 59

ExamCafé 70

Part B LONG-TERM PREPARATION 77

Chapter 5 Long-term physiological preparation 78

ExamCafé 100

Chapter 6 Long-term psychological preparation 102

ExamCafé 134

Chapter 7 Long-term technical preparation 137

ExamCafé 146

Part C MANAGING ELITE PERFORMANCE 149

Chapter 8 Centres of excellence 150

ExamCafé 166

Chapter 9 Technical support 169

ExamCafé 180

Unit 4 The developing Sports Performer 185

Chapter 10 The developing sports performer 186 ExamCafé 210

Index 216

Acknowledgements 222

iii

iv

4INTRODUCTION

4

Introduction

Units 3 and 4

Your A2 Physical Education course is divided into two units:

• Preparation for Optimum Sports Performance and

• The Developing Sports Performer.

This Student Book provides an exact match to the Edexcel specification and as well as teaching and learning material it includes features such as suggested tasks, examiner tips and stretch and challenge opportunities.

The Edexcel A2 PE Student Book is divided into four sections:

• Unit 3 Preparation for Optimum Sports Performance: Part A Short-term Preparation

• Unit 3 Preparation for Optimum Sports Performance: Part B Long-term Preparation

• Unit 3 Preparation for Optimum Sports Performance: Part C Managing Elite Performance

• Unit 4 The Developing Sports Performer.

The first three sections cover the part of your qualification that is assessed by examination and the fourth section covers the part that is assessed by coursework.

Unit 3 is worth 50 per cent of the Advanced Level award and is marked out of a total of 90

Unit 4 is worth 50 per cent of the Advanced Level award and is marked out of a total of 90.

Learning styles

The key to success at A2 level is to understand that you need to learn the concepts, definitions and examples required to answer the questions in the exam. The information you are given in your lessons and the words and case studies presented in the text are only that – information. You will need to go over the chapters several times and attempt all the tasks if you really want to learn the information. It is also important to find out what is the best way for you to learn. We have offered a range of tasks and activities in this Student Book and you may find some are easier to complete than others.

Generally each person will have a preferred style of learning and research suggests that there are three main types of learning:

• through sight (visually)

• through sound (auditory)

• through physical movement (kinaesthetic).

If you are not sure which is your preferred learning style there are a range of short online tests that you can do to identify your preferred style.

Learning style Strategies for revision

Visual style Use tables and diagrams to summarise key points

Use colour or highlighters to reinforce the most important points

Use the pictures and photos in the book to create a ‘visual’ case study

Put information into timelines or picture boards to help understand the links between concepts

Auditory style Where possible discuss the topics you are learning with friends

Record lessons or notes on an MP3 player for re-listening later and repeat/chant facts/information/examples over and over to retain

Kinaesthetic style

Write out notes several times – each time try to reduce the number of words you are using

Make your own charts and tables

Trace keywords and phrase with your fingers

Try to do things with your hands while you are revising – squeezing a squash or tennis ball, for example

Although using your preferred style of learning will help you revise for exams most effectively it is equally important to try lots of different techniques. If we can use all three styles of learning we will be able to learn more effectively, retaining up to 90 per cent of information presented. Compare that to 60 per cent if doing solely practical activities, 50 per cent using solely visual stimuli or 20 per cent using solely auditory cues.

v

INTRODUCTION3

3

Learning outcomesBy working through this chapter, you should:

• know the four basic requirements for physical activity...

Key termhealth-related fitness a basic level of physical fitness components...

TaskRecord your daily activities in a diary...

Remember• A high risk profile for diabetes is an inactive,

overweight individual...

Apply it!Vigorous cycling will burn between 500 and 700 calories per hour...

Research osteoporosis at www.nos.org.uk...

Hotlinks

So when learning or revising make sure you try to present the information in the following ways:

• Draw it! (visual) – use mind maps and posters

• Describe it! out loud if necessary (auditory) – use audio tapes, podcasts and mnemonics

• Do it! (kinaesthetic) – make models, role-play or even move around while learning.

Features of the book

Learning outcomes

These help to ensure you understand fully the content of each chapter. When you have completed a particular topic area, make sure you can achieve each learning objective stated. When preparing for your examination you should collate all the learning objectives from the beginning of the chapters and tick them off as you prepare.

Key terms

Throughout the text you will find explanations of important key terms and concepts that may be new to you. These are a useful reference source.

Tasks

You will find a range of motivating activities to help you practise what you are learning, including opportunities for small-group discussions. These also help to reinforce learning.

Remember

These features will help to highlight key concepts.

Apply it!

These activities will encourage the application of concepts to real-life contexts. They will reinforce how theory is used in practice.

Hotlinks

Website-related activities throughout the text will direct you to extra exciting resources and encourage further research on topics.

Exam TipPractise answering past paper questions as often as possible…

COURSEWORK TIPYou will need to reference the work you submit…

ExamCaféRelax, refresh, result!

MarkLook at as many resources as you can and do your preparation sooner rather than later. Go back and check over your work carefully before you hand it in. For your exams, start your revision early, always ask for help and do not waste your free time.

Your coursework is a large part of the course and carries a high weighting, so it’s good to put a lot of effort into all aspects of this. Do your coursework and hand it in before the deadlines and make the most effective use of your teachers. This will enable you to make adjustments and this will make your coursework the best it can be. Do not leave any work or revision to the last minute.

Asha

Relax and prepare

Getting started …Transition from AS to A2:

Once you have completed Units 1 and 2 of the AS (Advanced Subsidiary) course you are required to build on your PE knowledge, understanding by working through Unit 3: Preparation for Optimum Sports Performance, and extend your practical experiences by undertaking Unit 4: The Developing Sports Performer.

In Unit 4 you will have to complete four assessed coursework task. Each task builds onto and further develops the ethos of an applied specification that involves you in developing your own personal performance pathway and in further applying your theoretical knowledge and understanding to the performance arena. In addition, you will be required to carry forward and apply the knowledge and understanding gained from the completion of Unit 3. You will construct a portfolio of evidence that will reflect your experiences and final task submissions.

LamarHand in your work on the designated days – make your deadlines. If you don’t understand something then get help from your tutor or teacher – otherwise you’ll fall behind. Every evening go over your work covered in the lessons that day, making extra notes from your text.

Student tipsWhat I wish I had known at the start of the year…

ExamCafé viivi

4HEALTHY AND ACTIVE LIFESTYLES

4

exam tip

Essential bits of exam technique and advice that will improve your examination performance.

cOURSEWORK TIP

Advice and reminders of the best approach to compiling your portfolio of evidence on all the four major coursework tasks.

Stretch and challenge

These activities will provide opportunities for you to undertake further work on a topic and strengthen your understanding.

Case studies

New and up-to-date case studies provide real-life examples of the topics you are studying. Questions on the case studies will enable you to explore the topic further, understand the key issues and deepen your understanding of the topic.

ExamCafE

In our unique ExamCafé you’ll find lots of ideas to help you prepare for your Unit 3 exams, as well as your Unit 4 Coursework. For example, there is handy advice on Getting started, Revision checklists at the end of each chapter to check that you have taken on board all the concepts within the chapter and are aware of what you need to know and understand, and Get the result that gives you sample questions and answers together with model answers accompanied by examiners’ tips. These sections have been specifically written to help you improve your examination performance.

Case study

Notation in tennis

Let’s look at the data collected...

ExamCaféRelax, refresh, result!

STRETCH AND CHALLENGEClose your eyes and create a mental picture of a significant success that you wish to achieve in the next 12 months.

Exam TipPractise answering past paper questions as often as possible…

1 THE DEVELOPMENT OF ACTIVE LEISURE AND RECREATION3

3vii

COURSEWORK TIPYou will need to reference the work you submit…

ExamCaféRelax, refresh, result!

MarkLook at as many resources as you can and do your preparation sooner rather than later. Go back and check over your work carefully before you hand it in. For your exams, start your revision early, always ask for help and do not waste your free time.

Your coursework is a large part of the course and carries a high weighting, so it’s good to put a lot of effort into all aspects of this. Do your coursework and hand it in before the deadlines and make the most effective use of your teachers. This will enable you to make adjustments and this will make your coursework the best it can be. Do not leave any work or revision to the last minute.

Asha

Relax and prepare

Getting started …Transition from AS to A2:

Once you have completed Units 1 and 2 of the AS (Advanced Subsidiary) course you are required to build on your PE knowledge, understanding by working through Unit 3: Preparation for Optimum Sports Performance, and extend your practical experiences by undertaking Unit 4: The Developing Sports Performer.

In Unit 4 you will have to complete four assessed coursework task. Each task builds onto and further develops the ethos of an applied specification that involves you in developing your own personal performance pathway and in further applying your theoretical knowledge and understanding to the performance arena. In addition, you will be required to carry forward and apply the knowledge and understanding gained from the completion of Unit 3. You will construct a portfolio of evidence that will reflect your experiences and final task submissions.

LamarHand in your work on the designated days – make your deadlines. If you don’t understand something then get help from your tutor or teacher – otherwise you’ll fall behind. Every evening go over your work covered in the lessons that day, making extra notes from your text.

Student tipsWhat I wish I had known at the start of the year…

ExamCafé vii

ExamCaféRelax, refresh, result!

STRETCH AND CHALLENGEClose your eyes and create a mental picture of a significant success that you wish to achieve in the next 12 months.

viii ExamCafé

Get the result !

examiner’s tipsBefore answering the question make sure you read the question to or three times first. When you are happy that you know what the question is asking underline or highlight all the question cues and key words; only then should you put pen to paper and attempt an answer. The table below lists some common question cues, or doing words, together with an idea of the requirements from the candidate in their answer.

Question cuesdoing word(s)

What you need to do …

Account for Explain, clarify, give reasons

Analyse Resolve into its component parts, examine critically

Assess Determine the value of, weigh up

Compare Look for similarities and differences between examples perhaps reach conclusion about which is preferable and justify this clearly

Contrast Set in opposition in order to bring out the differences sharply

Compare and contrast

Find some points of common ground between x and y and show where or how they differ

Criticise Make a judgement backed by a discussion of the evidence of reasoning involved, about the merit of theories or opinions or about the truth assertions

Define State the exact meaning of a word or phrase, in some cases it may be necessary or desirable to examine different possible or often-used definitions

Describe Give a detailed account of

Discuss Explain, then give two sides of the issue and any implications

Distinguish/Differentiate between

Look for differences between

ExamCafé ix

examiner’s tips• Try to use up-to-date examples in your examination answers to support the points

you are making. Always try to explain the science behind any examples you include.

• Be specific when answering any examination question. Identify the number of points you need to make, and the facts required to score for each point. Then write accurately and without waffle. If you are struggling to express yourself as well as you would like, provide an example to support or illustrate your point.

• To get good marks in your coursework, you must improve on the personal performance you achieved in the AS course. So, look at the assessment criteria for the A2 course and discuss with your centre staff how you can obtain the best marks possible – devise and action plan.

Evaluate Make an appraisal of the worth/validity/effectiveness of something in the light of its truth or usefulness

Explain Give details about how and why something is so

To what extent Usually involves looking at evidence/arguments for and against and weighing them up

Illustrate Make clear and explicit, usually requires the use of carefully chosen examples

Justify Show adequate grounds for decisions or conclusions and answer the main objections likely to be made about them

Outline Give the main features or general principles of a subject, omitting minor details and emphasising structure and arrangement

State Present in a brief, clear form

Summarise Give a concise, clear explanation or account of the topic, presenting the chief factors and omitting minor details and examples

What arguments can be made for and against this view

Look at both sides of this argument