IQ: How does training affect performance?
- Energy systems
- Types of training and training methods
- Principles of training
- Physiological adaptations in response to training
Energy systems
- alactacid systems (ATP/PC)
- Lactic acid system
- Aerobic system
Types of training and training methods
- aerobic eg continuous, Fartlek, aerobic interval, circuit
- anaerobic, eg anaerobic interval
- flexibility, eg static, ballistic, PNF, dynamic
- strength training, eg free/fixed weights, elastic, hydraulic
Principles of training
RSVP To Woolies
- reversibility
- specificity
- variety
- progressive overload
- training thresholds
- warm up and cool down
Physiological adaptations in response to training
MR SHOE
- muscle hypertrophy
- resting heart rate
- stroke volume and cardiac output
- haemoglobin level
- oxygen uptake and lung capacity
- effect on fast/ slow twitch fibers
IQ: How can psychology affect performance?
- Motivation
- Anxiety and arousal
- Psychological strategies to enhance motivation and manage anxiety
Motivation
- positive and negative
- intrinsic and extrinsic
Anxiety and arousal
- trait and state anxiety
- sources of stress
- optimum arousal
IQ: How can nutrition and recovery strategies affect performance?
- Nutritional considerations
- Supplementation
- Recovery strategies
Nutritional considerations
- pre-performance, including carbohydrate loading
- during performance
- post-performance
Supplementation
- vitamins/minerals
- protein
- caffeine
- creatine products
Recovery strategies
- physiological strategies, eg cool down, hydration
- neural strategies. Eg hydrotherapy, massage
- tissue damage strategies, eg cryotherapy
-psychological strategies, eg relaxation
IQ: How does the acquisition of skill affect performances?
- Stages of skill acquisition
- Characteristics of the learner
- The learning environment
- Assessment of skill and performance
Stages of skill acquisition
- cognitive
- associative
- autonomous
Characteristics of the learner
CHAPP
- confidence
- hereditary
- ability
- personality
- prior experience
The learning environment
- nature of the skill (open, closed, gross, fine, discrete, serial, continuous, self-paced, externally paced)
- The performance elements (decision making, strategic and tactical development)
- practice method (massed, distributed, whole, part)
- feedback (Internal, external, concurrent, delayed, knowledge of results, knowledge of performance)
Assessment of skill and performance
COPV
- characteristics of skilled performers, eg kinaesthetic sense, anticipation, consistency, technique
- objective and subjective performance measures
- personal versus prescribed judging criteria
- validity and reliability of tests
