Core 2

Core 2

1. How does training affect performance?

   • Energy Systems
     • alactacid System (ATP/PC)
     • Lactic acid systems
     • Aerobic system
   • Types of training and training methods
     • Aerobic (continuous, Fartlek, aerobic interval, circuit)
     • Anaerobic (anaerobic interval)
     • Flexibility (Static, Dynamic, Ballistic, PNF)
     • Strength Training (free/fixed weights, elastic, hydraulic)
   • Principles of training
     • Progressive overload
     • Reversability
     • Specificity
     • Variety
     • Training thresholds
     • Warm up and cool down
   • Physiological adaptations in response to training
     • Resting heart rate
     • Storke volume and cardiac output
     • oxygen uptake and lung capacity
     • Haemoglobin level
     • Muscle hypertrophy
     • Effect of fast/slow muscle twitch fibres

2. How can psychology affect performance

   • Motivation
     • Positive and negative
     • Intrinsic and extrinsic
   • Anxiety and Arousal
     • Trait and state anxiety
     • Sources of stress
     • Optimal arousal
   • Psychological strategies to enhance motivation and manage anxiety
     • Concentration/attention skills (focusing)
     • Mental rehearsal/visualisation/imagery
     • Relaxation techniques
     • Goal setting

3. How can nutrition and recovery strategies affect performance?

   • Nutritional considerations
     • Pre-performance, including carbohydrate loading
     • During performance
     • Post performance
   • Supplimentation
     • Vitamins/minerals
     • Protein
     • Caffine
     • Protein suppliments
   • Recovery strategies
     • Physiological strategies (cool down, hydration)
     • Neural strategies (hydrotherapy, massage)
     • Tissue damage strategies (cryotherapy)
     • Psychological strategies (relaxation)

4. How does the acquisition of skill affect performance

   • Stages of skill Acquisition
     • Cognitive
     • Assosiative
     • Autonomous
   • Characteristics of the learner
     • Confidence
     • Hereditary
     • Ability
     • Prior experience
     • Personality
   • The learning environment
     • Nature of the skill (open, closed, discrete, serial, continuous, gross, fine, self paced or externally paced)
     • The performance elements (decision making, strategic and tactical development)
     • Practice methods (massed, distributed, whole, part)
     • Feedback (internal, external, concurrent, delayed, knowledge of results, knowledge of performance)
   • Assessment of skill and performance
     • Characteristics of skilled performers (kinaesthetic sense, anticipation, consistency, technique)
     • Objective and subjective performance measures
     • Validity and reliability of tests
     • Personal versus prescribed judging criterial