Starter – Lesson Recap In groups of 4 you have 6 minutes to create a silent movie. There must be at least 4 from the list below: - Organiser - Coach / Leader - Official / Judge - Player / Performer When watching your team performances you must guess who is playing each individual role and answer additional questions for 1 point – get it wrong and the other team can steal for double points!

AQA Physical Education Topic 1 – The participant as an individual

The Participant as an Individual Learning Understand how age influences sport performance and choice. Doing Exam starter – The active participant. Group discussions Sport recommendations & justifications

Task 1: What are the effects of age? You have 2 minutes to discuss the effects of age on the body and how these affect the choice of sporting activities.

AgeFlexibilityStrength Injury and recovery Age divisions Heart and oxygen capacity Skill levels

1. Age High in teens, decreases with age. Young people will not achieve maximal strength until fully grown. Then decreases with age unless trained. Becomes less efficient, arteries lose elasticity, increasing blood pressure, putting more demand on the heart. Levels improve with age and experience. Strength can help skills improve. Recovery time increases. Wear and tear builds up on the body. Flexibility Strength Heart and Oxygen capacity Injury and Recovery Skill -

At Task 2: List a variety of sports / activities that you would recommend for each age groups and why you would recommend that sport / activity. Extended: Prepare to explain your answers using the knowledge learned on mindmap.

Learning: Disability & Gender Understand the sporting adaptations in place to cater for disabilities to make sport accessible for all. Understand the differences that exist between males and females in sport.

Disabilities can exist into 4 categories. Type of Disability Physical Mental Permanent Temporary These will all affect an individuals ability to take part, but these can be catered for to make sport inclusive!

Task 1: Watch video and make notes on how sports can be adapted to cater for those with a disability. Extension: Discus findings with a partner.

Task 2: Using the images discuss in pairs as many ways facilities cater for those with a disability?

Task 3: Using your notes from the lesson complete the table on your worksheet.

Type of DisabilitySporting AdaptionsFacilities Physical Events - Paralympics Access – ramps and wide doorways Mental The Sports – sports adapted with similar rules – wheelchair basketball/rugby Parking – parking bays Permanent Equipment – footballs with bells, specifically designed wheelchairs etc Provision – lifts, escalators, specific clubs adapted Temporary Classifications – different events depending on the disability (ie) loss of limbs, sight, paralysis etc to make the events fair

Gender Males & Females– what makes us scientifically different? In small groups discuss the differences between males and females. Think about body shape, organ size, strength, muscle mass, flexibility, maturity and hormones.

What makes us different? Body shape, size and physique – women smaller framed. Metabolic rate – females slower MR. Fat – females have higher fat percentage. Heart & lungs – females have smaller organs = lower O2 capacity. Muscle mass – females have less muscle mass. Strength & power – females have less S & P. Maturity – females mature faster, however males overtake from 11 onwards. Hormones – males less effected by chemical substances

Advantages and Disadvantages Discuss…. Do scientific differences mean that females are disadvantaged? Does the female makeup allow us to have an advantage over males in any sports? What adaptations are made to ensure sport is fair for all?

Perceived Differences - Discrimination Whilst watching this video clip think about these key words: Weaker Equal Access to all sports/roles Religion? Funding Make appropriate notes on your worksheet.

Culture / Religion + Physique Learning: Understand the how different cultures and religious beliefs can affect participation in sport. Understand what somatotypes are and how body physique can affect sporting participation.

What is culture? Definition: Culture is the area in which an individual lives in or brought up in. Task 1: Link the countries to their well known sports. USACricket, Hockey & Kubaddi Great BritainBasketball, Baseball, Athletics, Gymnastics & ‘Football’…. CubaFootball, Netball & Rugby West IndiesTrack & Field, Volleyball, Baseball & Gymnastics Discuss in pairs: How may this affect success on the world stage? Why do some cultures limit their access to activities?

What is religion? Definition: A set of strong beliefs with traditions and values – these are sometimes insisted the individual follows. Task 2: How can religion and gender affect participation? Watch the small video clip and complete the table on your worksheet. Players.html Think about: What is the link between gender and religion?

What is religion? Definition: A set of strong beliefs in a supernatural power or powers that control human destiny. Task 2: Watch the video and add to the mind map on culture and religion. Answer the question on religious beliefs. Players.html What religious beliefs may affect participation levels in sport? What is the link between gender and religion?

Physique In small groups discuss and label the differences in body shapes and sizes and give examples to what sports they will be more suited to.

SomatotypeCharacteristicsSport suitability Endomorph o = round shape body Pear-shaped Wide hips and shoulders Tendency to gain fat Short legs Prop forward in rugby Sumo wrestler Ectomorph t = tall and thin Long and slender Narrow shoulders and hips Thin arms and legs Very little muscle or body fat. Long distance running Basketball High jump Mesomorph M = Muscle Wedge-shaped body Broad, wide shoulders Muscular arms and legs Narrow hips Medium amount of fat Swimming Team games

Task 4: Select your main sport Describe what somatotype is more suited for that sport and explain why that body shape may be of advantage.

Learning: Develop understanding of how one of the following can affect and influence an individual; 1. Environment 2. Risk & Challenge 3. Activity Levels 4. Training

Task 1: In small groups you have one lesson to carryout research on a given focus. You must prepare a 3 minute presentation to deliver back to the class on Tuesday 15 th October.

Groupings Group 1 (Environment) – Charlie. E, Harry, Taylor, Gib, Kyle, Owen Group 2 (Risk & Challenge) – Shaun, Charlie. H, Joe Lumb, Lewis, Finn Group 3 (Activity Levels & Needs) – Bailey, Joe. Lille, Jake, Connor Group 4 (Training) – Jamie, Cameron, Jack, Dan, Brandon, Lee

What should be included? Keep your information ‘bite size’ Environment - weather, training, competing, pollution, altitude, humidity and terrain. Risk & Challenge - challenging activities, risk assessment, risk control and safeguard. Activity Level & Needs - activity needs (competition & recreation) and activity effects. Training – level of participation, available time and available funds.

Class Quiz Create a 20 question quiz (with correct answers) for your opposition to answer based on today’s and this half terms learning! Rules: You can ’ask a friend’ in your group for support 5 times. Multiple choice – used your 50/50 question. This can only be used 3 times. You must ‘challenge’ a different student each time to answer your team question. Points awarded for: Multiple choice = 1 point State or identify = 2 point Explain = 3 points You must have sets of questions valued at 1-3 points: – 8Q worth 1 point, 8Q worth 2 points and 4 questions worth 3 points.