Unit 1: Fitness for Sport and Exercise BTEC Sport Level 2 Unit 1: Fitness for Sport and Exercise Learning Aim A: Know about the components of fitness and the principles of training. Topic A.2: Components of Skill-Related Fitness Lesson 1 Components of Physical Fitness

Connector: Spot the FIVE Components of SKILL-RELATED Fitness (A2): Agility – Balance – Co-ordination – Power – Reaction Time (NB: Reaction Time comes up as 2 separate words)

Learning Objectives: All: Will know the 5 components of skill related fitness. Most: Will be able to apply each component of skill related fitness to specific sports. Some: Will understand why each component is required to be successful in given sports.

Input: Match the skill related components to their correct description Students to work together to match the correct definition to the component. Discussion to be had about other sporting examples where each skill component is required. (NB: Agility is not listed on this activity).

Skill Related Components of Fitness Discussion: What is the difference between a Skill-Related Component of Fitness and a Physical Component of Fitness? The components of Skill-Related Fitness are (Davis 2000): Agility Balance Co-ordination Power Reaction Time From previous lesson, students are to try and explain the difference between Physical Components and Skill Related Components. They could write this down or share ideas with the class. (Conclusion should be that Skill related components are hard to train compared to Physical components).

Agility DEFINE IT: (Describe) The ability of a sports performer to quickly and precisely move or change direction without losing balance or time. Key Words: Precisely = exactly, correct execution Balance = to stay in a steady position

Examples of Agility in Sport Why is it important in Rugby to be able to change direction at speed, maintaining your balance? Why do Badminton players need good agility? What would happen to performance if these athletes did not have good agility?…..WHY? On the worksheet, students to write down an example using the powerpoint and examples discussed as a class. More able students can think of their own examples and justify specifically where and why athletes need the component and the affects if they do not possess good levels of the specific component of fitness in question.

Watch the following video and write down your example in your books: http://www.youtube.com/watch?v=1AEbdD4q8Xs [longer video – you don’t have to show all of it] Bronze: In your example, name a sport that requires good agility. Silver: In your example, explain why this sport requires good agility. Gold: In your example, explain your thoughts using the correct terminology. Students to write down their examples of the component of fitness, using the ones covered as a class or thinking of one of their own. They can try to attempt to earn a medal based on the criteria on the slide. You can ask students to volunteer a bronze/silver/gold medal answer and ask if others agree if it meets the criteria? Also, asking more able students to suggest ways to improve their answers for next time.

The ability to maintain centre of mass over a base of support. Balance DEFINE IT: (Describe) The ability to maintain centre of mass over a base of support. Types of Balance: Static Balance = When there is little/no movement and the position is fixed. Dynamic Balance = When there is momentum and the position is held during movement.

Balance

Watch the following video and write down your example in your books: http://www.youtube.com/watch?v=aJg40eI1WZI [short video] Bronze: In your example, name a sport that requires good balance. Silver: In your example, explain why this sport requires good balance. Gold: In your example, explain your thoughts using the correct terminology. Students to write down their examples of the component of fitness, using the ones covered as a class or thinking of one of their own. They can try to attempt to earn a medal based on the criteria on the slide. You can ask students to volunteer a bronze/silver/gold medal answer and ask if others agree if it meets the criteria? Also, asking more able students to suggest ways to improve their answers for next time.

Motor Task = A learned sequence of movements Co-ordination DEFINE IT: (Describe) The smooth flow of movement needed to perform a motor task efficiently and accurately. Key Words: Motor Task = A learned sequence of movements Efficiently = Effectively, smoothly, quickly – working in the best possible way

Examples of Co-ordination in Sport Why is it important in Swimming to have good co-ordination? What needs to be co-ordinated? Laura Robson needs co-ordination in Tennis, what parts of the body? What would happen to performance if these athletes did not have good co-ordination? …..WHY? On the worksheet, students to write down an example using the powerpoint and examples discussed as a class. More able students can think of their own examples and justify specifically where and why athletes need the component and the affects if they do not possess good levels of the specific component of fitness in question.

Watch the following video and write down your example in your books: http://www.youtube.com/watch?v=7VUePwc-A4g [short video] Bronze: In your example, name a sport that requires good co-ordination. Silver: In your example, explain why this sport requires co-ordination. Gold: In your example, explain your thoughts using the correct terminology. Students to write down their examples of the component of fitness, using the ones covered as a class or thinking of one of their own. They can try to attempt to earn a medal based on the criteria on the slide. You can ask students to volunteer a bronze/silver/gold medal answer and ask if others agree if it meets the criteria? Also, asking more able students to suggest ways to improve their answers for next time.

This component is VERY similar to EXPLOSIVE STRENGTH. Power DEFINE IT: (Describe) The product of strength and speed. Expressed as the time it takes to perform a task. Key Words: Strength = Amount of force that can be exerted. Speed = How long it takes to move. This component is VERY similar to EXPLOSIVE STRENGTH.

Examples of Power in Sport In golf, why does Tiger Woods need power? As well as muscular strength, boxers need power? Why? What would happen to performance if these athletes did not have good power? …..WHY? On the worksheet, students to write down an example using the powerpoint and examples discussed as a class. More able students can think of their own examples and justify specifically where and why athletes need the component and the affects if they do not possess good levels of the specific component of fitness in question.

Watch the following video and write down your example in your books: http://www.youtube.com/watch?v=6wJh76N558A [start the video at 3.30 minutes] Bronze: In your example, name a sport that requires good power. Silver: In your example, explain why this sport requires power. Gold: In your example, explain your thoughts using the correct terminology. Students to write down their examples of the component of fitness, using the ones covered as a class or thinking of one of their own. They can try to attempt to earn a medal based on the criteria on the slide. You can ask students to volunteer a bronze/silver/gold medal answer and ask if others agree if it meets the criteria? Also, asking more able students to suggest ways to improve their answers for next time.

Stimulus = An object or an event. Reaction Time DEFINE IT: (Describe) The time taken for a sports performer to respond to a stimulus and the initiation of their response. Key Words: Stimulus = An object or an event. Response = A reaction.

Examples of Reaction Time in Sport In fencing, you have to strike your opponent with a fencing sword. Why do you need good reaction time? What stimulus do sprinters respond to? What would happen to performance if these athletes did not have good reaction time? …..WHY? On the worksheet, students to write down an example using the powerpoint and examples discussed as a class. More able students can think of their own examples and justify specifically where and why athletes need the component and the affects if they do not possess good levels of the specific component of fitness in question.

Watch the following video and write down your example in your books: http://www.youtube.com/watch?v=yhNReLqqkiE [slow-motion starts around 1 minute] Bronze: In your example, name a sport that requires good reaction time. Silver: In your example, explain why this sport requires reaction time. Gold: In your example, explain your thoughts using the correct terminology. Students to write down their examples of the component of fitness, using the ones covered as a class or thinking of one of their own. They can try to attempt to earn a medal based on the criteria on the slide. You can ask students to volunteer a bronze/silver/gold medal answer and ask if others agree if it meets the criteria? Also, asking more able students to suggest ways to improve their answers for next time.

Review: Skill Related Fitness Students to close books and match definitions. (NB: Speed has been included for some reason….)

Discussion: Skill Related Fitness in Sport Students to agree on the most important skill related components for each sport/activity. More able to justify their arguments for why the sport/activity needs the component. (NB: Again, speed has been included….)

A3: Why fitness components are important for successful participation. Research Task and Home Learning Pick a sport or event of your choice. (Just ONE sport/event). Describe (pass), explain (merit) and analyse (distinction): The 3 main PHYSICAL components of fitness AND the 2 main SKILL-RELATED components of fitness needed to be successful at that sport/event. Use examples from your chosen sport/event to support your work.