1. Environmental Considerations
ACHPER NSW
PDHPE
HSC Enrichment Days
2016
SPORTS MEDICINE
Physical Preparation
&
Environmental Considerations

2. STUDENTS LEARN ABOUT
Physical preparation
Pre-screening
Skill and technique
Physical fitness
Warm up, stretching and cool down
STUDENTS LEARN TO
Analyse different sports in order to determine priority prevention strategies and how adequate preparation may prevent injuries.

3. Pre-screening What is it? Why is it done? How is it done? By who?
Student workbook activity # 1 page 2
Students ‘brain dump’ using the questions as a guide. This can be done individually or as small learning teams of 2 or 3. Discuss as a whole.
What is it? Why is it done: Provides information about athletes’ history, capabilities, and any pre-existing medical conditions or injuries that need to be taken into consideration when planning training. Can also be used to ascertain tactical and skill development to be incorporated into training as well as athlete goals and aspirations.
How is it done? By who? A questionnaire completed by the athlete and administered by coaches, trainers, etc.

4. Sports Medicine Australia Pre-Screening Questionnaires:
What information is requested?
Why might some groups of participants be at risk? Who are they?
What modifications can be made to exercise programs to keep participants safe?
Student workbook activity #2 page 3
Discuss Sports Medicine Australia’s pre-screening questionnaires. What information do they request? Why might the groups above be at risk? What modifications can be made to exercise programs to keep participants safe? (questions on next slides).
An example of part of the SMA pre-screening questionnaire can be found at the end of the student workbook. (p21)

5. What information is requested?
History of medical conditions
History of soft tissue injures
Unaccountable pain
Medications
Student workbook activity #2 page 3
Read and briefly discuss each.
Smoker?

6. Why might some groups of participants be at risk? Who are they?
Men over 40 and women over 50
Asthmatics
Smokers, people who are obese or have high BP
People with a family history of heart conditions
Student workbook activity #2 page 3
Discuss each group:
Men and women over 40/50 – Age is a risk factor for many conditions and as the body ages, it’s efficiency does too. Modifications need to be made in programs for older people (next slide)
Asthmatics – Asthma management plan needs to be understood by trainer/coach. Participants with exercise induced asthma are particularly at risk and it is extra important to understand the plan.
Smokers/people who are obese or have high BP – each of these are risk factors for many lifestyle diseases and may indicate further chronic illness which may be triggers for injury.
Family history – At higher risk of heart attacks therefore programs may need to be modified (intensity, duration, etc.)
WHY? - Discuss

7. Discuss - How can each of the above be modified?
What modifications can be made to exercise programs to keep participants safe?
Exercise frequency
Exercise intensity
Exercise duration
Exercise type
Student workbook activity #2 page 3
Discuss:
Reduce the frequency of training eg: 1-2 times per week instead of 3-5 as recommended for an aerobic training program
Modify the intensity – Reduce to work at the lower end of the aerobic training zone (60-70% of MHR) and/or maintain steady state exercise
Modify the duration that the participant is working – mins instead of 60 mins+
Keep the type of activity relevant to the participant eg: an elderly participant with a history of bone density conditions would benefit from low impact activity such as swimming or walking as opposed to running.
Discuss - How can each of the above be modified?

8. Pre-Screening: Sport specific link – AFL
Why does the AFL conduct musculoskeletal pre-screening in junior players?
Junior and senior football players undergo musculoskeletal (MSK) screening several times during their development as a player with the precise intention of identifying risk factors for injury.
Screening is designed to identify intrinsic or individual factors that may predispose a player to both acute or overuse injury. Identifying MSK deficits or abnormalities and instituting appropriate intervention is in turn designed to reduce injury.
Until this year elite players were screened when aged under 16 and under 18 by the Australian Football League (AFL) / Australian Institute of Sport (AIS), as well as at entry to senior ranks and then annually while a senior player by club practitioners.
This screening was done by a number of different sports medicine personnel with a different protocol each time.
Student workbook activity 3 – ask student to turn to pages 5
Brainstorm the reasons why the AFL conducts this type of pre-screening and discuss.
The purpose of using the AFL prescreening example is to highlight the risk of lower leg injuries in AFL and the steps the league is taking to screen players, particularly young players to avoid injuries in the future.

9. How does this benefit junior players
How does this benefit junior players? What impact does this have further in the elite athlete’s career?
Australian Football is a popular sport and from time to time participation may result in a player being injured.
Anecdotally, injuries in junior Australian Football are problematic when players make the transition to senior football.
Although evidence is sparse, clinical and football opinion is that some elite junior players enter senior ranks with overt or underlying injuries due to musculoskeletal deficiencies or a lack of conditioning.
Once in senior ranks, managing injury is difficult, and the priority should be on preventing injury in earlier football years.
Prevention relies on knowing which players are most at risk for injury.
Student workbook activity 3 – ask students to turn to page 5
Brainstorm and Discuss the benefits of early pre-screening using the quote from the AFL on the slide.

10. How does skill and technique prevent injury?
Image 1
Image 2
Student workbook activity 4 pages 6 and 7
Use the images as cues to outline how correct technique in each may prevent injury:
How does skill and technique prevent injury:
Incorrect technique can lead to a variety of injuries from contusions to sprains/strains to potentially life threatening or significantly debilitating conditions such as spinal injuries.
Correct skill and technique ensures athletes execute skills safely and efficiently and assists in the prevention of acute injuries such as sprains and strains to more chronic conditions such as tendonitis.
In image 1 correct technique in spiking the ball aims to prevent injuries to the hand and wrist such as fractures and dislocations.
In image 2 correct jumping and landing in the tennis serve aims to prevent lower leg injuries such as knee sprains and correct flexion and extension at the elbow during the striking action can prevent or lesson the likelihood of chronic injuries such as tendonitis.
How does skill and technique prevent injury?
Provide a sporting example using the images above as cues

11. Physical fitness
Construct 2 mind maps outlining the various components of physical fitness (Health and Skill). Provide an example of sports that require an adequate level of each component.
Student workbook activity 5 pages 8 and 9
Think pair share using the mind map as starting guide.
Components of physical fitness: Health – Cardiovascular endurance (marathon runner) body composition (mesomorph – athletics field athlete), flexibility (gymnast), muscular strength (weightlifter), muscular endurance (cross country runner)
Skill – Speed (sprinter), agility (tennis player), coordination (baseball player, balance (diver), reaction time (cricket batter), power (sprinter)

12. Warm up, stretching and cool down - Warm up and stretching
Phase
Activities
Benefits
General body warm-up
Jog, run, rowing machine
increased blood flow
raised muscle temperature
Stretching
Static stretches, PNF stretches and dynamic stretches
increased elasticity
increased muscle extensibility
Calisthenics
Push ups, sit ups, plank, chin ups, dips
strengthens muscle
draws blood from internal organs to skeletal muscle
Skill rehearsal
Soccer – dribbling around cones
Basketball – Dribbling relays
increased agility
game readiness
maintenance of body temperature
Student workbook activity 6 page 10
Students are to fill in the table with relevant activities to highlight the different elements of the warm up. Content on stretching starts here and continues in more detail on the following slide.

13. Why? How? What to avoid? Stretching Increase flexibility
Increase strength
Increase ROM in joints
Static stretches
PNF stretches
Dynamic stretches
Student workbook activity 7 page 11
Outline the basic elements of: why stretching is important?, How it is done/what elements are involved? What movements should be avoided?
Ballistic stretches

14. Warm up, stretching and cool down – Cool Down
The 3 points below are reasons why athletes should incorporate a cool down after activity:
maintain the stretch in muscle groups
disperse lactic acid
prevent blood pooling
Discuss 3 main benefits of cool down.
Further detail to discuss the benefits of cool down:
Aids in the dissipation of waste products such as lactic acid
Reduces the chances of dizziness and fainting due to blood pooling
Reduces the level of adrenaline in the blood
Reduces the potential for DOMS (delayed onset of muscle soreness)
This enables athletes to recover at a faster and more efficient rate and allows them to train/compete sooner

15. STUDENTS LEARN ABOUT
Environmental considerations
Temperature regulation (convection, radiation, conduction, evaporation)
Climatic conditions (temperature, humidity, wind, rain, altitude, pollution)
Guidelines for fluid intake
Acclimatisation
STUDENTS LEARN TO
Evaluate strategies an athlete could employ to support the body’s temperature regulation mechanisms
Analyse the impact of climatic considerations on safe sports participation

16. Temperature regulation
Mechanisms for heat transfer:
Convection
Conduction
Radiation
Evaporation
Transfer of heat through moving currents of air
Transfer of heat through contact with other objects
Loss of heat from the body to the environment via infra-red rays
Student workbook book activity 8 page 12
In pairs, brainstorm when each form of heat transfer may occur in an athlete in a particular sport. Remind students that the syllabus ‘learn to’ mentions strategies to manage heat loss via the above mechanisms. It is therefore essential that students have at least one example to highlight what an athlete would do to prevent heat loss for each mechanism.
The next slide delves into this further.
Loss of heat from the body when sweat is converted into vapour and leaves the skin

17. Suggested response will include:
Evaluate the strategies an athlete can employ to support the body’s temperature regulation mechanisms
Suggested response will include:
A clear definition of the body’s temperature regulation mechanisms – evaporation, convection, conduction, radiation
What an athlete can do to support these mechanisms –
Cold windy conditions: dress in layers and take layers off as necessary. This can trap heat and keep the athlete warm then layers are removed as the athlete warms up
Hot conditions: light, breathable clothing, hats, sunglasses, sunscreen, adequate fluid intake
This has been included as a take home activity therefore mention this to students but do not spend too much time on this slide (page 27 and 29)
Impact of the use of these strategies –
Ensures the athlete does not develop hypo or hyperthermia
Athletes can execute skills efficiently and are less likely to injure themselves due to the impact of environmental conditions

18. Climatic Conditions Temperature Humidity Wind Altitude Pollution
Temperature: Excessive heat and cold can result in hyperthermia or hypothermia
Humidity: Humidity is the amount of moisture in the air and can limit the body’s ability to dissipate heat
Wind: Convection can contribute to wind chill which can impact on performance
Altitude: May reduce aerobic capacity due to the variance in air pressure at high altitude
Pollution: Pollution can pose significant safety hazards, particularly for those athletes with compromised respiratory systems due to conditions such as asthma
Student workbook activity 9 page 13
Pose the following question to students:
How might each of the 5 climatic conditions impact on the safe participation of an athlete? What may each result in?
The following are cues:
Temperature: Excessive heat and cold can result in hyperthermia or hypothermia
Humidity: Humidity is the amount of moisture in the air and can limit the body’s ability to dissipate heat
Wind: Convection can contribute to wind chill which can impact on performance
Altitude: May reduce aerobic capacity due to the variance in air pressure at high altitude
Pollution: Pollution can pose significant safety hazards, particularly for those athletes with compromised respiratory systems due to conditions such as asthma

19. Before During After Guidelines for fluid intake
500ml 30 minutes prior to competition
200ml every 15 minutes
Aim to replace 80% of fluid loss while competing
Use of water and carbohydrate drinks to replenish water and glycogen loss
Carbohydrate drinks can be used when activity lasts for more than 1hr
Carbohydrate solution should be no more than 8%
Included in student workbook page 14

20. Acclimatisation
ACCLIMATISATION
Training technique exposing athletes to different climatic stressors that cause physiological adaptations to occur
Develops tolerance to different performance conditions
Can be applied to heat, cold, humidity, wind and altitude
Can be simulated or caused by exposure to the actual environment in the lead up to competition
Student workbook activity 10 page 15
In groups of 3-4, use examples to state the techniques that can be used by athletes to acclimatise to hot, humid conditions.
Answers include:
Regular exercise in hot conditions – athlete will adapt to climate and less likely to deteriorate in their performance
7-days prior to performance is provides adequate acclimatisation
Body will adapt to thermal stress

21. Past HSC Question – 2013 12 Marks
Why are acclimatisation and fluid intake effective strategies for supporting the body’s temperature regulation mechanisms?
Identify – Name and define:
acclimatisation
fluid intake
Temperature regulation mechanisms (4)
Describe – Add key characteristics/features for each of the above definitions. Examples should be used here.
Explain – Relate cause and effect: What effect does aclimatisation and fluid intake have on the athlete? What are the benefits of ensuring adequate acclimatisation and fluid intake?
Use examples to support your answer.
Student workbook pages 16-20
A ‘why’ question suggests an ‘explain’ key verb. Therefore it is essential that students can clearly identify (name and define), describe (add key characteristics and examples) and then relate cause and effect. The following slide breaks down the question for them.

22. Why are acclimatisation and fluid intake effective strategies for supporting the body’s temperature regulation mechanisms?
IDENTIFY – Name and define:
acclimatisation – A training technique where an athlete experiences different climatic stressors, causing physiological adaptations to occur
fluid intake – Guidelines for fluid intake to ensure the athlete is hydrated enough to adequately participate without the risk of dehydration
Temperature regulation mechanisms (4) – Convection - Transfer of heat through moving currents of air, conduction - Transfer of heat through contact with other objects, radiation - Loss of heat from the body to the environment via infra-red rays and evaporation - Loss of heat from the body when sweat is converted into vapour and leaves the skin

23. DESCRIBE – Add key characteristics/features for each of the above definitions. Examples should be used here.
Acclimatisation includes training in the environmental conditions that the athlete will be competing in. This can be done 7-10 days prior to competition which will result in adequate physiological adaptations to occur.
The guidelines for fluid intake suggest that athletes should consume 500ml 30 minutes prior to competition, 200ml every 15 minutes and aim to replace 80% of fluid loss while competing and use water and carbohydrate drinks to replenish water and glycogen loss. Carbohydrate drinks can be used when activity lasts for more than 1hr and the solution solution should be no more than 8% CHO.

24. EXPLAIN – Relate cause and effect:
What effect does acclimatisation and fluid intake have on the athlete? What are the benefits of ensuring adequate acclimatisation and fluid intake?
Use examples to support your answer.
Acclimatisation, adequate fluid intake and supporting the body’s temperature regulation mechanisms all ensure that the athlete can compete in a safe manner and their performance is not hindered significantly by environmental factors.
An example of an athlete that would benefit from acclimatistaion and adequate fluid intake would be an NRL player that is based in NSW then must travel to far north Queensland to compete on the weekend.
Although the player does not have 7-10 to prepare, they must travel to the destination a few days earlier and train in the hot/humid conditions in order to allow their body to adapt to the different climate.
For this athlete, wearing light breathable clothing and ensuring that they are adequately hydrated will ensure that they do not develop heat stroke and are able to compete at the high intensity nature of the game.