S3 Standard Grade PHYSICAL EDUCATION HOMEWORK BOOKLET

NAME:_______________________________ CLASS:______________________________ TEACHER:____________________________

CONTENTS
SECTION 1
1. 2. 3. 4. 5. 6. 7. 8.

ACTIVITIES

PAGE
12 35 67 8 9 10 11 12 13

Type of Activities Different Roles Roles and Codes of Conduct ... Equipment Scoring . Being Creative . Tactics and Strategies Adapting Activities ...

SECTION 2
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

BODY IN ACTION

Principles of Training . 1 The Skeletal and Muscular Systems 2 The Cardio-respiratory Systems ... 3 Cardio-respiratory Endurance ... 4 5 Muscular Endurance .. 6 Strength 7 Power 8 Speed 9 Flexibility ... 10 Preparing for Activity 11

SECTION 3
1. 2. 3. 4. 5. 6. 7. 8.

SKILLS AND TECHNIQUES

1 2 34 56 7 8 9 10 11

What is a Skill? Breaking down a Skill . Learning Skills . Feedback . Practising Skills Centre of Gravity .. Transferring your Weight Force, Friction and Leverage .

Section 1

ACTIVITIES

Types of Activity
There are many different types of activity
Individual, team or both Competitive, non-competitive or both Directly or indirectly competitive

1.

What is meant by a team activity ? (1)

2.

Name 2 team activities that are performed with 2, 3 or 4 team-mates only.

(2) 3. Name 2 activities that are performed with lots of team-mates.

(2) 4. What is meant by an individual activity ? (1) 5. Name 2 individual activities that can be performed totally alone
e.g. archery

(2) 6. Name 2 individual activities that can be performed on your own

e.g. Badminton.

(2)

Types of Activity
7. Complete the table below. Give an example of each type of activity.

TYPE OF ACTIVITY
Individual non-competitive Individual directly competitive Team non-competitive Team directly competitive Team indirectly competitive

EXAMPLE

(6)

Different Ro
A role is the part played by a person in an activity. Roles can either be playing or nonplaying. PLAYING ROLES TEAM-MATE OPPONENT NON-PLAYING ROLES SUPPORTING EVALUATING LINEJUDGE } REFEREE/UMPIRE } TIMEKEEPER } } }

Helpers

Officials

Complete the table below. For each activity, name a role that you performed and give a detailed explanation of what you did when performing this role. ACTIVITY ROLE Helper SWIMMING EXPLANATION OF WHAT YOU DID I used an evaluation sheet to point out my partners weaknesses. This helped to improve their performance.

FOOTBALL

TENNIS

GYMNASTICS

NETBALL

BADMINTON

(10) 2. Name 4 physical qualities. 3 (4)

Different Ro
3. 4. Name 4 personal qualities. . Choose 1 individual activity Name 1 physical quality that would be beneficial when performing this activity. (4)

Explain why this is beneficial (4) 5. Choose 1 team activity Name 1 personal quality that would be beneficial when performing this activity.

Explain why this would be beneficial

(4)

Different Ro
6. Different roles require different personal qualities. Choose 2 different roles from the list below and for each: (i) (ii) Give 1 different personal quality Explain in detail why this quality is improtant

ROLES REFEREE PLAYER TEAM CAPTAIN MANAGER LINE JUDGE COACH Role 1 Personal quality 1 Explanation (3)

Role 2 Personal quality 1 Explanation (3)

Activities have written rules:

Rules & Codes of conduct

to ensure that all commpetitiors have an equal chance of winning. 1. Choose 1 individual and 1 team activity. For each: (i) Give an example of a written rule. (ii) Explain what happens if this rule is broken Individual activity

Written rule What happens if this rule is broken (2) Team activity Written rule What happens if this rule is broken (2) Some activities also have safety rules. These help: . to keep the activity as safe as possible and prevent injury to competitors.

2.

Choose 1 individual and 1 team activity. For each, give an example of a Safety rule. Individual activity Safety Rule Team activity (1)

Safety Rule

Finally, some activities will have unwritten or informal rules. This can be referred to as a code of conduct and relates to how players behave when performing that activity. 3.

Rules &(1) Codes of conduct

Choose 1 individual and 1 team activity. For each, give an example of an informal rule. Individual activity Informal rule Team activity Informal rule (1) (1)

Equipment
There are 2 reasons why the wearing of proper clothing, footwear or equipment is important: TO BE SAFE TO HELP YOUR PERFORMANCE 1. Choose 1 individual and 1 team activity. Explain how an item of equipment is designed to help you perform safely. Individual activity Equipment Safety reason (2) Team activity Equipment Safety reason (2) 2. Choose 1 individual and 1 team activity. Explain how an item of equipment is designed to help you improve your performance. Individual activity Equipment How it improves performance (2) Team activity Equipment How it improves performance (2)

Scoring
1. Explain what is meant by subjective scoring

(2) 2. Explain what is meant by objective scoring

(2) 3. Name 3 activities which have subjective scoring systems (3) 4. Name 3 activities which have objective scoring systems (3) 5. Choose an activity that has an objective scoring system (you may use one of the activities from questions 3). Explain in detail how the winner is reached.

Activity Explanation

(2) 6. Choose an activity that has a subjective scoring system. Explain in detail how the winner is reached. Activity

Explanation (2)

Being Creative
Being creative is when you use your own ideas to solve a problem. 1. Choose one individual and one team activity. For each, give an example of when you had to be creative. Individual Activity (2) Team Activity How you were creative (2)

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1.

Using the work banks, complete the sentences below. WORDBANK Strengths, weaknesses, idea, game plan, advantage

Tactics and Str ate

Tactics and strategies are used to take your and your opponents

of .

Before a game starts it is helpful to have an aim to win. This is called your

of how you . (5)

WORDBANK basketball, pressure, football, defensive, mistakes, opposition, man-2-man, offensive, zone defence

An example of a

strategy in . You would use this to stop the

is a

getting close to the basket e.g. for a lay up.

If my team were losing with only a few minutes left we could change the strategy to . This would put more . on (7)

the opponents and force them into making

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2.

Give an example of a tactic in football (hint! Think of what you would do if you have a tall centre forward or a very fast player)

(1) 3. Give an example of a strategy you may use when playing badminton doubles. (2)

Say why you would use this strategy (2)

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1.

Name 5 ways you can adapt an activity.

Adapting Ac tivi

(5) 2. Give 1 reason why you would adapt an activity (1) 3. What type of performer would you adapt an activity for (1)

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Section 2

BODY IN ACTION

Principles of Tr
Overload to work the boday harder than it is used to.

What happens to your fitness level if you do not apply the principle of progression ?

(2) Explain the three ways in which progressive overload can be applied. 1. (2) 2. (2) 3. (2)

What is the principle of reversibility ?

(2)

The skeletal and muscu lar

Name a skill where the main joint used is a hinge joint. Activity: Skill: Joint: (3) Name a skill where the main joint used is a ball and socket joint. Activity: Skill: Joint: (3) Complete the following sentences with the words below.

Contracting

Ligaments Skeleton

Tendons

Protects

Relaxing

The bones in the body form the for the body and

which provides a framework our vital organs. . and . . (6)

The bones in our body are held together by Our muscles make our skeleton move by Our muscles are joined to our bones by

The cardiorespir atory

syste
The muscles in your body require oxygen to keep working. Explain how your body delivers the oxygen to your muscles.

(3)

Cardiorespir atory

Endur
What is Cardio-respiratory endurance ?

(2) In order to improve Cardio-respiratory endurance you will need to train at least three times per week with your heart rate in your heart training band for at least 20 minutes in each session. How do you calculate your heart training band ?

(2) Name three methods of training which can improve your cardio-respiratory endurance. 1. 2. 3.

Give three improvements to your cardio-respiratory system as a result of regular training. 1. (2) 2. (2) 3. (2) 4

Cardiorespir atory

Endur
What does working anaerobically mean ?

(2) What does working aerobically mean ?

(2)

Muscular

Endur ance
What is muscular endurance ?

(2) Circuit training is often used to improve muscular endurance. Name an exercise used to improve muscular endurance in the following muscle groups. Quadriceps: Chest: Abdominals: (1) (1) (1)

Strength
What is Strength?

(2) When conducting a strength training programme you have to consider different factors, such as the weight lifted, number of repetition and sets etc. Complete the sample below taken from a strength training programme. Exercise: Workload (% of maximum lift):

Number of repetitions: Number of sets:

(4)

Power

What is power ? (2) From a team and individual activity of your choice, explain how power helped your Performance. Team activity: Skill: Reason: (2) (1) (1)

Individual activity: Skill: Reason:

(1) (1)

(2)

Speed
What is speed ?

(2) From a team and individual activity of your choice, explain how speed helped your performance. Team activity: Skill: Reason: (1) (1)

(2) Individual activity: Skill: Reason: (1) (1)

(2)

What is flexibility ?

Flexibility

(2) Dynamic and static are two different types of flexibility. For each one, name an activity and a skill where this type of flexibility would improve your performance. Type of flexibility: Static Activity: Skill: Reason: (1) (1)

(2) Type of flexibility: Dynamic Activity: Skill: Reason: (1) (1)

(2)

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Give two reasons why we warm-up. Reason 1:

Preparing for Activi ty

(2) Reason 2: (2) The warm-up can be split into three stages. Describe each stage in detail. Stage 1:

(2) Stage 2:

(2) Stage 3:

(2)

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Section 3

SKILLS AND TECHNIQUES

What is a skill?
1. Copy and complete the following sentences using the words below. Use each word only once. SKILL PERFORMING TECHNIQUE PURPOSE HOW CHEST

tells us about the

of a movement or a series

of linked movements. A is a way of a skill. There are many pass, (6) the pass is made.

different ways the ball can be passed, e.g. bounce pass, shoulder pass. Each way indicates 2. Complete the table below.
ACTIVITY SKILL 1 FOOTBALL BADMINTON BASKETBALL HOCKEY TECHNIQUES 2

(4) 3. Complete the table below.

ACTIVITY FOOTBALL GYMNASTICS BASKETBALL EASY SKILL COMPLEX SKILL

(3) 4. Name 3 differences between an easy skill and a complex skill.

(3) 1

Breaking dow na
Skills can be broken down into three parts preparation, action and recovery. Look at how a tennis serve can be broken down and complete the table for the forward roll and the basketball jump shot.

SKILLS
TENNIS SERVE Toss ball up PREPARATION Pull racket back behind head Throw racquet up and forward Contact ball Strong push with legs Tuck flat on mat Follow through in direction of serve Retun to base Bring close to bottom FORWARD ROLL Crouch down JUMP SHOT

ACTION

RECOVERY

Learning Skills
1. The whole-part-whole method of learning is often used in swimming. Describe in detail the three stages involved when using whole-part-whole to learn the front crawl. Stage 1 (1) Stage 2 (1) Stage 3 (1) 2. Give 1 reason why you chose this method of learning.

(1) 3. Gradual build up is the other method of learning a skill. Explain, in detail, what is meant by gradual build up.

(1) 4. Give 2 reasons why you may choose to learn a skill using the gradual build-up method.

(2) 3

Learning Skills
5. Choose an activity from your S.G.P.E. course. Name a skill that you have been taught using the gradual build-up method. Describe three progressive practice stages you used when learning this skill. Stage 1 (1) Stage 2 (1) Stage 3 (1)

Feedback
1. What is feedback ? (1) There are 3 types of feedback: EXTERNAL INTERNAL KNOWLEDGE OF RESULTS 2. Choose an activity from your S.G.P.E. course. Describe in detail the external feedback you received and explain the effect it had on your performance. Activity External feedback received (2) Effect it had on my performance

(2)

Internal or kinaesthetic feedback relates to how it feels when you perform an action. For example, a gymnast can feel that her legs were not straight during a headstand or her head was not tucked in during a forward roll. This feedback then allows her to work on her weaknesses and hopefully improve her performance.
3. Choose an activity from your course. Describe how you have used internal feedback to improve your performance. Activity Explanation (2)

Feedback
A basketball player wishes to improve his set shot Before he starts his training programme, he takes 20 set shots from the free throw line and scores 8. After his training programme he does the same again and then score 12 out of 20. THIS TYPE OF FEEDBACK IS KNOWN AS KNOWLEDGE OF RESULTS

4.

Give an example from your course when you used this type of feedback to assess your performance. Activity Explanation (2)

Practising Skills
1. Describe three advantages of being able to perform a skill automatically (i) (ii) (iii) 2. This tennis player has been doing the same practice for over one hour. Her performance seems to be getting worse. Give two reasons why this might be happening. (i) (ii) (2) (3)

3.

State two ways she could organise her practice sessions to avoid these problems. (i) (ii) (2)

Centre of Gra vity

1.

Read the sentences below. Underline the ones which are correct. A narrow base helps create a stable body position. Lean into an oncoming force to increase stability. A gymnast has a a wide, triangular base to increase stability when performing a headstand. The lighter you are the more stable you will be. The closer your centre of gravity is to the centre of your base, the more stable you will be. To increase stability, raise your centre of gravity. (3)

Transferring you r

1.

Choose one individual and one team activity. For each, choose a skill/technique and describe how transferring your weight improved your performance. Individual Activity Skill/Technique Explanation (1)

(2) Team Activity Skill/Technique Explanation (1)

(2)

Force, Friction & Lev

1. Choose one different activity. Give an example from each where increasing friction helped your performance. Activity 1 How increasing friction helped your performance

(2) Activity 2 How increasing friction helped your performance

(2) 2. Choose one individual and one team activity. For each, select a different skill or technique where you used a long lever. Individual activity Skill or technique Describe in detail how you used a long lever in this skill or technique.

(2) What was the effect on your performance ? (1)

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Team activity Skill or technique Describe in detail how you used a long lever in this skill or technique.

(2) What was the effect on your performance ? (1)

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