TOPIC 1 2 1 The Body and its

TOPIC 1. 2. 1 The Body and its effects on participation and performance

Lesson 1 - Objectives • Develop knowledge and understanding of the THREE different somatotypes. • Understand the key characteristics of each somatotype and how athletes are graded. • Understand which sports suit which somatotype and why. Grade Your Learning C = Know the THREE different somatotypes. B = Know the key characteristics for each somatotype. A = Link somatotypes to certain sports and EXPLAIN why they would be beneficial in that sport.

Somatotypes Ectomorph 1) Narrow shoulders, hips and chest. 2) Not much muscle or fat meaning they are light. 3) Long, thin arms and legs. 4) Fragile, delicate bodies. Sporting Example?

Somatotypes Mesomorph Wide shoulders BUT narrow hips. 2) Muscular body meaning strong (strength) powerful actions. 3) Strong arms and thighs. 4) Not much body fat. Sporting Examples? 1)

Somatotypes Endomorph 1) Wide hips BUT relatively narrow shoulders. 2) A lot of fat on body, arms and legs which helps them perform short, sharp powerful actions well. 3) Ankles and wrists are relatively thin. Sporting Examples?

Somatotype Grading • When measuring an athletes somatotype, each factor is given a grade out of SEVEN. • Most peoples bodies are a mixture of all three somatotypes. • The grades are written in the following order: Endomorph : Mesomorph : Ectomorph § Example: if someone was 2: 6: 3 it would mean they are 2/7 for fatness, 6/7 for muscle and 3/7 for thinness.

Task Look at the pictures on page 5 of your booklet and: 1) Give the somatotype grading you think would suit an athlete in the sport? 2) EXPLAIN why you have giving them that grading? TASK Complete the EXAM STYLE QUESTIONS on page 6 of your booklet.

Homework Using the knowledge you have gained today on somatotypes answer the extended writing question on page 7 of your booklet.

Lesson 2 - Objectives • Understand the factors that affect optimum weight. • Understand what is meant by BMI. • Link optimum weight and BMI to different sports. Grade Your Learning C = Know the FIVE main factors that can affect a persons optimum weight. B = Understand how each of the FIVE factors can affect a persons optimum weight. A = Can link optimum weight and BMI to different sports with detailed explanations.

STARTER Name and describe three SOMATOTYPES giving a sporting example for each? Page 8 in your booklet.

Optimum Weight Optimum weight is the most favourable weight for a person. Why might this vary depending on the sports they do? Height: the taller a person the greater the optimum weight as the percentage of bone that makes up the body weight becomes larger.

Optimum Weight Gender: men have a greater optimum weight as they tend to have more muscle and larger bones than women.

Optimum Weight • Bone Structure: People have different bone structures which is often referred to as frame size. For example a person with a broad frame will vary in weight to a person with a narrow frame.

Optimum Weight Muscle Girth: people who have a higher than average muscle mass will be heavier as muscle weighs more than fat. This often makes people who are muscular overweight according to ‘optimum weight’ charts however some athletes need this within their sport.

Optimum Weight Genetics: body weight and shape are largely passed on through the genes of parents to their children.

Task The optimum weight for individual sports performers varies widely according to the sport. • Using your sporting knowledge explain why the optimum weight of the sports performers on page 10 might vary? NOTE: Give specific details to why their optimum weight would be different.

Losing Weight • Decreasing calorie intake (EATING LESS CALORIES) • Increasing calorie expenditure (EXERCISING MORE) • Doing both TASK: • Research using the internet BMI making sure you comment on the following points: • What does it stand for? • What is it? • What are the different categories? • How is it measured?

Homework Using the BMI table (categories) you have just found in your research, state which category the athletes on page 12 come under and explain the impact this has on their performance?

Lesson 3 - Objectives • Understand the different weight-related conditions. • Understand how these can effect a persons performance. • Know the problems that can be caused by these conditions. Grade Your Learning C = Know the FIVE weight-related conditions. B = Understand how they can negatively affect an athletes performance within sport. A = Understand how some of the conditions could benefit performers in certain sports.

Starter • Complete the sentences on page 13 of your booklets using the words at the bottom of the page.

Weight-related Conditions Anorexic • This means ‘without appetite’ and is basically when people do not want to become overfat / obese BUT instead want to be thin. • The loss of appetite can lead to extreme weight loss and result in a serious lack of nutrition. • Due to a lack of food people with this condition often have very little energy and get tired very quickly. KEY TERM: A prolonged eating disorder due to the loss of appetite.

Weight-related Conditions Obese • This means that a person is abnormally fat. • The stress the excess weight puts on the body (especially the heart) means doing exercise can be harmful. • A persons movement in their limbs will be restricted and they will get tried very quickly during exercise. KEY TERM: A term used to describe people who are very overfat.

Weight-related Conditions Overfat • This means that a person has excessive fat content on their body. • Like obesity, in has a negative effect on a persons joint movement and stamina. • However the extra size can also help athletes in some sports. KEY TERM: Having body fat in excess of normal.

Weight-related Conditions Overweight • This means that a persons weight is more than it should be. • Some athletes will be classed as overweight due to them having more muscle. • It can also help protect athletes. • These people again could get tired more easily than others carrying less weight. KEY TERM: Having weight in excess of normal.

Weight-related Conditions Underweight • This means having a low amount of body weight. • Helps athletes during prolonging activities. • Athletes who are underweight will lack muscle size. • Some sports have weight categories which can often force people to lose weight quickly. • Athletes often use ‘sweat suits’ or ‘diuretics’ to do this in time. KEY TERM: Weighting less than is normal.

Task Each of the conditions just looked at can affect an athlete’s performance within a sport. In the boxes provided on page 16 state what effects these may have on an athlete’s performance?

ANOREXIC Negative OBESE The athlete will lack energy. This means they will tire quickly meaning their performance will drop. The athlete will have poor cardiovascular fitness. This is due to the heart having to work extra hard to get blood circulating around the body. They will also have little strength or power due to the lack of any muscle. Due to their size they will also have poor flexibility and agility. Negative OVERFAT Limits a persons flexibility and agility due to their extra size. Extra stress placed on the circulatory system so have poor cardiovascular fitness. Positive Extra protection in some sports / positions within a team that involve a lot of physical contact. Extra body weight potentially will give the performer more power and strength. https: //www. youtube. com/watch? v=7 x. Qj 7 E 50 Brs Negative OVERWEIGHT They have more body weight (often down to muscle for some athletes) which obvious means extra weight. This can effect a persons cardiovascular fitness so they might struggle in high endurance activities. Positive Athletes who are normally overweight often have a large amount of muscle. This will give the athlete more strength and power which is important in some sports. https: //www. youtube. com/watch? v=i_s. L bi. JZe. PE UNDERWEIGHT Negative The performer could lack strength or power due to their lack of size. If they are very underweight they could possibly Positive Underweight performers are often more flexible and agile. They can also have better cardiovascular fitness / muscular endurance as they have less weight to carry.

Linking Body Conditions to Sport For the three body conditions below name TWO sports where the condition would help and EXPLAIN WHY? • Underweight • Overfat

Lesson 4 - Objectives • Develop knowledge and understand about FOUR types of performance enhancing drugs. • Understand not only how they benefit athletes but the possible side effects as well. • Link specific drugs to specific sports. Grade Your Learning C = Know the FOUR types of drugs and what they do. B = Understand how the drugs work and how would benefit athletes. A = Link each drug to specific sports and explain how they would help enhance performance.

STARTER What do I mean? Turn to page 18 in your booklets. Link each statement to the correct ‘weight condition’.

WHY DO PEOPLE TAKE PERFORMING ENHANCING DRUGS? 1) To make them better at a sport (perform at a higher standard). 2) To gain more success and become more famous. 3) To gain more money through sponsors and prize money. WHAT NEGATIVE AFFECTS CAN TAKING DRUGS HAVE ON SPORTS / PERFORMERS? 1) Poor publicity for the sport so not as many people will participate. 2) Sports can also lose money from sponsors as they do not want to be associated with drug cheats. 3) Athletes if caught will be banned and could even have health issues due to the drugs they have taken.

Performance Enhancing Drugs TASK Using the text books complete the tables on pages 20 + 21 in your booklets (leave the key term). You have 15 minutes.

Performance Enhancing Drugs TASK Using the text books complete the tables on pages 20 + 21 in your booklets (leave the key term). You have 15 minutes.

Performance Enhancing Drugs: KEY TERMS Anabolic Steroids • Drugs that mimic the male sex hormone testosterone and promotes bone and muscle growth Beta Blockers • Drugs that are used to control the heart rate and have a calming and relaxing effect. Diuretics • Drugs that elevate the rate of urine production. Narcotics Analgesics • Drugs that can be used to reduce pain.

RESEARCH TASK Using the internet research the athletes on page 22 of your booklets, who have been caught using performance enhancing drugs. Find out: • What drug they used? • What effect this drug had? • What where the consequences of them being caught?

Extended Writing Question Using the information gained from this lesson answer the following question: Discuss the use of steroids to enhance performance in athletics events? THINK: this is an extended writing question so you must comment on other drugs that could help in other athletic events!!

Lesson 5 - Objectives • Develop knowledge and understanding of TWO more performance enhancing drugs. • Understand how recreational drugs can have a negative affect on a sports performer. • Link specific drugs to specific sports. Grade Your Learning C = Know the TWO types of drugs and what they do. B = Understand how the drugs work and how would benefit athletes. A = Link each drug to specific sports and explain how they would help enhance performance.

STARTER Turn to page 23 in your booklets. Answer the questions using the information looked at last week.

Performance Enhancing Drugs TASK Using the text books complete the tables on pages 24 + 25 in your booklets (leave the key term). You have 15 minutes.

Performance Enhancing Drugs: KEY TERMS Stimulants • Drugs that have an effect on the central nervous system leading to an increase in awareness. Peptide Hormones • Drugs that cause other hormones to be produced.

Recreational Drugs SMOKING / NICOTINE • These are legal drugs which can cause long term illness as well as having negative effects on an athletes performance. • Tar from cigarettes collects in the lungs and prevents them from working properly. This means that less oxygen can get into the body resulting in poor cardiovascular fitness. • Carbon monoxide from smoke reduces red blood cells ability to carry oxygen, resulting in less oxygen getting around the body so a persons cardiovascular fitness will suffer. • Smoking also raises a persons blood pressure making the heart work harder for no reason. • Smoking can cause heart disease, cancer, emphysema and other potentially fatal illnesses.

Recreational Drugs ALCOHOL • Alcohol is a socially acceptable drug BUT is banned in most sports as it can be unfair (calming effect) or dangerous (motor sport). • Alcohol can act as a sedative to calm someone down and prevent them from being nervous. • It also slows a persons reaction time down and impairs their judgement. • It can also have a negative effect on a persons co-ordination and balance (makes you feel disoriented). • Drinking alcohol can result in a person gaining weight which could reduce their cardiovascular fitness levels. • Alcohol lowers a persons breathing rate which obviously effects the amount of oxygen we can bring into our body. • Alcohol can cause vomiting, unconsciousness and even liver disease.

RESEARCH TASK Using the internet research the athletes on page 27 of your booklets, who have been caught using performance enhancing drugs. Find out: • What drug they used? • What effect this drug had? • What where the consequences of them being caught?

Extended Writing Question Using the information looked at in the past two lessons answer the following question: The ‘Tour de France’ in the past has been surrounded by controversy due to competitors taking performance enhancing drugs to succeed. In your opinion which drugs would help within this event and explain why?

Lesson 6 - Objectives • Develop knowledge and understanding of the different risks of sports participation. • Understand risk assessments and what they are used for. • Understand different ways in which athletes can attempt to prevent injuries from occurring. Grade Your Learning C = Understand what a risk assessment is and what they are used for. B = Understand what people look for during a risk assessment. A = Understand the different rules and safety equipment used to protect performers in several sports.

STARTER In groups explain how the things on page 28 in your booklet can be a risk in sport?

Risk Assessment What is it? • A risk assessment is a technique for identifying and controlling hazards associated with sporting activities. • A risk assessment involves identifying all hazards, assessing the risk and putting in place measures to control unacceptable risks, e. g. replacing a faulty goalpost. • A hazard is anything that has the potential to cause harm, e. g. the faulty goalpost. • Risk is the likelihood of it causing harm and the degree of harm it could cause, e. g. falling on a player.

Checking Facilities and Equipment • Before an activity can take place the playing surface / area must be checked for any hazards e. g. glass, water. If a hazard is found it must be removed. • For outdoor activities environmental conditions must be taken into account before starting an activity e. g. rain, snow, ice etc. • Equipment must be checked to make sure it is safe to use e. g. footballs are all pumped up to the correct pressure. TASK Complete the table at the bottom of page 29 in your booklet, stating what needs to be checked prior to the activities listed.

Protective Equipment • In some sports protective equipment can be used to protect certain parts of the body e. g. gum shield to protect teeth. • These often protect parts of the body that are most likely to be vulnerable during an activity e. g. you would not wear a gum shield in badminton but you would in hockey. • Protective equipment is often specifically designed for the sport. For example boxing gloves and cricket gloves are designed to protect the performers hands but have completely different designs. CAN YOU GIVE ME ANOTHER EXAMPLE OF TWO PIECES OF EQUIPMENT FOR THE SAME PART OF THE BODY WHICH ARE DESIGNED DIFFERENTLY? WHY ARE THEY DIFFERENT? TASK: In the tables on page 30 state what protective equipment is required in each sport and explain why it is needed?

Rules and Regulations • Basically rules give players and participants an objective to strive for (e. g. kick a goal, cross the line first, score points). • Rules also help in preventing a particular player from having undue advantage over an opponent. • Players must abide by the rules of the sport or they will be punished / disciplined for their actions. • Some rules are designed to prevent injuries from occurring within a sport. Sometimes rules are brought into a sport if a potential dangerous situation occurs. What rule change occurred after this and why? https: //www. youtube. com/watch? v=obdtb-_3 MTE Why was this player punished? https: //www. youtube. com/watch? v=u. Vvt. EN 5 XVfo Task: In the table at the bottom of page 31, choose TWO sports and state TWO rules within them sports which are designed to prevent serious injuries from occurring?

Extended Writing Question Answer the question on page 32 of you booklet relating to the work your have done this lesson. THINK ABOUT: 1) Checking facilities and warming up 2) Potential injuries that could occur. 3) Equipment to prevent these injuries (name and explain). 4) Correct level of competition (right age group).

Lesson 7 - Objectives • Develop knowledge and understanding of athletes personal responsibilities with regards preventing dangerous situations within sport. • Understand how competitions are balanced and why. Grade Your Learning C = Understand the different ways competitions can be balanced. B = Understand now athletes can cause potential hazardous situations. A = Understand the risks within certain sports if a athlete is not responsible.

STARTER Think back to last lesson. Answer the questions on page 33 of your booklet with regards RISKS and PROTECTIVE EQUIPMENT.

Personal Responsibilities Warm-up / Cool Down Why do we warm-up and cool down? Jewellery • Chains and earrings must be removed by performers in some sports in case they get caught on someone or something. • Watches, rings and bracelets need to be removed in case they catch an opponent within contact sports. Personal Presentation • Finger nails need to be cut in all contact sports to protect opposing players. • In some activities hair is required to be tied back as it could impair a performers vision.

Personal Responsibilities Clothing • In some sports specific footwear must be worn to take part E. G’s. Using the correct type of footwear can help give support, protection and extra grip. • Clothing needs to be the right size for the athlete so that it does not impair vision, catch onto equipment or restrict movement. Behaviour / Sticking to Rules • Performers must listen to their coaches at all times. If they do not listen they may not use the correct techniques which could be hazardous for them or other performers. • Participants must be sensible during activities and understand that their actions could be hazardous if they are not. • Performers need to stick to the rules of the activities or again their actions could be hazardous for themselves and others.

Balanced Competition Weight Categories • In some sports athletes are placed into weight categories E. G’s. WHY is this? https: //www. youtube. com/watch? v=j 666 rh 2 F 8 R 0 • In boxing weight division are used for safety reasons. • In weight lifting weight divisions are used to make the competitions fair. WHY? Mixed or Single Sex • In contact sports mixed gender competition is not allowed due to safety issues. WHY? • In other sports genders are split to make the competition fair e. g. golf, tennis, badminton, swimming. WHY? • However in some sports both genders can compete against each other e. g. horse riding. WHY?

Balanced Competition Age • Young children are often placed into age groups when playing competitive sports to make the competition fair. • In cases of contact sport this is for safety reasons. WHAT do talented youngsters sometimes do? • In some sports you need to be a certain age to take part in due to safety issues e. g. weight lifting. • Older people often have senior / veteran competitions to enable a fair competition as well as reducing the risks of potential injuries. Handicap System • In some sports handicaps are given to allow people to compete at the same level e. g. golf. • Tennis and badminton clubs run handicap competitions to allow weaker performers the chance to compete will stronger individuals e. g. in badminton your opponent has a 14 point start in a game to 21.

Task Answer the PAST EXAM questions on pages 36 – 38 of your booklet. HOMEWORK Revise for test on TOPIC 1. 2. 1 next week. REMEMBER all of the possible test are on ‘MOODLE’ so look at them all to help you to revise.