UNIT 1 Information Energy Systems Muscle contraction Requires

UNIT 1 - Information Energy Systems Muscle contraction Requires energy Information/Discussion Practical Application This is produced by chemical breakdown of ATP Links Diagram/Table ATP ADP + P Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Information Energy Systems There is a limited supply of ATP in muscle cells (it’s usually used up after 3 – 5 seconds of exercise) For exercise to continue, ATP has to be re-generated from ADP using energy obtained from other sources. Information/Discussion Practical Application ADP + P ATP Links Note: ATP: Adenosine triphosphate ADP: Adenosine diphosphate P: Phosphate Diagram/Table Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Information Energy Systems There are 3 sources (energy systems) that the body can use: 1. ATP/ PC or CP System Anaerobic Pathway Information/Discussion 2. Lactic Acid System Practical Application Links Aerobic Pathway 3. Aerobic System Diagram/Table Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Information Energy Systems 1. The CP (Creatine Phosphate) System CP – Stored in Muscles Combines with ADP to re-build ATP Immediate source of energy Information/Discussion Limited source – lasts up to 10/15 seconds Practical Application Very important for bursts of explosive speed Links Suitable for short duration events: 100 m, throwing/ jumping athletic events. Phases of team game play. Diagram/Table Replenishing stores of CP takes up to 6 minutes of recovery after end of exercise Activity CP: Creatine Phosphate C - Creatine ADP + CP = ATP + C Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Information Energy Systems 2. LACTIC ACID SYSTEM Glycogen made from glucose obtained from digested food present in all cells of the body – muscles, liver When glycogen breaks down it releases pyruvic acid and energy. This energy is used to re-build ATP from ADP and P This system is anaerobic – no O 2 Information/Discussion Pyruvic acid is easily removed when O 2 is available Where there is little O 2 it is changed into lactic acid Practical Application Muscles fail to contract fully - fatigue Links Energy from this source lasts longer – up to three minutes before build up of lactic acid prevents further energy production Suitable for athletes – 200 m – 800 m. Games players who need to keep up continuous short bursts of activity Diagram/Table Takes about 20 – 60 minutes to remove accumulated lactic acid after maximal exercise Activity ADP + glycogen = ATP + Pyruvic acid (or pyruvic acid without O 2) Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Information Energy Systems 3. AEROBIC SYSTEM For longer events – muscles must work aerobically. O 2 present This system can take the pyruvic acid produced when glycogen breaks down and turns it into more energy rather than lactic acid Information/Discussion Supplies energy to athletes who are working sub-maximally at 60 – 80% of maximum effort and can take in a constant supply of O 2 Practical Application This system provides most of the energy required for physical activity lasting longer than about 3 minutes – long distance activity – runners/ cyclists – Games Players Links Diagram/Table ADP + Glycogen = ATP + Pyruvic acid Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Information Energy Systems 3. AEROBIC SYSTEM Graph to Show – Energy Released over Time % of maximum rate of energy production ATP Store ATP-PC System Information/Discussion Lactic Acid System Aerobic System Practical Application Links Diagram/Table Activity 2 sec 10 sec 1 min 2 hrs time Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Information Energy Systems Characteristics of the 3 Energy Systems Energy System Aerobic/ Anaerobic Fuel/ Energy Source ATP/ PC Anaerobic ATP/ PC Lactic Acid Anaerobic Aerobic Exercise intensity Duration Creatine High (Flat Out) 10 – 15 Seconds Sprinting, athletic field events, weight-lifting. Small muscular stores of ATP and PC are exhausted quickly leading to a rapid decline in immediate energy. Glycogen Glucose Pyruvic Acid/ Lactic Acid High Intensity Up to 3 minutes 400 m 800 m Racket sports. Lactic acid is a by-product and can cause rapid fatigue. Fat/ glucose mixture Water/ CO 2 Low 3 minutes onwards Long distance running/ cycling. This system is limited by availability of O 2 By-product Sporting Examples Information/Discussion Practical Application NOTES Links Diagram/Table Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Information Energy Systems Characteristics of the 3 Energy Systems • The importance of each source of energy for physical activity depends on: 1. Type of physical activity. 2. Intensity of physical activity. 3. Duration of physical activity. Information/Discussion Practical Application Links • In many aspects of physical activity the 3 energy systems work together at different times to supply the particular type of energy needed. Diagram/Table Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Information Energy Systems Oxygen Debt • When all the ATP required for muscular contraction cannot be supplied AEROBICALLY, the lactic acid system takes over. Information/Discussion Practical Application • The side-effect of the body using this system is that there is a build-up of lactic acid in the muscles and CP stores are depleted – causing fatigue. • After strenuous exercise the following have to be completed: 1. O 2 stores replaced. 2. ATP replenished. 3. Lactic acid removed. Links Diagram/Table Activity Revision • The need for extra O 2 after strenuous exercise is known as the O 2 DEBT. • The body pays off this O 2 debt by gulping air into the lungs and panting. As a result, the lactic acid is turned into CO 2 and water. SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Information Energy Systems Training Energy Systems Individuals, teachers, coaches need to have a knowledge of energy systems to: Identify needs / demands of the physical activity. Information/Discussion Practical Application Aerobic Act upon those needs Anaerobic train correctly Continuous training Links Interval training Different methods: • Fartlek • Weight training • Circuit training • Flexibility training • Plyometrics Diagram/Table Activity To help in training effectively we should be able to use MHR (MAXIMUM HEART RATE) ) and VO 2 MAX to establish the identified Training Zones and Training Thresholds. Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Information Energy Systems Training Energy Systems 1. 2. 2. Information/Discussion Practical Application Links Diagram/Table 3. 4. 5. 6. To establish TRAINING ZONES the MHR has to be decided: MHR Males = 220 – AGE To gain AEROBIC fitness the exercise should be maintained between 60 and 80% of the established MHR. e. g. 20 year old man 220 – 20 = 200 AEROBIC TRAINING THRESHOLD = 60% OF 200 = 120 HR ANAEROBIC TRAINING THRESHOLD = 80% OF 200 = 160 HR 3. AEROBIC THRESHOLD is the level of exercise where the intensity is sufficient to produce a training effect. 4. ANAEROBIC THRESHOLD is the point where the Aerobic Mechanisms become overloaded anaerobic metabolism begins to play a major role. 5. The thresholds do vary (marginally). 6. The training zone between 60 and 80% MHR is known as the AEROBIC TRAINING ZONE. 7. Exercising in the zone above the Anaerobic Training Threshold – 80% MHR, means you are in the ANAEROBIC TRAINING ZONE. Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Information Energy Systems Graph to show the heart rate can be used to establish training zones and thresholds (For a 16 year old boy) 220 B – Anaerobic Training Zone Information/Discussion A 210 A - MHR 200 D – Aerobic Training Zone 190 F – No Improvement Zone 180 C – Anaerobic Training Threshold B E – Aerobic Training Threshold C 170 G – Resting Heart Rate 160 Practical Application Heart Rate Beats per minute (BPM) Links 150 140 130 E 120 110 100 Diagram/Table D F 90 Activity 80 G 70 (Resting heart rate) 60 Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 – Practical Application Energy Systems The energy continuum: 1. 2. 2. 3. 4. Information/Discussion 5. Small group/ larger group activity likely to involve different energy systems e. g. a game situation. Discussion in advance to consider different systems and their uses. Recording of performances for analysis and discussion. Partner and group recording of activity and uses being made of the energy systems during the game. Data analysis of findings linked to training methods and sport specific demands. Practical Application Heart Rate Monitoring: Links Diagram/Table 1. 2. 3. 4. Pupils lead a warm up for a specific activity. Pupils introduce and develop a skill micro session. Heart rate monitoring taking place during each phase of the session. Observation, analysis and discussion of the visible effects/ changes taking place. Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 – Practical Application Energy Systems Example of energy systems used in a team game: Netball Energy Systems: Information/Discussion Practical Application Links Diagram/Table • • • Consider the type of preparation required for netball. Pupil led warm up and pupil led skill micro session. Review of the energy systems and their effects on performance. Consider sport specific energy requirements linked to nutrition and hydration strategies. Record netball game and analyse in relation to quality of performances, positional responsibilities and the different energy demands being made. Consider the effects of intensity and duration of the activity e. g. sprinting, feint dodge, walking back to the restarting of play, and link to energy systems/ positional responsibilities. Activity Any physical activity could be used. Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 – Practical Application Energy Systems • Pupils establishing a training programme based on: Identified needs Aerobic / anaerobic pathways Information/Discussion Principles of training Practical Application Monitoring the programme Using heart rate to establish training zones and thresholds Links Diagram/Table Healthy lifestyles Performance Activity Correct Training Methods Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 – Practical Application Energy Systems How Heart Rate can Illustrate the Effect of Physical Activity Heart Rate (beats per 140 minute) Recovery Period 130 120 110 Information/Discussion 100 90 Practical Application 80 70 Links 60 Diagram/Table Normal heart 50 rate 0 Start of swim Activity 1 2 3 4 5 mins End of swim Study the graph and answer the questions that follow. Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 – Practical Application Energy Systems How Heart Rate can Illustrate the Effect of Physical Activity The graph above illustrates the hear rate of a swimmer during a 100 metre race at the following stages: (i) normal; (ii) start; (iii) halfway; (iv) end of swim; (v) recovery. Press to see graph again Use the graph to answer the following questions. Information/Discussion Practical Application Links Diagram/Table Activity i. iii. iv. v. vii. By how many beats had the heart rate risen from normal to the end of the swim? By how many beats had the heart rate increased from start to the halfway stage? For how many minutes from the end of the swim did the heart rate continue to rise? During which minute was the biggest rise in heart rate? What was the heart rate at the end of the swim? Explain why the heart rate increased before the start of the race. Select one test which measures a component of physical fitness. Explain its purpose and conclusions that can be drawn from the results. Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 – Practical Application Energy Systems Training Zones / Thresholds Pulse Rate (beats per minute) 200 190 Exercise Heart Rate Upper and Lower Limits Of Training Heart Rate Target 180 170 160 Information/Discussion 150 Links Diagram/Table Activity TRA ININ 140 Practical Application Look at this graph of the recommended minimum and maximum training heart rates in beats per minute and answer the questions which follow. 130 120 NO IMP 110 ROV EME G ZO NE NT ZO NE 100 90 Age in years 20 30 40 50 60 Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 – Practical Application Energy Systems Training Zones / Thresholds Press to see graph again Information/Discussion Practical Application Links i. What is the safe maximum training heart rate for a 20 -year old? ii. What is the difference between maximum training and minimum training heart rate for a 35 year old? iii. What is the difference between the maximum training heart rate for a 50 year old and a 30 year old? iv. What is the difference between the maximum training heart rate for a 60 year old and a 25 year old? v. What is the minimum training heart rate for a 40 year old? vi. Why is it important to work within the training zone for a given group? Diagram/Table By working on this graph, pupils can use their own MHR to understand the importance of training correctly. Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 – Practical Application Energy Systems Effects of Lactic Acid Concentration in the Blood The effects of strenuous exercise on lactic acid concentration in the blood 100 Lactic Acid concentration (per mg per 100 cm 3 blood) 80 60 40 20 Information/Discussion Time (min) 10 20 30 40 50 60 Practical Application Look at this graph and answer the questions which follow. Links Diagram/Table Activity i. How much did the lactic acid concentration increase during the period of exercise? ii. What was the level of concentration of lactic acid at the 30 minute point? iii. What time after the start of the exercise did the level of concentration of lactic acid read 44 mg per 100 cm 3? iv. Was the concentration of lactic acid cleared at the 60 minute point? v. What was the level of concentration of lactic acid at the 15 minute point? vi. What causes the increase of concentration of lactic acid in the blood? Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Links Energy Systems Information/Discussion Practical Application Links • • Cardiovascular system Cardio-respiratory system Intensity/ duration of exercise Short term effects of exercise on the systems of the body Long term effects of exercise on the systems if the body Principles of training Methods of training Heart rate/ VO 2 Diagram/Table Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 1. During the course of a team game, players would use all three energy systems. Name a team and describe specific situations in which each of the energy systems would be used. Information/Discussion Practical Application Links Diagram/Table Activity 2. Below is a table showing some characteristics of three energy systems used in sporting activity. Tick ( ) the energy system which is appropriate for each characteristic. Characteristics of energy systems ATP-PC Lactic Acid Aerobic Used mainly in very high intensity, short duration activities of up to 10 seconds and in the very early stages of exercise. Used mainly in very high intensity exercise of between 10 seconds and 3 minutes in duration. Used mainly during prolonged, low intensity of exercise. Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 3. Identify one factor which can determine the main energy system used in any sporting activity. 4. Complete the table summarising the energy systems below: Information/Discussion Practical Application Energy system Aerobic or Anaerobic Write the chemical equation summarising this process Any byproducts How long can we use it for? Creatine Phosphate (CP) Links Lactic Acid Diagram/Table Aerobic Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 5. Study the images below. Suggest which energy system each athlete would predominantly use during performance and why. A B C Information/Discussion Long Jumper Practical Application Diagram Links Marathon Runner Energy system 400 m Sprinter Reason A B Diagram/Table Activity C 6. Select one energy system and explain how ATP is recreated using this system. You may choose to use a diagram to assist your explanation. Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 7. The table below shows a number of activities that are common to many games. For each activity identify the main energy system that would be used. ACTIVITY MAIN ENERGY SYSTEM Jogging Information/Discussion Kicking Sprinting Practical Application Counter attacking Links 8. The energy system used for any sporting activity depends on which two factors? Diagram/Table Activity 9. How could an understanding of the energy systems help a teacher/ coach of a sports team train his/ her players? Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 10. “During maximum effort, such as sprinting, muscles need a lot of energy quickly but oxygen (O 2) cannot reach the muscles fast enough”. 11. Which energy system is best used to provide the necessary fuel for such an activity? 11. Explain the term oxygen debt? Information/Discussion 12. The following table lists a number of activities that a hockey player may perform in a game. Decide which energy system would be used to provide energy for them. Practical Application Activity Energy System used Taking on a defender over 10 metres. Links Jogging back after an attack. Counter attacking immediately after sprinting back 60 m to defend. Diagram/Table A keeper diving for the ball then returning to their feet. An attacker waiting on the half way line while his team defends a short corner. Activity A defender holding a defensive position when his team are attacking. Closing down an attacker and tackling. Losing a defender with a change of pace. Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 13. “During maximum effort, such as sprinting, muscles need a lot of energy quickly but oxygen (O 2) cannot reach the muscles fast enough”. Which energy system is best used to provide the necessary fuel for such an activity? Activity Information/Discussion Practical Application Links Diagram/Table Activity Aerobic / Anaerobic Long distance running Aerobic Anaerobic Marathon running Aerobic Anaerobic Long jump Aerobic Anaerobic A gymnastics vault Aerobic Anaerobic A 50 m sprint swim Aerobic Anaerobic Javelin throw Aerobic Anaerobic Click box once for Anaerobic, twice for Aerobic 14. Explain why many sporting activities can be described as both Aerobic and Anaerobic. 15. What is the advantage to a team game player of having a high VO 2 Max? Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 16. Explain what is meant by anaerobic threshold. 17. Which energy systems would be the main provider of energy in a: Information/Discussion 18. 19. 20. smash in Tennis, 60 second rally in Tennis. 18. (i) Explain the meaning of the term VO 2 Max. Practical Application (ii) Give two benefits for a sportsperson of having a high VO 2 max. Links 19. (i) Give a sporting example of anaerobic activity. Diagram/Table Activity (ii) Why is lactic acid produced during anaerobic activity? 20. What happens to an athlete’s performance as lactic acid builds up? Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems Information/Discussion Practical Application % Blood Lactic Acid Removed 21. The graph shows the rate of lactic acid removal after exercise. 100 Activity A B 60 40 20 20 Links Diagram/Table 80 40 60 80 100 120 140 160 Recovery Time (minutes) (i) Which athlete recovered first? (ii) How long did it take the other athlete to remove all lactic acid from his body? (iii) How much lactic acid had been removed by A after 1 hour’s recovery? (iv) How much lactic acid had been removed by B after 1 hour’s recovery? (v) What is the difference in full recovery time between the two athletes? (vi) There is evidence on the graph to suggest why one athlete recovered quicker than the other during recovery time. Explain the evidence. Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 22. The graph below shows the heart rate of a 15 year old athlete during a training session. 205 X 164 Y A Heart 123 rate (bpm) Information/Discussion Z 60 Practical Application 5 Warm up 5 minutes Links Diagram/Table 10 15 20 25 Exercise – 30 minutes i. What heart rate is indicated at 205 bpm? ii. What threshold is identified at Z? 30 35 40 Cool down 5 minutes iii. What is the name given to training zone A? Activity iv. What type of sporting activity could the athlete be training for? v. What physical fitness component is being developed in this session? Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 23. The graph below shows the heart rates (X, Y and Z) for three different performers. 250 Heart rate (bpm) Information/Discussion 200 X Y Z 150 100 50 Practical Application Time Links Diagram/Table Which heart rate would be appropriate for (i) a 100 metre sprinter and (ii) a games player? Give reasons for your answers. Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 24. The graph below shows the heart rate of two 16 year old athletes when training at the same intensity. 180 Heart 120 rate (bpm) 90 Information/Discussion Athlete B 60 Practical Application 0 Links Diagram/Table Athlete A Time (minutes) 30 i. Which athlete is the fitter, A or B? ii. Using information from the graph to help you, give two reasons for your answer. Activity Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 25. The graph below shows the heart rate of a sportsperson recorded during a training session. MHR 200 180 160 140 Information/Discussion Heart rate 120 Heart rate 100 80 60 40 20 Practical Application 0 Training Session Links i. What happens to the sportsperson’s heart rate during the training session? ii. What causes the heart rate to change in this way? Diagram/Table Activity iii. What type of sporting activity do you think the sportsperson is training for? iv. Explain your answer. Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 26. The graph below shows the heart rate of an eighteen-year-old badminton player during a game. 250 Heart Rate 200 Beats per 150 minute (BPM) 100 Information/Discussion 50 Practical Application Time (min) 5 10 15 20 Links i. Diagram/Table ii. Activity Give two pieces if evidence to suggest that this player is a fit competitor. Calculate the player’s maximum heart rate (MHR). iii. What evidence is there to suggest that this player worked both aerobically and anaerobically during the game? Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 - Activity Energy Systems 27. The graph below shows how a sixteen-year-old sportsperson can use heart rate to work out how hard to train. Heart rate and training of a sixteen-year-old sportsperson: i. What heart rate is indicated at 204 bpm (A)? Information/Discussion ii. What threshold is indicated at 163 bpm (C)? Practical Application iii. What threshold is indicated at 122 bpm (E)? Links iv. In which training zone does lactic acid build up quickly? Is it B, D or F? Diagram/Table v. How does lactic acid build up affect training time and recovery time? vi. Which training zone is important for improving aerobic fitness? Is it B, D or F? Activity vii. Explain why training zone F has little effect on aerobic fitness? Revision SECTION B GCSE Physical Education MAIN MENU

UNIT 1 – Key Facts/Glossary Energy Systems Muscle contraction ATP Energy Needed (CP System – Lactic Acid System) – Aerobic System Information/Discussion Anaerobic Pathway Aerobic Pathway Practical Application • Needs of individual – physical activity – health/ competitive? Links • Intensity/ duration of physical activity Diagram/Table Activity • Oxygen debt – lactic acid – fatigue – performance • Training correctly to meet identified needs/ demands • Heart rate – links with VO 2 – establishing – training zones and thresholds Revision SECTION B GCSE Physical Education MAIN MENU