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Frage	Antworten
Describe the features of the alactacid system	The ATP compound consists of large molecule called adenosine and three smaller molecules called phosphates. Each phosphate is held together by a high energy bond. When the last phosphate is detached energy stored in bonds between phosphates becomes available and is then transferred to the cells. In the muscle cells, the energy from ATP allows the fibres to contract and make movements possible.
Describe the features of the lactic acid system	ATP supplies are very limited, in fact we have 10-12 seconds before they are exhausted. The body then needs to find a new fuel, this is done by using the immediate sugar supplies circulating the blood.
Describe the features of the aerobic system	The aerobic system requires oxygen to make the ATP molecule needed for exercise. As oxygen is transferred around the body via the circulatory system it eventually reaches the working muscles. The third energy pathway is predominately the supplier of ATP glucose and fat and broken down in the presence of oxygen to produce ATP. Lactic acid is no longer produced during aerobic metabolism, due to oxygen being present.
What is the source of fuel for the 3 energy systems?	ATP/PC - creatine phosphate. Lactic acid - carbohydrates stored in muscles and liver as glycogen. Aerobic system - carbohydrates stored in muscles and liver as glycogen and occasionally fats and proteins.
What is the ATP production efficiency for the 3 energy systems?	ATP/PC - very quick, but only for a limited time. Lactic acid- quick ATP production fatigue as lactic acid rises. Aerobic system - slower ATP production, but an endless supply
What is the duration of intensity for the 3 energy systems?	ATP/PC - 10-12 seconds (high intensity) Lactic acid - 30 seconds-3 minutes (relatively high intensity) Aerobic system - endless supply (low to moderate levels of intensity)
What is the cause of fatigue in the 3 energy systems?	ATP/PC - limited stores of ATP. Lactic acid - accumulation of lactic acid, increase in hydrogen ions. Aerobic system - depletion of glycogen levels and fat stores.
What are the by-products of the 3 energy systems?	ATP/PC - nothing Lactic acid - lactic acid Aerobic system - Co2 and water
What is the recovery process for the 3 energy systems?	ATP/PC - activity intensity decreases or increased rate as PC is replenished in the presence of oxygen. Lactic acid - activity intensity decreases, increased breathing rate as lactic acid is broken down in presence of oxygen. Aerobic system - replenishment of glycogen stores through appropriate dietary intake.
What is the recovery rate for the 3 energy systems?	ATP/PC - 50% recovered in 30 secs, 100% in 2 mins. Lactic Acid - 30 minutes-2 hours. Aerobic system - up to 48 hours, depending on level of depletion.
List some sporting examples from the 3 energy systems	ATP/PC - shotput, discus, 100 m sprint. Lactic Acid - 400m, 800m runs and swim. Aerobic system - triathlon, marathon, soccer.
Describe continuous aerobic training	Continuous is sustained effort without rest, for at least 20 minutes. Heart rate should rise above the aerobic threshold and remain in the target zone for the duration of the session. Examples include running and cycling.
Describe fartlek aerobic training	Farrtlek means 'speed play' participants vary their speed and the terrain on which they exercise. Fartlek uses both aerobic and anaerobic system, it is beneficial for players who change direction or accelerate during their game. Examples include football and soccer.
Describe aerobic interval training	Aerobic interval training involves alternating sessions of work and recovery, the athletes perform a given amount of work in a particular time, followed by a recovery period. The rest period is only short (20 secs), this allows not enough time to fully recover thus stressing the system.
Describe aerobic circuit training	Circuit training develops aerobic capacity and has the potential to make improvements to muscular endurance, flexibility and strength. The participant moves to the next exercise after completing a certain amount of reps, the effectiveness depend on the progressive overload principle.
Describe the anaerobic interval training	Anaerobic interval is similar to aerobic interval training but it is higher intensity and less recovery. With minimal recovery an athlete will train to anaerobic threshold, have an increased tolerance of lactic acid and increase efficiency of the cardiovascular system.
Describe the features of static flexibility training	Static training is a form of stretching in which the stretch is held for 10-30 seconds. The muscle is moved and stretched slowly into a position without discomfort. It is used for warm-ups, cool down and injury rehab.
Describe features of ballistic flexibility training	Ballistic training involves repeated movements like swinging and balancing to gain extra stretch. It can be harmful because muscle can be stretched beyond its preferred length.
Describe features of PNF flexibility training	Proprioceptive neuromuscular facilitation involves lengthening a muscle against a resistance.
Describe the features of dynamic flexibility training	Dynamic training is popular for warm-ups and pre-training routines as it attempts to imitate movements in the game. It uses speed and momentum to gradually warm up muscle fibres.
Describe the features of free weight training	Free weights involves the use of barbells, dumbbells and hand weights used to develop all muscles in a group at the same time. It requires strict form an good technique to avoid injury.
Describe the features of elastic weight training	Resistance bands are a cheap and portable form of training. Most bands are colour coded for small or heavy muscle groups. The band is anchored by a wall or fixture or against the body and stretched to create a resistance.
Note some different sports and the types of training that would best suit them	Basket ball requires high levels of agility so aerobic circuit training would improve this. Triathlons require continuous effort - training without rests through continuous aerobic training would help increase their fitness level
Outline the progressive overload principle of training	Gains in fitness can only occur when the training load is greater than normal and is progressively increased as improvements in fitness occur.
Outline the reversibility principle of training	In the same way the body responds to training by improving fitness levels, lack of training can cause the opposite to occur.
Outline the specificity principle of training	This principle implies that the greatest gains are made when activity in the training program resembles the movements in the game or activity.
Outline the variety principle of training	Using the same drills and routines can lead to boredom, it is important to continually strive to develop the required attributes using different techniques to ensure athletes are challenged but also interested.
Outline the training threshold principle of training	When we train, we expect an improvement to our physical body but for this to happen we must work at a level of intensity that causes our body to respond in a specific way.
Outline the warm-up and cool-down principle of training	Each training session requires 3 essential components - warm up, training and cool down. A session lacking any of these components leads to injuries or fails to achieve results.
Define resting heart rate (HR) and describe its effect on the body at rest in comparison to during exercise	The number of heart beats a minute while the body is at rest. At rest HR decreases due to increase SV and improved efficiency of the CV system, during exercise it is lower at all intensities of exercise
Define stroke volume (SV) and describe its effect on the body at rest in comparison to during exercise	The amount of blood ejected by the left ventricle of the heart during a contraction; measured in mL/beat. During both exercise and rest SV is increased as the left ventricle increases in size and more blood is in circulation
Define cardio output and describe its effect on the body at rest in comparison to during exercise (Q)	The amount of blood pumped by the heart per minute. At rest this remains relatively unchanged because Q=HRxSV and SV increase but HR decreases, during exercise is slightly lower due to increased SV
Define oxygen uptake and describe its effect on the body at rest in comparison to during exercise	The ability of the working muscles to use the oxygen being delivered. At rest oxygen uptake is increased due to the number of enzymes breaking down oxygen, and during exercise is also increased because of these oxidative enzymes.
Define lung capacity and describe its effect on the body at rest in comparison to during exercise	The amount of air the lungs can hold. During rest the lung capacity has little change if any due to the increased blood volume and more RBC, and also little to no change during exercise as there is more RBC aswell
Define hypertrophy and describe its effect on the body at rest in comparison to during exercise	The enlargement of muscle fibres in response to exercise. At rest muscle hypertrophy is increased due to the growth in the size and function of muscle fibres, during exercise it is unchanged because of the growth in the size of the fast/slow twitch muscle fibres
Define resting haemoglobin level and describe its effect on the body at rest in comparison to during exercise	Haemoglobin is the substance in the blood that binds oxygen and transports it around the body. At rest the haemoglobin levels are increased due to the growth in the size of muscle fibres, and it is also increased during exercise
What is motivation?	Motivation is an internal state that activates, directs and sustains behaviour toward achieving a particular goal
Discuss positive and negative motivation, give examples	Positive motivation is when performance is driven by previous reinforcement of behaviours eg. crowd appreciation it derives enjoyment and interest about completing the task. Negative motivation is improvement in performance out of fear of consequences of not performing to expectations eg. being replaced in the team, media articles the focus is on the consequence rather than performing.
Discuss intrinsic and extrinsic motivation, give examples	Intrinsic motivation comes from within the individual eg. personal accomplishment, self satisfaction the individual feels an internal desire to do well. Extrinsic motivation comes from sources originating from outside the person eg. parents, coach, the external reinforcement can include rewards, food, fame and money.
What is anxiety?	Anxiety is predominantly a psychological process characterised by fear or apprehension in anticipation of confronting a situation perceived to be potentially threatening.
Differentiate between state and trait anxiety	State anxiety refers to your anxiety and stress levels in a specific situation eg. a wasp in the room. Trait anxiety refers to your anxiety and stress because of a certain individual eg. anxiety thinking about an upcoming test.
Define stress	Stress is the non-specific response of the body to a demand placed on it, symptoms include: no oxygen to the lungs, increase glucose production, increase sweat production, increased blood supply. Factors producing stress can be personal pressure, competition pressure, social pressure and physical pressure.
Discuss optimum arousal	There are 2 major theories for arousal; the drive theory (where an athlete has the necessary skills and their drive to compete is aroused by being psyched up for performance) and the inverted U-theory (where the athlete will be performing best if working in the zone of optimal arousal, between over and under aroused)
Discuss concentration/attention skills as a form of psychological strategies to enhance motivation and manage anxiety	Concentration is the ability to link movement and awareness to the extent that the individual can focus on doing, rather than thinking about doing. Concentration/attentional skills can also include focusing on aspects that you know you can do well as this breeds motivation and anxiety levels are reduced
Discuss mental rehearsal/visualisaation/imagery as a form of psychological strategies to enhance motivation and manage anxiety	Mental rehearsal is the technique of picturing the performance or skill before executing it. It is commonly used with weightlifters and gym routines. This technique helps by establishing a picture of the performance and to incorporate the experiences and emotions of the surrounding factors. This helps prepare the athlete for anticipated experiences so that motivation is enhanced and anxiety is not generated by unfamiliar surroundings or experiences.
Discuss relaxation techniques as a form of psychological strategies to enhance motivation and manage anxiety	Relaxation techniques are a series of techniques that seek to control the body's response to stress. Techniques can include: progressive muscular relaxation, mental relaxation, self-hypnosis, mental rehearsal, meditation and centred breathing.
Discuss goal setting as a form of psychological strategies to enhance motivation and manage anxiety	Setting challenging, yet realistic goals is a good strategy for managing anxiety. These should ideally be process based and relate to factors over which the athlete has direct control. They should include long and short term goals with time frames to be achieved within.
Describe nutritional considerations for pre-performance	Pre-performance nutrition involves the days and hours immediately before the performance. The key performances of this nutrition are to ensure the body is well hydrated, and to ensure the body has sufficient glycogen stores for use during the performance to reduce fatigue.
Discuss the strategy of carbohydrate loading	Carb loading is used by mostly endurance athletes to increase carbohydrate consumption in the days and hours prior to performance as a way of increasing glycogen stores. Foods with high carbs and low fat and fibre are consumed such as bread, cereal, low fat milk/yoghurt, sports drinks. This is done in conjunction with tapering, which is when the athlete reduces their training level substantially. The pre-performance meal is consumed 3-4 hours prior to performance and the food consumed is familiar.
Discuss the nutritional considerations during performance	Rehydration and refuelling may be needed during performance. At the most basic level it is generally accepted that small, frequent sips of water during performance is a sensible way to keep the body in hydrated state during performance. Refuelling by consuming some carbs to replenish glycogen stores is more likely to become important in activities of 60 minutes or more. Useful sources can include banana's, sports bars, carbohydrate gels and sport drinks.
Outline the guidelines for fluid replacement	Before: at least 24 hours prior to perofrmance fluid intake should be increase. In the 2 hours prior approximately 500mL should be consumed. 15 minutes prior 200-300mL should be consumed. During: small, frequent drinks should be consumed, enough to replace water lost through sweating. A practical suggestion is 200-300mL every 15-20 minutes. After: approx. 200-300mL of fluid consumed every 15-20 minutes of exercise.
Outline the guidelines for fluid replacement	Before: at least 24 hours prior to perofrmance fluid intake should be increase. In the 2 hours prior approximately 500mL should be consumed. 15 minutes prior 200-300mL should be consumed. During: small, frequent drinks should be consumed, enough to replace water lost through sweating. A practical suggestion is 200-300mL every 15-20 minutes. After: approx. 200-300mL of fluid consumed every 15-20 minutes of exercise.
Discuss nutritional considerations for post-performance	Post performance nutrition is the 1st step in the recovery process and ultimately preparing for the next training session or performance. The key purposes of post performance nutrition are to; replenish the athlete, replenish glycogen stores and rebuild muscle tissue. Post performance consumption typically includes water and/or sports drinks for rehydration and a combination of carbohydrates and protein for glycogen replenishment and rebuilding muscles.
List the dietary requirements for an endurance athlete (triathlon athlete)	Pre performance: Eat something easy to digest that contains carbs and fluids, dont experiment with new foods, ideally eat the meal 1-2hrs before the race. The meal can consist of 2 crumpets/english muffins with either peanut butter or 2 slices of cheese. During performance: Snacking here helps prevent fatigue, maintain hydration balance, 30-60g of carbs per hour which can include sports gels, lollies, vegemite sandwiches. Post performance: refuel muscle glycogen stores with carbs, repair muscle with protein, rehydrate with fluids and electrolytes.
List the dietary requirements for an anaerobic athlete (sprint kayaking)	Pre-performance: 2-3hrs before your race have a meal high in carbs, low in fat, and low to moderate protein such as cereal with low fat milk and banana. During performance: encouraged to snack throughout the day instead of large meals, sports bars, muesli bars, rice crackers, sandwiches or fruit, fluids can include water, juice or cordial. Post performance: recovery of glycogen stores is made by carbohydrate rich snacks or meals such as cheese sandwiches and a sports drink.
List the dietary requirements for an aerobic athlete (golf)	Pre-performance: low GI carb foods may provide an advantage as they are digested slowly and deliver more fuel. Crumpets with jam or honey and flavoured milk. During performance: necessary to replenish fluids and carbohydrates due to long duration with foods such as fruit, sports bars, vegemite sandwiches, sports drinks. Post performance: recover fuel and fluid supplies with food before the consumption of alcohol within 30 mins of finishing eg. salad sandwich with a sports drink
Discuss the use of supplementation	Dietary supplements are found in various forms, they are taken as they are thought to improve athletic performance. While perhaps supplying a psychological boost, supplements may be of little value if you consume a balanced diet.
Identify vitamins as a form of supplementation	Vitamins are inorganic compounds that are essential to maintaining bodily functions. They have been found to act as catalysts helping the body use energy nutrients, assist the immune system to battle disease, but they can cause nausea, loss of appetite, skin dryness, muscle and joint pain and headaches
Identify minerals as a form of supplementation	Minerals are organic compounds that are essential to maintaining bodily functions. They assist transport oxygen to where its needed and are vital for bone structure and quality, although they do not provide energy and inadequate supplies will affect performance and health.
Identify protein as a form of supplementation	Protein is important to the body due to its structural role in holding the cells and tissues and in the growth and repair and maintenance of body tissue. Protein is a minor energy source, but as a supplement can contain additives that increase the risk of certain cancers, it can also increase the amount of calcium excreted and possibly contribute to osteoporosis.
Identify caffiene as a form of supplementation	Usually derived from tea or coffee, caffeine is a drug that stimulates the nervous system. It has been proven to improve cognitive processes such as alertness, it can improve concentration and memory and also assists metabolic processes. However it contributes to dehydration, it is a form of diuretic, it isnt effective short term, high intensity, and can cause muscle tightness, nausea, lack of sleep and headaches.
Identify creatine products as a form of supplementation	Creatine is a natural substance turning into creatine phosphate in the body. It assists the resynthesis of ATP, vegetarians benefit from the supplement and muscle hypertrophy is more easily achieved. Though as a supplement the body is unable to store excess mounts, many researchers have found little or no benefits and it contributes to the possibility of developing renal disease.
Discuss recovery strategies	Recovery programs ensure that the athlete is able to resume training and competition within the time span of the training program. Rest allows both physiological and psychological revitalization to take its course.
Describe physiological recovery strategies such as cool down and hydration	Physiological strategies focus on two elements: the removal of metabolic by products and a nutritional plan to replace lost fluids and energy rich nutrients. The purpose of cool down is to gradually reduce heart rate and metabolism to the pre-exercise stat, it also assists in the removal of lactic acid. Effective measures need to be taken to address dehydration, depleted glycogen and blood sugar levels.
Describe neural recovery strategies such as hydrotherapy and massage	Neural strategies aim to relax muscles that have been fatigued or damaged as a result of high intensity exercise. Hydrotherapy involves the use of water to relax, soothe pain and assist metabolic activities eg. spas, steam rooms. Sports massage is a specialised form focusing on body and mental relaxation.
Describe tissue damage recovery strategies such as cryotherapy	Tissue damage may be minor, such as soreness or more long term like bruising or muscle tears. Cryotherapy involves the use of cooling to treat or quicken injury recovery, ice baths are sometimes used.
Describe psychological recovery strategies such as relaxation	Relaxation techniques target both the body and the mind, the use of these strategies can assist emotional and spiritual recovery. Relaxation can involve debriefing sessions, reading, listening to music, flotation and meditation.
Discuss proposed benefits to physiological strategies	Elevated ventilation rate, blood distribution returned to normal, assists waste removal, prevents muscle soreness, vital for fuel recovery and to prevent dehydration.
Discuss proposed benefits to neural strategies	Assists metabolic activity recovery, eliminates jarring and spraining, accelerates blood flow, reduces stress and tension, eliminates toxic by-products, shortens recovery time between work out and training.
Discuss proposed benefits to tissue damage strategies	removes muscle soreness and stiffness, rehabilitation of soft tissue injury, allows fresh oxygen rich blood to flow to muscles stimulating recovery.
Discuss proposed benefits to psychological strategies	reduces tension, facilitates both physical and psychological recovery, allows more sleep.
Identify the cognitive stage of skill acquistion	This is the first stage of skill learning, in this stage the athlete gains an understanding of the task required. This means knowing what to do and an insight on how to do it. Demonstrations, videos and information highlighting the important points can help guide the learner. The learner will encounter problems and will experience some error, awkwardness, and some disorientation. Learners must receive continuous feedback on their progress, if the learner experiences great difficulty, the skill can be broken down. Rates of success vary between individuals but the learner should experience some success.
Identify the associative stage of skill acquistion	This is the second stage of skill acquisition and emphasis is on practice, the learner has acquired the idea and now needs to repeat the movements to enhance the synchronization of their mind and muscles. Errors still occur but are less frequent and smaller, feedback is still essential. A sense of fluency or smoothness develops, their confidence increase, learners can stay in this stage and never progress to the next stage.
Identify the autonomous stage of skill acquistion	This is the third and final stage. By this the execution of the movements is properly sequenced and instinctively performed. Movement is fluent and aesthetically pleasing, performers can now attend to other cues while giving little thought on how to perform the skill. Practice is still important during this stage, training should incorporate pressure drills to link to real performance.
Examine the stages of skill acquisition through learning a new skill (soccer dribbling)	Cognitive stage: quality of movement may be slow, awkward and they have to keep stopping, errors they display is kicking the ball to hard, losing control of it and lack of focus. Associative stage: improved quality of movement, able to detect errors, most of the movements are known aspects such as aim and finer details are still not perfect. Autonomous stage: the player performs movements instinctively and is able to think about other tasks, during practice a defender is added to make the skill more difficult.
Discuss the characteristics of the learner	Each individual brings unique qualities, characteristics and experiences to the learning environment. These experiences and characteristics influence the capacity of the learner to acquire skills.
Identify the characteristic of personality	Refers to an individuals characteristic way of behaving. Personality develops as a result of an individuals infinite social interaction and learning experiences throughout life. Traits are characteristics or observable features of a person. Learners whose personality reflect positive ways of behaving are more receptive to instruction and advice, more co-operative in performing set tasks and more helpful in creating a productive learning environment. These can include willingnes to learn, level of motivation, enthusiasm, dedication, reliability, consistency.
Identify the characteristic of heredity	Refers to genetic characteristics inherited from our parents. Individuals are endowed with certain characteristics from their parents. These are unchangeable and limit the dimensions of their potential eg. how fast we fun. The environment determines if we reach the limits set by our heredity. Characteristics include: slow/fast muscle twitch fibres, somatype (body type/shape), gender, height, conceptual ability (visualise)
Identify the characteristic of confidence	is a firm belief in ones ability. Confidence is crutial to improvement in skill acquisition as well as everyday living. It develops from experiencing success in learning situations. It unlocks energy and creativity. Releases the power of belief - that something worthwhile can be achieved through perseverance and effort.
Identify the characteristic of prior experience	It is often easier to learn a new skill if similar movements have already been successfully acquired. It has the potential to accelerate the learning process. Transfer of learning is important in the acquisition of new skills. Lateral transfer is from one task to another similar, such as squash backhand to a tennis backhand. Vertical transfer is mastering a lower order task as a prerequisite for something much harder within the same activity eg. dolphin kick with a kickboard before butterfly stroke. Agility is the basic motor skill which, once learnt, can assist in a variety of sports eg. netball, basketball and hockey.
Identify the characteristic of ability	Is the ease with which an individual is able to perform a movement or routine. Ability is in the way an individual is able to learn, process and implement new skills. It incorporates a sense of acuity (sharpness), perception, reaction time and intelligence which combine to allow the individual to do readily what is intended.
Describe how the characteristics of a learner can affect skill acquisition	The speed with which learners are able to acquire certain motor skills depends on a number of factors which alter considerably from one person to another. Some people are better at jumping than running; others display more talent n the gym than in athletics. Our differences make us unique and we must take them into account when learning motor skills.
Discuss the nature of skills	Skills can be defined as open (within an environment that is unpredictable and constantly changing) or closed (a stable environment) a gross motor skill (large muscle groups for execution) or fine (small muscle groups) as discrete (having a distinct beginning and end eg. forward roll) or being serial (a sequence of smaller movements eg. a kick in football) or a being continuous (no distinct beginning or end eg. swimming) They can be self paced (where the performer determines the timing and speed) or externally paced (when an external source controls timing)
Identify decision-making as a performance element	Throughout a competition performance athletes need to make many decisions such as who to pass to, whether to shoot for goal or pass. Coaches need to provide opportunities for decision making in practice so the athlete can improve their skills resulting in clear decisions when performing.
Identify strategic and tactical developemtn as a performance element	Some sports have high strategic and tactical component. In tactical sports the learning environment must reflect the game situations to develop players understanding of how to effectively apply skills they have acquired in a game situation. The tactics associated with game play can be similar across some sports such as moving into space or marking a player. Athletes can develop an awareness of the tactics required and apply these skills in a variety of game situations. Tactical development requires practice of pressure situations similar to a game, rather than stationary practice or drills. As tactical development improves, game like practices can become more complex allowing development of decision making and problem solving.
Identify massed and distributed practice as a practice method	Massed practice occurs when one skill is continuously practiced in a session with only brief rest periods or none at all. This involves a variety of drills aimed at improving the one skill performed one after the other. Distributed practice can follow one of two forms. One form is when a range of skills are practiced. The other is where one skill is practiced, broken up by moderate rest periods.
Identify whole and part practice as a practice method	Some skills are easy to learn while others are complex. Some need to be broken down whilst others can be learnt whole. Whole practice method refers to practicing a skill in its entirety, such as a softball pitch, whereas the part method, involves a skill being broken down into smaller components and each sub skill practiced separately eg. basketball layout.
Discuss feedback and its importance	Feedback is the essential component in the success of acquisition and development of skills. It provides information about the performance that allows the learner to adjust or improve. It reinforces correct or desired response, it motivates the performer and corrects the action.
Identify intrinsic and external feedback types	Intrinsic feedback occurs as a normal consequence of performing a skill. It embodies feelings together with sensory information such as seeing the ball and hearing the sound of the ball hitting the bat. External feedback is all other feedback other than that which occurs as a normal consequence of performing a skill. It includes various forms of external information such as suggestions from the coach, video replays, judges scores and race results.
Identify concurrent and delayed feedback types	Concurrent feedback is received during the performance of a skill such as a coach yelling. Delayed feedback is received after the skill has been executed such as at a debriefing.
Describe knowledge of results	Knowledge of results suggests how successful the skill was performed and comes from the external source. This could be a coach discussing the outcome of a performance with the athlete, score boards.
Describe knowledge of performance	Knowledge of performance is information received by how well the skill was performed. It may be external or internal. eg. a diver may gain information about the position of her body during a movement from an external source such as a video replay.
Describe the characteristics of skilled performers using kineasthetic sense, anticipation, consistency and technique	Skilled performers can differ from unskilled performers in their capacity to demonstrate and utilise the following: Kinaethetic sense, which refers to the awareness of body position and muscle movement during performance. Anticipation and timing, which refers to the capacity to accurately predict what is likely to occur, and then respond appropriately. Consistency, which refers to the capacity to perform at a high standard on a regular basis. Technique, which refers to the capacity to perform movements in a safe manner, aswell as efficiently and effectively.
Discuss objective and subjective performance meausures	The nature of some skills means they can be measured more easily and accurately eg. objective - 100m sprint, high jump. Other skills are more difficult to measure accurately because of their subjective nature. These skills usually have results based on the quality of performance eg. subjective - diving, ice skating
Discuss validity and reliability in the assessment of skill and performance	When measuring skills it is essential that the test being used is both valid and reliable. A valid test measures exactly what its supposed to measure and a reliable test is one which would achieve the same result regardless of who administered the test. Validity ensures the relevance of the information being received, and reliability ensures the results are accurate and consistent with what the performer achieved.
Discuss personal vs. prescribed criteria in the assessment of skill and performance	The reasons for judging the quality of a performance influence the extent to which personal or prescribed criteria are used for measurement. When the purpose is to evaluate performances as part of a competition, a close analysis is made using objective measurement and where appropriate prescribed criteria.
Develop objective and subjective performance measures to appraise performance	Strategies to make subjective appraisals as objective as possible: using prescribed judging criteria, established as advance by people with the required expertise. Ensuring competitors, judges, coaches and the audience know these criterias well in advance. Using a panel of judges,with no personal or competitive affiliation with any competitors. Disregarding the highest and lowest scores for each performance and averaging the remaining scores. Using established measurement tools such as rating scales and checklists.

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