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VCE Stuff => VCE Health and Physical Education => VCE Arts/Humanities/Health => VCE Subjects + Help => VCE Physical Education => Topic started by: Smiley_ on November 10, 2014, 10:27:26 am

Title: Physical Education [3/4] Question Thread
Post by: Smiley_ on November 10, 2014, 10:27:26 am
VCE PHYSICAL EDUCATION Q&A THREAD

What is this thread for?
If you have general questions about the VCE Physical Education course or how to improve in certain areas, this is the place to ask!


Who can/will answer questions?
Everyone is welcome to contribute; even if you're unsure of yourself, providing different perspectives is incredibly valuable.

Please don't be dissuaded by the fact that you haven't finished Year 12, or didn't score as highly as others, or your advice contradicts something else you've seen on this thread, or whatever; none of this disqualifies you from helping others. And if you're worried you do have some sort of misconception, put it out there and someone else can clarify and modify your understanding! 

There'll be a whole bunch of other high-scoring students with their own wealths of wisdom to share with you, including TuteSmart tutors! So you may even get multiple answers from different people offering their insights - very cool.


To ask a question or make a post, you will first need an ATAR Notes account. You probably already have one, but if you don't, it takes about four seconds to sign up - and completely free!


OTHER PE RESOURCES

Original post.
Welcome to the PE Board everyone :D
This thread can be used to ask any questions about the content of VCE Physical Education that you may have.
Good luck with PE!
Title: Re: Physical Education [3/4] Question Thread
Post by: evawu on November 14, 2014, 09:50:55 pm

Welcome to the PE Board everyone :D
This thread can be used to ask any questions about the content of VCE Physical Education that you may have.
Good luck with PE!
YAY Smiley!!! So glad to be bracing PE next year with an amazing moderator like you! :D :D
Your support is invaluable and greatly appreciated  :)
Title: Re: Physical Education [3/4] Question Thread
Post by: evawu on November 18, 2014, 01:13:34 pm
Hey Smiley! :)

I was just wondering, what do you need to try for a 50 in PE? What are some things that should be done during the year and key things to know/practice?
(e.g. for legal studies, my friend learnt the whole course in 2 terms and did practice exams for the rest of the year-- he landed a 50)
Title: Re: Physical Education [3/4] Question Thread
Post by: Smiley_ on December 09, 2014, 01:24:11 pm
Hey Smiley! :)

What are some things that should be done during the year and key things to know/practice?
(e.g. for legal studies, my friend learnt the whole course in 2 terms and did practice exams for the rest of the year-- he landed a 50)

Some tips for PE next year are:
To apply think about how everything can be related to real life. There are so many situations where this is possible! Playing sport and thinking about how the energy systems are interacting, watching the football and thinking about which performance enhancing substances/methods might be used, making sure you are meeting the national physical activity guidelines + many more!

Really study and know lactate inflection point to death! It will be tested and everyone loses marks on this topic.

Cue cards can be really helpful to get all of the content learnt (but not everyone learns best this way)


Title: Re: Physical Education [3/4] Question Thread
Post by: Vexna on May 20, 2015, 10:03:05 am
What are the characteristics of each type of muscle fibre (Fast-twitch and slow-twitch)?
I'm struggling to understanding these.

Thanks.
Title: Re: Physical Education [3/4] Question Thread
Post by: nickjparkinson on May 22, 2016, 03:14:40 pm
Fast-twitch fibres (type IIa and IIb) are those which are more
anaerobic
[/b] in character. That means that these have a greater ability to produce force and have greater stores of anaerobic fuels than slow-twitch fibres (such as ATP and CP).

Slow-twitch fibres are aerobic in that they are built more for endurance. They contain more mitochondria and myoglobin: components we associate with aerobic metabolism. Below is a graph that summarises this.

(https://refugeestrength.files.wordpress.com/2014/01/muscleblabla.png)

You'll notice that fast-twitch type IIa is the intermediate/between fast-twitch type IIb and slow twitch.

Note that you do not need to know the ins and outs of fibres types. Just be aware that high-performing anaerobic athletes will tend to have more fast-twitch and vice versa.

Good luck for the year ahead!
Title: Re: Physical Education [3/4] Question Thread
Post by: Tilley12 on August 31, 2016, 09:02:32 am
I have some conflicting info.  :'(  Is A-V02 difference an adaptation of the cardiovascular system or the muscular system???
Title: Re: Physical Education [3/4] Question Thread
Post by: Math_lord on October 22, 2016, 05:22:40 pm
Hey guys,
Im currently in year 10 and next year i have been offered the opportunity to do Physical Education 3/4, skipping units 1/2.
Do you guys think I should go ahead with this option or should i do 1/2???
Title: Re: Physical Education [3/4] Question Thread
Post by: Aaron on October 22, 2016, 05:39:24 pm
Hey guys,
Im currently in year 10 and next year i have been offered the opportunity to do Physical Education 3/4, skipping units 1/2.
Do you guys think I should go ahead with this option or should i do 1/2???

It's definitely doable - but I would make sure you fully understand that phys ed in Year 12 is very different to what it is in the lower years. It is a theoretical subject, basically addressing sport related science rather than practical. I remember when I did PE (this was a few years ago, apologies if major changes have been made since), the most practical I did was a 6 week training program and a few other practicals to support some case studies. Apart from that, it was all theory.

You need to ask yourself whether it is relevant to you at all for your future aspirations. If not, i'd probably pick something that is.
Title: Re: Physical Education [3/4] Question Thread
Post by: Math_lord on October 25, 2016, 11:46:17 am
Quote from: Aaron link
It's definitely doable - but I would make sure you fully understand that phys ed in Year 12 is very different to what it is in the lower years. It is a [b
theoretical[/b] subject, basically addressing sport related science rather than practical. I remember when I did PE (this was a few years ago, apologies if major changes have been made since), the most practical I did was a 6 week training program and a few other practicals to support some case studies. Apart from that, it was all theory.

You need to ask yourself whether it is relevant to you at all for your future aspirations. If not, i'd probably pick something that is.
Im considering doing Medicine in the future, do you think it will be helpful if i stufy this next year?
Title: Re: Physical Education [3/4] Question Thread
Post by: Sahej1506 on February 14, 2017, 04:39:12 pm
Hey guys, I had a question regarding the social ecological model. I was wondering why just addressing one level of the social ecological model wouldn't be as effective as targeting strategies across multiple levels
Title: Re: Physical Education [3/4] Question Thread
Post by: ally12579 on February 16, 2017, 03:52:46 pm
Hey guys, I had a question regarding the social ecological model. I was wondering why just addressing one level of the social ecological model wouldn't be as effective as targeting strategies across multiple levels

By addressing multiple levels of the model the intervention is more likely to be successful because it can break down the different barriers that stop people from being physically active. By only addressing one, for example educating a person about physical education to target the personal level of the model, the person may now understand why physical activity is important, but the environment around that person must be accomodating for them to actually go out and exercise. Again, if only the physical environment is changed then a person may still have personal barriers which stop them from going out and utilising the space. Targeting one level of the model may be effective in a very small amount of cases where there is only barriers in one level of the model. But in general, only targeting one level will not be as effective.
Title: Re: Physical Education [3/4] Question Thread
Post by: sampolack99 on March 10, 2017, 08:41:26 pm
I was just wondering what would be a really good PA initiative strategy to focus on for my upcoming SAC. Preferably focused on primary school children but just need some ideas on any age groups really.
Title: Re: Physical Education [3/4] Question Thread
Post by: howey on March 28, 2017, 07:06:10 pm
I was just wondering what would be a really good PA initiative strategy to focus on for my upcoming SAC. Preferably focused on primary school children but just need some ideas on any age groups really.

Hi - I know this reply is probably too late, unfortunately - but the Walking School Bus was always my go-to program for the school setting. Other than that, 10,000 Steps, Stairway to Health and Go For Your Life are good ones to look at!
Title: Re: Physical Education [3/4] Question Thread
Post by: howey on May 07, 2017, 12:33:07 pm
Hi everyone,

Just to introduce myself, I'm Tim, the ATAR Notes VCE P.E. lecturer. I just wanted to let everyone know that I will be monitoring this board much more closely now (at least a couple of times per week) so feel free to chuck up any P.E (or general study) questions that you have and I'll do my best to answer them promptly and succinctly.

Cheers!! ;D
Title: Re: Physical Education [3/4] Question Thread
Post by: JemRayment on May 16, 2017, 09:19:55 pm
Hi,

I am having no trouble learning the content but when it comes to SACs, my answers are always really detailed and long. Is there any technique you have that I can do so my answers are more succinct? Are dot points suitable? Also, what would be the best way in answering a question that involves energy system interplay and O2 deficit, steady state and O2 debt for an endurance athlete. The question was worth 6 marks on my SAC. Thanks!! :)
Title: Re: Physical Education [3/4] Question Thread
Post by: gisele on May 18, 2017, 07:00:36 pm
Hi,

I am having no trouble learning the content but when it comes to SACs, my answers are always really detailed and long. Is there any technique you have that I can do so my answers are more succinct? Are dot points suitable? Also, what would be the best way in answering a question that involves energy system interplay and O2 deficit, steady state and O2 debt for an endurance athlete. The question was worth 6 marks on my SAC. Thanks!! :)

Hey JemRayment! :) I had the same issue at the start of year 12 (and only partly broke out of it tbh :-X). I would advise against using dot points. Practice makes perfect with things like this. My advice would be to take one of your long, detailed responses and re-write it more concisely/precisely. Firstly identify what the specific issue is. If you feel like you're being too repetitive, then omit some of the redundant words/phrases. If you feel like you're doing a lot of summing-up, then omit those 'summary' sentences. If you're taking 2 lines to explain something that could be explained in half a line, then consider the key PE words like "vasoconstriction" rather than "the narrowing of blood vessels" or "active muscles" rather than "the muscles in the body that are currently working". Or if you're just being too detailed... I mean, that's good in a way because it's better to ensure that you absolutely get full marks rather than just writing the bare minimum. But if you're overdoing it and taking up too much of SAC time, definitely try one of the above options.

When responding to the energy system interplay questions...
FIRST SENTENCE YOU WANT TO WRITE 100% OF THE TIME: "At the beginning of (the event) all three energy systems are activated and contribute to ATP resynthesis." This will get you [1 mark] straight away.
Now you're expected to outline O2 deficit [1 mark], steady state [1 mark] and O2 debt [1 mark], we have covered 4 out of 6 marks. How do you get the other 2 marks? Talk about the predominant system at each time period and it's important to explain why they are the dominant one.

How I'd go about this: (in brief dot points - you should be writing full sentences)
- "At the beginning of the endurance event, all three energy systems are activated and contribute to ATP resynthesis." [1 mark]
- start with ATP-PC since it is immediately available [1 mark]
- PC depletes --> anaerobic glycolysis because we are still in O2 deficit [1 mark]
- after a while O2 supply = O2 demand hence 'steady state' [1 mark]
- aerobic glycolysis takes over as predominant E.S. from this stage onwards [1 mark]
- end of event - O2 debt occurs to 'pay back' the O2 deficit from before [1 mark]
= 6 marks total. DONE

* note: with E.S. interplay questions, you should also have a sentence at the end outlining what the OVERALL dominant E.S. is for the event and why (in this case the aerobic glycolysis, because of the sub-max intensity & long duration (endurance)).

Hope this helps  :)
Title: Re: Physical Education [3/4] Question Thread
Post by: howey on May 21, 2017, 03:28:22 pm
Quote
When responding to the energy system interplay questions...
FIRST SENTENCE YOU WANT TO WRITE 100% OF THE TIME: "At the beginning of (the event) all three energy systems are activated and contribute to ATP resynthesis." This will get you [1 mark] straight away.

Great advice, I always wrote nearly exactly the same thing for my first sentence every single time . Will get you one mark straight away!
Title: Re: Physical Education [3/4] Question Thread
Post by: JemRayment on May 25, 2017, 11:05:07 pm
Hi Gisele,

Thank you for your reply! Your advice is really helpful and I'm glad I'm not the only one who faced this problem :))

Title: Re: Physical Education [3/4] Question Thread
Post by: lillianmaher on May 29, 2017, 02:39:47 pm
Hello,
Does anybody have any resources for the Games Analysis Sac for Netball? For example how to explain the importance of fitness components in netball (like templates)? Or any other resources for games analysis related to Netball? Would be much appreciated! Please and thank you!
Title: Re: Physical Education [3/4] Question Thread
Post by: anotherworld2b on July 22, 2017, 06:43:37 pm
Hi I am a WACE student and was hoping if I could have some help.
My teacher gave us questions to answer in regards to a experiment on heart rate.
It involved a person jogging at a steady pace for 400 m with their heart rate being recorded at each interval of 100 m. (100, 200, 300 and 400m)
The graph for this experiment showed the subject's heart rate increased dramatically from 0m to 100m but only gradually each time for 100- 200, 200 -300 and 300- 400m.
I tried to explain why heart rate would only gradually increase from 200m to 400m and was wondering if someone could tell me if my explanation would be correct.

Spoiler
slowly repaid.
Title: Re: Physical Education [3/4] Question Thread
Post by: howey on July 23, 2017, 11:01:11 am
Hi I am a WACE student and was hoping if I could have some help.
My teacher gave us questions to answer in regards to a experiment on heart rate.
It involved a person jogging at a steady pace for 400 m with their heart rate being recorded at each interval of 100 m. (100, 200, 300 and 400m)
The graph for this experiment showed the subject's heart rate increased dramatically from 0m to 100m but only gradually each time for 100- 200, 200 -300 and 300- 400m.
I tried to explain why heart rate would only gradually increase from 200m to 400m and was wondering if someone could tell me if my explanation would be correct.

Spoiler
Initially anaerobic respiration allows cells to produce some energy in the absence of oxygen from glucose. This resulted in the accumulation of lactic acid in the muscles and an oxygen debt from combining lactic acid with oxygen to form glucose and eventually glycogen. Heart rate continues to increase as the subject deplete their anaerobic sources of energy and starts to switch to aerobic energy production from 200 metres to 400 metres. As the subject’s speed and activity intensity remains the same from 200 metres onwards, the amount of oxygen required for the activity remains the same. This meant a sharp increase in heart rate was not necessary to maintain a steady jog. Heart rate and stroke volume is a key determinant of how much oxygen can be delivered to the working muscles. To provide sufficient oxygen necessary for aerobic respiration to maintain muscle activity and to ensure that blood supply to the muscles is adequate, heart rate will increase gradually from 200 metres onwards. The increased heart rate allows lactic acid to be carried away by the blood to the liver, where it is broken down. It also allows the oxygen debt incurred by the body to be slowly repaid.

Good question! First of all, I should just say I know nothing about the WACE study design or expected answers, so I can only answer this from a VCE point of view.

You're on the right track. My key points in this answer would be:
- At the start of exercise oxygen deficit would occur as the body's cardiovascular and respiratory systems respond to physical activity (you've said oxygen debt - I know in VCE oxygen debt only occurs at the end of exercise, oxygen deficit occurs at the start)
- Once the athlete has hit the 100m mark (or 200m mark, if you're only talking about that in your answer), oxygen supply is very close to equalling oxygen demand, as the exercise intensity is constant
- Therefore, the athlete's heart rate will remain fairly steady, as they don't need to take in any more oxygen as the intensity is constant

Note: If the athlete were to have a completely steady HR, you could talk about how they have entered steady state - where oxygen supply equals oxygen demand.

I hope this helps!! :)
Title: Re: Physical Education [3/4] Question Thread
Post by: anotherworld2b on July 23, 2017, 12:19:51 pm
Would a oxygen deficit also be due to anaerobic respiration at 0m to 100m?
So basically once the athlete has hits the 100m mark and onwards, oxygen supply is very close to equalling oxygen demand, as the exercise intensity is constant. Therefore, the athlete's heart rate will remain fairly steady, as they don't need to take in any more oxygen as the intensity is constant
But How would you explain why heart rate would still increase from 200m to 400m but to a lesser degree? is it due to the oxygen deficit?

Good question! First of all, I should just say I know nothing about the WACE study design or expected answers, so I can only answer this from a VCE point of view.

You're on the right track. My key points in this answer would be:
- At the start of exercise oxygen deficit would occur as the body's cardiovascular and respiratory systems respond to physical activity (you've said oxygen debt - I know in VCE oxygen debt only occurs at the end of exercise, oxygen deficit occurs at the start)
- Once the athlete has hit the 100m mark (or 200m mark, if you're only talking about that in your answer), oxygen supply is very close to equalling oxygen demand, as the exercise intensity is constant
- Therefore, the athlete's heart rate will remain fairly steady, as they don't need to take in any more oxygen as the intensity is constant

Note: If the athlete were to have a completely steady HR, you could talk about how they have entered steady state - where oxygen supply equals oxygen demand.

I hope this helps!! :)
Title: Re: Physical Education [3/4] Question Thread
Post by: howey on July 23, 2017, 12:37:13 pm
Would a oxygen deficit also be due to anaerobic respiration at 0m to 100m?
So basically once the athlete has hits the 100m mark and onwards, oxygen supply is very close to equalling oxygen demand, as the exercise intensity is constant. Therefore, the athlete's heart rate will remain fairly steady, as they don't need to take in any more oxygen as the intensity is constant
But How would you explain why heart rate would still increase from 200m to 400m but to a lesser degree? is it due to the oxygen deficit?

Yes, the oxygen deficit from 0 to 100m would be because the anaerobic energy systems are producing the majority of the ATP.
The slight increase is interesting - usually in these type of questions HR remains constant after a certain point (e.g. 200m). Heart rate would increase because there is a greater demand for oxygen than is currently being supplied. Usually, this is because exercise intensity increases. In this case, there may just be a slight increase because the athlete hasn't quite settled into steady state yet - so yes, there would be a small oxygen deficit because the anaerobic energy systems are still providing a small amount of the energy from 200m-400m, and their contribution is slowly decreasing (hence the slowly increase in HR as the aerobic system provides more of the energy).
Title: Re: Physical Education [3/4] Question Thread
Post by: anotherworld2b on July 23, 2017, 01:09:13 pm
Does that mean that oxygen deficit would be occurring throughout the exercise? (0m to 400m)
Wouldn't aerobic respiration begin from 200 metres and onwards? Would oxygen deficit still be present?

Yes, the oxygen deficit from 0 to 100m would be because the anaerobic energy systems are producing the majority of the ATP.
The slight increase is interesting - usually in these type of questions HR remains constant after a certain point (e.g. 200m). Heart rate would increase because there is a greater demand for oxygen than is currently being supplied. Usually, this is because exercise intensity increases. In this case, there may just be a slight increase because the athlete hasn't quite settled into steady state yet - so yes, there would be a small oxygen deficit because the anaerobic energy systems are still providing a small amount of the energy from 200m-400m, and their contribution is slowly decreasing (hence the slowly increase in HR as the aerobic system provides more of the energy).
Title: Re: Physical Education [3/4] Question Thread
Post by: howey on July 23, 2017, 01:47:16 pm
Does that mean that oxygen deficit would be occurring throughout the exercise? (0m to 400m)
Wouldn't aerobic respiration begin from 200 metres and onwards? Would oxygen deficit still be present?


Technically, yes, oxygen deficit would be occurring throughout the entire 400m - although it would be very minimal in the last 300m compared to the first 100m. While HR is still increasing, however, and exercise intensity is staying the same, then the anaerobic energy systems must be producing some of the energy - hence there is oxygen deficit (as the definition of oxygen deficit is how much extra oxygen would be needed for the exercise to be performed aerobically).

Aerobic respiration would be present throughout the entire 400m, it would just be less dominant towards the beginning of the exercise (e.g. the first 100m) as the aerobic energy system takes some time to 'warm up'.
Title: Re: Physical Education [3/4] Question Thread
Post by: anotherworld2b on July 23, 2017, 01:57:23 pm
Thank you for your help :D
Would it be okay if I post a complete explanation about 20 mins from now and ask for you to have a read of it please?

Technically, yes, oxygen deficit would be occurring throughout the entire 400m - although it would be very minimal in the last 300m compared to the first 100m. While HR is still increasing, however, and exercise intensity is staying the same, then the anaerobic energy systems must be producing some of the energy - hence there is oxygen deficit (as the definition of oxygen deficit is how much extra oxygen would be needed for the exercise to be performed aerobically).

Aerobic respiration would be present throughout the entire 400m, it would just be less dominant towards the beginning of the exercise (e.g. the first 100m) as the aerobic energy system takes some time to 'warm up'.

Title: Re: Physical Education [3/4] Question Thread
Post by: anotherworld2b on July 23, 2017, 02:27:23 pm
Here's my full explanation. Can i ask for some help in cutting down parts i don't need and advice on things I've missed?
All the help provided is greatly appreciated  ;D
Spoiler

The data collected indicated as the amount of exercise increases, heart rate will increase gradually until a max heart rate is reached. When a person is about to begin exercising, there is an anticipatory response brought about by the autonomic nervous system and by release of the hormone adrenaline, heart rate and stroke volume increases. At the start of exercise oxygen deficit would occur as the body's cardiovascular and respiratory systems respond to physical activity. The oxygen deficit from 0 to 100m would be because the anaerobic energy systems are producing the majority of the ATP. This is because to maintain the activity of the muscle cells during exercise a source of energy is required. Aerobic respiration would be present throughout the entire 400m, it would just be less dominant towards the beginning of the exercise (e.g. the first 100m) as the aerobic energy system takes some time to 'warm up'. In the experiment the subject’s sudden increase in activity intensity by moving from standing to starting a steady jog reflected the corresponding initial sharp increase in heart rate shown in the graph from 0 metres to 100 metres. As the body’s initial demand for oxygen and nutrients was significantly greater at the start of the experiment a sharp increase in heart rate was necessary in order to increase blood flow and stroke volume in response to the subject’s sudden increase in activity intensity. In order to maintain the activity of the muscle cells. A large increase in blood flow was required to ensure an adequate supply of oxygen and nutrients, and to remove the carbon dioxide and heat produced. This meant the cardiac output and stroke volume would increase as the rate of blood flow depends on how fast the heart is beating and how much blood the heart pumps with each beat.

Initially anaerobic respiration allows cells to produce some energy in the absence of oxygen from glucose. This resulted in the accumulation of lactic acid in the muscles and an oxygen debt from combining lactic acid with oxygen to form glucose and eventually glycogen. Once the athlete has hit the 100m mark and onwards, oxygen supply is very close to equalling oxygen demand, as the exercise intensity is constant. Therefore, the athlete's heart rate will remain fairly steady, as they don't need to take in any more oxygen as the intensity is constant. Heart rate continues to increase as the subject deplete their anaerobic sources of energy and starts to switch to aerobic energy production from 200 metres to 400 metres. As the subject’s speed and activity intensity remains the same from 200 metres onwards, the amount of oxygen required for the activity remains the same. This meant a sharp increase in heart rate was not necessary to maintain a steady jog.  Heart rate would increase because there is a greater demand for oxygen than is currently being supplied. In this case, there may just be a slight increase because the athlete hasn't quite settled into steady state yet - so yes, there would be a small oxygen deficit because the anaerobic energy systems are still providing a small amount of the energy from 200m-400m, and their contribution is slowly decreasing (hence the slowly increase in HR as the aerobic system provides more of the energy). Oxygen deficit would be occurring throughout the entire 400m - although it would be very minimal in the last 300m compared to the first 100m. While HR is still increasing, however, and exercise intensity is staying the same, then the anaerobic energy systems must be producing some of the energy - hence there is oxygen deficit (as the definition of oxygen deficit is how much extra oxygen would be needed for the exercise to be performed aerobically). Heart rate and stroke volume is a key determinant of how much oxygen can be delivered to the working muscles. To provide sufficient oxygen necessary for aerobic respiration to maintain muscle activity and to ensure that blood supply to the muscles is adequate, heart rate will increase gradually from 200 metres onwards. The increased heart rate allows lactic acid to be carried away by the blood to the liver, where it is broken down. It also allows the oxygen debt incurred by the body to be slowly repaid.

Title: Re: Physical Education [3/4] Question Thread
Post by: howey on July 23, 2017, 02:59:34 pm
Can I ask how many marks the question is worth, anotherworld2b?
Title: Re: Physical Education [3/4] Question Thread
Post by: howey on July 23, 2017, 03:14:53 pm
Okay, I've gone through and edited/slightly rewritten your response, anotherworld2b (I've tried to leave it in your words as much as possible). I should add that this is a very in-depth response (e.g. a 6 or 8-mark question). Hopefully it all makes sense.

Spoiler
The data collected indicated as the amount of exercise increases, heart rate will increase gradually until a max heart rate is reached. At the start of exercise, oxygen deficit would occur as the body's cardiovascular and respiratory systems respond to physical activity. The oxygen deficit from 0 to 100m would be because the anaerobic energy systems are producing the majority of the ATP. Aerobic respiration would be present throughout the entire 400m. At the beginning of exercise (e.g. the first 100m), it would be less dominant as the aerobic energy system takes some time to function at full capacity. In the experiment, the participant’s sudden increase in activity intensity by moving from standing to a steady jog reflected the corresponding initial sharp increase in heart rate shown in the graph from 0-100 metres. As the body’s initial demand for oxygen and nutrients increased significantly at the start of exercise, a sharp increase in heart rate was necessary in order to increase blood flow and stroke volume, which supplies oxygen and nutrients to the muscles and removes waste products.

Initially, anaerobic respiration allows ATP to be produced in the absence of oxygen. This results in the accumulation of lactic acid and other fatigue-causing by-products, such as H+ ions, in the muscles. After the 100m mark, oxygen supply is very close to equalling oxygen demand, as the exercise intensity is constant. Therefore, the athlete's heart rate will remain fairly steady, as they don't need to take in any more oxygen. Heart rate continues to increase slightly as the participant depletes their anaerobic sources of energy and the aerobic energy system becomes more predominant from 200-400m. Heart rate may slightly increase because the athlete hasn’t quite settled into steady state, and there is a slightly greater demand for oxygen than is currently being supplied. This increased heart rate will also allow for fatigue-causing by-products produced by the anaerobic energy systems to be removed.

I'm glad I've been able to help you :)
Title: Re: Physical Education [3/4] Question Thread
Post by: anotherworld2b on July 23, 2017, 03:49:38 pm
thank you so much for your help :D
Yes this response is for a 6 mark question.
Would there be anything else I am missing?

Okay, I've gone through and edited/slightly rewritten your response, anotherworld2b (I've tried to leave it in your words as much as possible). I should add that this is a very in-depth response (e.g. a 6 or 8-mark question). Hopefully it all makes sense.

Spoiler
The data collected indicated as the amount of exercise increases, heart rate will increase gradually until a max heart rate is reached. At the start of exercise, oxygen deficit would occur as the body's cardiovascular and respiratory systems respond to physical activity. The oxygen deficit from 0 to 100m would be because the anaerobic energy systems are producing the majority of the ATP. Aerobic respiration would be present throughout the entire 400m. At the beginning of exercise (e.g. the first 100m), it would be less dominant as the aerobic energy system takes some time to function at full capacity. In the experiment, the participant’s sudden increase in activity intensity by moving from standing to a steady jog reflected the corresponding initial sharp increase in heart rate shown in the graph from 0-100 metres. As the body’s initial demand for oxygen and nutrients increased significantly at the start of exercise, a sharp increase in heart rate was necessary in order to increase blood flow and stroke volume, which supplies oxygen and nutrients to the muscles and removes waste products.

Initially, anaerobic respiration allows ATP to be produced in the absence of oxygen. This results in the accumulation of lactic acid and other fatigue-causing by-products, such as H+ ions, in the muscles. After the 100m mark, oxygen supply is very close to equalling oxygen demand, as the exercise intensity is constant. Therefore, the athlete's heart rate will remain fairly steady, as they don't need to take in any more oxygen. Heart rate continues to increase slightly as the participant depletes their anaerobic sources of energy and the aerobic energy system becomes more predominant from 200-400m. Heart rate may slightly increase because the athlete hasn’t quite settled into steady state, and there is a slightly greater demand for oxygen than is currently being supplied. This increased heart rate will also allow for fatigue-causing by-products produced by the anaerobic energy systems to be removed.

I'm glad I've been able to help you :)

Title: Re: Physical Education [3/4] Question Thread
Post by: howey on July 24, 2017, 04:52:30 pm
thank you so much for your help :D
Yes this response is for a 6 mark question.
Would there be anything else I am missing?


No worries. I don't think there's anything else important that you're missing :)
Title: Re: Physical Education [3/4] Question Thread
Post by: wri0061 on August 02, 2017, 08:03:46 pm
Hi!!!
What is the difference between aerobic and anaerobic adaptations???
Title: Re: Physical Education [3/4] Question Thread
Post by: gisele on August 03, 2017, 01:58:38 pm
Hi!!!
What is the difference between aerobic and anaerobic adaptations???

Aerobic adaptations are adaptations that increase the efficiency of the aerobic system; that is, the adaptations that improve the ability for the body to take up, transport and utilise O2. (things like increase in lung volume, haemoglobin, mitochondria and oxidative enzymes that increase the amount of oxygen that can be used to resynthesise ATP aerobically and increase endurance)

Anaerobic adaptations increase the efficiency of the anaerobic systems; that is, to improve the ability to generate energy in the absence of oxygen (things like increasing glycolytic enzymes, muscle fibre hypertrophy that increase force/speed)  :)
Title: Re: Physical Education [3/4] Question Thread
Post by: wri0061 on August 06, 2017, 04:48:25 pm
Aerobic adaptations are adaptations that increase the efficiency of the aerobic system; that is, the adaptations that improve the ability for the body to take up, transport and utilise O2. (things like increase in lung volume, haemoglobin, mitochondria and oxidative enzymes that increase the amount of oxygen that can be used to resynthesise ATP aerobically and increase endurance)

Anaerobic adaptations increase the efficiency of the anaerobic systems; that is, to improve the ability to generate energy in the absence of oxygen (things like increasing glycolytic enzymes, muscle fibre hypertrophy that increase force/speed)  :)
Thank you so much 🙌🏼 I had my SAC on Friday and got a 76%, pretty happy 😄
Title: Re: Physical Education [3/4] Question Thread
Post by: absCgail on September 13, 2017, 06:25:26 pm
Is it a wise idea to skip units 1 & 2 and go straight to 3&4? What are your thoughts on doing this subject via distance education?
Title: Re: Physical Education [3/4] Question Thread
Post by: Chuecola on September 18, 2017, 10:23:45 am
My PE teacher is convinced that carbohydrate loading should be carried out with High Glycaemic Index foods.
I am not, my mates and I agree that it should be done with Low Glycaemic index foods.

Anyone know whats correct?

Please explain as well.

Cheers.
Title: Re: Physical Education [3/4] Question Thread
Post by: chiecemi on February 20, 2018, 06:37:15 pm
Anyone know good resources for PE 2018 with the new study design?
Please help :))
Title: Re: Physical Education [3/4] Question Thread
Post by: Poet on February 20, 2018, 06:48:03 pm
Hi chiecemi!

Good to finally see a fellow PE person around here! ;D
I've been using the Nelson Physical Education Workbook (Edition 3) in accordance to my teachers' notes and the study design for my reference, as well as the workbook and the online textbook, which has extra resources such as videos and the like. If you have the online book, it can be extremely useful. There are also past lecture notes and study notes up on ATARnotes' Notes page, right here:
https://atarnotes.com/notes/?pag=1&state=3720&subject=4820&unit=0&key=&sort=date

If you have any specific questions, just post on this thread and everyone will do their best to answer!

Happy studying!
Poet ;)
Title: Re: Physical Education [3/4] Question Thread
Post by: chiecemi on February 21, 2018, 07:04:40 am
Thanks Heaps, will check that out :)))
Title: Re: Physical Education [3/4] Question Thread
Post by: Poet on March 03, 2018, 02:44:18 pm
Hi guys,
I've been having some trouble remembering the difference between force, inertia, momentum and impulse.
Can anyone help? Any examples?
Thanks. :)
Title: Re: Physical Education [3/4] Question Thread
Post by: fletts on March 17, 2018, 10:43:34 am
Hey so I was wondering if anyone could help me out with Biomechanics, mainly how I should go about answering a question that has it in it. Also is there any good way of studying to help remember my notes for PE? Thankyou!
Title: Re: Physical Education [3/4] Question Thread
Post by: TheAspiringDoc on March 17, 2018, 10:48:41 am
^^
I just looked over my notes regularly and then covered them and try to see if I could remember the important information without looking at the notes. Basically just "look say cover write/say check" as you may have done in primary school spelling.
Also, practise questions are always valuable to do for both retention of info and improvement in expression
Title: Re: Physical Education [3/4] Question Thread
Post by: hamish.mccartney on April 03, 2018, 03:16:43 pm
Do you need to know about deliberate play and practice in regards to practice variability?
Title: Re: Physical Education [3/4] Question Thread
Post by: Poet on April 05, 2018, 10:58:19 am
Do you need to know about deliberate play and practice in regards to practice variability?

Hey hamish,
I'm not sure if I understand your question. If you mean "do we have to know about methods of practice (such as part and whole, mass and distributed, blocked and random) and how they are used in relation to a person's developmental stage", then the answer is yes, we have to know about this.

A person's practice variability changes depending on how much experience they have in the skill being measured. So, for example, a person in the cognitive stage would most likely be coached under part, mass and blocked practice (with the least change) in order to concentrate on developing one specific skill, say shooting hoops in basketball, and they would make many errors and be extremely inconsistent in their results. A person in the autonomous stage, on the other hand, would use whole, distributed and random practice (much more change and application of skill) because they have the basic skill/s down pat and their results are consistent. So, people in the lower stages of learning would have to use a much more stable, repetitive and consistent environment whilst people in the higher stages of learning would apply their skills in much more challenging and unpredictable situations.

Please clarify if I have incorrectly answered your question. For now, I hope this helps you! :)

edit: Oh! And welcome to ATAR Notes. ;)
Title: Re: Physical Education [3/4] Question Thread
Post by: Poet on November 08, 2018, 04:19:59 pm
Hey! To the P.E. students!
I've noticed a lot of users floating around this thread today, but no posts - PE is tomorrow, so don't be afraid to ask questions and bump this thread! It's only quiet because no-one's been brave enough to ask for a long while.

I'll be staying tonight until around 9PM so if you feel uncertain about anything, speak up and have it answered.

Edit: I'll also be checking in tomorrow morning, so any last-minute questions I can do my best to help out with.
Best of luck to you all.

To any guests lurking around, feel free to make an account and chip in. :)
Title: Re: Physical Education [3/4] Question Thread
Post by: leo0008 on November 08, 2018, 06:54:05 pm
Hey
Could you pls explain to me about the concept of moment of inertia and how it is shown in sporting situations

Much appreciated
Title: Re: Physical Education [3/4] Question Thread
Post by: Cyka on November 08, 2018, 07:03:24 pm
As you've probably heard, moment of inertia is the tendancy of a body to resist change in its rotary motion. What's important to know about it for the exam is how it is manipulated to improve performance. For example, a child who is playing baseball will usually use a lighter and shorter bat. By having the bat's mass closer to the axis of rotation, we are able to reduce the radius of rotation of the bat. Combined with a reduced mass, the moment of inertia of the bat will be reduced since moment of inertia = mass x radius^2. This reduced moment of inertia of the bat will make it easier for the child to swing and control, assisting in the child's performance.
Title: Re: Physical Education [3/4] Question Thread
Post by: Poet on November 08, 2018, 07:10:27 pm
Hey
Could you pls explain to me about the concept of moment of inertia and how it is shown in sporting situations

Much appreciated
Hi!
Okay, so moment of inertia is the point in a motion where there is the most resistance for an object to move around a rotational axis point. When a gymnast flips around a bar, they tuck themselves in to flip fast around the bottom, then extend their body to a handstand position on the top of the bar before falling and curling in on themselves again. The highest moment of inertia is the point where the gymnast's body is outstretched, increasing its length and therefore increasing his radius (or the size of) his rotation. This also means that, at the point of highest moment of inertia, the gymnast is at his lowest angular velocity, and vice versa. Hopefully that's clear.
Title: Re: Physical Education [3/4] Question Thread
Post by: leo0008 on November 08, 2018, 08:00:54 pm
Thanks for the help guys.

Also on the sample exam on the VCAA website, there are a few questions which talk about the physiological, psychological and sociocultural perspectives/factors, these normally relate to questions for fitness testing/assessment considerations. Could you please expand on this?

Thanks again.
Title: Re: Physical Education [3/4] Question Thread
Post by: Poet on November 08, 2018, 08:17:51 pm
Thanks for the help guys.

Also on the sample exam on the VCAA website, there are a few questions which talk about the physiological, psychological and sociocultural perspectives/factors, these normally relate to questions for fitness testing/assessment considerations. Could you please expand on this?

Thanks again.

In fitness testing, often the assessor is looking for things like the performer's psychological fitness as well as their physical. Let's make an example of question 10 on VCAA's sample exam. "Judy" is a 55 year-old woman. If we look at the skin-fold test, will this be culturally appropriate for a male to measure; will Judy feel ashamed of her body? Would this be private or a group matter? Was Judy ever encouraged to play sport or stay fit as a child? Will a 55 year-old woman, who hasn't exercised much in 10 years, be able to run the Cooper's 12-minute run without injuring herself? When faced with a run like that, will Judy feel intimidated or give up part-way through? We're looking at her mental ability to deal with the rigors of training, as well as her physical, and even the way she was brought up; sociocultural differences. This is what VCAA wants you to know - this is measuring someone's ability to work through tests and deciding whether they are fit enough (relating to training principles like specificity and individuality). Try highlighting the key words in questions, and pick them apart. Find where each mark is allocated and make sure you give an in-depth response.
Title: Re: Physical Education [3/4] Question Thread
Post by: anj_n on November 08, 2018, 08:39:58 pm
Hi there!
my PE exam will be the first one i have I'm really nervous and I have studied a lot but I'm still confused by the lactate inflection point!?  :o 
I know that its the highest point where lactate production = lactate removal but how is it improved aerobically by enzymes? Do you think we need to know that specifically in depth?
Thanks!
Title: Re: Physical Education [3/4] Question Thread
Post by: dimenc on November 08, 2018, 08:44:43 pm
i would just know that through aerobic training, you are able to improve your LIP, just like how completing things such as medium interval can improve lactate tolerance etc. I don't think you would ever be asked to say the actual science behind that.
Title: Re: Physical Education [3/4] Question Thread
Post by: Poet on November 08, 2018, 08:52:17 pm
Hi there!
my PE exam will be the first one i have I'm really nervous and I have studied a lot but I'm still confused by the lactate inflection point!?  :o 
I know that its the highest point where lactate production = lactate removal but how is it improved aerobically by enzymes? Do you think we need to know that specifically in depth?
Thanks!
Hiya!
Okay so first of all, you got this. It's okay to be nervous, but you've studied heaps - you'll do great!
Second of all, the lactate inflection point (LIP) can be improved (made more efficient at removing lactate) through aerobic training because the concentration of oxidative enzymes (the ones that help remove H+ ions) increases and with it the body's tolerance to lactate. However, this isn’t necessary knowledge. If you haven’t already, I recommend reading through the study design (both key knowledge and key skills!) to see what’s necessary. LIP may come up, but it’s not specifically listed. You’ll be okay with the basics. :)
Title: Re: Physical Education [3/4] Question Thread
Post by: qui0059 on November 09, 2018, 08:52:07 pm
What did everyone wrote for the big 8 mark question?
Title: Re: Physical Education [3/4] Question Thread
Post by: AmyDottie on March 25, 2019, 07:54:01 pm
Hi,

Can someone please give an example relating to each of the 3 of Newton's Laws in a footy kick?


EXAMPLE
1st Law can be seen as ball continues travelling in a horizontal range until it is acted upon by external force,  gravity
Title: Re: Physical Education [3/4] Question Thread
Post by: Poet on March 25, 2019, 10:43:46 pm
Hi,

Can someone please give an example relating to each of the 3 of Newton's Laws in a footy kick?


EXAMPLE
1st Law can be seen as ball continues travelling in a horizontal range until it is acted upon by external force,  gravity

Hi Amy,

You've got the first law right, that's a decent example.

It may be easier for you to simplify the laws before finding examples. So, Newton's first law is the law of inertia. The second law is the law of force. The third is that, for every action, there is an equal and opposite reaction, almost like a trade in energy.

In football, we can see inertia in the way a ball flies, it's trajectory, when kicked. The trajectory will curve and/or be interrupted by external forces such as gravity or another player.

Force, which is calculated by mass x acceleration, can be shown when the ball is hit. Coming into contact with the athlete's foot, which has large mass and force, will generate acceleration in the ball which will create a successful kick.

Newton's Third Law is displayed by the act of kicking the football, (the physical meeting of the player's foot and the ball) where equal force from the other will be placed on both the ball and the player's foot. However, the football's mass is much less than that of the player, making the acceleration of the ball much greater and thus much more noticeable in comparison to the athlete.
This is not to say there is no reaction, but it is much less visible.

Hope this helps :)
Title: Re: Physical Education [3/4] Question Thread
Post by: AmyDottie on March 25, 2019, 11:15:44 pm
Hi Poet,
Thank you so much. I got the first 2, but could you explain the 3 one a little differently. I dont understand it
Title: Re: Physical Education [3/4] Question Thread
Post by: Poet on March 25, 2019, 11:38:09 pm
Hi Poet,
Thank you so much. I got the first 2, but could you explain the 3 one a little differently. I dont understand it
Alright, so imagine the process of kicking a ball in footy. A classic drop-kick involves letting the ball fall while bringing your leg up to meet it. When your foot hits the ball, both feel the impact. Newton's law of action and reaction can be seen when the ball and foot meet. Both feel the effects of meeting each other, but because a person's leg is so much more massive, it will only slow, while the ball will change direction and trajectory completely.

Here's a short clip on Newton's third law. It might help you a little more to think of kicking a ball a like gun recoil. :)
Title: Re: Physical Education [3/4] Question Thread
Post by: AmyDottie on March 25, 2019, 11:52:26 pm
Alright, so imagine the process of kicking a ball in footy. A classic drop-kick involves letting the ball fall while bringing your leg up to meet it. When your foot hits the ball, both feel the impact. Newton's law of action and reaction can be seen when the ball and foot meet. Both feel the effects of meeting each other, but because a person's leg is so much more massive, it will only slow, while the ball will change direction and trajectory completely.

Here's a short clip on Newton's third law. It might help you a little more to think of kicking a ball a like gun recoil. :)

thanksss
Title: Re: Physical Education [3/4] Question Thread
Post by: AmyDottie on March 26, 2019, 08:54:20 am
why do athletes shift their line of gravity towards oncoming force
Title: Re: Physical Education [3/4] Question Thread
Post by: Poet on March 26, 2019, 10:31:09 am
why do athletes shift their line of gravity towards oncoming force
Alright, do you have any working for this question? Why do you think a rugby player would, say, lean forward before coming into contact with another player running towards them? I'd like to know what specifically you can't understand, and displaying the context of the question will help me more effectively assist you. :)

Title: Re: Physical Education [3/4] Question Thread
Post by: jammol7 on April 09, 2019, 11:04:27 pm
Hi,

I know everyone's probably sick of study score related questions but I kinda need a general idea. What GA's would be needed for a 40+ in PE? I've heard that in many subjects you need A+ in all three.

When would be an appropriate time to start past VCAA exams?

Are company exams recommended or should I just do the VCAA ones, even if they're from older study designs? Apparently company exams are much easier?

Sorry for all the questions. Thanks in advance :D
Title: Re: Physical Education [3/4] Question Thread
Post by: howey on April 16, 2019, 05:56:59 pm
Hi,

I know everyone's probably sick of study score related questions but I kinda need a general idea. What GA's would be needed for a 40+ in PE? I've heard that in many subjects you need A+ in all three.

When would be an appropriate time to start past VCAA exams?

Are company exams recommended or should I just do the VCAA ones, even if they're from older study designs? Apparently company exams are much easier?

Sorry for all the questions. Thanks in advance :D

Hey!

Really hard to say with GA's but I'd be aiming for A/A+ for each of them.

In terms of starting exams - I recommend towards the end of Term 3 (although others may disagree), once you've covered nearly all of the content.

I would do VCAA first, even old study design VCAA, before moving onto other companies. Some companies can be really good and others not so, but VCAA is the best to do first.

Hope this helps!
Title: Re: Physical Education [3/4] Question Thread
Post by: jack.gould123 on May 23, 2019, 02:12:45 pm
would anyone be able to post a full marked answer to question 11.d. from the 2018 PE Exam (was out of 8 marks)
Cheers :)

https://www.vcaa.vic.edu.au/Documents/exams/physicaledu/2018/2018physed-cpr-w.pdf
Title: Re: Physical Education [3/4] Question Thread
Post by: howey on May 28, 2019, 06:36:20 pm
would anyone be able to post a full marked answer to question 11.d. from the 2018 PE Exam (was out of 8 marks)
Cheers :)

Hey Jack,

Have you looked the VCAA 2018 exam report? It outlines a possible answer for that question, which is presumably worth full marks (or very close to). 0% of students got full marks on that question, so it was pretty tricky!
Title: Re: Physical Education [3/4] Question Thread
Post by: YehNahBro on June 16, 2019, 05:20:02 pm
What triggers the respiratory and cardiovascular system?
For example, does the build up of carbon dioxide allow the respiratory and cardiovascular system to work to reach steady state?
Title: Re: Physical Education [3/4] Question Thread
Post by: jack.gould123 on October 16, 2019, 01:55:59 pm
If anyone has any pe practice exams could you please send them to me

  Email has been removed in line with forum rules. The distribution of copyrighted materials (eg. Company practice exams) is illegal and not supported on ATAR Notes. If you have a quarrel with this feel free to PM a moderator. -- Poet
Title: Re: Physical Education [3/4] Question Thread
Post by: harold17 on November 04, 2019, 08:05:48 pm
Hey everyone, can someone help me out with clarifying something please?
What are the different specifications of weight / resistance training (i.e. sets, reps, %RM and speed of contraction) for different muscular based fitness components (i.e. muscular strength, muscular endurance and muscular power)?
My textbook and other resources have slightly conflicting content so I just want to clear this up before my exam
Thanks  :)
Title: Re: Physical Education [3/4] Question Thread
Post by: Aaron2003 on November 04, 2019, 09:22:27 pm
Hey man just before I relay all the info from my Nelson PE 3/4 textbook, let me know which textbook you have.

Nvm I’ll just let you know my thoughts on the specs anyway:


Untrained:

M strength: 60-70%1RM, 8-12 reps, 1-3 sets, slow to moderate speed of contraction, 2-3 minutes of passive rest between sets

M hypertrophy: 70-85%1RM, 8-12 reps, 1-3 sets, speed of contraction is ‘continuum’ apparently (please let me know what continuum means in this context pls, I’m guessing it just means constant velocity), 1-2 minutes passive rest between sets

M endurance: 40-60%1RM, 15-25 reps, 1-3 sets, slow to moderate speed of contraction, 1 minute passive rest

M power: 30-60%1RM, 3-6 reps, 1-3 sets, fast contraction speed, 2-3 minutes passive rest (ALSO: shouldn’t the rest for m power be more like 3-5 mins to get that 98%+ PC? Rather than just 2-3 mins? Is this an example of the ‘conflicting’ info you were talking about? If not, lmk.)


As for trained athletes:

M strength: 80-100%1RM, 1-12 reps with an emphasis on the first 6 reps, 3-6 sets, slow to moderate speed of contraction, 2-3 minutes of passive rest between sets

M hypertrophy: 70-100%1RM, 8-12 reps, 3-6 sets, speed of contraction is ‘continuum’, 1-2 minutes passive rest between sets

M endurance: 40-60%1RM, 15-25 reps, 3-6 sets, slow to moderate speed of contraction, 1 minute passive rest

M power: 30-60%1RM, 3-6 reps, 3-6 sets, fast contraction speed, 2-3 minutes passive rest




Title: Re: Physical Education [3/4] Question Thread
Post by: jammol7 on December 12, 2019, 06:18:15 pm
Hi guys, I got a raw 43 in PE this year, can anyone inform me on the scaled score? Thanks!
Title: Re: Physical Education [3/4] Question Thread
Post by: natalie03 on March 08, 2020, 06:55:04 pm
could someone help me explain the biomechanics behind the glide technique for shot put (its part of my practice sac for Tuesday and I only know about the spin) thank you !!
Title: Re: Physical Education [3/4] Question Thread
Post by: uli_wild222 on June 05, 2020, 08:11:02 pm
My PE teacher is convinced that carbohydrate loading should be carried out with High Glycaemic Index foods.
I am not, my mates and I agree that it should be done with Low Glycaemic index foods.

Anyone know whats correct?

Please explain as well.


Hi, I'm doing Year 12 PE as well, I'm not really sure either but here is what I think, I hope it helps :)
 I'm pretty sure it would depend on what type of activity you are doing and what you are loading for -  CHO loading in itself is a pretty exact science. For example (what I think - and I'm not actually sure if this is right or not), if you were an endurance athlete performing a marathon going for several hours, glycogen depletion is likely to be a factor contributing to fatigue- so you might want to eat low GI for a slow release of energy (as these carbohydrates take longer to break down). In contrast, if you were a 400m sprinter, you might want to eat higher GI foods so that you can use the fuel quicker, as it is unlikely that significant glycogen depletion would occur in such a short period - so being able to access glycogen faster would be more important. It would probably depend on the athlete body weight etc. as well I think.
Cheers.
Title: Re: Physical Education [3/4] Question Thread
Post by: dun0028 on June 15, 2020, 05:08:29 pm
Does anyone have any practice SAC's for energy systems and fatigue in UNIT 3 Physical Education?
Title: Re: Physical Education [3/4] Question Thread
Post by: ruvina_suri on June 07, 2021, 12:58:35 pm
In regards to the Beep test , how would explain steady state in relation to the beep test and is it reached ?
Title: Re: Physical Education [3/4] Question Thread
Post by: chickenkumar743 on July 29, 2021, 07:42:29 pm
Just wondering does anyone have any sample A+ examples of their reflective folio for outcome 2 unit 4?
thanks :)
Title: Re: Physical Education [3/4] Question Thread
Post by: ajka0002 on October 03, 2021, 12:05:04 am
Hi! I have a quick question about distribution of practice... for a team of learners in the cognitive stage of learning, would it be better to do massed or distributed practice and why???
Title: Re: Physical Education [3/4] Question Thread
Post by: amiel.selzer on October 19, 2021, 05:08:29 pm
Hi! I have a quick question about distribution of practice... for a team of learners in the cognitive stage of learning, would it be better to do massed or distributed practice and why???
Hey, I was informed by my teacher that distributed practice is always preferable due to its various benefits so I would say unless the question directly leads you towards the fact that the learner has little time or is very busy, distributed practice is better.