Option 4: Improving Performance

In this topic you will learn about …

The unit is broken up into 3 critical questions:

Critical Question 1: How do athletes train for improved performance?

Critical Question 2: What are the planning considerations for improving performance?

Critical Question 3: What ethical issues are related to improving performance?

By the syllabus breaking up the topics into critical questions, you are able to explore the unit more efficiently as the dot points all aim to help answer each critical question. It is so important that you learn the syllabus back to front and know each dot point as well as from what part of the syllabus it is from.

By clicking on the links below you can start to explore each critical question’s dot point. We will be adding more notes, videos and study tips as time goes by.

Critical Question 1: How do athletes train for improved performance?

Learn about: Strength training

– resistance training, eg elastic, hydraulic

– weight training, eg plates, dumbbells

– isometric training

Learn about: Aerobic training

– continuous/uniform

– fartlek

– long interval

Learn about: Anaerobic training (power and speed)

– developing power through resistance/weight training

– plyometrics

– short interval

Learn about: Flexibility training

– static

– dynamic

– ballistic

Learn about: Skill training

– drills practice

– modified and small-sided games

– games for specific outcomes, eg decision-making, tactical awareness

Learn to: Analyse TWO of the training types by drawing on current and reliable sources of information to:

– examine the types of training

– methods and how they best suit specific performance requirements

– design a training program

– describe how training adaptations can be measured and monitored

– identify safe and potentially harmful training procedures

Critical Question 2: What are the planning considerations for improving performance?

Learn about: Initial planning considerations

– performance and fitness needs (individual, team)

– schedule of events/competitions

– climate and season

Learn to: Describe the specific considerations of planning for performance in events/competitions. How would this planning differ for elite athletes and recreational/amateur participants?

– – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Learn about: Planning a training year (periodisation)

– phases of competition (pre-season, in-season and off-season phases)

– subphases (macro and microcycles)

– peaking

– tapering

– sport-specific subphases (fitness components, skill requirements)

Learn to: Develop and justify a periodisation chart of the fitness and skill-specific requirements of a particular sport

– – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Learn about: Elements to be considered when designing a training session

– health and safety considerations

– providing an overview of the session to athletes (goal-specific)

– warm up and cool down

– skill instruction and practice

– conditioning

– evaluation

Learn to: Examine different methods of structuring training sessions

Learn to: Design and implement a training session for a specific event. Evaluate the session by considering questions such as:
– did the activities match the abilities of the group?
– what was the reaction of the group?
– how could the session be modified?

Critical Question 3: What ethical issues are related to improving performance?

Learn to: Justify the reasons drugs are considered to be unethical and carry a range of risks for the athlete

Learn to: Argue issues related to drug testing such as:

– at what level of competition should drug testing be introduced?

– which drugs should be tested for?

– what are the pros and cons of drug testing?

– what should be the consequences of drug use

– – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Learn about: Use of technology

– training innovation, eg lactate threshold testing, biomechanical analysis

– equipment advances, eg swimsuits, golf ball

Learn to: Describe how technology has been used to improve performance

Learn to: Argue ethical issues related to technology use in sport such as:

– has technology gone too far?

– has access to technology created unfair competition?