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BTEC NATIONAL CERTIFICATE 'SPORT'(1)

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					                  BTEC NATIONAL CERTIFICATE
                           ‘SPORT’


            Maintaining Healthy Body Systems.

This assignment provides evidence for:


Unit 1: The Body in Action, and
Unit 13: Exercise, Health and Lifestyle.


ASSIGNMENT BRIEF WRITER: Miss N Bowen



TUTOR/ASSESSOR: _____________



               Final Submission Date



                           ASSIGNMENT BRIEF I/V

Name of IV:                                (please print)


Signed:

Date:
                   BTEC NATIONAL CERTIFICATE
               SPORT: Development, Coaching and Fitness

                    Maintaining Healthy Body Systems.

              ‘Improving your Lifestyle for Life’ Workshop.

                                Assignment Abstract

   The human body is made up of many different systems that work together to
   enable us to take part in many types of physical activity. It is important that
   through understanding what constitutes a healthy lifestyle, we can prevent many
   types of diseases including coronary heart disease, cancer and obesity, from
   impeding our body systems so that we are able to cope with the every day
   demands of life.

   Throughout this assignment you will take on the role of ‘Health Advisor’ for the
   local sports federation, who have asked you to go into schools to develop young
   adults’ awareness of the benefits of having a healthy lifestyle, its affects on
   thier body systems, and the possible risks associated with leading a sedentary
   lifestyle.

There are six tasks that you will need to complete for this assignment:

                   TASK   1:   ‘Larger Than Life’
                   TASK   2:   ‘Work, Rest and Play’
                   TASK   3:    ‘Has Your Life Got Style?’
                   TASK   4:    ‘Lifestyle Improvement Strategies’
                   TASK   5:   ‘How We Respond to Exercise’
                   TASK   6:   ‘Training Energy Systems’
                         TASK 1: ‘Larger Than Life’
      Method of Assessment: Set of 4 A3 Posters

In order for you to have an effect on the way that young adults shape their lifestyle, you have
decided that the first step is to educate them on how their body works. You have decided that the
best way to present this information is through the use of a set of posters, designed to be
displayed around their school and sixth form area.

In order to complete this task you should produce FOUR A3-Sized posters, describing the
structure and function of each of the body systems:

      The Skeletal System
              o Axial/Appendicular skeleton, Major bones, Joint classification & Movement
                                                                                 Unit 1: P1
      The Muscular System
              o Major muscles and movement
                                                                                 Unit 1: P3
      The Cardiovascular System                                                 Unit 1: P5

      The Respiratory System

               o   Mechanisms of breathing, respiratory volumes & how it responds to exercise.
                                                                                   Unit 1: P7

These posters should be as colourful as possible using pictures rather than words to get the young
people interested.

                          To gain a higher grade you must:
                           o Explain why different classifications of joints allow different ranges
                              of movement                                               Unit 1: M1
                           o Explain the function of the cardiovascular & respiratory systems,
                              including the mechanisms of breathing, and how it responds to
                              exercise                                      Unit 1: M4 (part), M5
                           o Analyse how the respiratory system responds to exercise
                                                                                         Unit 1: D4




Learning outcomes: Unit 1: 1,2,3 & 4.
                       TASK 2: ‘Work, Rest and Play’.
      Method of Assessment: PowerPoint Presentation

In order for you to be able to improve someone’s lifestyle, you must first make them aware of how
lifestyle factors affect their body and their health.

You are to design a short presentation, which you could present to the students on what lifestyle
factors have an effect on health. These lifestyle factors must include Physical Activity, Alcohol,
Smoking, Stress and Diet.

For each one you should included information on:

                          Recommended guidelines
                          Risks associated with them (e.g. diseases)
                          Psychological effects

                                                                                          Unit 13: P1

                          To gain a higher grade you must:
                              o Explain the effects of identified lifestyle factors on health
                                                                                      Unit 13: M1

Learning outcomes: Unit 13: 1




                      TASK 3: ‘Has Your Life Got Style?’
      Method of Assessment: Questionnaire and Written Report.

You have decided that the best way for the students to learn about lifestyle is to take a look at
their own, and its strengths and weaknesses. In order to do this you should prepare a suitable
lifestyle questionnaire, and administer this to a chosen student.

Following its administration, you should then write a brief analysis of the results, identifying and
describing the strengths and areas for improvement of the lifestyle of your student.
                                                                                            Unit 13: P2
                                  To gain a Higher Grade you must:
                                    o Explain the strengths and areas for improvement
                                        for the lifestyle of your student.                Unit 13: M2
                                    o Evaluate the lifestyle of your student and
                                        prioritise the areas for change.                  Unit 13: D1


Learning Outcomes: Unit 13: 2
                   TASK 4: ‘Lifestyle Improvement Strategies’
           Method of Assessment: Leaflet/Personalised Handout

Having assessed your students’ lifestyle strengths and weaknesses you are going to put together a
leaflet or personalised handout which advises your chosen young adult of different ways in which
they could improve their lifestyle in order to improve their health for the future.

This leaflet should be designed so that they have all of the information they need in order to help
themselves to improve their lifestyle. This might even include self-help group’s details and
alternative treatments.

Your leaflet must cover strategies to improve the following areas:

   o   Physical activity
   o   Alcohol
   o   Smoking
   o   Stress Management
   o   Diet
   o   Behaviour change
                                                                                        Unit 13: P3

                              To gain a higher grade you must
                                  o explain the recommendations you make
                                      regarding lifestyle improvement strategies        Unit 13: M3
                                  o Analyse the range of lifestyle improvement
                                      Strategies                                        Unit 13: D2




Learning Outcomes: Unit 13: 3
                    TASK 5: ‘How we Respond to Exercise’
      Method of Assessment: A3 Poster

As the final part of your education to the young adults, you should produce some information for
them to read, which highlights how our body systems respond to exercise. Within this information
should be both the short-term and long-term effects that exercise will have. It should be aimed at
trying to encourage your students to take up exercise, and help them to realise the benefits of
including some physical exercise into their daily routine.

Your poster should include a description of how all three body systems (Skeletal, Muscular, &
Cardiovascular) respond to exercise both in the short and long term.
                                                                             Unit 1: P2, P4, P6

                             To gain a higher grade you must
                                 o explain how the skeletal and muscular system
                                     responds to exercise.                   Unit 1: M2, M3
                                 o Explain the function of the cardiovascular
                                     system and how it responds to exercise
                                                                          Unit 1: M4 (complete)
                                 o Analyse how the skeletal, muscular and
                                     cardiovascular system responds to exercise
                                                                            Unit 1: D1, D2, D3

Learning Outcomes: Unit 1: 1,2,3,4
                      TASK 6: ‘Training Energy Systems’
      Method of Assessment: Written Report and Training Programme.

Being able to plan a health-related physical activity programme is an essential part of being a
‘Health Advisor’. You have decided to design such a plan for your student to kick-start them into
action. In order to make the plan as effective as possible, you must base it on the principles
associated with the three energy systems that our body uses when taking part in physical activity.

Part A: The Energy Systems

You must first write a brief report detailing the three energy systems (ATP-PC, Lactic Acid,
Aerobic), the types of sport that use each of the energy systems, and recovery periods needed in
order to improve these systems.
                                                                                        Unit 1: P8

                      To gain a higher grade you must:
                                  o Explain the different energy systems and their
                                     use in sport and exercise activities.                Unit 1: M6



Part B: Health-Related Physical Activity Programme

Having researched the energy systems, you have realised that in order to improve health-related
fitness, you have to base your training heavily upon the principles of the aerobic system. It is usual
for a training programme to last 6 weeks. It is only after this amount of time that you would be
able to see a real improvement in fitness.

Your health-related fitness plan should include:
                    A report on your student’s goals (short, medium, and long) and targets
                       (SMART).
                    A brief summary of the principles of training (SPORT, FITT)
                    6 weeks of training, a minimum of 2 sessions per week.
                    The inclusion of appropriate activities to improve HEALTH
                    An acknowledgement of indicators of exercise intensity and how these will
                       be used to maintain the correct intensity to improve health.
                                                                                     Unit 13: P4

Learning Outcomes: Unit 13: 4
                   Useful References for this assignment

Honeybourne           ‘A level PE’
Wesson & Wiggins      ‘Sport & PE’
Davis                 ‘PE & the Study of Sport’
Sports Coach UK       ‘Faster, Higher, Stronger’

Web sites:

www.sportengland.org
www.sportsmedicine.com
www.exercise.about.com
www.teachpe.com/cloze/health_related_fitness.htm
http://www.hazelwood.k12.mo.us/~cdavis01/map2000/hshepe/harmon03.ppt#7
                                ASSESSMENT CRITERIA 1 – Maintaining Healthy Body Systems.

                                                                 UNIT 1: The Body In Action
Grading Criteria
To achieve a pass grade the evidence must          To achieve a merit grade the evidence must show          To achieve a distinction grade the evidence must
show that the learner is able to:                  that, in addition to the pass criteria, the learner is   show that, in addition to the pass and merit
                                                   able to:                                                 criteria, the learner is able to:
P1   Describe the structure and function of        M1 explain why different classifications of
     the axial and Appendicular skeleton,                 joints allow different ranges of
     including all the major bones, and the               movement
     different classifications of joints and the
     range of movement at each
P2   describe how the skeletal system              M2    explain how the skeletal system responds           D1   analyse how the skeletal system
     responds to exercise                                to exercise                                             responds to exercise
P3   describe the muscular system, including
     all the major muscles, and how muscles
     move
P4   describe how the muscular system              M3    explain how the muscular system                    D2   analyse how the muscular system
     responds to exercise                                responds to exercise                                    responds to exercise
P5   describe the structure and function of
     the cardiovascular system
P6   describe how the cardiovascular system        M4    explain the function of the                        D3   analyse how the cardiovascular system
     responds to exercise                                cardiovascular system and how it                        responds to exercise
                                                         responds to exercise

P7   describe the structure and function of        M5    explain the function of the respiratory            D4   analyse how the respiratory system
     the respiratory system, the mechanisms              system, including the mechanisms of                     responds to exercise.
     of breathing, respiratory volumes, and              breathing, and how it responds to
     how the respiratory system responds to              exercise
     exercise
P8   describe the different energy systems         M6    explain the different energy systems and
     and their use in sport and exercise                 their use in sport and exercise activities.
     activities.
                               ASSESSMENT CRITERIA 2 –Maintaining Healthy Body Systems.

                                                       UNIT 13: Exercise, Health and Lifestyle.
Grading Criteria
To achieve a pass grade the evidence must        To achieve a merit grade the evidence must show          To achieve a distinction grade the evidence must
show that the learner is able to:                that, in addition to the pass criteria, the learner is   show that, in addition to the pass and merit
                                                 able to:                                                 criteria, the learner is able to:
P1   describe lifestyle factors that have an     M1 explain the effects of identified lifestyle
     effect on health                                  factors on health
P2   design and use a lifestyle                  M2    explain the strengths and areas for                D1   evaluate the lifestyle of a selected
     questionnaire to describe the                     improvement for the lifestyle of a                      individual and prioritise areas for change
     strengths and areas for improvement               selected individual
     of the lifestyle of a selected individual
P3   provide lifestyle improvement               M3    explain recommendations made                       D2   analyse a range of lifestyle improvement
     strategies for a selected individual              regarding lifestyle improvement                         strategies.
                                                       strategies.
P4   plan a safe and effective six-week
     health-related physical activity
     programme for a selected individual.

				
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