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Outline of personal profile

Extracts from this document...

Introduction

P.E.P. Guide Outline of personal profile Name: Chris Woolls Age: 16 Height: 6ft Weight: 79kg Activity: football Level of participation: In relation to sport and physical education some activities I take part in are football, and cricket. Also I play a bit of golf now and then. Recently football and cricket haven't been a main part of my life and I have become very in active. One of the main reasons for this is an injury I suffered last year; I collided with a wall and damaged my knee. This made me miss the best part of my final season and I never got back into fitness. So now I have the opportunity to create my own fitness program and get back into shape. Purpose/aims Health related components analysed Muscular strength: As a football player you need good muscular strength to kick the ball far and be able to shoot hard as well. Muscular endurance: Also when playing football you need to be able to kick the ball as well as you were at the start of the game to the finish. And if your legs get tired, your accuracy will be bad as well. Flexibility: when playing in goal some saves you make require a lot of flexibility. If your flexibility wasn't good the save will become a lot harder. Cardio vasculine endurance: when playing a full game of football, you need full concentration all the way through. If you're out of breath all the time you won't be performing as well as you should. Body composition: when playing in goal you need to be able to move quickly to react to the ball, but if you have bad body composition you're not going to be able to move as quickly. Skill related components analysed Agility: As a goal keeper, if the ball runs threw the defence you will need to react and get to the ball quickly through defenders and forwards. ...read more.

Middle

In many games for example, all three energy systems are involved to differing extents, and each needs to be stressed to some degree during training. � Is the type of muscle fibre being stressed during training the same type as is used during the chosen activity? Similarly to the above, some activities involve using different types of muscle fibre types. � Are the skills being practised relevant to the chosen activity? Because learning theory tells us that the development of a stronger bond between the stimulus and the response (muscles) will occur through practice, and similarly there will be the development of a more efficient use of the muscles in a sequence (motor programme) required by the stimulus. In many activities, training involves a conflict between skill and fitness, since fatigue caused by training is known to affect skilled performance. Hence the tendency to separate skills training from fitness training, but taking the idea of specificity to its extreme, then if an activity involves performing skills when fatigued, they should be practised when fatigued! In order for a training programme to be successful, it must develop the specific physiological capabilities required to perform a given sports skill or activity. One of the more important physiological capabilities related to sports skills and to exercise in general, is the supplying of energy to the working muscles. Energy provision broadly falls into two main groups - aerobic and anaerobic. Training should thus emphasise the appropriate energy system being used; anaerobic for sprinting and aerobic for long distance/duration activities. Similarly, swimming training programmes have been found to have effects that are specific to swimming. For maximal training benefits therefore, the mode of exercise used during the training sessions should be consistent with that used during the performance of the skill in question. Another type of specificity relates to the muscle groups used during the training programme. In simple terms, if the performance demands leg power, then the training should be designed to increase leg power, and not arm ...read more.

Conclusion

When it is used again, what modifications would you suggest to anybody else undertaking this same programme.ie I would work at 50% intensity instead of 60% What effects did the programme have on you performance in your activity - did you find that you played better - have you got any evidence that you played better - more goals, coaches comments? Centre Number Candidate Number No evidence (0 marks) Attempts Success (1 mark) Limited Well (2 marks) Achieves (3 marks) Achieves (4 marks) Purpose/Aim of the PEP Outline of personal profile Aims are outlined related to skill & fitness Health related components analysed Skill related components analysed Fitness tests outlined & results evaluated TOTAL Safety Considerations Warm-up & cool-down benefits discussed Warm-up & cool-down outlined Discussion of general training safety issues Discussion of specific training issues/techniques Discussion of personal factors TOTAL Suitability /Purpose of Exercises Discussion of various training methods Justification for selected training method Outline of specific training method & techniques Discussion of muscles involved Discussion of impact on skill & performance TOTAL Application of Theory Discussion of principles of training Personal application of each linked to stated aims Intensities of workload calculated Justification of workload intensities Discussion of other relevant factors TOTAL Completion of the Programme TOTAL Implementation of the Programme TOTAL Attitude & Motivation TOTAL Ongoing Evaluation Evaluation completed after training session Discussion of workload intensities/recovery Discussion of training method/exercise suitability Modifications with justifications for next session Affect of training on their performance TOTAL Summative Evaluation Discussion of effectiveness of PEP re. fitness aims Discussion of effectiveness of PEP re. skill aims Evaluation of testing methods Evaluation of selected training method Modifications for future use - testing & training TOTAL Appraisal of PEP Discussion of application of principles of training Discussion of application of workload intensities Discussion of other theoretical factors Modifications for future use of principles Modification for future use of other factors TOTAL OVERALL TOTAL ?? ?? ?? ?? 1 ...read more.

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