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Conduct the Queens Step test (provided) for all 4 students. Record the resting heart rates before commencing test and record recovery rates for five minutes after completion of test. Construct a suitable chart to record all information, including norms.

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PDHPE Assessment Task By Alice Sherwood Part A a) Conduct the Queens Step test (provided) for all 4 students. Record the resting heart rates before commencing test and record recovery rates for five minutes after completion of test. Construct a suitable chart to record all information, including norms. Norms chart of step test- exercise pulse: Step test scores Exercise pulse Rating Men Women Boys Girls Very good Good OK Poor Very poor <110 100-124 125-140 141-155 >155 <116 116-130 131-146 147-160 >160 <120 120-130 131-150 151-160 >160 <124 124-134 135-154 155-164 >165 The following line graph shows the results of the pulse rates at resting, after test and every minute of recovery: b) Interpret each student's results and comment on her level of aerobic fitness. Decide which student you determine to be the "least fit" and justify your choice. - Step test: 4 students- Ella, Megan, Taufa, Rafaela Student 1- Ella Ella took part in the step test and had a resting heart rate of 90 beats per min. Immediately after 3 minutes of exercise, from which the body entered the aerobic energy system; her heart rate was 174 beats per min. On the chart of norms, this result is categorised in the very poor zone. After 5 minutes of recovering time, her heart rate was 102 beats per min. Comparing this result to her training program, it is clear that they are not accurate. She exercises 3-4 times per week and has no injuries or health problems. This means that the results of her heart rate are not accurate and have been altered by the social situation of the test and her actions and responses to various situations. The test was conducted in a group of 4, meaning that one students results could effect what their peers say, as they do not want to feel different or be judged based on their score. ...read more.


rest time 30 secs Touch football 80-85% MHR Principles of Fitness As shown, the training program has been conducted using the principles of fitness in order to gain optimal results and maximum benefits. Progressive overload has been applied by increasing the MHR, station time, distance or resistance and decreasing rest intervals. This allows aerobic fitness to be improved as the body adapts to the changes and can deal with more intensity and stress that is applied. Specificity has been applied training to specifically target the aerobic energy system, in order to improve aerobic fitness. By having rest intervals between stations, stress is applied to the aerobic system without fatigue occurring. Also, the length of the stations has been adjusted to ensure the body uses the aerobic energy system as its dominant supplier of energy. Reversibility has been thought through, and it is known that if training was to be stopped or interrupted for a period of time, fitness benefits would be reversed and aerobic fitness would decline. Training thresholds has been applied by maintaining heart rate between 60-85% of MHR in order to see maximum benefits in aerobic fitness. In the student, this means her heart rate must be between 124 and 175 beats per minute. Variety has been applied by having 3 different circuits in 3 different locations with a range of exercises, ensuring the student is kept motivated throughout the 6 weeks. Also, by alternating between a game of netball and a game of touch football, this principle has been applied. A warm-up/cool-down occurs at the beginning and end of each circuit training session respectively. In circuit 1, a warm-up consists of 15 minutes of jogging and static and PNF stretching to increase blood flow and improve flexibility of muscles to reduce injury. Circuit 2 consists of 2 laps of 50m slow freestyle to increase blood flow and prepare muscles. Circuit 3 consists of PNF and static stretching for10 minutes and 5 minutes power walking on the treadmill. ...read more.


It is self-reinforcing. Eg) taking part in a running event, knowing you won't win. The desire to finish provides satisfaction of accomplishment. Extrinsic forms of motivation are associated with factors outside the individual such as material reinforcement. These external forms of material reinforcement include money, trophies and recognition. This motivation focuses on the product or what can be gained from performing. Generally, intrinsic motivation is more effective, as it is self-reinforcement and the athlete doesn't rely on outside sources. It is more encouraging. The student who is undertaking the 6 week training program needs motivation to continue to put in the effort and participation to see optimal improvements in her fitness levels. One way in which motivation could be achieved is to base the exercises around what sport and activities she enjoys doing. She said she enjoys playing netball and touch football so by improving skills and performance in these sports; she will be motivated to accomplish things and become competent in the activities. This is a form of intrinsic motivation as it is self-reinforcing to succeed, accomplish and perform. By tracking her improvements along the 6 weeks, the student will feel motivated to continue reproducing the performance levels she is in order to keep improving and gaining praise and recognition for her achievements. This could be done through personal progress charts, to track her fitness levels through aspects such as heart rate, VO2 max and stroke volume. This is a form of positive motivation as the student is motivated to keep performing well to receive the rewards. Recognising these achievements such as progress in fitness levels is another way to motivate the student. Through recognition and praise from trainer, friends, family and even spectators in her weekend netball games, she will continue to put in the effort and participation to see optimal improvements in her performance. This is another example of positive motivation. Finally, by setting challenges during training such as completing the circuit in a faster time, or getting 10 goals for netball practise, the student is motivated to continually put in the effort. This is an example of positive motivation. ...read more.

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