The following is a checklist of terms, topic areas and knowledge that you should know for the PE exam. It is an extensive list (not necessarily complete) but if you cover most of the knowledge you should be reasonably well prepared for the exam tomorrow.
Unit 3 - Outcome 1:
- Describe the NPAG for population groups including frequency, intensity and duration plus special needs of each group.
- Summary – appropriate and inappropriate measures for subjective and objective measurements
- Advantages and disadvantages for each measurement tool - ie pedometers, direct observation etc
- Recall the trade-off between practicality and accuracy
- Compare measurement tools according to reactivity and expense
- Characteristics of each stages of change model (SOC) including relapse
- Recall cognitive and behavioural strategies suited to SOC
- Define the term – motivational readiness and matching motivational readiness
- Explain the relationship between the SOC model and self-efficacy
- Know about print/web based media and the 8 counselling strategies
- Know: population based strategies including policy, environmental change and mass media campaigns including examples of how each are used within each setting.
- Research a minimum of 2 programs in each setting; identify the aims/objectives, target audience and strategies used.
- Memorise at least 3 strategies for policy, environment (physical and social) for each setting
- How do you critique the effectiveness of a strategy? Assess the SOC before and after the intervention to determine if the person has moved to a higher SOC.
Unit 3 - Outcome 2:
- Define the following terms: oxygen uptake, V02 max, a-VO2 difference, myoglobin, haemoglobin, steady state, oxygen deficit and oxygen debt (EPOC), alveoli, lung volumes including lung capacity, tidal volume etc.
- What is the relationship between intensity of exercise, heart rate and oxygen uptake?
- Explain how the factors of exercise intensity and duration influence Oxygen Deficit and Oxygen uptake?
- Explain how gaseous exchange occurs at the Alveoli
- Know examples of each of the food fuels and be able to estimate GI ranking
- State how each fuel is stored, in what form and location
- Describe how each of the food fuels are transported to working muscles and converted to energy for movement.
- State the advantages and disadvantages of using CHO vs Fats as a food fuel.
- Describe the food fuels at rest vs during exercise and be able to link to energy systems (rate of ATP resynthesis)
- Describe the technique of carbohydrate loading
- Compare each energy system in terms of ATP yield, power (rate of resynthesis), fuels used, advantages and disadvantages of each
- Describe the interplay of the energy systems during any given activity using accurate and appropriate terminology
- Review the content on LIP – as this tends to be assessed because it is new content.
- How it is possible to work above VO2 max?
- Link food fuels with energy system use
- Link energy systems with fitness components
- Outline the 3 different types of fatigue
- Describe the factors that influence fatigue
- Describe how H+ inhibit performance
- Outline the factors that influence the rate and onset of fatigue in the ATP-CP system, LA energy system and Aerobic energy system.
- Compare the process of active recovery vs passive recovery for ATP-CP system and the LA energy system
- Link appropriate recovery strategies that are specific to certain causes of fatigue
Unit 4 Outcome 1:
- Accurately define each of the physiological fitness components
- Identify factors that influence each fitness component
- Link energy systems to fitness components
- Be able to identify fitness components being used within either data or sporting images
- Link methods of training to fitness components
- The difference between aerobic power and aerobic capacity (high level)
- The difference between anaerobic power and speed
- The different types of data collection methods
- Work to rest ratios, muscle’s and muscle groups, muscle action.
- Link Games Analysis data including skill frequency to fitness components and energy systems used.
- Know how to calculate maximum heart rate
- Aerobic training zone – what is it and when (% of max HR) does it occur.
- Anaerobic training zone - what is it and when (% of max HR) does it occur.
- Describe the difference between maximal and submaximal testing; direct and indirect forms of measurement.
- Specific tests for each component of fitness
- Be able to roughly recall what are good/bad results for most major tests for a 17-18 year old (as these are the results you probably would have been examining throughout this year during pracs and labs).
- Be able to link games analysis results to a specific fitness tests and justify your selection
- Describe the difference between anaerobic power tests and speed.
- Define each of the key training principles – specificity, frequency, intensity, duration and progressive overload (SIDOF)
- Discuss how to apply each of the principles to each of the training methods and give examples.
- Know how to apply progressive overload – safe amount ( intensity and volume )
- Understand the minor principles of diminishing returns, variety, maintenance, detraining, reversibility
- Know each of the different training zones (and intensity)
- Know each training method; advantages, disadvantages, safety points etc and practice the application of the key training principles for a wide variety of training programs.
Unit 4 Outcome 2:
- Comprehensively explain the chronic adaptations for either aerobic/anaerobic training to the cardiovascular, respiratory and muscular systems
- Use correct terminology to discuss the chronic adaptations resulting from aerobic training.
- Use correct terminology to discuss the chronic adaptations resulting from anaerobic training.
- Explain the principle of recovery
- Define overtraining
- Outline causes and symptoms of overtraining (both physiological and psychological)
- Explain how to prevent overtraining from occurring.
- Explain the risk management process
- Explain using a sport of your choice how risk management procedures could be implemented from a coach, an athlete or an administrator of the sport, in regards to the environment and the equipment used.
- The 3 stages of PST (Psychological skills training)
- Methods to increase arousal
- Methods to decrease arousal
- Specifically detail the technique of mental imagery – how is it similar or different to Simulation.
- Create a list of reasons why athletes may choose to take an illegal performance enhancing substance (and why they may choose not to)
- Be aware of ethical issues outside of drugs in sport; such as gene doping and use of technology within sport
- Hope this helps - let me know any comments or thoughts below.
Good luck for the exam.
Posted on 11/08/2009 at 01:45:00 PM