PES3701 Assignment 3 2023 QUESTIONS WITH ANSWERS

Question 1 1. You have applied for a physical educator position at a school, and you have been invited to be interviewed for the position. In the interview, you are asked to talk about what your high-level objectives of developing a physical education programme are. In your own words, write down how you would answer this question. (5) As a physical educator, my high-level objectives for developing a physical education program are centered around fostering holistic development, promoting lifelong physical activity, and cultivating a positive and inclusive learning environment. Firstly, I aim to design a comprehensive curriculum that addresses the physical, cognitive, and social-emotional needs of all students. This involves creating engaging lesson plans that incorporate a variety of activities, such as team sports, individual fitness challenges, and recreational games, to cater to different interests and abilities. Secondly, I believe in the importance of instilling a love for physical activity and promoting lifelong fitness habits. To achieve this, I would emphasize the value of regular exercise and educate students on the benefits of leading an active lifestyle. By offering diverse and enjoyable activities, I aim to spark their enthusiasm and motivation to participate in physical activities both inside and outside the school setting. Furthermore, I prioritize creating an inclusive and supportive environment that encourages participation from all students, regardless of their athletic abilities or backgrounds. This involves promoting teamwork, cooperation, and respect among students through collaborative activities and fostering a safe space where students feel comfortable taking risks and challenging themselves. In summary, my high-level objectives for developing a physical education program revolve around holistic development, lifelong physical activity, and inclusivity. By designing a comprehensive curriculum, promoting lifelong fitness habits, and cultivating a positive learning environment, I aim to empower students to lead healthy and active lives. Question 2 You are a physical educator at a poor rural school with limited resources. After reading 2.3 (page 9–10, focus on points 1–7) in your study guide, write down seven (7) sentences in your own words that would highlight likely challenges to teaching physical education at the school that you teach at. (7) Teaching physical education at a poor rural school with limited resources presents several challenges. These challenges include: Lack of equipment: Due to limited resources, the school may have a shortage of sports equipment, making it challenging to conduct varied and engaging activities that require specific equipment. Limited space: Rural schools often have limited space for outdoor activities, which can restrict the range of sports and games that can be practiced. This limitation may affect the students' exposure to different sports and physical activities. Inadequate facilities: The school may lack proper sports facilities, such as a gymnasium or a sports field, which can hinder the delivery of certain physical education lessons and limit opportunities for students to engage in structured sports. Transportation issues: Rural areas often have limited public transportation options, making it challenging for students to participate in off-site sporting events or competitions, thus limiting their exposure to competitive opportunities. Socioeconomic barriers: Poverty and financial constraints among students' families can hinder their ability to afford sports attire, shoes, or other necessary equipment, which may affect their active participation in physical education classes. Limited access to specialized training: Rural schools may have difficulty attracting and retaining physical education teachers with specialized training in specific sports or activities, limiting the expertise available to students. Health and safety concerns: Rural areas may face unique health and safety challenges, such as limited access to healthcare services or the presence of environmental hazards, which can impact the overall well-being and safety of students participating in physical activities. Overall, teaching physical education in a poor rural school with limited resources requires creativity, adaptability, and a focus on maximizing the available resources to provide quality physical education experiences for students. Question 3 (Anatomy and Physiology) and Study Unit 9 (Sports Injuries). 3a. In your own words, explain why it is important for a physical educator or coach to have a sound knowledge of anatomy and physiology, and sports injuries. (4) Anatomy and physiology: give two relevant points. Sports injuries: give two relevant points. It is important for a physical educator or coach to have a sound knowledge of anatomy and physiology, as well as sports injuries, for the following reasons: Anatomy and Physiology: Understanding the structure and function of the human body: An in-depth knowledge of anatomy and physiology enables educators and coaches to understand how the body moves, how muscles and joints work together, and how various systems of the body function during physical activity. This understanding helps them design appropriate training programs, identify movement patterns, and address any imbalances or limitations in their athletes. Injury prevention and performance optimization: An understanding of anatomy and physiology allows educators and coaches to recognize potential risk factors for injuries and develop strategies to prevent them. By knowing the biomechanics and physiological demands of specific movements and sports, they can design training programs that promote strength, flexibility, and conditioning while minimizing the risk of injuries. Additionally, knowledge of energy systems and physiological adaptations helps optimize athletes' performance by tailoring training to specific sport requirements. Sports Injuries: Early recognition and management of injuries: Coaches and physical educators should be able to identify common sports injuries and understand their mechanisms. This knowledge allows them to provide immediate care and implement appropriate first aid measures to minimize the impact of an injury. Early recognition and proper management of injuries can significantly contribute to the athlete's recovery and reduce the risk of further complications. Rehabilitation and return-to-play protocols: Understanding sports injuries helps coaches and educators support athletes in their recovery process. They can collaborate with healthcare professionals to design effective rehabilitation programs, monitor progress, and guide athletes through the appropriate stages of returning to sports safely. This knowledge ensures that athletes receive proper care and reduces the likelihood of re-injury. 3b. In the table below, match the words with the correct description: Important: Please ensure that you use the blank table below this one to record your answers (do not draw lines to match words to descriptions) (25) Word or phrase Description 1. mesomorph a. bends the hip joint and straightens the knee 2. sternum b. thin athletes who are generally tall 3. elevation c. tape, physiotherapy 4. femur d. The procedural RICER step to be used by the coach if a netball player’s leg muscles are in spasm 5. stretching e. move the hip joint; also moves the leg outwards 3b. Use the blank table below to record your answers for 3b 6. ectomorph f. bend the knee and straighten the hip joint 7. rectus femoris g. collar bone 8. deltoid h. connects calf muscles to the heel 9. latissimus Dorsi i. protruding abdomen, a swayback, and hyperextension of the knees 10. lordosis j. raises the shoulder and pulls the head back 11. neck injury k. involved in varying facial expressions, speech, chewing 12. hamstrings l. use RICER procedure, seek medical help 13. gluteals m. reduces the likelihood of injury 14. achilles tendon n. raises the arm 15. kyphosis o. Well-proportioned and muscular athletes 16. trapezius p. draws arm backwards and turns it inwards; it also draws an upstretched arm downwards 17. pectoral muscles q. breastbone 18. clavicle r. increases the strain on the upper back muscles and shifts the weight of the body to the front of the foot. 19. patella s. do not move, call ambulance 20. compression t. hold for about ten seconds 21. broken nose u. brings the arm to the side and across the chest 22. astrochemius v. the procedural RICER step to be used by the coach if an athlete cuts his leg, which is bleeding profusely 23. knee pain w. kneecap 24. warm-up x. bends the knee and turns the foot downwards 25. facial muscles y. thigh bone Word or phrase Description (write in the correct matching letter from the table above) 1 mesomorph 2 sternum 3 elevation 4 femur Matching the words with the correct descriptions: Word or phrase Description mesomorph o. Well-proportioned and muscular athletes sternum q. breastbone elevation n. raises the arm femur y. thigh bone stretching m. reduces the likelihood of injury ectomorph b. thin athletes who are generally tall rectus femoris f. bend the knee and straighten the hip joint deltoid p. draws arm backwards and turns it inwards; it also draws an upstretched arm downwards latissimus dorsi u. brings the arm to the side and across the chest lordosis i. protruding abdomen, a swayback, and hyperextension of the knees neck injury k. involved in varying facial expressions, speech, chewing hamstrings h. connects calf muscles to the heel gluteals e. move the hip joint; also moves the leg outwards achilles tendon r. increases the strain on the upper back muscles and shifts the weight of the body to the front of the foot. kyphosis l. use RICER procedure, seek medical help trapezius j. raises the shoulder and pulls the head back pectoral muscles a. bends the hip joint and straightens the knee clavicle g. collar bone patella w. kneecap compression x. bends the knee and turns the foot downwards broken nose s. do not move, call ambulance gastrocnemius v. the procedural RICER step to be used by the coach if an athlete cuts his leg, which is bleeding profusely knee pain d. The procedural RICER step to be used by the coach if a netball player’s leg muscles are in spasm warm-up c. tape, physiotherapy facial muscles k. involved in varying facial expressions, speech, chewing Please use the blank table provided to record the answers for the remaining descriptions. Question 4 There are six phases of motor development in learners. Identify the two phases that are relevant to intermediate phase learners and explain why they are relevant to the intermediate phase. Then summarise each of these into three sentences each in your own words. Additionally, give one example of a skill to be taught that would be relevant for each phase. (12) Use this table below to answer this question: Phase Summary of phase Example of a skill to be taught Identify phase. Give three relevant points. Give one example. Identify phase. Give three relevant points. Give one example. 5 stretching 6 ectomorph 7 rectus femoris 8 deltoid 9 latissimus Dorsi 10 lordosis 11 neck injury 12 hamstrings 13 gluteals 14 achilles tendon 15 kyphosis 16 trapezius 17 pectoral muscles 18 clavicle 19 patella 20 compression 21 broken nose 22 astrochemius 23 knee pain 24 warm-up 25 facial muscles The two phases relevant to intermediate phase learners are the stretching phase and the warm-up phase. These phases are relevant to the intermediate phase because they focus on preparing the body for physical activity, enhancing flexibility, and preventing injuries. In the stretching phase, learners improve their flexibility through various stretching exercises. They learn the importance of properly stretching major muscle groups to enhance their range of motion, prevent muscle strains, and improve performance. For example, learners can be taught static stretches for the hamstrings, quadriceps, and calves. In the warm-up phase, learners engage in activities that increase their heart rate and body temperature. This phase prepares their muscles, joints, and cardiovascular system for more intense physical activity. It also helps improve coordination and reaction time. For instance, learners can be taught dynamic warm-up exercises such as jogging, skipping, and high knees. Example of a skill to be taught for the stretching phase: Teaching learners how to perform a standing quadriceps stretch, where they bring their foot towards their glutes while maintaining balance and proper form. Example of a skill to be taught for the warm-up phase: Teaching learners how to perform a shuttle run, where they sprint back and forth between two points, gradually increasing their speed and intensity. Question 5 Using the sports examples below in the table, explain how activities, equipment or rules can be adapted to suit the developmental stages of learners in physical education or sports coaching. (8) Sports examples Explanation of adaptation to suit learners at different developmental stages Basketball write down 2 points, do not use the same adaptations across sports Soccer write down 2 points, do not use the same adaptations across sports Netball write down 2 points, do not use the same adaptations across sports Athletics write down 2 points, do not use the same adaptations across sports Basketball: Adaptation for beginners: Lowering the hoop height to make it easier for beginners to shoot and score, encouraging successful participation and building confidence. Adaptation for advanced learners: Introducing more complex offensive and defensive strategies, such as pick-and-roll plays and zone defenses, to challenge and further develop their tactical understanding. Soccer: Adaptation for beginners: Using smaller fields and fewer players to encourage more touches on the ball and promote individual skill development. Adaptation for advanced learners: Implementing larger fields and emphasizing team tactics, such as maintaining positional discipline and executing combination plays, to enhance their ability to play as a cohesive unit. Netball: Adaptation for beginners: Allowing pivot steps (taking one step while holding the ball) instead of the regular footwork rule, to simplify the game and focus on basic passing and catching skills. Adaptation for advanced learners: Introducing specialized positions and strategic formations, such as a wing attack or goal defense, to enhance their positional awareness and game understanding. Athletics: Adaptation for beginners: Offering modified events or drills, such as shorter sprint distances or using lighter equipment for throwing events, to accommodate learners' developing skills and physical capabilities. Adaptation for advanced learners: Increasing the technical demands of events, such as introducing hurdle races or teaching more advanced jumping techniques, to challenge their skills and promote further improvement. Question 6 Explain what is meant by creating an inclusive physical education programme for learners with special educational needs. (3) Provide 3 points Creating an inclusive physical education program for learners with special educational needs means designing and implementing activities and adaptations that ensure equal opportunities, participation, and positive experiences for all learners, regardless of their abilities. This includes: Providing individualized support and accommodations to meet the unique needs of each learner, such as modified equipment, visual aids, or additional assistance. Promoting an inclusive and accepting environment that fosters respect, empathy, and understanding among all learners. Collaborating with specialized professionals, parents, and caregivers to develop appropriate goals and strategies that address learners' specific needs and abilities. Question 7 As a sports coach or physical educator, it is important to stress the importance of good nutrition to your learners. Write down five (5) points, which would assist/facilitate learners to take better care of their nutritional needs during training and before sports competitions. (5) Educate learners about the importance of balanced nutrition and its impact on performance, emphasizing the benefits of consuming a variety of nutrient-rich foods. Provide guidance on pre- and post-training/competition meals, including recommendations for appropriate timing, macronutrient composition, and hydration strategies. Teach learners how to read and interpret food labels, enabling them to make informed choices and understand the nutritional content of different food items. Encourage the incorporation of whole foods, such as fruits, vegetables, lean proteins, and whole grains, into their diets to support overall health and energy levels. Promote the avoidance of excessive sugary snacks, processed foods, and sugary beverages, highlighting the negative impact they can have on performance and overall well-being. Question 8 Why is it important for educators and sports coaches to understand their legal responsibilities in a school context? (4) Understanding legal responsibilities is crucial for educators and sports coaches in a school context to: Ensure the safety and well-being of learners by adhering to relevant laws and regulations, such as health and safety guidelines and child protection policies. Minimize the risk of legal disputes and liability by being knowledgeable about their duties, obligations, and the boundaries of their roles. Protect themselves and their institution from potential legal consequences, including lawsuits and reputational damage, by acting within the legal framework and exercising due diligence. Maintain professionalism and ethical conduct by upholding legal standards and promoting fair practices in teaching, coaching, and interacting with learners. Question 9 In the table below, which covers legal responsibilities in physical education and sports coaching, match each word with the correct description: Important: Please ensure that you use the blank table below this one to record your answers (do not draw lines to match words to descriptions) (7) Word or phrase Description (write in the correct matching letter from the table above) 1 Consent to the risk of harm a. A learner falls off a piece of gymnastics equipment and sprains his ankle after you asked him not to climb the equipment 2 Liability insurance b. Inappropriate action(s) while performing duties as an educator or coach 3 Legal disputes c. Your learners are playing a rough, physical game where they made up the rules and a learner breaks her arm 4 Negligence d. Taking out of policies to protect against liability 5 Safety in physical education and sports coaching e. Have clear, written rules for participation and general conduct 6 Physical educator or coach can be held liable f. Can be avoided by knowing your responsibilities, duties, and powers 7 Physical educator or coach cannot be held liable g. A defence against liability in dangerous physical education or sports activities Use the blank table below to record your answers for question 9 Word or phrase Description (write in the correct matching letter from the table above) 1 Consent to the risk of harm 2 Liability insurance 3 Legal disputes 4 Negligence 5 Safety in physical education and sports coaching 6 Physical educator or coach can be held liable 7 Physical educator or coach cannot be held liable Word or phrase Description Consent to the risk of harm - g. A defense against liability in dangerous physical education or sports activities. Liability insurance - d. Taking out policies to protect against liability. Legal disputes - b. Inappropriate action(s) while performing duties as an educator or coach. Negligence - c. Your learners are playing a rough, physical game where they made up the rules and a learner breaks her arm. Safety in physical education and sports coaching - e. Have clear, written rules for participation and general conduct. Physical educator or coach can be held liable - f. Can be avoided by knowing your responsibilities, duties, and powers. Physical educator or coach cannot be held liable - a. A learner falls off a piece of gymnastics equipment and sprains his ankle after you asked him not to climb the equipment. Use the blank table below to record your answers for question 9: Word or phrase | Description Consent to the risk of harm | g Liability insurance | d Legal disputes | b Negligence | c Safety in physical education and sports coaching | e Physical educator or coach can be held liable | f Physical educator or coach cannot be held liable | a