HEALTH-RELATED FITNESS
ADDITIONAL INFORMATION
TEACHER REFERENCE
HEALTH RELATED FITNESS :
PERFORMANCE RELATED COMPONENTS :
The focus of health-related fitness is to improve the overall health of the
individual by gaining and maintaining a desirable level of fitness through
sound physical activity and exercise habits. The four components of health
related fitness are: Cardiovascular Endurance, Flexibility, Muscular Strength
and Endurance and Body Composition.
1. Agility : The ability to quickly change the direction and position of the body,
with speed and accuracy. e.g. goalkeepers or players avoiding a tackle.
2. Balance : The ability to control the body’s position while moving or still. e.g.
gymnasts standing on a balance beam.
3. Coordination : The ability to link different movements smoothly when
performing complex motor skills. e.g. in hurdling or serving in tennis.
4. Power : the ability to combine maximum speed with maximum strength e.g.
a rugby player in a scrum.
5. Reaction Time : The time that it takes to respond to a stimulus - e.g. when the
starting gun goes in a race, how long does it take to react
PERFORMANCE RELATED FITNESS :
The focus of performance-related fitness is to improve performance in selected
sports activities by reaching a high level of fitness in the above components plus
the skill-related components of agility, power, balance and co-ordination.
However, some of these components (agility, balance, co-ordination) could
become health-related for certain groups such as the elderly.
HEALTH RELATED COMPONENTS :
CORE STABILITY/ FITNESS :
The focus of performance-related fitness is to improve performance in selected
sports activities by reaching a high level of fitness in the above components plus
the skill-related components of agility, power, balance and co-ordination.
However, some of these components (agility, balance, co-ordination) could
become health-related for certain groups such as the elderly.
The focus of performance-related fitness is to improve performance in selected
sports activities by reaching a high level of fitness in the above components plus
the skill-related components of agility, power, balance and co-ordination.
However, some of these components (agility, balance, co-ordination) could
become health-related for certain groups such as the elderly.
Stretching to improve flexibility is best done after a general warm-up and later
on in a session when muscles are warm. Stretch with care. Check body alignment, progress from extremities to core. Overload but don’t overstretch.
FUNCTIONAL FITNESS: :
Aerobic Activity involves continuous movements using large muscle groups e.g.
brisk walking, cycling, swimming with oxygen.
Ability of the body to perform tasks combining correct body movement and
posture with the necessary strength, cardio fitness and mobility/flexibility.
Anaerobic Activity involves all-out effort and can only be performed in short
bursts without adequate oxygen.
HEALTH-RELATED FITNESS
TEACHER REFERENCE
HEALTH RELATED FITNESS VERSUS PERFORMANCE RELATED FITNESS : LEARNING OUTCOMES
HEALTH RELATED FITNESS VERSUS PERFORMANCE RELATED FITNESS : SAMPLE QUESTIONS
STUDENTS SHOULD BE ABLE TO :
Q : What does it mean to be fit?
Q : What is the difference between HR and PR fitness?
LEVEL 1
• Distinguish between health-related (HR) fitness and performance-related (PR)
components of fitness.
LEVEL 2
• Explain what activities promote HR/PR fitness.
MUSCULAR STRENGTH AND ENDURANCE : LEARNING OUTCOMES
STUDENTS SHOULD BE ABLE TO :
LEVEL 1
• Distinguish between muscular strength and muscular endurance.
HEALTH RELATED FITNESS VERSUS PERFORMANCE RELATED FITNESS : LEARNING EXPERIENCES
STUDENTS SHOULD BE ABLE TO :
LEVEL 2
LEVEL 1
• Describe the role of muscular strength and muscular endurance in
health-related and performance related fitness.
• Understand the difference between strength and power.
• Examine the nature of HR and PR components of fitness though various
physical activities.
• Match components with activities experienced
MUSCULAR STRENGTH AND ENDURANCE : LEARNING EXPERIENCES
LEVEL 2
STUDENTS SHOULD BE ABLE TO :
• Recognise the differences between PR and HR components and the changing
nature of these two concepts throughout the lifecycle
LEVEL 1
HEALTH RELATED FITNESS VERSUS PERFORMANCE RELATED FITNESS : ACTIVITIES
CLASS ACTIVITY 12 – FITNESS BLAST
STUDENT TASK 13 – COMPONENTS OF FITNESS
• Participate in muscular strength and muscular endurance activities.
• Recognise the contraction and relaxation of muscles during activity
LEVEL 2
• Participate in activities which involve static, explosive and dynamic strength
MUSCULAR STRENGTH AND ENDURANCE : ACTIVITIES
BODY COMPOSITION : ACTIVITIES
CLASS ACTIVITY 14 – MUSCULAR STRENGTH
CLASS ACTIVITY 10 – THE HEALTHY BODY
MUSCULAR STRENGTH AND ENDURANCE : SAMPLE QUESTIONS
BODY COMPOSITION : SAMPLE QUESTIONS
Q : What must your muscles do to help you jump or jog?
Q : When do you need muscular strength?
Q : When do you need muscular endurance?
CLASS ACTIVITY 10 – THE HEALTHY BODY
Q : What is body composition?
Q : What things about your body can you change?
CARDIOVASCULAR ENDURANCE : LEARNING OUTCOMES
STUDENTS SHOULD BE ABLE TO :
LEVEL 1
• Understand what happens to the body during and after cardiovascular activities.
LEVEL 2
• Monitor and describe the health benefits that may arise from participation in
Cardiovascular activities.
BODY TEMPERATURE : SAMPLE QUESTIONS
FLEXIBILITY : LEARNING OUTCOMES
STUDENTS SHOULD BE ABLE TO :
LEVEL 1
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•
•
•
•
Define flexibility.
Identify the range of movement around major body joints.
Identify factors which influence flexibility.
Explain the functions of stretching.
Identify the muscles and stretching exercises around the major joints
LEVEL 2
CARDIOVASCULAR ENDURANCE : LEARNING EXPERIENCES
STUDENTS SHOULD BE ABLE TO :
• Explain how to improve flexibility.
• Identify the different types of stretching and their uses.
• Measure back flexibility.
LEVEL 1
• Participate in continuous and basic interval cardiovascular activities.
• Monitor effects of Cardiovascular activity on the body.
FLEXIBILITY : LEARNING EXPERIENCES
STUDENTS SHOULD BE ABLE TO :
LEVEL 2
LEVEL 1
TEMPERATURE
: SAMPLE
QUESTIONS
•BODY
Monitor
and describe
the health
benefits that may arise from participation in
Cardiovascular activities.
• Examine the movement of the major joints.
• Identify muscle groups around these joints and employ correct stretching techniques.
LEVEL 2
CARDIOVASCULAR ENDURANCE : ACTIVITIES
CLASS ACTIVITY 13 – THROW THE DICE
• Describe how to improve flexibility with correct technique.
• Lead a flexibility session appropriate to particular activity
CARDIOVASCULAR ENDURANCE : SAMPLE QUESTIONS
FLEXIBILITY : SAMPLE QUESTIONS
Q : What happened to your heart rate from rest to recovery?
Q : Name three changes which occurred during Cardiovascular activity?
Q : What is your typical heart rate at the end of a) continuous & b) interval
Cardiovascular activity?
CLASS ACTIVITY 10 – THE HEALTHY BODY
BODY COMPOSITION : LEARNING OUTCOMES
STUDENTS SHOULD BE ABLE TO :
LEVEL 1
•
•
•
•
Explain body composition.
Explain the difference between a fashionable and a healthy body.
Explain body image and how it effects self-esteem.
Identify body features which we can modify through healthy eating
and physical activity.
LEVEL 2
• Understand the terms lean body weight and fat body weight.
• Explain the 3 categories of body types.
BODY COMPOSITION : LEARNING EXPERIENCES
STUDENTS SHOULD BE ABLE TO :
LEVEL 1
• Explore the concept of a fashionable body and of a healthy body.
• Recognise the balance between energy (food) intake and energy expenditure
(physical activity).
• Discuss common exercise myths.
LEVEL 2
• Identify different body type though photos, images etc.
• Explore the relationship between body type and participation in
particular sports
Q : What is flexibility?
Q : What are the benefits of flexibility?