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POPULAR HSC QUESTIONS

• Describe the dietary considerations of an athlete before, during and post performance

• Assess the ways in which attitude training and acclimatisation can influence the physiological preparation and performance of an endurance athlete

• There are many factors involved in the preparation of an athlete for optimumperformance. Select EITHER a power athlete OR an endurance athlete. Designa training program for this athlete, justifying the key features that would needto be included

• Describe how a coach could evaluate the effectiveness of the skill instruction element of a training session.

• Justify the use of skill-related tests to identify skilled performers for team selection trials

PRE• Balanced

diet• Hydration• Carb

loading• Tapering

DURING• Hydrate• Light meals• Carbs –

glycogen• Avoid

salt/high fat

Describe the dietary considerations of an athlete before, during and post performance

POST• Proactive

recovery• Refuel• Rehydrate• Active rest

ACCLIMATISATION• Developing a

tolerance to expected performance conditions.

• Exposure & training in similar environments to simulate effects

• May take 5-7 days

ALTITUDE TRAINING• As altitude

increases, aerobic capacity decreases.

• 3-3.5% every 3000m above 1500m

• Impacts endurace• Solar radiation is

stonger -> sun protection

• May take 2-3 weeks depending on elevation

Assess the ways in which attitude training and acclimatisation can influence the physiological preparation and performance of an endurance athlete

There are many factors involved in the preparation of an athlete for optimum

performance.

Select EITHER a power athlete OR an endurance athlete.

Design a training program for this athlete, justifying the key features that

would need to be included

Pre-performance considerations

• Performance and fitness needs• Individual goals vs. Team goals –

adapt program• Schedule of events –intervals,

cyclic basis, peaking, tapering

PROGRAM REQUIREMENTS

• Type of training – give specific examples & link benefits

• Identify Principles of Training• Outline Physiological adaptations• Apply FITT Principle• Recovery – avoid overtraining• Body Fuel• Psychological aspects – motivation,

anxiety

OTHER CONSIDERATIONS

• EVALUATION – REGULARLY TO ADAPT PROGRAM

• TYPE OF INSTRUCTION VS TYPE OF LEARNER

Select EITHER a power athlete OR an endurance athlete.

• READ THE QUESTION CAREFULLY

• THEY WILL EITHER SPECIFY A SPORT, FITNESS ASPECT OR ask you to BE GENERAL

• YOU WILL NEED TO KNOW EXAMPLES OF ACTIVITIES FOR EVERYTHING & ANYTHING.

TRICK: FIND ACTIVITES THAT TRAIN MULITPLE ASPECTS, THEN ADAPT THEM TO SUIT THE QUESTION

EG. SQUATS = BUILD POWER, SPEED, STRENGTH, ASSIST CORE

Describe how a coach could evaluate the effectiveness of the skill instruction element of a training session.

EFFECTIVE INSTRUCTION IS:• brief — it is important that instruction is concise and factual to allow

maximal practice time• well timed — use words when their impact will be greatest• specific — instruction needs to be specific to the skill, game and situation; it

should not be general• constructive — focus on the positive points for improvement, not on how

poorly the skill is being performed• clear — there should be no misunderstanding about the information

communicated by the coach. Questions should be encouraged if the message is not understood.

• informative — all instruction should relate specifically to information that the players need to know. Additional, unrelated material is confusing and can actually hinder the learning process.

• demonstrable — effective instruction is supported by visual aids such as demonstrations to provide clear pictures of skills and techniques.

Coach evaluation tools

• Feedback from athletes: verbal or errors made (acquisition of skill)

• Feedback required by athlete (types of feedback)

• Video analysis

• Skill-related tests

• Improvement in performance

• Ability of athlete to apply instructions/feedback

• Questions asked

• Goals met – cyclic process

Justify the use of skill-related tests to identify skilled performers for team selection trials

• Skill related tests NOT health related tests give examples.

• Valid, reliable

• Objective – compared to norms/ranks/scales (without bias) based on measurement

• Relate to characteristics of a skilled-performer: including mental approach, kinesthetic sense, consistency, anticipation and timing

• Justify its use in team selections