Badminton resource for students to collaborate and put together a sequence of shots shown on the card. Also comes with a shot guide to show length and trajectory of the shots. Designed to be cut out and laminated.

Includes Lesson presentation: Push and pull movements in sport Force, mass and acceleration Types of force Questions Applications of force in sport Types of levers Levers in the body Levers in sport

Includes: **Lesson presentation ** Aerobic vs anaerobic Exercise and recovery EPOC and oxygen debt Recovery Questions Short and long term effects of exercise on the body Questions

Includes: Lesson presentation respiration system and gas exchange. Anatomy of respiratory system and labels Anatomy of the lungs in detail Instructions to make a lung model Gas exchange ordering task (resource attached) Mechanics of breathing Breathing volumes Questions Resources: Respiratory system anatomical model to label Gas exchange order cards.

Contains the listed content in the specification. Includes resources Articulating bones Skeleton and bones exam questions Skeleton diagram for labeling Sporting movements at synovial joints task.

Includes: What is a skilled performance? What does it look like? Fluent/fluid Aesthetically pleasing Consistent Accurate Goal directed Coordinated

Includes: Recap of previous lessons Stages of the IP model and examples

This lesson includes the following areas: Skill vs ability Does skill affect ability? Are skill and ability transferable? Factors which affect skill level in-class tasks and homework

Includes: 3 stages of learning Learning continuum Feedback Types of feedback Appropriate feedback for different stages of learning Importance of feedback Feedback loop Tasks and exam questions

Includes: What is arousal? Arousal in sport Physiological and psychological changes to the body Arousal task Inverted U Theory Case Study: New Zealand All Blacks and the Haka Arousal Pyramid task (sheet attached)

Includes: Why set goals? Does goal setting work? SMARTER targets Goal setting example Short, medium and long term goals Goal setting task

Includes: The heart lesson presentation Blockbusters starter/revision/homework task Structure of the heart Blood flow through the heart Blood flow card ordering activity (Resource included) Questions Components of blood lesson presentation What is blood made from? Blood vessels Measurements of blood Questions Resources Pathway of blood through the heart card activity

Includes: Muscles lesson presentation Resources: Muscles anatomical model print out to label Blockbusters starter/homework/revision task

The reasons for using the following training methods, including a description of each type and how to achieve the training aim. Continuous training: • advantages and disadvantages • methods to use – run, swim, cycle, row • calculating a suitable intensity for aerobic gains – 60–80% of maximal heart rate • safety considerations, e.g. footwear. Weight training: • advantages and disadvantages • methods to use (isotonically) – free weights, kettle bells, resistance machines • use of one rep. max. to calculate suitable intensity • safety considerations, e.g. spotter. Fartlek training: • advantages and disadvantages • methods to use – running, cycling (variation of speed and terrain), etc. • use of Borg scale to measure intensity • safety considerations, e.g. equipment checks. Plyometric training: • advantages and disadvantages • links to improvement in power • methods to use, e.g. depth jumping, hurdle jumps • safety considerations, e.g. injury prevention. Circuit training: • advantages and disadvantages • stations can be assigned to improve different components of fitness • periods of work and rest that can be manipulated for different gains • safety considerations, e.g. equipment. High-Intensity Interval Training (HIIT): • advantages and disadvantages • periods of work and rest that can be manipulated for different gains • reasons for the period of rest – removal of waste products • safety considerations, e.g. risk of overexertion.

The recognised components of health-related and skill-related fitness, linking these to performance in physical activities: • agility • balance: static and dynamic • cardiovascular endurance / stamina • coordination • flexibility • muscular endurance • power • reaction time • speed • strength.

Lesson 2: Includes: Health & Fitness - definitions, differences and applications. Diet and nutrition Calories and recommended amounts Energy balance Macro-nutrients and what we get from food Diet of an athlete

Physical health and well-being: • all body systems working well • free from illness / injury / disease • able to carry out everyday tasks. Mental health and well-being: • able to cope with stress • can control emotions • feeling good / self-esteem. Social health and well-being: • essential human needs are met • friendship and support • having value within society • ability to mix with other people.

The main reasons for carrying out fitness tests, linked to: • suitability for different physical activities • identifying strengths and weaknesses • monitoring improvement • comparison to others • informing the design of a training programme • motivation

Lesson for varying fitness tests to be conducted by the students. Also contains fitness testing score sheet for students to record scores and compare to normative data in a future lesson. Students will require mobile phone/tablet/device with camera to utilise QR codes to access instructional videos to conduct the tests.