IB SEHS Ebook (Complete)

IB Sports,
Exercise and
Health Science
Student Name:
Miss Gust
St Louis Park High School
2016-2017
1
Unit 1:
Asking & Answering
Questions
Study Design
Statistical Analysis
Notation & Analysis
2
IB Topics Covered in this
Unit:
What is science? How do you ‘do’ science?
What are the important parts of the ‘scientific method’ (a.k.a. a research study)? 6.2.1, 6.2.3
What are the main methods used in researching/testing human performance? 6.2.4, 6.2.2 (part)
How is data analyzed in research? 6.1.2-6.1.6
How can you represent your data so it is easier to understand? 6.1.1
What can the numbers tell you? How can your experiment determine causality? 6.1.7, 6.2.2
How can experimental methods be applied in training and sports? 11.2.1-11.2.7* (HL only)
3
The Technical Stuff…
Important dates, Goals,
Vocabulary, Etc.
This important thing: Is happening this day:
My current goals are:
Short (1-2 wk)
Medium (2-4 wk)
Long (1-3 mo)
5 SPECIFIC things I need to do to reach my goals are:
4
Vocab Word Definition Example/Use
5
Guiding Question:
What is science
and why do we do
it?
6
Science is:
The process of asking and
answering questions.
7
Why do we ‘do science’?
8
Why do we ‘do science’?
Knowledge Facts
Key
Conceptual
Understanding
Examples Data
9
Guiding Question:
What are the

important parts of
the ‘scientific
method’?
(a.k.a research
study)
10
Science is:
The process of asking and
answering questions.
What are the steps of the

scientific method as you’ve
been traditionally taught?
Why is this NOT a true

representation of science? 11
So...what are the actual
steps involved?
12
So...what are the actual
steps involved?
13
Connecting Ideas: What is
Science?
Inquiry Action Reflection
14
Let’s take a closer
look:
Observation← →
What is an observation? What is a research question?
Question
● Observation is the active
acquisition of
● A research question
guides and centers your
information from a research.
primary source. ● It should be clear and
● In living beings, focused, as well as
observation employs the synthesize multiple
senses. sources to present your
● In science, observation unique argument.
can also involve the ● Even if your instructor
recording of data via the has given you a specific
use of instruments. assignment, the
● The term may also refer research question
to any data collected should ideally be
during the scientific something that you are
activity. interested in or care
about.
● Be careful to avoid
questions that can be
answered in a few
factual statements.
15
Practicing your powers of
observation:
Listen to & follow the

directions in the following
video.
16
17
Discuss how
focusing on a
specific question
may impact your
observations:
18
How To Increase
Your
Powers of
Many of science’s most important breakthroughs, from the discovery of
microorganisms to the theory of evolution, have come about through observation.
Observation
The scientist’s gaze is clearly a powerful tool for making sense of how the world
works. But it is not the same as “everyday observation,” as Catherine Eberbach
and Kevin Crowley call the kind of casual looking done by those of us who don’t
wear lab coats. “Seeing is not observing,” the University of Pittsburgh researchers
point out. As practiced by scientists, observation is a rigorous activity that integrates
what the scientists are seeing with what they already know and what they think
might be true. In an article published in the journal Review of Educational Research
, Eberbach and Crowley lay out the differences between expert observation and
“just looking” — with the aim of helping the rest of us observe the way scientists do.
First, scientists train their attention, learning to focus on relevant features and
disregard those that are less salient. One of the best ways to do this is through the
old-fashioned practice of taking field notes: writing descriptions and drawing
pictures of what you see. “When you’re sketching something, you have to choose
which marks to make on the page,” says Michael Canfield, a Harvard University
entomologist and editor of the recent book Field Notes on Science and Nature. “It
forces you to make decisions about what’s important and what’s not.” Keeping a
field notebook — whether the “field” under observation is a sales floor, a
conference room, or the garden in your own backyard — makes everyday
observation more scientific in another way: Scientists keep careful records of their
observations, quantifying them whenever possible. Try attaching a number to each
episode you observe: how many times a customer picks up an item before deciding
to buy it, how many minutes employees spend talking about office politics before
getting down to business.
While casual observers simply sit back and watch what unfolds, scientific observers
come up with hypotheses that they can test. What happens if a salesperson invites
a potential customer to try out a product for herself? How does the tone of the
weekly meeting change when it’s held in a different room?
19
How To Increase
Your
Powers of
Scientists actively engage with their perceptions in another way: they organize and
analyze what they’ve seen after the observation session is over. (Even Charles
Observation
Darwin didn’t realize that the famous finches of the Galapagos Islands were varied
but related members of the same species until he returned to England and began
working out his theory of natural selection.) The skills sharpened by such extended
reflection are especially important for young people to develop. While we want
today’s students to be able to look for information on the web, we also want them to
be able to synthesize and interpret the material they find. “These are the essential
capacities that all successful people will need to navigate life in the twenty-first
century,” Canfield says.
Lastly, Eberbach and Crowley note that while novices use observation to collect
information and then move on, scientists return to observing again and again,
engaging in the cycle of observing, recording, testing, and analyzing many times
over. It’s a lot more work than just looking, but it’s how great discoveries are made
-Anne Murphy Paul, TIME Online.
20
Mystery Boxes:
Observation vs
Inference
BACKGROUND
Evidence is obtained from empirical observation of objects or phenomena using our

five senses. It can be gathered by our senses directly, or with the assistance of
tools that extend our senses qualitatively or quantitatively. For example, using a
microscope to see objects too small for our eyes is a qualitative extension—it
improves the quality of what we are observing. Quantitative extension, on the other
hand, involves the use of some sort of measuring device—a spectrometer to
measure the wavelength of light is one example.
An inference is a conclusion, explanation, or judgment formed from evidence.

There are two types of inferences: inductive and deductive. Inductive inferences (or
induction) involve forming a rule from the evidence (i.e., a generalized conclusion
from particular instances). This type of inference is responsible for most of the
major breakthroughs in science. Deductive inferences (or deduction) involve
categorizing or interpreting evidence based on a pre-existing rule (i.e., a conclusion
about a particular instance that follows from a general premise) and therefore
involves background knowledge. Both play a role in research, often in the same
investigation. For example, the size and shape of the DNA helix could be deduced
from x-ray crystallography images, but inductive inference was needed to combine
several lines of evidence to determine its structure.
Scientific argumentation requires that one know how to make decisions about
which data to admit as evidence, state claims, and support those claims based on
the evidence.
21
Mystery Boxes:
Procedure
1. Observation: One person feels object 1 and describes the size, shape, surface
features, texture, and density, while another records the observations in the
laboratory notebook of the person doing the observation. Remember that the
statements “this is made of…” and “this is” are not observations, but inferences.
List instead the observations that lead you to infer that the object is made of a
certain material. Repeat with the second person and object 2.
2. Inference: Partners should work together to infer what each object is, based only
on the descriptions from step 1, and record their initial guess in the notebook.
3. Representation: Each person should try to draw a picture of the object they
observed, feeling it again if necessary.
4. Inference: Groups should again try to infer what the object is. Is it easier now?
Why?
5. Collaboration: Now allow the other group member to feel the object. In a
separate section, the person whose object is being described should record any
additional observations.
6. Inference: Try again to infer what each object is. Is it easier now? Why?
7. Visual observation: Open the box, and examine each object visually. In a
separate section, add to your description. What characteristics can you see that
were not possible to observe by touch?
8. Conclusion: Groups should again try to infer what the object is. (Note: Try to
make your inferences as thorough and complete as possible. For example, rather
than simply describing an object as a “bone,” try to identify the type of bone, the
organism it may have come from, the biological classification of the organism, and
so on.) If you are not exactly sure what the object is, can you at least place it in a
kingdom? What background information are you drawing on to make that
identification? What further information would you need to be sure of your
identification? How did it get to the form it is in now?
9. Reflection: Discuss how this lab is similar to the process of scientific
investigation. What are the roles of finding additional evidence, and of
collaboration?
22
Mystery
Boxes:
Data Table
Object 1 Object 2
9
23
Mystery Boxes: Grading
Rubric
24
Made an
observation...what’s
next? ASK A
How do you choose a good question?
● Choose a general topic of interest, and conduct preliminary research
QUESTION!
on this topic in current periodicals and journals to see what research
has already been done. This will help determine what kinds of
questions the topic generates.
● Once you have conducted preliminary research, consider: Who is the
audience? Is it an academic essay, or will it be read by a more
general public? Once you have conducted preliminary research, start
asking open-ended “How?” “What?” and Why?” questions. Then
evaluate possible responses to those questions.
● Additional requirements for research questions in the sciences:
○ They need to have repeatable data. Unreliable data in the
original research does not allow for a strong or arguable
research question.
○ In addition, you need to consider what kind of problem you
want to address. Is your research trying to accomplish one of
these four goals:
■ 1) Define or measure a specific fact or gather facts
about a specific phenomenon.
■ 2) Match facts and theory.
■ 3) Evaluate and compare two theories, models, or
hypotheses.
■ 4) Prove that a certain method is more effective than
other methods.
○ Moreover, the research question should address what the
variables of the experiment are, their relationship, and state
something about the testing of those relationships.
25
Ask a question
(continued)
Examples:
Say, for instance, you want to focus on social networking sites. After reading
current research, you want to examine to what degree social networking
sites are harmful.
Possible Question: Why are social networking sites harmful?

An evaluation of this question reveals that the question is unclear: it does
not specify which social networking sites or state what harm is being
caused. Moreover, this question takes as a given that this “harm” exists. A
clearer question would be the following:
Revised Question: How are online users experiencing or addressing privacy

issues on such social networking sites as Facebook and Twitter?
This version not only specifies the sites (Facebook and Twitter), but also the
type of harm (privacy issues) and who is harmed (online users).
While a good research question allows the writer to take an arguable

position, it DOES NOT leave room for ambiguity.
26
Now you try:
What is wrong with the following questions:
● Why did the chicken cross the road?
● How many chickens crossed Broad Street in

Durham, NC, on February 6, 2014?
● Write a better question related to these

chickens:
27
Now you try:
What is wrong with the following question:
● Are females smarter than males?
Write a revised question here:
28
Once you’ve got
your question...
29
Video: Primary Res
earch
SLPHS LMC Webs

ite
Google Scholar 30
Primary Research
Analysis
:
Predictive value of national football leag
ue scouting combine on future performa
Who is the primary author? How do you know?
nce of Running Backs and wide receiver
s
What journal was this article published in? When?
Read the abstract. Fill out the table below:
Science words I am Science words I think I Science words I don’t

confident I know the know the meaning of: know the meaning of:
meaning of:
31
Based on the information provided in the Introduction, summarize the need for this study:
In the section titled Subjects, identify how subjects were chosen for the study:
Procedures/Methods describes the experimental design. Briefly summarize it here:
In Discussion, what are the major findings of the study?
Choose 1 of the major findings from above and discuss the impact of that finding:
32
Remaining Steps:
Step 1: Identify the Problem/Question
Step 2: Review the Literature
Now that the problem has been identified, the researcher must learn more about the topic
under investigation. To do this, the researcher must review the literature related to the
research problem. This step provides foundational knowledge about the problem area. The
review of literature also educates the researcher about what studies have been conducted in
the past, how these studies were conducted, and the conclusions in the problem area. In the
obesity study, the review of literature enables the programmer to discover horrifying statistics
related to the long-term effects of childhood obesity in terms of health issues, death rates,
and projected medical costs. In addition, the programmer finds several articles and
information from the Centers for Disease Control and Prevention that describe the benefits of
walking 10,000 steps a day. The information discovered during this step helps the
programmer fully understand the magnitude of the problem, recognize the future
consequences of obesity, and identify a strategy to combat obesity (i.e., walking).
Step 3: Clarify the Problem/Question
Many times the initial problem identified in the first step of the process is too large or broad in
scope. In step 3 of the process, the researcher clarifies the problem and narrows the scope
of the study. This can only be done after the literature has been reviewed. The knowledge
gained through the review of literature guides the researcher in clarifying and narrowing the
research project. In the example, the programmer has identified childhood obesity as the
problem and the purpose of the study. This topic is very broad and could be studied based
on genetics, family environment, diet, exercise, self-confidence, leisure activities, or health
issues. All of these areas cannot be investigated in a single study; therefore, the problem
and purpose of the study must be more clearly defined. The programmer has decided that
the purpose of the study is to determine if walking 10,000 steps a day for three days a week
will improve the individual’s health. This purpose is more narrowly focused and researchable
than the original problem.
33
Step 4: Clearly Define Terms and Concepts
Terms and concepts are words or phrases used in the purpose statement of the study or the
description of the study. These items need to be specifically defined as they apply to the
study. Terms or concepts often have different definitions depending on who is reading the
study. To minimize confusion about what the terms and phrases mean, the researcher must
specifically define them for the study. In the obesity study, the concept of “individual’s health”
can be defined in hundreds of ways, such as physical, mental, emotional, or spiritual health.
For this study, the individual’s health is defined as physical health. The concept of physical
health may also be defined and measured in many ways. In this case, the programmer
decides to more narrowly define “individual health” to refer to the areas of weight,
percentage of body fat, and cholesterol. By defining the terms or concepts more narrowly,
the scope of the study is more manageable for the programmer, making it easier to collect
the necessary data for the study. This also makes the concepts more understandable to the
reader.
Step 5: Define the Population
Research projects can focus on a specific group of people, facilities, park development,
employee evaluations, programs, financial status, marketing efforts, or the integration of
technology into the operations. For example, if a researcher wants to examine a specific
group of people in the community, the study could examine a specific age group, males or
females, people living in a specific geographic area, or a specific ethnic group. Literally
thousands of options are available to the researcher to specifically identify the group to
study. The research problem and the purpose of the study assist the researcher in identifying
the group to involve in the study. In research terms, the group to involve in the study is
always called the population. Defining the population assists the researcher in several ways.
First, it narrows the scope of the study from a very large population to one that is
manageable. Second, the population identifies the group that the researcher’s efforts will be
focused on within the study. This helps ensure that the researcher stays on the right path
during the study. Finally, by defining the population, the researcher identifies the group that
the results will apply to at the conclusion of the study. In the example in table 2.4, the
programmer has identified the population of the study as children ages 10 to 12 years. This
narrower population makes the study more manageable in terms of time and resources.
Step 6: Develop the Instrumentation Plan (See more on this in the next section)
The plan for the study is referred to as the instrumentation plan. The instrumentation plan
serves as the road map for the entire study, specifying who will participate in the study; how,
when, and where data will be collected; and the content of the program. This plan is
composed of numerous decisions and considerations that are addressed in chapter 8 of this
text. In the obesity study, the researcher has decided to have the children participate in a
walking program for six months. The group of participants is called the sample, which is a
smaller group selected from the population specified for the study. The study cannot possibly
include every 10- to 12-year-old child in the community, so a smaller group is used to
represent the population. The researcher develops the plan for the walking program,
indicating what data will be collected, when and how the data will be collected, who will
collect the data, and how the data will be analyzed. The instrumentation plan specifies all the
steps that must be completed for the study. This ensures that the programmer has carefully
thought through all these decisions and that she provides a step-by-step plan to be followed
in the study.
34
Step 7: Collect Data
Once the instrumentation plan is completed, the actual study begins with the collection of
data. The collection of data is a critical step in providing the information needed to answer
the research question. Every study includes the collection of some type of data—whether it
is from the literature or from subjects—to answer the research question. Data can be
collected in the form of words on a survey, with a questionnaire, through observations, or
from the literature. In the obesity study, the programmers will be collecting data on the
defined variables: weight, percentage of body fat, cholesterol levels, and the number of days
the person walked a total of 10,000 steps during the class.
The researcher collects these data at the first session and at the last session of the program.
These two sets of data are necessary to determine the effect of the walking program on
weight, body fat, and cholesterol level. Once the data are collected on the variables, the
researcher is ready to move to the final step of the process, which is the data analysis.
Step 8: Analyze the Data
All the time, effort, and resources dedicated to steps 1 through 7 of the research process
culminate in this final step. The researcher finally has data to analyze so that the research
question can be answered. In the instrumentation plan, the researcher specified how the
data will be analyzed. The researcher now analyzes the data according to the plan. The
results of this analysis are then reviewed and summarized in a manner directly related to the
research questions. In the obesity study, the researcher compares the measurements of
weight, percentage of body fat, and cholesterol that were taken at the first meeting of the
subjects to the measurements of the same variables at the final program session. These two
sets of data will be analyzed to determine if there was a difference between the first
measurement and the second measurement for each individual in the program. Then, the
data will be analyzed to determine if the differences are statistically significant. If the
differences are statistically significant, the study validates the theory that was the focus of
the study. The results of the study also provide valuable information about one strategy to
combat childhood obesity in the community.
35
Instrumentation
Plan:
The instrumentation plan is composed of a number of decisions that need to be made before
beginning the study. These decisions are made to determine
what data are needed to answer the research questions,
● how to gather the data,
● when to gather the data,
● where to gather the data, and
● how to analyze the data.
These decisions must be made as part of the instrumentation plan for the study. They help
guide the progress of the study to the ultimate goal of gathering data and formulating
conclusions to answer the research question.
Selecting Data
The previous decisions help define what data need to be gathered and why the data are
important. What is data? Data refers to the information that is gathered to answer the
research question. Data can be numbers, words, or actual objects, such as photos, articles,
or video. The instrumentation process defines what data need to be collected and the timing
of the data collection process.
What data are needed if the researcher is examining the relationship between taking
swimming lessons and purchasing a summer session pass? The researcher needs the
records of swimming lesson participants and season pass holders. Examining any other type
of data, such as instructor evaluations, is a waste of time if it does not focus on answering
the research question. If the researcher is examining the factors that lead a person to
purchase a summer pass for the pool, interview data are needed to fully understand the
factors in the decision-making process of the customer. By using the interview process, the
researcher can conduct a two-way conversation in order to explore the factors that lead to
purchasing the season pass. This type of data is very comprehensive in exploring the
decision-making process, and it is more effective than looking at only one or two variables. In
the example of the fitness center evaluating the personal trainers, a written survey will
provide the data needed to evaluate the performances of the trainers. By identifying the
specific type of data needed to answer the research question, the researchers’ efforts are
properly focused.
36
Gathering Data
The next natural question is, how will the data be collected? To answer this question, the
researcher needs to identify whether the study is an evaluation, a quantitative study, or a
qualitative study. This helps determine how to collect data. What instrument will be used to
collect data? The researcher has a variety of options that may be used as a data collection
instrument, such as surveys, interviews, observations, or rating instruments.Determining
When to Collect Data
Once the researcher decides what data to collect and how to collect them, the researcher
must determine when to collect the data, where to collect them, and who should collect
them. The results of the study can be influenced by the time that data are gathered, where
the data are gathered, and who gathers the data. Studies that only use literature or the
records of the agency are not influenced by these decisions. This is the case with the first
research question concerning the relationship between taking swimming lessons and
purchasing a summer season pass. Once the majority of season passes have been sold, the
data should be gathered at the beginning of the summer.
This is not the case when data are being gathered from human subjects. Timing
considerations that must be addressed are the month, the day of the week, and the time of
day that the data are collected. In the example of identifying what factors lead a person to
purchase a season pass to the pool, the interview should be conducted as soon as possible
after the purchase of the pass. If the researchers wait weeks or months after the purchase,
the subjects may not recall what factors led them to make the purchase. This interview could
be done over the phone or in a small group.
For the fitness center evaluating the personal trainers, a specific time frame is necessary in
order to ensure a high response rate. The manager decides to give the clients an evaluation
form to complete after their last session with their personal trainer (before they leave the
facility). This is a better plan than mailing the surveys to the clients’ home weeks after the
clients’ last session with their trainer. The timing of data collection can affect the quality of the
data received from the subjects.
Determining Where to Collect Data
The place that data are collected and the person collecting data must be specifically defined
in the instrumentation plan. The best plan is to standardize the place and person for the data
collection. This standardization helps enhance the truthfulness and validity of the data. The
subjects should be in an environment where they feel at ease so that they will answer
questions honestly. These two considerations are not an issue for the first research question
because the data are coming from the documents of the agency and not from individuals.
In the case of identifying the factors that lead to purchasing a season pass for the pool, the
interviews will be conducted by telephone. The people conducting the interviews should be
trained in how to conduct an interview and how to record the information accurately. Each
person being interviewed will be at home while participating in the interview, which is a
comfortable environment for that individual.
37
In the example of evaluating personal trainers, having the clients’ trainer administer the
survey in the gym will most likely provide invalid data. The ideal situation would be to have
one staff person provide the clients with a quiet room to complete the survey. Then the
subject should return the survey to the same staff member who gave the survey to the
subject. This standardizes where the data are collected and by whom.
Analyzing Data
The next planning decision to make is how to analyze the data and what to do with the
information once the analysis is completed. The type of analysis used with data is
determined by whether the data are quantitative or qualitative data. To analyze quantitative
data, some type of statistical analysis is used to provide the results. The type of statistical
analysis used with data must be thought out and documented in the instrumentation plan.
Some of the most frequently used options for statistical analysis will be covered later in this
text. Qualitative data are analyzed through a coding process that identifies themes; these
themes become the foundation for the conclusions of the study. This type of data analysis
will also be covered later in this text. The results of the data analysis should be summarized
and presented in a report to supervisors and other parties for review. Research and
evaluation efforts yield a wealth of information that can be used to educate commissioners,
city councils, customers, and other decision makers. Studies that document outcomes of the
programs and benefits to the community serve as a powerful tool that allows the agency to
document its benefits to the community through facts and data, not perceptions and
speculations.
38
How do we know it is safe
to participate in a human
performance study?
39
Other questions to
keep in mind:
Is the research specific?
Is the research accurate?
Is the research reliable?
Is the research valid?
40
Identify the 3 most
important aspects of each
step:
1.
Observation 2.
3.
1.
Question 2.
3.
1.
Background
2.
Research
3.
1.
Identify Population 2.
3.
1.
Experimental Design 2.
3.
1.
Develop 2.
Instrumentation Plan 3.
1.
Data Collection 2.
3.
1.
Data Analysis 2.
3.
1.
Conclusion & 2.
Additional Questions 3.
41
Guiding Question:
What are the main

methods in
researching/testing
human
performance?
42
VS
43
Lab vs Field
Testing
pros & cons:
Lab: Field:
● Most accurate because ● Can be conducted by

using controlled athletes or coaches in a
conditions convenient location
● May not be practical or ● Cost and time effective
specific ● Uses ‘real-world’
● Eliminates some conditions
metabolic factors like ● Limited parameters can
wind, different surfaces, be monitored
etc. ● May not be as reliable or
● Higher monetary and accurate as lab test
time costs
44
VS
45
Max vs Sub-Max
Testing
pros & cons:
Max: Sub-Max:
● Used to determine ● Used to measure

strength and power muscular endurance or
● More dangerous cardiovascular capacity
● Requires more ● Less dangerous
experience, not safe for ● Can be performed by
inexperienced athletes less experienced
athletes
46
Regardless of what
method you choose,
ask:
Is your experiment controlled?
Is your experiment randomized?
Is your experiment using a placebo?
Is your experiment blinded or double-blinded?
47
Guiding Question:
How is data
analyzed in
research?
48
Statistical
Formulas:
Mean is used to:
Standard Deviation is used to:
Coefficient of Variation is used to:
49
Statistical Formulas for
google sheets:
In a new cell (next to row or bottom of
column of data), type in the following
formula and highlight the appropriate
cells.
Mean =average(highlight cells)
Standard
=STDEV(highlight cells)
Deviation
=(highlight cell
Coefficient
w/SD)/(highlight cell
of Variation
w/mean)
*Excel has very similar formulas.
50
Standard Deviation & the
“Normal” Curve
51
Comparing standard
deviations & coefficient of
variations:
What does it mean?
52
Let’s Try:
Comparing
anatomy using stats
Answer the following questions using the class’s
data in Google Sheets:
CLASS DATA SET

● What is the average height?
● What is the standard deviation for height?
● What is the coefficient of variation for height?
● What is the average length of the foot?

● What is the standard deviation for length of the foot?
● What is the coefficient of variation for length of the foot?
● How do the standard deviations of height and foot length

compare?
● How do the coefficient of variations compare?
● What conclusions can you draw based on your results?
53
Using T-tables to
compare T-values:
MIT Stats Cheat Sheet
T-table
T-test Calculator
54
T-Test Practice: t-Value
______
Boys Girls Boys Girls
55
Guiding Question
How can you

represent your data
so it is easier to
understand?
56
Visual
Representation of
Data:
Data Tables Graphs
Data tables and

● Clear, organized and
neat
●
●
Give a descriptive title
Label your X and Y axis
●
graphs
Column titles with units with a title & units
where applicable ● X-axis is the
● Equal spacing of rows INDEPENDENT variable
and columns (the one you are
● Separate tables for raw changing)
data and data analysis ● Y-axis is the
● Example calculations DEPENDENT variable
outside of table where (the one you are
applicable measuring)
● Equal spacing of scale
● Use the space you are
given
● Include a key if you are
plotting multiple data
sets
● Choose bar graph for
comparison OR
scatterplot for trends
● Include error bars (+1
SD)
57
Showing error in
graphs:
Error bars:
● Help the reader understand variation in the

data without having to read and understand
the calculations
● Error bars represent +1 standard deviation in
the data
58
Analyze the following
graphs:
59
Graphing Practice
Go back to the Google Sheet for the class height
and foot length data.
Create a graph of the mean height and mean foot

length. Make sure you use the checklist provided in
the notes! Print and paste below.
60
Guiding Question
What can the

numbers tell you?
How can your
experiment
determine
causation?
61
BE CAREFUL!!!!
Correlation Causation
● When two or more ● A specific action caused

things or events occur at a second event to
about the same time and happen.
might be associated with
each other, but aren’t
necessarily connected
by a cause/effect
relationship.
Correlation
Causation
62
63
Click here for more
on how to
determine
CAUSATION
64
HL ONLY
Guiding Question
How can
experimental
methods be applied
in training and
sports?
65
Primary Research
Analysis
:
Citation:

meaning of:
66
67
Study Questions:
1. Distinguish between standard deviation and coefficient of variation.
2. Outline what is meant by degrees of freedom.
3. Describe 4 important factors that we must take into account for study
design.
4. Discuss the placebo effect.
5. Outline why the PAR-Q used before fitness testing.
6. Evaluate the use of field tests versus laboratory tests.
7. What can measurement of velocity be described as and why?
a. Quantitative analysis
b. Qualitative analysis
c. Observational analysis
d. Procedural analysis
68
Study Questions:
69
Sources for this Unit:
1 Sports, Exercise & Health Science Course Companion, Sproule 2012, Oxford Press
2 Sport and Exercise Science: An Introduction (2nd ed.), Sewell, Watkins and Griffin 2012, Routledge
3 Scientific Method Diagrams:

http://www.annebalsamo.net/production/interactives/science-for-all-ages/
http://fut5ol.com/
https://myptoolbox.com/category/approach-to-learning/
https://smallpondscience.com/2013/05/30/were-teaching-the-scientific-method-incorrectly/
4 Question: http://twp.duke.edu/uploads/media_items/research-questions.original.pdf
5 Senses Diagram: http://whereswaldo611.weebly.com/an-observation.html
6 Observation:
http://www.theinvisiblegorilla.com/videos.html
https://en.wikipedia.org/wiki/Observation
7 How to increase your powers of observation: http://ideas.time.com/2012/05/02/how-to-incease-your-powers-of-observation/
8 Mystery Box Graphic: https://www.thepaintedpretzel.com/products/featured/mysterybox/
9 Mystery Box Activity (adapted): http://www.indiana.edu/~ensiweb/lessons/mys.box.rau.art.pdf
10 Chicken Image: http://roselawgroupreporter.com/2016/01/will-the-chickens-cross-the-road-in-glendale/
11 Male vs Female Image: http://blog.qatestlab.com/2015/11/23/male-female-testers/
12 Primary Research Video:

https://vimeo.com/111146500
http://journals.lww.com/nsca-jscr/Abstract/publishahead/Short_Term_Unilateral_Resistance_Training_Results.96711.aspx
13 Steps of the Research Process: Applied Research and Evaluation Methods in Recreation. Diane Blankenship
14 Creating Instrumentation Plans: Applied Research and Evaluation Methods in Recreation. Diane Blankenship
15 PAR-Q:
http://www.csep.ca/view.asp?ccid=517
16 Lab vs Field Test:

https://www.cehd.umn.edu/kin/research/hptl/
http://www.microgate.it/Witty/Wireless-Training-Timer.aspx?lang=en-US
http://www.slideshare.net/christopherasweet/lab-and-field-testing-to-improve-performance
17 Max vs Sub Max:

https://youtu.be/xtNpwm11op0
https://smallchangesbigpicture.wordpress.com/tag/rpe/
18 Standard Deviation Diagrams:

http://www.sciencebuddies.org/science-fair-projects/project-ideas/Math_p046/pure-mathematics/science-of-catapult-statistics
19 Stats Cheat Sheet:

http://web.mit.edu/~csvoss/Public/usabo/stats_handout.pdf
20 Graph Examples:
http://iase-web.org/islp/apps/gov_stats_graphing/GoodBad/GoodBadGraphs.pdf
http://oelfke.wikispaces.hcpss.org/Graphing?responseToken=0abf2e852f737565d2d9a09c897e94b27
http://www.bbc.co.uk/schools/gcsebitesize/maths/statistics/representingdata2rev5.shtml
21 Correlation vs Causation:
https://web.cn.edu/kwheeler/logic_causation.html
http://www.fastcodesign.com/3030529/infographic-of-the-day/hilarious-graphs-prove-that-correlation-isnt-causation/2
https://statswithcats.wordpress.com/2015/01/01/how-to-tell-if-correlation-implies-causation/
70
Unit 2:
Human Movement:
Structure &
Function
Skeletal & Muscular

systems
Neuromuscular
Function
Joints & Movement
Biomechanics 71
Unit:
What are the most important bones related to human movement? 1.1.1-1.1.3
How does the structure of a bone relate to its function? 1.1.4-1.1.5
How is the skeleton assembled & held together? 1.1.6-1.1.8
How does the skeleton articulate/move? 1.1.9-1.1.10
What is a muscle & what do they do? 1.2.1-1.2.2
What does the structure of a muscle look like? 1.2.3-1.2.4
What are the most important muscles for human movement? 1.2.5
How do bones & muscles know what & when to move? 4.1.1-4.1.2, 7.2.1-7.2.5* (HL only)
What happens when a signal reaches a muscle? 4.1.3
Are all muscle cells the same? 4.1.4
What types of movements can muscles create in the body? 4.2.2, 4.2.1
What are the 2 important rules of muscle ? 4.2.3-4.2.4
Why do I get sore from using my muscles? 4.2.5
What is the result of muscle contraction? 4.3.7-4.3.8, 4.3.5-4.3.6, 4.3.3-4.3.4,

4.3.12
How can we measure the force generated by muscles? 4.3.1-4.3.2, 4.3.9-4.3.10
How can outside forces impact muscle contraction? 10.1.1-10.1.8* (HL only)
72
Vocabulary, Etc.
Short (1-2 wk)
Medium (2-4 wk)
Long (1-3 mo)
73
74
Guiding Question:
What are the most

important bones
related to human
movement?
75
Today you will
need:
2 different color
crayons or colored
pencils
Start by:
Labeling any bones you know on the next page
Color immoveable bones one color
Color moveable bones another color
Create a key for your color code
DO THIS ALONE FIRST! Compare w/neighbor 76
when both done!
Brainstorm: Which bones
do you already know? (this page is
for practice, don’t worry about making mistakes)
77
Which of the bones
you know are:
Immoveable/Stationary: Moveable:
78
Your skeleton can be
divided into
2 main parts, how are they
different?
79
Red=Axial
Green=Appendicular
You DO need to 80
Practice Time:
Skeleton Puzzle
Practice assembling
just the bones.
Axial
Appendicular
Both
Practice assembling
bones & labels.
Axial
Appendicular
Both 81
Types of Bones:
Sort the handout into 4 different categories
by appearance
(check your answers before you glue them
down!)
_______________ _______________ _______________ _______________
82
The skeleton will be
labeled with 27
numbers (1 for
each bone you need
to know).
You will randomly

draw a set of 15
numbers that you
will need to identify 83
Guiding Question:
How does the

structure of a bone
relate to its
function?
84
Structure of a Long Bone:
85
PRACTICE: Draw and
annotate the structure of a
long bone.
86
Long bone dissection lab:
87
How can I describe where
things are on my
anatomy? (Click HERE to
practice online)
88
Guiding Question:
How is the skeleton

assembled and held
together?
89
Introduction to
joints:
What is a joint?
90
Introduction to
joints: Connective
Tissue
Cartilage:
Ligaments:
Tendons:
91
Joint Dissection Lab:
92
Guiding question:
How does the

skeleton
articulate/move?
93
More on synovial
joints:
Structural Components of Synovial Joints:
● Articular cartilage
● Synovial membrane
● Synovial fluid
● Bursae
● Meniscus
● Ligaments
● Articular capsule
94
More on synovial
joints:
95
Types of synovial joints:
96
Joint Charades:
What type of joint is being used in
each movement?
Movement: Type of Synovial Joint(s) Used:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
97
Guiding Question:
What is a muscle
and what do they
do?
98
What is a muscle?
A muscle is a group of cells
working together to create
movement in the body.
Characteristics of
Muscle:
99
3 Types of Muscle:
Smooth Cardiac Skeletal
Location:
Cell
Features:
100
Types of Muscle:
Online Lab
101
Guiding Question:
What does the

structure of a muscle
look like?
102
Add any additional labels
from the video:
103
104
Annotate the structure of
skeletal muscle:
105
Origin vs Insertion
106
Guiding Question:
What are the most

important muscles
for human
movement?
107
Anterior muscles:
Review Question: what does anterior mean?
______________________
108
The ‘Quads’
Quad means: ___________________
109
Posterior muscles:
Review Question: what does posterior mean?
______________________
110
Soleus, Erector Spinae &
Hamstrings:
111
Practice Time:
Muscle Puzzle
Practice assembling
just the Muscles.
Anterior
Posterior
Both
Practice assembling
Muscles & labels.
Anterior
Posterior
Both 112
Guiding Question:
How do bones and

muscles know what
and when to move?
113
Brainstorm:
What is the sequence of events for a body part
moving?
Use a flowchart
Leave blanks if you feel like something goes there, but
you don’t know what it is
114
Brainstorm:
What is the sequence of events for a body part
moving?
Use a flowchart
Leave blanks if you feel like something goes there, but
you don’t know what it is
115
Motor Neuron (Unit):
116
What happens at the
synapse?
2 important neurotransmitters: acetylcholine and
cholinesterase
117
118
Practice:
Label a diagram of a motor unit
119
Research:
What are some
diseases involving
dysfunction of the
acetylcholine/cholin
esterase system?
120
Guiding Question:
What happens when

a signal reaches a
muscle?
121
Sliding Filament Theory:
122
Sliding Filament Theory:
123
Muscle Contraction Lab:
124
Guiding Question:
Are all muscle cells

the same?
125
126
FYI
Different Name,
Same thing:
Slow Twitch = Type

I = Dark
Fast Twitch = Type
II = Light
127
128
Practice:
Fast vs Slow Twitch Muscle Fibers
129
Practice:
Fast vs Slow Twitch Muscle Fibers
130
Guiding Question:
What types of
movements can
muscles create in the
body?
131
How could you
organize the
following exercises
into groups?
● Squat
● Lunge
● Wall sit
● Lat pulldown (machine)
● Pushup
● Plank
● Bicep curl
● Leg extension (machine)
● Leg curl (machine)
● Bent-arm hang
Describe how you organized them?
132
Types of muscle
contraction:
133
Types of muscle
contraction:
134
135
Summary & Examples:
Types of Muscle Contraction
Isotonic Isometric Isokinetic
Definition: Definition: Definition:
Examples: Examples: Examples:
136
Isotonic &
Isokinetic
contractions create
What are the different ways you can move your
movement!
joints?
With a partner, list 5 different types of movement

and an example for each.
Be prepared to demonstrate!
1.
2.
3.
4.
5.
137
Joint Actions:
138
Joint Actions:
139
Joint Actions:
140
141
Joint Action Practice:
142
Weight Room
Joint Action lab:
143
Guiding Question:
What are the 2

important rules of
muscle contraction?
144
Imagine you are at a stop
light…
What do stoplights do for

us?
145
What would happen if…
The lights were green in

both directions?
146
Muscles have stop
lights too!
RULE #1: Muscles always work in pairs.
● Just like red and green stoplights!

● When one muscle has a ‘green light’, the other
has a ‘red light’.
● Green light = work = agonist
● Red light = relax = antagonist
This concept is called RECIPROCAL INHIBITION.
147
Think back to
TENDONS…
What is their function?
148
Tendons pull on
bones & Muscles
pull on tendons.
RULE #2: Muscles can ONLY PULL!
● Sliding filament theory describes the proteins

in a muscle pulling on each other
● Muscle fibers can only ACTIVELY SHORTEN
and RESIST LENGTHENING
● They CAN NOT push longer
● So how do you ‘push’?
149
Muscle & Motion:
Bench Press
150
Practice:
Muscle & Joint Action
Joint
Agonist Antagonist
Action
Knee in a Vertical
Jump
Hip in a Bent Over

Row
Shoulder in a
Lateral
Raise
Elbow in a Chin
Up
Spine in a Strap
Tuck
151
Guiding Question:
Why do I get sore

from using my
muscles?
152
153
DOMS:
delayed onset
muscle soreness
Important things to know about DOMS:
● It is caused by cellular damage and

inflammation.
● Can be connected to overstretching or
overtraining.
● It is NOT caused by lactic acid (we’ll learn

about this later!)
Based on your experience, what are the

characteristics of DOMS?
154
DOMS:
delayed onset muscle
soreness
155
Factors impacting
DOMS:
Eccentric vs Concentric Appropriate Warm-up & Cool
Contraction: Down:
● DOMS is primarily ● Muscles not warmed up

caused by eccentric properly are at
contraction increased risk for DOMS
● TO DO: minimize ● TO DO: warm up your
eccentric contraction in muscles appropriately
early phases of training for the work ahead
● Lack of cool down can
Inappropriate Intensity: increase risk for DOMS
● TO DO: ‘warm down’ or
● Training at an intensity ‘cool down’ with light
the body is not yet activity after the intense
prepared for portion of your workout
● TO DO: start training a is complete
at low intensity and
gradually increase
156
157
Guiding Question:
What is the result of

muscle contraction?
158
Guiding Question:
How can we
measure the force
generated by
muscles?
159
Primary Research
Analysis
:
Citation:

meaning of:
160
161
Study Questions:
Multiple Choice Questions-Bones & Muscles
Multiple Choice Questions-Biomechanics
Multiple Choice Questions-Linear Biomechanics
Multiple Choice Questions-Angular Motion
162
163
164
165
166
167
168
3 Skeleton:
https://www.123rf.com/stock-photo/human_skeleton.html
http://learn.visiblebody.com/skeleton/overview-of-skeleton
http://eskeletons.org/sites/eskeletons.org/files/files/resources/000646791.pdf
https://wardsci.com/stibo/low_res/std.lang.all/54/78/18535478.jpg
https://classconnection.s3.amazonaws.com/605/flashcards/22605/png/anatomical_parts_of_long_bone1348461043997.png
https://s-media-cache-ak0.pinimg.com/736x/a8/69/7e/a8697ea909078a88bb1de4043ee72831.jpg
4 Bone Structure & Anatomical Position:

https://www.enasco.com/product/LS03567MH
https://www.wisc-online.com/learn/general-education/anatomy-and-physiology1/ap15305/anatomical-terminology-relative-position
5 Joints:
http://www.knee-replacement-explained.com/images/knee-cartilage.jpg
http://www.coringroup.com/images/uploads/c1/1674.jpg
https://www.enasco.com/product/LS03566MH
http://slideplayer.com/slide/9732189/
http://www.mananatomy.com/wp-content/uploads/2010/12/typical_synovial_joint.png
https://upload.wikimedia.org/wikipedia/commons/e/ed/909_Types_of_Synovial_Joints.jpg
6 Muscle:
http://humananatomy.co/wp-content/uploads/2016/07/the-three-types-of-muscle-tissue-are-structure-and-function-of-exercising-muscle-three-types-of-muscle.jpg
http://medcell.med.yale.edu/histology/muscle_lab.php#slides
https://blogs.ncl.ac.uk/katarzynapirog/files/2016/01/33_30_07_11_4_13_56.jpeg
https://s3.amazonaws.com/classconnection/397/flashcards/9064397/jpg/sacromere-15095EA1B6C04C68F10.jpg
http://www.physio-web.org/labs/lab_17/lab17_muscle.jpg
http://biologyonline.us/Online%20Human%20Biology/HB%20Lab/HB%20Lab%205/images/51.htm14.gif
http://4.bp.blogspot.com/-Z4GQfTH5hCc/Uhi7CtBgaLI/AAAAAAAAAHc/UXfq_-hj3x0/s1600/origin+insertion.jpg
https://s-media-cache-ak0.pinimg.com/736x/c7/50/61/c75061992b3e1b404bcaa12540aa9f7e.jpg
https://youtu.be/Ktv-CaOt6UQ
http://bodybuilding-wizard.com/wp-content/uploads/2014/12/quadriceps-muscles.jpg
http://www.bnchiro.com/wp-content/uploads/2014/05/soleus-e1401419014929.png
http://www.musclesused.com/wp-content/uploads/2012/08/Erector-Spinae-copy.jpg
http://www.yoganatomy.com/wp-content/uploads/2014/09/hamstring-yoga-anatomy.png
7 Neuromuscular Function:
http://www.studenthandouts.com/Assortment-01/Graphic-Organizers/Circular-Flow-Chart-Picture.gif
http://classroom.sdmesa.edu/eschmid/F10.04.L.150.jpg
http://www.freethought-forum.com/images/anatomy6/neuron.jpg
https://myanatomymentor.files.wordpress.com/2012/11/neuromuscular-junction-pic.jpg
https://blog.priceplow.com/wp-content/uploads/acetylcholine.png
http://www.clker.com/cliparts/N/h/3/w/Z/1/neuron-b-w-md.png
https://youtu.be/I80Xx7pA9hQ
8 Sliding Filament Theory:

https://s-media-cache-ak0.pinimg.com/736x/03/45/f0/0345f054229b810c2346108c46ecbd23.jpg
http://www.mrothery.co.uk/images/Imag110.gif
http://image.slidesharecdn.com/ch09lecture-150204111847-conversion-gate02/95/ch-09-muslces-and-muslce-tissue-gillette-college-26-638.jpg?cb=1423048964
9 Types of Muscle Fibers:

https://youtu.be/Uxwh2IIg_Z0
https://youtu.be/HpyRkoL42w0
http://vle.brighouse.calderdale.sch.uk/frogweb/Parents%20Information/Physical%20Education/GCSE%20PE/Theory/GCSE%20Theory%20questions%20&%20resources/2.4%20-
%20Muscular%20system/2.4%20-%20All%20worksheets%20%20-%20Homework%20and%20extension.pdf
10 Types of Muscle Contraction:

http://www.teachpe.com/anatomy/types_of_muscle_contractions.php
https://youtu.be/T3OiOJ6-x34
11 Joint Actions:
http://amactraining.co.uk/resources/handy-information/free-learning-material/level-2-exercise-and-fitness-knowledge-index/level-2-exercise-and-fitness-knowledge-5joint-action/
https://youtu.be/oA6HiaV1RlU
https://youtu.be/q84mnY-6ov8
http://www.nabt.org/websites/institution/File/pdfs/2010%20OBTA%20Activities/Frances%20Grant%20WI%20Muscle_Action_Lab.pdf
12 Reciprocal Inhibition:
http://www.intellimec.com/myconnectedcar/files/2013/05/car-at-stop-light-resized-600.png
https://i.ytimg.com/vi/DAXUzWnsiQk/maxresdefault.jpg
https://peakphysiotherapyblog.files.wordpress.com/2013/04/fotolia_6137646_s.jpg
https://www.colourbox.com/preview/11542140-3-different-traffic-light-set-isolated-and-versions-with-poles-traffic-lamps-semaphores-green-red-yellow-and-stoplight.jpg
https://contemplativefitness.files.wordpress.com/2013/05/muscle-tendon-attachment-gif.png
http://www.worldsportsculture.com/wp-content/uploads/2015/04/bench-levels.jpg
http://www.muscleandmotion.net/m&m/
https://graphics.spectrum-nasco.ca/Products/Media/fl/pe/AC055238l.jpg
http://www.musclemag.com/content/content/9944/bent-over-barbell-row.jpg
http://cdn1.womensfitness.co.uk/sites/womensfitness/files/styles/gallery/public/lateral_raise.jpg?itok=tXE9gLPI
http://www.leanitup.com/wp-content/uploads/2013/05/1b_chin_up_18feu8i-18feuci.jpg
http://fitnesswithkat.com/uploads/3/4/7/7/34773090/1412453546.jpg
13 DOMS:
https://s-media-cache-ak0.pinimg.com/236x/1c/f9/03/1cf9036a9ea82f4013e935a1163af385.jpg
https://s-media-cache-ak0.pinimg.com/564x/17/40/d8/1740d8e5e561fa20845d49aaa90347b3.jpg
https://youtu.be/jMUU_Y-hKKw 169
Unit 3:
Exercise Physiology
Cardiovascular &
Respiratory systems
Skin
Endocrine System
170
Unit:
How does our body get what it needs for energy production from the
environment?
How does your body control ventilation?

2.1.1-2.1.2, 2.1.4, 2.1.7
2.1.5-2.1.6
How can we measure ventilation? What can the data tell us? 2.1.3
Once oxygen has entered the body, how is it transported? 2.2.3-2.2.5
How is the make-up of blood related to its function? 2.2.1-2.2.2
How can we measure heart function? 2.2.6-2.2.7
How does the circulatory system react to acute exercise? 2.2.8-2.2.12
How does the circulatory system react to chronic exercise? 2.2.13-2.2.16
What are the functions of the skin? How do the structures relate to the 7.1.1-7.1.2* (HL only)
functions?
What is the endocrine system and how does it control the body? 8.1.1-8.1.4* (HL only)
171
Vocabulary, Etc.
Short (1-2 wk)
Medium (2-4 wk)
Long (1-3 mo)
172
173
Guiding Question:
How does your body

get what it needs for
energy production
from the
environment?
174
Brainstorm:
What do you take in from the environment around
you and why do you need it?
175
176
For now, let’s focus here:
What is your nose

connected to? 177
Structures of the
ventilatory system
(A.K.A. Respiratory system)
178
Ventilatory
Structures:
Breathing made easy!
1. Low resistance pathway for air flow
2. Defence against chemicals and other harmful
substances that are inhaled
3. Warming and moistening the air
179
180
ventilation:
181
Once the air is inside, what
happens next?
Partial Pressure:
182
Concentration Gradient:
Alveolar Gas Exchange:
183
Guiding Question:
How does your body

control ventilation?
184
Brainstorm:
What are somethings that can change your
respiration rate? Why?
185
186
Why do these
respiration changes
happen?
1. Blood pH become more acidic (goes down)

due to increased CO2 in blood
2. pH change detected by respiratory ‘center’
3. Rate and depth of respiration increases
4. Nervous system uses the following to get
real-time feedback and adjust:
● Lung stretch receptors
● Muscle proprioreceptors
● Chemoreceptors
What observations can you make from this graph?

187
What role does
hemoglobin play in
the respiratory
What is hemoglobin?
system?
188
What role does
hemoglobin play in
the respiratory
system?
Hemoglobin is the shuttle for oxygen and carbon

dioxide while in the blood stream.
● Receives inhaled O2 from lungs and delivers to

body tissues
● Receives CO2 from body tissues and delivers

to lungs to be exhaled
189
Guiding Question:
How can we
measure ventilation
and what can the
data tell us?
190
Here are the
different measures
of ventilation:
1. Pulmonary Ventilation
a. Inflow and outflow of air between the atmosphere and
the lungs (we call this breathing)
2. Total Lung Capacity
a. Volume of air in the lungs after a maximum inhalation
3. Vital Capacity
a. Maximum volume of air that can be exhaled after a
maximum inhalation
4. Tidal Volume
a. Volume of air breathed in and out in any one breath
5. Expiratory Reserve Volume
a. Volume of air in excess of tidal volume that can be
exhaled forcibly
6. Inspiratory Reserve Volume
a. Additional inspired air over and above tidal volume
7. Residual Volume
a. Volume of air still contained in the lungs after a
maximal exhalation
191
Here are the different
measures of ventilation:
192
Lung Capacities Lab:
193
Brainstorm:
What do you think these measurements are helpful
for? What can they tell us?
194
Guiding Question:
Once oxygen has

entered the
bloodstream, how is
it transported?
195
Brainstorm:
What do you already know about the circulatory
system? Feel free to draw pictures!
196
Important structures of
the circulatory system
(pulmonary & systemic):
197
Practice:
Label the parts of the heart and circulatory system.
198
199
Who knows someone with
a pacemaker?
200
How do hearts work
without a pacemaker?
They have their own!
Click HERE to see an

animation
201
What impacts heart
rate?
1. Autonomic Nervous System (unconscious
actions)
a. Sympathetic Nervous System (fight or flight)
b. Parasympathetic Nervous System (rest & digest)
2. Adrenaline (a.k.a epinephrine)
202
203
Pulse & Heart Rate Lab:
204
Guiding Question:
How is the make up

of blood related to
its Function?
205
Human blood under a
microscope:
What do you see?
206
Separating Blood
into Components
207
208
What are the components
of blood?
Know the functions of:

Erythrocyte
Leucocyte
Platelet
plasma
209
Blood Composition
Candy Lab:
210
Guiding Question:
How can we
measure heart
function?
211
Brainstorm:
What difficulties can you predict with attempting to
measure basic heart function and changes in heart
function?
212
The most basic measure of
heart function is HEART
RATE! (Unit: number of beats per minute)
Can you find your pulse at all these locations?
213
Options for
measuring heart
rate:
1. Electronic Heart Rate Monitor
a. Examples:
b. Advantages
c. Disadvantages
2. Taking Pulse
a. Options for pulse calculations:
i. Count 6 seconds, then multiply by 10
ii. Count 10 seconds, then multiply by 6
iii. Count 15 seconds, then multiply by 4
iv. Count 30 seconds, then multiply by 2
b. Advantages
c. Disadvantages
214
More advanced
measurements of
heart function:
1. Stroke Volume:
a. A measure of the volume of blood pumped in each
contraction of the ventricles.
b. Because you can not directly measure this, we use an
estimation based on 1cc/kg body weight (1cc=1mL).
2. Cardiac Output:
a. To calculate cardiac output, we need to know the
heart rate and stroke volume of the subject.
b. Equation to calculate Cardiac Output is:
i. CO = SV X HR
c. Important to note that HR and SV will both increase
during exercise
215
216
Cardiac Measurements in
Different Populations:
Males Females
Heart
Rate Trained Untrained
Stroke Heart
Volume Rate
Cardiac Stroke
Output Volume
Cardiac
Output
Young Old
Heart
Rate Rest Exercise
Stroke Heart
Volume Rate
Cardiac Stroke
Output Volume
Cardiac
Output
217
Guiding Question:
How does the

circulatory system
react to acute
exercise?
218
Brainstorm:
Based on your personal experience, what do you think
happens in your circulatory system while you
exercise?
219
Cardiovascular
Drift:
While you exercise, the following things happen:
● ↑ body temperature causes lower venous
return to the heart
● ↓ in blood volume due to sweating
● ↓ in stroke volume causes an ↑ in heart
rate to compensate and keep cardiac
output same
220
Blood Viscosity Articles:
Article 1 Article 2
221
How does exercise
impact blood
pressure?
What is blood pressure?
● The force exerted by the blood on the

walls of blood vessels
222
How does exercise
impact blood
pressure?
Two Measurements of Blood Pressure:
● Systolic
○ The force exerted by blood on arterial walls
during ventricular contraction
○ How hard is the blood pushing on the arteries
when it is being actively pushed by the heart
● Diastolic
○ The force exerted by blood on arterial walls
during ventricular relaxation
○ How hard is the blood pushing on the arteries
when not being pushed by the heart
223
Analyze the Data:
What general patterns can you observe with regard to
blood pressure and exercise?
224
Does the type of
exercise matter?
Article:
Aerobic vs Resistance Training and Blood Pressur
e
225
How does the distribution
of blood change during
exercise?
226
How does the distribution
of blood change during
exercise?
227
Cardiac Output & Acute
Exercise Lab:
228
Guiding Question:
How does the

circulatory system
react to chronic
exercise?
229
Brainstorm:
What changes happen to your body when you go from
‘out of shape’ to ‘in shape’?
What have you noticed in yourself and others you
know?
230
Cardiovascular
adaptations to
Endurance
1. Increased left ventricular volume
Exercise training:
a. Leads to increased stroke volume
b. Decreased resting heart rate
2. Increased capillarization
3. Increased arterio-venous oxygen difference

231
How can we measure
changes due to chronic
exercise?
232
VO2 max testing
measures maximal
oxygen
VO2 Max =
consumption
The functional capacity of the oxygen transport
system.
Basically, how well can your body deliver oxygen to

muscles that need it.
A.K.A.: maximal aerobic power OR aerobic

capacity
233
VO2 max data:
234
VO2 max data:
235
VO2 Max in Different
Populations:
Males Females
VO2 Max Trained Untrained
VO2 Max
Young Old
VO2 Max
Athlete Non-athlete
VO2 Max
236
VO2 Max in Different
Types of Exercise:
Mode: VO2 Max
Cycling
Running
Arm Ergometry
237
Endurance
Training: Current
Research
Google Scholar
238
Primary Research
Analysis
:
Citation:

meaning of:
239
240
Study Questions:
241
242
243
3 Respiration:
http://pad1.whstatic.com/images/thumb/f/f7/Breathe-Correctly-to-Protect-Your-Singing-Voice-Step-1-Version-2.jpg/aid19276-728px-Breathe-Correctly-to-Protect-Your-Singing-Voice-Step-
1-Version-2.jpg
http://fitfinity.net/wp-content/uploads/2010/06/baby-eating-cake.jpg
http://www.wellsprings-health.com/images/articles/transdermal-cream.jpg
http://adrenalfatiguesolution.com/wp-content/uploads/2014/03/respiratory-system3.jpg
https://sites.duke.edu/apep/files/2016/02/function-of-lungs.jpg
http://www.beautyhows.com/nose/wp-content/uploads/sites/22/2013/12/Swollen-Nasal-Passages-Causes-Allergies-Treatment-Medicine.jpg
https://youtu.be/hp-gCvW8PRY
https://youtu.be/NwDxbNqEVaA
https://youtu.be/IMDEXGM-87s
https://classconnection.s3.amazonaws.com/292/flashcards/454292/png/human_ventilation1305833995093.png
https://youtu.be/Cqt4LjHnMEA
http://aibolita.com/uploads/posts/2015-03/64q-445.jpg
https://runnerunleashed.files.wordpress.com/2014/02/nervous-clip-art.jpg
http://www.fastweb.com/uploads/article_photo/photo/2035014/crop380w_4-tips-for-nervous-test-takers.jpg
http://enewsletters.biospace.com/images/news/fitness-815x500.jpg
http://www.ashcroftsurgery.co.uk/wp-content/uploads/2015/09/angry-icon.png
http://joyousoasis.com/wp-content/uploads/2013/02/shilouette_of_man_meditating_BLUE.jpg
http://www.thefitindian.com/wp-content/uploads/2013/10/Benefits-of-Breathing-Exercises.jpg
http://media2.s-nbcnews.com/j/MSNBC/Components/Video/__NEW/x_tdy_parental_sleep_150415.today-inline-vid-featured-desktop.jpg
http://images.staticjw.com/sci/3577/viewer.jpg
http://www.masimo.fr/images/anemia_icon.jpg
http://i1.wp.com/www.namrata.co/wp-content/uploads/2013/02/Haem-pocket.png
http://static.vecteezy.com/system/resources/previews/000/037/949/original/shuttle-bus-icon-vector.jpg
http://www.frca.co.uk/images/lung_vol.gif
http://www2.vernier.com/sample_labs/HP-A-19-COMP-lung_volume_capacities.pdf
4 Circulation:
http://3.bp.blogspot.com/-2BL4drUyboM/TZ53ZTZRm1I/AAAAAAAAAAU/3vUCODXa1KM/s1600/Circulatory%2525252BSystem.jpg
http://www.texasheart.org/HIC/Anatomy/images/fig1_crosslg.jpg
https://youtu.be/X9ZZ6tcxArI
https://youtu.be/9fxm85Fy4sQ
http://cliparts.co/cliparts/piq/4je/piq4je7i9.jpg
http://anatomy-body.us/wp-content/uploads/2016/02/human-circulatory-system-diagram-labeled-56c41cc2e72a0.gif
http://healthcare.utah.edu/healthlibrary/health-lib-image.php?imageid=315035
http://abcnewspapers.com/wp-content/uploads/sites/19/2013/02/zerwas_1.jpg
https://youtu.be/nALqmgfdayM
http://droualb.faculty.mjc.edu/Course%20Materials/Physiology%20101/Chapter%20Notes/Fall%202007/figure_13_11_labeled.jpg
http://wellness.allinahealth.org/library/content/17/21
https://youtu.be/71pCilo8k4M
5 Components of Blood:
https://youtu.be/9u4azf206T0
http://www.seplessons.org/files/centrifuged_blood.jpg
http://www.anatomybox.com/wp-content/uploads/2011/10/normal-human-blood-smear-600.jpg
http://encyclopedia.lubopitko-bg.com/images/Composition%20of%20whole%20blood.jpg
6 Heart Function:
https://s-media-cache-ak0.pinimg.com/564x/ff/04/b7/ff04b70caaa007ea2e9dc994993e477c.jpg
http://www.cheetah-medical.com/content/introduction-stroke-volume
https://youtu.be/bUW-2GHfX64
7 Circulation and Acute Exercise:

http://onlinelibrary.wiley.com/doi/10.1002/clc.4960040405/epdf
http://circ.ahajournals.org/content/95/2/335
http://images.emedicinehealth.com/images/emedicinehealth/illustrations/blood-pressure2.jpg
http://www.webdicine.com/wp-content/uploads/Heart-systolic-diastolic.gif
http://www.sci.utah.edu/~dfwang/BE6000/Lab5_Dafang_files/image003.png
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2845774/pdf/cln_65p317.pdf
https://secure.xrcel.com/blog/wp-content/uploads/2015/10/Blood-flow-rest-exercise.png
http://static1.squarespace.com/static/5160bb45e4b0e13a258812c8/t/568561557086d7b18176fd82/1451581783124/
8 Circulation and Chronic Exercise:

https://hrvtraining.files.wordpress.com/2012/10/heart-figure2.jpg
http://tworiverstreads.com/wp-content/blogs.dir/134/files/2013/02/th-effect-of-end.jpg
http://korr.com/wp-content/uploads/product-cardiocoach-hero.jpg
http://1.bp.blogspot.com/_vpHJBnu2pJo/TKAl2abk1pI/AAAAAAAAAVY/uq4qPhQjrDk/s1600/3824418732_f722d8aa11.jpg
http://s121386995.onlinehome.us/phil/tri/images/metabolic-data.gif
http://www.intelligent-triathlon-training.com/images/VO2max_Economy_Graph2.jpg
http://i1251.photobucket.com/albums/hh551/vladimirzec/Fiziologija/img313.jpg
244
Unit 4:
Fueling Human
Performance
Digestion &
Absorption
Nutrition
Energy Systems
Water & Energy
Balance 245
Unit:
How do you fuel human performance?
How do each of the macronutrients differ and how does our body handle
3.1.1-3.1.2, D.1.1-D.1.2, D.7.1-
D.7.4,
3.1.3-3.1.9, D.1.3-D.1.6, D.2.1-

each? D.2.8
How do each of the macros contribute energy to the system? 3.1.11, 3.2.1-3.2.7, D.5.1-D.5.4*
(HL only)
How do different types of exercise change how your cells get and use 3.3.1-3.3.11
energy?
What are the basic dietary recommendations? 3.1.10, 3.1.12, D.4.1-D.4.13
What happens if you are out of alignment with your body’s needs? D.3.1-D.3.5
246
Vocabulary, Etc.
Short (1-2 wk)
Medium (2-4 wk)
Long (1-3 mo)
247
248
Guiding Question:
How do you fuel

human
performance?
249
Brainstorm:
List words you think of when you hear the words:
food, diet, eat, fuel
250
Which words from
your list fall into
these 2 categories?
MACRONUTRIENTS MICRONUTRIENTS
251
Which words from
your list fall into
these 2 categories?
MACRONUTRIENTS MICRONUTRIENTS
1. 1.
2. 2.
3.
4.
MAKE SURE YOU KNOW BASIC 252
FUNCTIONS FOR EACH

HOW DO THESE
NUTRIENTS GET
INTO OUR
What words from your list are related to getting
BODIES?
nutrients INTO our bodies for use?
253
Digestive System:
Word bank: mouth, stomach, esophagus, pancreas, liver, gallbladder, small intestine, large
intestine
254
Practice:
Match each organ with the job it does in digestion
255
Digestion and pH:
256
Lab:
How can you model digestion outside the body?
257
Guiding Question:
How do each of the

macronutrients
differ and how does
our body handle
each?
258
Before we do
differences, let’s
talk about one
important
Your body has evolved systems for using each of
the nutrients. One of the important systems that
similarity:
shows up over and over again is the use of
enzymes.
Enzymes:
● Are a catalyst (they speed up reactions)

● Are proteins
○ They function best at very specific temperatures
and pH levels
● Are VERY specific
○ Each reaction needs a specific reaction
In digestion:
● Specific enzymes are used to increase

the rate of digestion at body temperature.
259
260
Carbohydrates:
● The foundation molecule of carbohydrates is
______________.
○ The chemical formula is: _________________
○ This ratio ________________ is consistent in ALL
carbohydrates, not just glucose!
● Enzymes used in carb digestion are:
○ Salivary amylase
○ Pancreatic amylase
261
Using glucose and
other sugars to
make larger
● Simple sugars, like glucose, are made of 1
molecules:
ring structure.
● These are called monomers or
monosaccharides.
● Monosaccharides can combine to make larger

molecules.
262
How do sugars combine?
The opposite can also

happen to separate sugars:
263
Fats:
A.K.A. lipids
● The foundation molecules for a triacylglycerol
are _______________ and ______________.
○ Triacylglycerol is also referred to as a triglyceride.
○ These are most of the fats you eat.
○ Length of the fatty acid chain will vary between
different fats
● Enzymes used in fat digestion are:
○ Pancreatic lipase
○ Bile (from liver)
264
You may have
heard of:
Saturated and unsaturated fats, what is
the difference?
Saturated Fats Unsaturated Fats
● Called saturated ● Called unsaturated

because they are ‘full’ of because they are NOT
hydrogens, NO double ‘full’ of hydrogens.
bonds in the fatty acid Contain at least 1
chain. double bond in the fatty
acid chain.
265
Brainstorm:
List 10 foods you have eaten recently, next to each one
mark a ‘u’ or an ‘s’ based on the type of fat you think
it contains. Compare with your table and be prepared
to share.
266
Proteins:
● Basic structure of a protein is an amino acid.

○ Amino acids are made of C, H, O, N and are like links
in a chain.
○ There are 20 different amino acids (different ‘R’
groups)
○ The sequence of amino acids is determined by the
DNA of the organism that makes it.
● Enzymes used in the digestion of proteins are:
○ Pepsin
○ Trypsin
267
What happens once
macros are broken
down?
Digestion is the process of breaking down
macromolecules.
Absorption is the process of pulling them from the

digestive system to other parts of the body (usually
the bloodstream).
● Carbs & fats go to bloodstream

● Fats to lymphatic system
268
269
Macronutrients in food lab
:
270
Water:
Water is a critical nutrient because:
● It is the basis for all metabolic processes

in the body
● It regulates body temperature
● It enables transport of substances through
the body
● It allows for the exchange of nutrients and
metabolic end products
Water in the form of extracellular fluid can be found

in:
● Blood plasma and lymph
● Saliva
● Fluid in the eye
● Fluid secreted by glands and digestive tract
● Fluid surrounding the nerves and spinal cord
● Fluid secreted from the skin and kidneys
271
Water: Trained vs
Untrained
Trained Individuals Untrained Individuals
● Trained individuals have ● Untrained individuals

higher % lean mass, have higher % fat mass,
lower % fat mass lower % lean mass
● Lean mass has a higher ● Fat mass has a lower %
% water water
● Trained individuals will ● Untrained individuals will
be higher % water be lower % water
● Muscle is roughly 75% ● Fat is roughly 10-15%
water water
272
Homeostasis in Humans:
273
Structures involved in
water balance:
274
How can water
balance be
measured in
Water loss can be measured in 3 ways:
athletes?
● Urine color
● Urine osmolarity
● Variation in body mass loss
275
Brainstorm:
What special considerations need to be made for
different types of exercise and hydration?
Read this position paper

from ASCM. 276
Electrolyte balance: acute
vs chronic exercise
277
Guiding Question:
How do each of the

macros contribute
energy to your
system?
278
Macronutrients &
Energy Content:
Carbohydrates 1760 kJ/100g
Lipids 4000 kJ/100g
Proteins 1720 kJ/100g
*you will always see some variation, based on

which specific food was measured. These are
generalizations.
279
We know macros contain
energy, but HOW do we
get it out?
280
Metabolism:
All the biochemical reactions that occur within an

organism, including anabolic and catabolic
reactions.
Anabolism:
● Energy requiring reactions whereby small

molecules are built up into larger ones
Catabolism:
● Chemical reactions that break down

complex organic compounds into simpler
ones, with the net release of energy
281
Examples: Examples:
282
Major energy
storing molecules:
Glycogen Triglyceride
● Carbohydrate energy ● Fat energy storage

storage (comes from (comes from dietary
dietary carbohydrates) fats)
● Stored in liver and ● Stored in adipose tissue
muscle tissue and skeletal muscle
283
Relationship: Glycogen &
Insulin
284
Glycogenolysis:
A.k.a. Breaking of glycogen
285
Lipolysis:
A.k.a Breaking of fat molecules
286
Glucagon
Fasting: Exercise:
● Upregulates glucagon to ● Upregulates glucagon to

keep blood sugar in provide a continuous
normal range energy source during
exercise
287
Getting Glucose into cells:
You have 2 options: muscle contraction OR insulin
288
Guiding Question:
How do different
types of exercise
change how your
cells get and use
energy?
289
Review from biology:
Structure of an animal cell & mitochondria
290
Harvesting energy:
Cellular
Respiration
The controlled release of energy in the form of ATP
(adenosine triphosphate) from organic compounds
in cells.
ATP is rechargeable:
291
Remember ATP
from the sliding
filament theory?
ATP is necessary for the contraction of muscles

because it provides energy for the myosin heads to
connect to the actin.
292
SO...if ATP is so
important, how do
we charge it?
293
Option #1: ATP-CP
System
This is the most readily available system!
ALL your short bursts of activity are fueled by this

system.
Creatine phosphate releases a P that can be used

to charge ADP to ATP, which can then be used for
muscle contraction.
294
OK...but how does
creatine get resynthesized?
Here’s one study:
295
Option #2: Lactic
Acid System
Also known as anaerobic glycolysis, this system
can function with oxygen present.
This system has limited ability to produce ATP due

to the lactic acid production.
Lactate can change the pH of the surrounding

tissues. Lactate clearance is the limiting factor.
296
Lactate Threshold:
How well do you clear lactate from your system?
What observations can you make from this graph of
blood lactate?
297
‘The after-burn’ effect
Fancy science name: Excess post-exercise oxygen
consumption (EPOC)
298
Option #3: Aerobic
Respiration
This system is very efficient at charging ATP.
This system can only function with oxygen present.
Fats can also enter this system as Acetyl CoA

(made by beta-oxidation). Proteins will only enter if
in starvation mode.
299
How do each of these
options contribute during
exercise?
300
How do each of these
options contribute during
exercise?
301
Energy systems and
sports:
302
Lab vs Field Measurement
of energy systems
Energy Systems
Reading and Lab
303
Guiding Question:
What are the basic

dietary
recommendations?
304
Research:
Locate 3 sets of dietary recommendations that include
the following information:
Carbohydrates, proteins, lipids, fiber, water and salt
for adults
Relative contribution of carb, protein, lipid (including
monounsaturated, polyunsaturated and saturated)
Create a data table here for your data and a citation:
305
Brainstorm:
How should recommendations be adjusted for
endurance athletes and non-athletes?
306
Nutrition
recommendations:
specifics
Carbohydrates are HUGE when it comes to
exercise and energy. Some specific ideas related
to carbohydrates are:
● Glycogen content in different muscle
fibers
● Glycogen use in different sporting
activities
● Glycemic index of foods
● Carbohydrate loading
● Carbohydrates and recovery
307
Glycogen content in
different muscle
fibers:
Remember we talked about slow (type 1) vs fast
(type 2) twitch muscle fibers?
Some of what differentiates these fiber types is

their glycogen content.
The amount of glycogen in each type determines

that fiber’s ability to contribute to work.
308
Based on the previous
diagram, analyze the
following breakdown by
sport relative to glycogen:
309
What conclusions can you
draw from the data below
regarding intensity and
glycogen use?
310
Glycemic Index: How can
this help you choose foods
based on energy needs?
Click here for a sear

chable list of GI and
foods.
311
Glycemic index of your
diet:
List 10 foods you have consumed
Food: GI: in the past 2-3 days.
Use the searchable index on the previous page to find
the GI of those foods.
What trends can you observe based on what you have

recorded?
312
Hypothesize:
Based on glycemic index, what types of
food should you be eating in each of
these situations and why?
Pre-workout During workout Post-workout General Diet
313
Special
Considerations:
Pre-competition
DIET-Carbohydrate Loading:
TRAINING-Taper:
314
The Great Battle:
Water vs Sports Drinks
What are the pros and cons for each:
Pros: Cons:
Water
Sports
Drink
Videos: When and why would it be appropriate to

use a sports drink over water?
315
316
Nutritional Ergogenic
Aids:
What are they and how are they used?
What do they
Why do they
do in your
help in sports?
body?
Sports Drinks,
Bars and Gels
Caffeine
Creatine
Bicarbonate
317
Frontline: Supplements &
Safety
Take notes here!
318
One of the most commonly
supplemented nutrients is
protein...
319
How much protein
do you really need?
Let’s do the math:
The World Health Organization recommends 0.8g protein per 1

kg body weight per day for non-athletes.
1 kg = 2.2 lb
So 0.36 g protein per 1 lb body weight per day.
________lb x 0.36 g protein = ________ g protein

1 lb
Locate 3 other protein recommendations and cite

their source:
1.
2.
3.
How do these compare to the WHO?
320
Brainstorm:
Protein Sources
Vegetarian Non-vegetarian
321
How does protein
intake change
based on training?
Endurance Strength
322
Too much of a good
thing:
Are
Locatethere consequences
3 different to excessive
studies on excessive protein
protein
intake andintake?
complete the table below:
Population Sample Consequences Recommended Citation:
Studied: Size: of excess intake: Daily Intake:
Study 1 Title:
Study 2 Title:
Study 3 Title:
323
Research:
Cultural diets and performance
324
Guiding Question:
What happens if you

are out of alignment
with your body’s
nutritional needs?
325
How do you know what
your body needs?
Basal metabolic rate (BMR)
BMR is the measure of how much energy YOUR body

uses each day, just by being alive.
It does not include any energy spent doing physical

activity. 326
Daily energy expenditure:
327
Energy:
Expenditure vs Intake
328
Energy:
Body composition & athletic
performance
Fat Mass:
● Essential fat (bone marrow & internal organs)
● Storage fat (adipose tissue)
Lean Body Mass:

● Muscles
● Bones
● Ligaments & tendons
● Internal organs
● Lean body mass includes a small portion of essential
fat stored in bone marrow and around internal organs.
Fat-free Mass:
● Everything listed in lean body mass
● Essential fat is estimated and subtracted to get fat-
free mass
329
Body fat:
What is ‘normal’?
330
How and why do
athletes manipulate
body fat?
‘Cutting’:
Athletes need to decrease body fat for a specific

reason (example: to make weight, lighten load in
competition).
Strategies
● Recommended dietary approach

● Diet pills
● Fad diets
● Crash diets
● Increased cardio
‘Bulking’:
Athletes need to add weight (usually muscle).
Strategies
● High protein diet

● Protein supplementation
● Increased strength training
331
Primary Research
Analysis
:
Citation:

meaning of:
332
333
Study Questions:
334
335
336
337
338
3 Nutrients:
4 Digestive System:
https://upload.wikimedia.org/wikipedia/commons/e/e0/Digestive_system_diagram_no_labels_arrows.svg
http://www.exploringnature.org/graphics/anatomy/digestive_kid_color72.jpg
http://www.nature.com/nmat/journal/v14/n10/images/nmat4432-f1.jpg
5 Macronutrients:
http://www.abpischools.org.uk/res/coResourceImport/modules/dietanddigestion/en-images/7.3.jpg
https://jonbarron.org/sites/default/files/enzymes2_0.jpg
http://images.slideplayer.com/32/10082844/slides/slide_18.jpg
http://stopdiabetesmellitus.com/wp-content/uploads/2015/01/Glucose.png
http://chemistry2.csudh.edu/rpendarvis/1feb23.gif
http://bio1151.nicerweb.com/Locked/media/ch05/05_05Maltose.jpg
https://figures.boundless-cdn.com/18550/large/figure-03-01-02.jpeg
http://chem.libretexts.org/@api/deki/files/53820/=353accf19bde633bc54b4562482b22a7.jpg?revision=1
http://oregonstate.edu/instruction/bi314/summer09/Fig-02-06.jpg
https://d2gne97vdumgn3.cloudfront.net/api/file/QHaYIa1TYyqdwsPydtAD
https://upload.wikimedia.org/wikipedia/commons/thumb/c/ce/AminoAcidball.svg/2000px-AminoAcidball.svg.png
http://www.compoundchem.com/wp-content/uploads/2014/09/20-Common-Amino-Acids.png
http://www.mynortherndiary.com/diary/wp-content/uploads/2013/03/DNAtoProtein.jpg
https://online.science.psu.edu/sites/default/files/bisc004/content/smintestine_absorption.jpg
http://66.media.tumblr.com/tumblr_lsd1adgtst1r3tw8ro1_500.jpg
http://cdn.shopify.com/s/files/1/0469/7877/files/approved_REQ069-NL_9_newsletter_tip_graphic-650x325-005_2048x2048.png?15778269553504612172
http://www.osbywater.com/wp-content/uploads/layerslider/Home-page-slider/water-splashing.jpg
http://onemorebite-weightloss.com/images/fat-v-muscle.jpg
http://www.bbc.co.uk/staticarchive/cca093e36bedd2be6c15527e3f2d733ffae5521d.gif
http://www.bbc.co.uk/staticarchive/e14bec51ba4ffb9c9d173074666661c1f290148c.gif
http://3.bp.blogspot.com/-fTNjMRpOEOg/Uttc8R1ltMI/AAAAAAAAAm8/8AwqEdSOTYY/s1600/Screen+Shot+2014-01-19+at+1.03.39+PM.png
http://www.freedrinkingwater.com/Images-Test/urine-hydration-chart.jpg
http://www.physiologyweb.com/figures/figs/qtHmHGUWn2AxhUWnWf37E04tGDPK7z1j_plasma_antidiuretic_hormone_concentration_urine_osmolality_urine_production_rate_w.jpg
http://www.wsj.com/articles/ease-up-on-the-water-during-that-marathon-1424715632
http://www.dartmouthsports.com/pdf9/2319086.pdf?DB_OEM_ID=11600
http://www.disabled-world.com/disabled/uploads/1/electrolytes.gif
http://new.eletewater.com/uploads/2011/03/electrolytes-are.jpg
6 Macros & Energy:

http://www.ecoculturevillage.org/healthhappinesslongevity/wp-content/uploads/2014/01/caloric-nutrient.png
https://d1li5256ypm7oi.cloudfront.net/thefitnesstraineracademy/2015/11/metabolism-300x252.jpg
https://media1.britannica.com/eb-media/59/166059-004-40ACDC27.jpg
http://images.tutorvista.com/cms/images/81/glycogen-structure.png
http://www.lipofilling.com/wp-content/uploads/2014/06/What-is-fat-tissue-2-1024x788.jpg
https://www.fastday.com/wp-content/uploads/2014/04/insulin1.jpg
http://biomed.brown.edu/Courses/BI108/BI108_2002_Groups/pancstems/stemcell/pancreas.gif
http://ecoursesonline.iasri.res.in/pluginfile.php/41009/mod_resource/content/1/13.19-Pathway_of_glycogenesis_and_glycogenolysis_in_liver-01-Feb-2012.jpg
https://upload.wikimedia.org/wikipedia/commons/thumb/5/5f/Metabolism1.jpg/350px-Metabolism1.jpg
http://www.vivo.colostate.edu/hbooks/pathphys/endocrine/pancreas/nglucose.gif
http://www.ncbi.nlm.nih.gov/books/NBK22429/
http://www.honestlyhealthy.net/wp-content/uploads/2012/09/GLUT4-inscontr.jpeg
7 Energy Systems:
http://www.animalcells.net/wordpress/wp-content/uploads/animal-cell.png
https://micro.magnet.fsu.edu/cells/mitochondria/images/mitochondriafigure1.jpg
http://wiki.engageeducation.org.au/wp-content/uploads/2015/06/atp-adp-cycle.jpg
http://wiki.engageeducation.org.au/wp-content/uploads/2015/06/2-4_source1.jpg
http://www.ncbi.nlm.nih.gov/pubmed/12238940
http://anaerobicathletevcepe.weebly.com/uploads/1/8/2/6/18261501/9574295_orig.png
http://static1.1.sqspcdn.com/static/f/965447/13441734/1312017738337/anaerobic_threshold_graph2.jpg?token=N%2BsUPhoKOfdxBQhHrkvwhLFd2lA%3D
https://acewebcontent.azureedge.net/certifiednews/March_2013/Figure2Schematic.jpg
http://wiki.engageeducation.org.au/wp-content/uploads/2015/07/2-6_source1.jpg
http://dalebeattie.weebly.com/uploads/1/3/1/0/13109970/4494339_orig.gif
http://www.ideafit.com/files/imagecache/sidebar/files/pft101_0209.jpg
http://www.sport-fitness-advisor.com/images/energy_systems_sports.jpg
8 Nutritional Strategies:
http://myzone-strengtheory.netdna-ssl.com/wp-content/uploads/2016/06/muslce-fiber-type-chart.jpg
https://publi.cz/books/50/images/pics/Obr_13.jpg
http://jap.physiology.org/content/jap/97/4/1170/F2.large.jpg
http://fitstar.com/wp-content/uploads/2014/04/cross-over-concept.jpg
http://www.glycemicindex.com/about.php
http://www.glycemicindex.com/
https://upload.wikimedia.org/wikipedia/commons/6/6d/Good_Food_Display_-_NCI_Visuals_Online.jpg
https://youtu.be/nMzXIJu7MTQ
https://youtu.be/k4e85ZnVjmU
http://www.pbs.org/wgbh/frontline/film/supplements-and-safety/
http://www.leanitup.com/wp-content/uploads/2013/11/ProteinPowderRankings.png
https://www.girlsgonestrong.com/wp-content/uploads/2015/10/foods-high-in-protein-640x379.png
https://upload.wikimedia.org/wikipedia/commons/6/65/Svetlana_Podobedova_2012c.jpg
http://healthblog.dallasnewsblogs.com/files/2013/09/marathon-relay.jpg
http://www.ausport.gov.au/ais/nutrition/factsheets/travel/approaching_different_cultures
9 Alignment With Dietary Recommendations:

http://korr.com/wp-content/uploads/home-reevue2.png
http://biblicalfitness.com/wp-content/uploads/2014/03/Energy-expenditure-new.png
https://reinhardtstrength.files.wordpress.com/2013/05/caloriesinoutweightmanagement.png?w=593
339
https://www.unm.edu/~lkravitz/Article%20folder/underbodycomp.html
https://en.wikipedia.org/wiki/Body_fat_percentage#cite_note-acefitness.org-1
ACE (2009) What are the guidelines for percentage of body fat loss? American Council on Exercise (ACE). Ask the Expert Blog. December 2, 2009.
http://dietdatabase.com/wp-content/uploads/2013/05/body-fat-test-methods.png
Unit 5:
Exercise & Public
Health
Hypokinetic Disease
Prescription of
Exercise
Immunity
340
Unit:
What is public health and how does it relate to exercise?
What are common examples of hypokinetic diseases?

C.1.1-C.1.2, C.1.4-C.1.5, C.8.1-
C.8.5* (HL only)
C.1.3
How are hypokinetic diseases similar and different? C.2.1-C.2.5, C.3.1-C.3.4, C.4.1-
C.4.3, C.5.1-C.5.5
How can exercise be used to promote ‘health’? C.6.1-C.6.3, C.7.1-C.7.7
How does your immune system protect you from disease? 13.1.1-13.1.5* (HL only)
341
Vocabulary, Etc.
Short (1-2 wk)
Medium (2-4 wk)
Long (1-3 mo)
342
343
Guiding Question:
What is public
health and how does
it relate to exercise?
344
What is/are...
...public health?
...hypokinetic disease?
...habitual physical activity?
...exercise?
...sports?
...physical fitness?
345
How are disease
and physical
activity linked?
What did ‘normal daily life’ look like 200 years ago?
What does ‘normal daily life’ look like now?
346
What do the data say
about lifestyle and
disease?
347
Guiding Question:
What are common

examples of
hypokinetic disease?
348
Brainstorm:
What diseases do you think are related to physical
inactivity? Why?
349
Most common hypokinetic
diseases are:
350
Most common hypokinetic
diseases are:
Coronary Heart
Disease
Stroke
Hypertension
Obesity
Type 2 Diabetes
Osteoporosis
351
Guiding Question:
How are hypokinetic

diseases similar and
different?
352
Student Research:
Each person in your group will
research one of 4 common hypokinetic
diseases. You will then teach each other
about them.
Refer to the IB assessment statements for material
you NEED to cover. Additional material is
encouraged.
1. Cardiovascular Disease
a. IB Topic C.2
b. Student ________________
2. Obesity
a. IB Topic C.3
b. Student ________________
3. Type 2 Diabetes
a. IB Topic C.4
b. Student ________________
4. Bone Health
a. IB Topic C.5
b. Student ________________
353
Cardiovascular Disease:
354
Obesity:
355
Type 2 Diabetes:
356
Bone Health:
357
Guiding Question:
How can exercise be

used to promote
health?
358
What are the
recommendations
for exercise and
World Health Organization
health?
Centers for Disease Control
______________________ (you choose)
______________________ (you choose)
359
Why is it SO
important for
individuals with
hypokinetic disease
● Make the most of limited functional capacities
to exercise?
● Alleviate or provide relief from symptoms
● Reduce the need for medication
● Reduce the risk of disease reoccurrence
● Help overcome social problems and
psychological distress
360
Brainstorm:
What are potential personal and environmental
barriers that might prevent someone from exercising?
361
Brainstorm:
Based on the factors on the previous page, what
strategies can be used to encourage individuals to
exercise?
362
Mood & exercise:
What is the link?
Mood is a state of emotional or affective arousal of
varying, and not permanent, duration. Feelings of
elation or happiness lasting several hours or even
a few days are examples of mood.
How does exercise change mood?
● Research suggests that exercise is one of

the most effective methods of alleviating a
bad mood
● Research supports the use of exercise in
modifying:
○ Fatigue
○ Anger
○ Anxiety and depression
● Research supports the use of exercise in
enhancing:
○ Vigour
○ Clear thinking
○ Energy and alertness
○ Increased sense of well-being
363
What is the biology
behind mood
change & exercise?
The answer is it’s complicated. And it involves
physiology and psychology interacting.
Physiology:
● Increases cerebral blood flow

● Changes brain neurotransmitters like
norepinephrine, endorphins and serotonin
● Increases maximal oxygen consumption
and delivery of oxygen to cerebral tissues
● Reduces muscular tension
● Induces structural changes in brain
Psychology:
● Distraction from daily hassles and routine

● Enhanced feeling of control and
competency
● Positive social interactions
● Improved self-concept and self-esteem
364
Anxiety, Depression
& Exercise
Exercise can be used to reduce the effects of
anxiety and depression.
Anxiety Reduction:
● Acute exercise can impact state and trait

anxiety
● Intensity and duration of exercise matter
Depression Reduction:
● No causal link has been established, BUT

exercise has been shown to play a
significant role in alleviating symptoms
● Some factors:
○ Enjoyability of program
○ Aerobic/rhythmic
○ Absence of interpersonal competition
○ Closed and predictable environment
○ Moderate intensity
○ 20-30 minutes several times per week
365
Research:
Exercise vs Medication for treating anxiety and
depression
366
Are there negative
aspects to an
exercise routine?
● Negative addiction to exercise
○ Life choices
○ Relationship issues
● Symptoms of negative exercise

○ Stereotyped pattern with regular schedule of once or
more daily
○ Increased priority of exercise
○ Negative mood affect with withdrawal
○ Increased tolerance to exercise
○ Subjective awareness of compulsion to exercise
Click here for a story of exercise addiction.

367
Primary Research
Analysis
:
Citation:

meaning of:
368
369
Study Questions:
370
371
372
3 Public Health:
http://ocw.uci.edu/upload/images/public_health.jpg
https://careforthebody.files.wordpress.com/2013/01/evolution.jpg?w=685
4 Exercise and Health:

http://explorevenango.com/wp-content/uploads/2016/05/Cardiac-Rehab.jpg
http://www.foxnews.com/health/2012/10/12/woman-battles-exercise-addiction-for-nearly-20-years.html
http://img.global.news.samsung.com/global/wp-content/uploads/2015/12/faces1_Main.jpg
http://heidimarshall.com/wp-content/uploads/2014/05/catlionmirror.jpg
373
Unit 6:
Training for Sport
and Fitness Part 1:
The Basics
Components of
Fitness
Program Design
Training, Fatigue,
Recovery
Injury 374
Unit:
How is sport different from fitness? 6.3.1-6.3.2
How do you prepare someone for performance or fitness? 6.4.1-6.4.3, A.1.1-A.1.4, 9.1.1-
9.1.5* (HL only)
How can you get maximum benefit from training? A.4.1-A.4.8*
How do you measure progress in performance and fitness? 6.3.3
What types of injuries are common during training and competition? C.9.1-C.9.5* (HL only)
How can injuries be prevented? C.9.6*
What is the cost/benefit analysis on training? C.9.7*
375
Vocabulary, Etc.
Short (1-2 wk)
Medium (2-4 wk)
Long (1-3 mo)
376
377
Guiding Question:
How is fitness
different from
sport?
378
Brainstorm: Compare &
Contrast
Sport vs Fitness
379
Components of
Fitness
Health-Related Fitness Performance-Related Fitness
● Body composition ● A.K.A: Skill-related
● Cardio-respiratory fitness
fitness (aerobic ● Agility
capacity) ● Balance
● Flexibility ● Coordination
● Muscular endurance ● Power
● Strength ● Reaction time
● Speed
Can you think of a time

when components might
switch columns? 380
Guiding Question:
How do you prepare

someone for
performance or
fitness?
381
Brainstorm:
Think about workouts you’ve done or seen...what are
the important parts of those workouts? Why are they
important?
382
Essential elements
of training
programs:
1.
2.
3.
4.
5.
6.
383
Essential elements
of training
programs:
1. Warm-up & Stretching
2. Endurance Training
3. Cool Down & Stretching
4. Flexibility Training
5. Resistance Training
6. Recreational Activities and Sports
384
What methods can
you use to reach
your program
Methods of Training
goals?
1. Flexibility Training
2. Strength and Resistance Training
3. Circuit Training
4. Interval Training
5. Plyometrics
6. Continuous Training
7. Fartlek Training/Speed Play
8. Cross-Training
385
How do we
combine methods
into an effective
program?
What is periodization?
386
387
Key principles of
program design:
1. Progression
2. Overload (frequency, intensity and duration)
3. Specificity
4. Reversibility
5. Variety
6. Periodization
388
Application:
key principles and essential elements
Warm-Up Recreational
Endurance Cool-Down & Flexibility Resistance
& Activities &
Training Stretching Training Training
Stretching Sports
Progression
Overload
Specificity
Reversibility
Variety
Periodization
389
What are some tools we
can use to monitor our
individual workouts?
390
What are some tools we
can use to measure our
training program?
Training:
Over-reaching:
Over-training:
391
What are the
indicators of over-
training?
Look for:
● Changes to resting heart rate
● Chronic muscle soreness
● Reduced immune function and frequent upper-
respiratory tract infections (coughs and colds)
● Sleep disturbance
● Fatigue
● Decreased appetite
● Sudden and unexplained decrease in
performance
392
Guiding Question:
How do you measure

progress in
performance &
fitness?
393
Brainstorm:
How do you know a fitness or performance program
is working?
394
Fitness tests can
measure:
● Aerobic capacity
● Flexibility
● Muscle endurance
● Agility
● Strength
● Speed
● Body Composition
● Balance
● Coordination
● Reaction time
● Power
395
Aerobic Capacity:
Multi-stage fitness test, bleep test (Leger test),
Cooper’s 12 min run, Harvard step test
396
Flexibility:
Sit and reach test
397
Muscle endurance:
Maximum sit-ups, maximum push-ups, flexed/bent
arm hang
398
Agility:
Illinois agility test, 5-10-5, 3-cone drill
399
Strength:
Hand grip dynamometer, 1-RM bench/squat/ deadlift
400
Speed:
40 yard/meter sprint
401
Body Composition:
Body mass index (BMI), anthropometry and
underwater weighing
402
Balance:
Stork stand
403
Coordination:
Hand ball toss
404
Reaction Time:
Drop test, computer simulation
405
Power:
Vertical jump, standing broad/long jump, clean/jerk
406
Compare different tests:
Validity Reliability Limitations
Aerobic Capacity
Flexibility
Muscle Endurance
Agility
Strength
Speed
Body Composition
Balance
Coordination
Reaction Time
Power
407
Brainstorm:
Do different cultures have different norms for each of
the above areas of fitness?
How are the different areas of fitness valued by
different cultures?
408
Write your own
program:
Using the information from this unit, you will create
a program for a population of your choosing.
You must include the following:
1. Outline of 1 macrocycle and 1 mesocycle.
Type of workout for each day only. Details are
NOT required.
2. Pre- and post-testing plan.
3. Details for 1 microcycle. Workouts with sets,
reps and exercises.
4. Justification of the choices you made for your
population, 1-2 pages.
409
Primary Research
Analysis
:
Citation:

meaning of:
410
411
Study Questions:
412
413
414
415
3 Sport vs Fitness:
http://www.thereligionteacher.com/wp-content/uploads/2011/10/blank-venn-diagram-1024x563.png
4 Preparation for performance:

http://thinkerkeys.weebly.com/uploads/2/8/0/8/28085279/1642180_orig.png
http://www.fitnesshealth101.com/images2/topics/weightloss/target-heart-rate.jpg
http://image.slidesharecdn.com/princoftraining10sps-110315031001-phpapp02/95/princ-of-training-10
sps-5-728.jpg?cb=1300159588
http://vignette4.wikia.nocookie.net/aforathlete/images/7/74/RPE_Training_(chart).gif/revision/latest?cb
=20150604021925
http://news.bbcimg.co.uk/news/special/2012/newsspec_4042/img/olympic_nos_during_athletes.jpg
http://static.wixstatic.com/media/a04440_f54ea1fb89ee4c069aace82040735269.png
https://academy.sportlyzer.com/wp-content/uploads/2013/04/Annual-training-plan.jpg
http://www.protourgolfcollege.com/uploads/5/6/1/5/5615801/3129269.png?605
http://acrobaticarts.co.nz/wordpress/wp-content/gallery/periodisation/Traditional-Periodisation-Plan-
Template.jpg
5 Fitness Testing:
https://youtu.be/9XgGPULnDxY
https://youtu.be/S-UWdErmXuk
https://youtu.be/q6g2HwT7_DQ
https://youtu.be/fmXbhZXnyMw
https://youtu.be/uWFdKSXeCbs
https://youtu.be/r4O1W2khvvc
https://youtu.be/Q3gjS0wxVXY
https://youtu.be/z6NgfWs0rmc
https://youtu.be/cw-JFfIMHVI
https://youtu.be/3XM-4Qavh5k
https://youtu.be/n0UeHxglMJ4
6 Program Project:
http://clipartix.com/wp-content/uploads/2016/04/Calendar-clipart-clipartion-com-3.png
416
Unit 7:
Training for Sport
and Fitness
Part 2: Unique
Environments
Environmental
Factors
Altitude
417
Unit:
What are examples of unique environments in sport?
How does heat affect training and performance? A.2.1-A.2.10
How does cold affect training and performance? A.2.11-A.2.17
How does altitude affect training and performance? A.5.1-A.5.10* (HL only)
418
Vocabulary, Etc.
Short (1-2 wk)
Medium (2-4 wk)
Long (1-3 mo)
419
420
Guiding Question:
What are examples

of unique
environments in
sport?
421
Brainstorm:
What would you consider to be a ‘normal’
environment for sports to occur?
Which sports occur in unique environments? Describe

why the environment is unique?
422
Assignment:
Unique Sporting Environment Slide
Show
You and your team will create a slideshow to teach
the rest of the class about a unique sporting
environment. Here are the rules for the slide show:
● Title Slide:
○ Name of sport and environment
○ Names of presenters
● 10-15 Additional Slides:
○ These slides will contain NO text of any kind
○ Group members must equally share presentation time
● Timing of Presentation:
○ Set your presentation to advance at 20 seconds per
slide
● Share your slideshow with: gust.jessica@slpschools.org
● Answer the following questions in your
presentation:
○ Why is the environment unique?
○ How does the environment impact metabolism and/or heat production in the
body?
○ How does the body handle internal temperature changes in this environment?
○ What special considerations need to be made during training in this
environment?
○ What special considerations need to be made during performance in this
environment?
○ What are the benefits and risks for training/competing in this environment?
○ What special equipment can/should be used for training/performing in this
environment?
423
Presentation Planning:
424
Presentation Planning:
425
Class Presentations: Take
notes here!
426
Class Presentations: Take
notes here!
427
Unique Environments:
What themes can you identify from the presentations?
Humidity/
Heat Cold Water
Wind
428
Primary Research
Analysis
:
Citation:

meaning of:
429
430
Study Questions:
431
432
433
3 Assignment:
http://wpdevshed.com/wp-content/uploads/2014/11/wordpress-slideshow-plugins-300x225.jpg
434
Unit 8:
Human
Performance
Genetics*
Non-Ergogenic Aids
Alcohol*
435
Unit:
Why do genetics play a role in human performance?
Nature vs Nurture in sports

12.1.1-12.1.2* (HL only)
12.1.3* (HL only)
What are the implications for genetic screening in sport? 12.1.4* (HL only)
What are ‘banned substances’ or ‘performance enhancing drugs’? A.3.1
What are the 5 classes of non-ergogenic aids and what do they do? A.3.3, A.3.5, A.3.6
Why are there ‘normal’ drugs on the banned list? A.3.4
Is it possible to ‘take something’ without knowing? A.3.2, Contaminated Product

Certification
What impact does alcohol consumption have on training and performance? D.6.1-D.6.2* (HL only)
Can alcohol enhance performance? D.6.3* (HL only)
What does USADA or WADA testing look like?
436
Vocabulary, Etc.
Short (1-2 wk)
Medium (2-4 wk)
Long (1-3 mo)
437
438
Guiding Question:
What are ‘Banned

Substances’ and
‘Performance
Enhancing Drugs’?
439
Important
Definitions:
Ergogenic Aid:
● An ergogenic aid is any substance or

phenomenon that improves an athlete’s
performance
Banned Substance:
● Any substance that is on the Prohibited

List
● Determined by the World Anti-Doping
Agency
Performance Enhancing Drug (PEDs):
● Substances or drugs, both legal & illegal

that are considered to improve an
athlete’s performance in his/her sport.
440
Brainstorm:
What types of substances, drugs and supplements
(legal & Illegal) do people put in their bodies?
What questions do you have about this topic?
441
Where do these substances
fall according to WADA?
Search Here
442
Guiding Question:
What are the 5

classes of non-
ergogenic aids and
what do they do?
443
5 Classes of non-
ergogenic aids:
Table Jigsaw
Click Here for Info on the Classes
1. Anabolic steroids
2. Hormones and related substances
3. Diuretics and masking agents
4. Beta blockers
5. Stimulants
444
Anabolic Steroids:
445
Benefits and Harmful
effects: Potential Benefits Harmful Effects:
Anabolic Steroids
Class:___________
Erythropoietin (EPO)
Class:___________
Beta Blockers
Class:___________
Caffeine
Class:___________
Diuretics
Class:___________
446
Guiding Question:
Why are there

pharmaceutical
drugs on the banned
list?
447
Pharmaceutical
Substances:
Pharmaceutical Substances:
● ‘Normal’ drugs that can be prescribed by

a doctor or purchased over-the-counter
Athletes are expected to use prescribed

medications:
● To treat medical conditions only

● Below the therapeutic use threshold
● Obtain a Therapeutic Use Exemption if
needed
○ Therapeutic Use, USADA
There are MANY prescription drugs that can be

used as PED’s and are banned. Always check the
list!
FAQ's About Prescription Drugs and Athletes
448
Guiding Question:
What does USADA

or WADA testing
look like?
449
What does testing look
like?
Conor Mcgregor-UFC
450
McGregor USADA drug test

Guiding Question:
What are some

historical cases of
doping?
451
Doping Scandals:
452
453
Prescription Drug Use in
Pro Sports:
454
Primary Research
Analysis
:
Citation:

meaning of:
455
456
Study Questions:
457
458
459
3 Definitions:
http://www.globaldro.com/US/search
https://www.wada-ama.org/
http://www.taxformstore.net/images/products/detail/82956B.1.gif
4 Types of non-ergogenic aids:

https://youtu.be/DDlZJdTbHHA
http://www.usada.org/substances/prohibited-list/athlete-guide/
5 Pharmaceutical Substances:
http://xavierpharma.com/images/slider-images/slider2.jpg
https://www.wada-ama.org/en/questions-answers/athletes-and-medications
6 Testing:
https://youtu.be/fKBVj9XZxqk
https://themaclife.com/exclusive-video-usada-test-mcgregor-in-the-lead-up-to-ufc-202-cleansport-themaclife/
https://themaclife.com/usada-to-increase-drug-testing/
https://youtu.be/Sttk2vL-swM
https://youtu.be/4l_1sWxEt8U
460
Unit 9:
Skills & Learning
Types of Skill
Information
Processing
Individual
Differences
Motivation
Mental Prep
Talent Identification 461
Unit:
What are skills and why are they important to sports?
What are abilities and why are they important to sports?

5.1.1-5.1.4
5.1.5-5.1.6
How are techniques used in sport? 5.1.7
What is the relationship between ability, skill and technique? 5.1.8
How do novice and skilled athletes differ? 5.1.9
How do we take in and process information? 5.2.1-5.2.4
What and how do we remember? 5.2.5-5.2.7
What is response time and why does it matter? 5.2.8-5.2.10
Muscles can’t remember, so how do we repeat movements? 5.2.11-5.2.14
5.3.1-5.3.2, 11.1.1-11.1.3*
How do you learn something new?
(HL only)
How fast can you learn something new? 5.3.3-5.3.4
How can you apply old skills to new tasks? 5.3.5-5.3.6
Does practice make perfect? How do you practice your skills? 5.3.8-5.3.9, 5.3.7
How and why do people learn differently? B.1.1-B.1.3
Why is researching personality so tricky? B.1.4-B.1.5
What is motivation and where does it come from? B.2.1-B.2.6
How do you get in ‘the zone’? B.3.1-B.3.4
What is anxiety and why does it mess with your head? B.3.5-B.3.9
Can you train your mind like you train your body? B.4.1-B.4.5
Can you identify talent? How? B.5.1-B.5.4* (HL only)
462
How do athletes manage their progress in sport? B.6.1-B.6.3* (HL only)
Vocabulary, Etc.
Short (1-2 wk)
Medium (2-4 wk)
Long (1-3 mo)
463
464
Guiding Question:
What are skills and

why are they
important in sport?
465
Skill:
From McMorris 2004,
Skill is the consistent production of goal-oriented

movements, which are learned and specific to the
task.
“Whether we learn a skill explicitly or implicitly, the skill is specific

to the goal we are trying to achieve. In other words, each skill is
unique. That does not mean that there will not be similarities
between skills or that the ability to perform one skill will not make
the acquisition of another skill easier. The uniqueness of skills
can be seen by comparing skills that are very similar to one
another. As an example, I will use the lofted pass and chip pass
in soccer. Both are struck with the same part of the foot and in
both instances the ball needs to be struck beneath the mid-point.
In order to go in a straight line, it needs to be kicked along the
central axis. For the lofted pass, however, the striker must follow
through after contact. For the chip, there is very little follow
through and the point of foot–ball contact is much nearer to the
bottom of the ball. The uniqueness of the two skills can be seen
by the fact that soccer players who are good at performing one of
the skills are not necessarily good at performing the other.
However, many are good at both skills.” McMorris, 2004
466
Brainstorm:
What skills are needed in your sport(s)? Feel free to
use a bubble or tree map.
467
How can you
classify different
skills?
● Cognitive
● Perceptual
● Motor
● Perceptual-motor
Which of these are the most critical for sport?
468
Motor Skills:
Different ways to think about motor skills.
GROSS FINE
OPEN CLOSED
SERIAL
DISCRETE CONTINUOUS
EXTERNAL PACED INTERNAL PACED
COACTIVE
INDIVIDUAL INTERACTIVE
469
Skill profiles in sports:
⃞____________ ▢____________
▢____________
GROSS FINE
OPEN CLOSED
SERIAL
DISCRETE CONTINUOUS
EXTERNAL PACED INTERNAL PACED
COACTIVE
INDIVIDUAL INTERACTIVE
470
Guiding Question:
What are abilities

and why are they
important to sport?
471
Ability:
Ability refers to a general trait or capacity of the

individual that is related to the performance and
performance potential of a variety of skills or tasks.
‘We naturally acquire these abilities as we develop, although they

can be improved by practice. The amount of improvement,
however, is limited by genetic factors. It is generally thought that
it is the amount and type of abilities that we possess that
underpin our proficiency in particular skills. Thus, one person has
the necessary abilities to become a gymnast, while another may
possess the abilities necessary to become a good Rugby player.
The idea that we possess innate abilities that underlie our ability
to acquire and perform sports skills has been with us for some
time. This basic premise has, until very recently, gone
unchallenged. More recently, Ericsson and coworkers (e.g.,
Ericsson, Krampe and Teschromer 1993) have claimed that
everyone has the ability to perform all skills, if they practice
sufficiently. This claim is directly opposed to the notion of abilities
underlying skilful performance and the genetic nature of abilities.”
McMorris, 2014
472
Fleishman’s
Research, 1972
Physical Proficiency Abilities Perceptual Motor Abilities
● Static strength ● Control precision
● Dynamic strength ● Multi-limb
● Explosive strength coordination
● Trunk strength ● Response
● Range of motion orientation
● Dynamic flexibility ● Reaction time
● Stamina ● Speed of limb
● Gross body movement
coordination ● Rate control
● Manual dexterity
● Aiming
473
Guiding Question:
How are techniques

used in sport?
474
Brainstorm:
Identify your technique for...tying your shoe, putting
your hair in a ponytail, writing your name. WRite the
steps below.
475
Technique:
Technique is a ‘way of doing’. In the performance

of a specific sports skill, it is defined as the ‘way in
which that sports skill is performed’.
Think about and name one skill from your sport. In

your experience, how many ways have you been
taught to do that skill?
Why are there different techniques for the same

skill?
476
Guiding Question:
What is the
relationship between
skill, ability and
technique?
477
Skill=
Ability +
Technique
478
The overall outcome, or
demonstrated skill, combines
your ability and the
effectiveness of your technique.
Skill=
Ability +
Technique
Ability can vary
based on genetics Technique can
and amount of vary based on
practice. personal choice
and what you’ve
been taught by
coaches, as well
as time spent
reinforcing the
motor pattern.
479
Guiding Question:
How do novice and

skilled performers
differ?
480
Brainstorm:
How do _______ athletes performances
look different?
Novice: Experienced/Skilled:
481
Novice vs Skilled:
Interesting areas to think about
1. Consistency
2. Accuracy
3. Control
4. Learned
5. Efficiency
6. Goal-directed
7. Fluency
482
Guiding Question:
How do we take in
and process
information?
483
Demo:
Can you describe what is happening?
484
Information processing
model:
The most basic approach
485
Welford’s model of
information processing,
1968
486
Components of sensory
input:
Exteroceptors
Interoceptors
Proprioceptors
487
Signal detection process:
488
Guiding Question:
What and how do

we remember?
489
Test your memory:
490
What are the different
ways you can remember?
Capacity Duration Retrieval
Short-term Sen
sory Store
Short-term Me
mory
Long-term Me
mory
491
Are you ‘paying
attention’?
Selective Attention:
● Operates in the short-term memory store

● Only relevant information is passed into short-
term memory
○ Held for several seconds
● Prevents information overload

○ Brain would get overwhelmed otherwise
● Acts as a filtering mechanism

○ Separates relevant from irrelevant/noise so athletes
can concentrate on one cue/stimulus and exclude
others
● Very important for fast paced environments

● Can be improved
492
Brainstorm:
In your sport(s), what do you...
...pay attention to: ...ignore:
493
How can you
improve your
memory?
● Rehearsal
● Coding
● Brevity
● Clarity
● Chunking
● Organization
● Association
● Practice
494
Guiding Question:
What is response
time and why does it
matter?
495
Response
time
=
Reaction
Time +
Movement
Time 496
Remember this:
497
Now you try:
Reaction Time Test #1
Reaction Time Tests, Several
498
Factors that impact
response time:
Remember:
Response Time = Reaction Time + Movement Time
Reaction Time Variables:
● Stimulus transmission
● Detection
● Recognition
● Decision to respond
○ Hick’s Law:
■ the time it takes for a person to make a decision
as a result of the possible choices he or she has:
increasing the number of choices will increase
the decision time logarithmically.
Movement Time Variables:
● Transmission time
● Initiation of action
Response time is an ability and varies between

individuals and groups.
499
Psychological
Refractory Period:
Your nerve channels can only send ONE signal at

a time…
● If information comes in while other

information is still being processed, the
second set of info must wait!
● This can cause important delays in sport.
500
Guiding Question:
Muscles can’t
remember, so how
do we repeat
movements?
501
Muscle
memory is
NOT A
THING!
502
Brainstorm:
When people refer to ‘muscle memory’ what do they
mean?
503
What is a motor
program?
A set of movements stored as a whole in the
memory, regardless of whether feedback is used in
their execution.
What does that mean?
How does a motor program break down?
● Whole plan
○ Referred to as an executive program or
motor program
○ Broken down into subroutines
○ Subroutines must be coordinated for
whole plan to execute
Executive programs can be relegated to

subroutines.
504
Motor program
example:
Roger federer
tennis serve
Motor Program = Tennis Serve
What are the subroutines needed for this program?
505
Motor program
example:
Your sport
___________
Draw the step-by-step above.
Motor Program = ____________________
Subroutines:
506
Application of
motor programs:
Open Loop (fast movements):
● Decisions made in brain before

performing skill
● All information sent at one time
● Message received by muscles, do
movement
● Feedback may or may not be available,
but does not impact the movement
Closed Loop (slow movements):
● Decisions made in brain

● Not all information sent together
● Information received by muscles to initiate
the movement
● Feedback is used to adjust/correct the
motor program as the movement happens
507
Open and Closed Loop
Theory
508
Closed Loop:
Adam’s concepts of memory trace and
perceptual trace
In closed loop programs, the:
● Memory Trace
○ Initiates the action of the motor program
● Perceptual Trace
○ Is the internal reference for correctness of the
movement
○ Built up over time with practice
○ What your body uses to adjust during the
movement
509
Importance of
feedback in
information
Types of Feedback
processing:
● Intrinsic - Extrinsic
○ Inside - outside
● Knowledge of Results/Performance
○ Win - loss
○ Scoring
● Positive - Negative
○ Coaches, peers, crowd
● Concurrent - Terminal
○ During performance - after performance
510
Importance of
feedback in
information
Role of Feedback
processing:
● Reinforcement of Learning
○ Confirming that what you are doing is in-line
with what you’ve learned
● Motivation
○ Encourage you to keep doing what you’re doing
● Adaptation of Performance
○ Asking for a change in performance
● Punishment
○ Reinforcing that your performance is not
desirable
511
Guiding Question:
How do you learn

something new?
512
Brainstorm:
Think about times you have watched someone learn
something brand new...what types of behaviors do you
see in the teacher/coach and/or learner?
513
Learning vs
performance:
How are they different?
Learning: Performance:
● Relatively ● A temporary
permanent change occurrence
○ Not related to ● Fluctuates over
maturation or time
degeneration ● Assumption that
● Comes from: changes in
○ Being taught performance infer
○ Experience learning
514
Phases of learning:
515
Guiding Question:
How fast can you

learn something
new?
516
Types of learning curves:
517
Factors
contributing to rate
of learning:
● Physical maturation
● Physical fitness
● Individual differences of coaches
● Age
● Difficulty of task
● Teaching environment
● Motivation
518
Guiding Question:
How do you apply

old skills to new
tasks?
519
Skill transfer:
Applying an already existing skill to a new skill or

task.
Types of Transfer: Can you think of an example?
● Skill to skill
● Practice to performance
● Abilities to skills
● Bilateral
● Stage to stage
● Principles to skills
520
Skill transfer:
The importance of being a multi-sport
athlete
David Epstein on Multi-sport Athletes
ESPN College Lacrosse Coaches View on Multi-Sp

ort Athletes
College Scouting & Multi-Sport Athletes
Dangers of Early Specialization (Primary Research

)
521
Guiding Question:
Does practice make

perfect?
How do you practice
your skills?
522
Learning new
skills:
How is the material presented?
Whole
● The entire skill is presented at once
Whole-Part-Whole
● The entire skill is presented

● Then broken into parts
● Then presented as a whole again
Progressive Part
● One part is introduced

● Consecutive parts are added in order
Part
● Only one portion of a skill is presented
523
Skill presentation:
Your Sport: ________________
Skill:______________________
Choose one skill from your sport and explain how you
would present it using each of the 4 presentation
styles on the previous page.
524
Teaching Styles:
Command
Reciprocal
Problem-solving
525
Brainstorm:
When in your sport would it be beneficial to use each
of the 3 different teaching styles?
526
Practicing skills:
Types of practice
● Distributed
● Massed
● Fixed (drill)
● Variable
● Mental
527
Guiding Question:
How and why do

people learn
differently?
528
Brainstorm:
What is personality?
How do you describe your personality?
529
Personality:
Preface:
There is a TON of disagreement on personality

research. It is very tricky! More on this later...
Those relatively stable and enduring aspects of

individuals which distinguish them from other
people, making them unique but at the same time
permit a comparison between individuals. Gross,
1992
530
How do personality
and learning work
together?
Bandura’s Social Learning Theory (1977):
4 Principles:
Attention, Retention, Reproduction, Motivation
531
How do personality
and learning work
together?
Interactionist Approach to Personality:
B = F (P X E)
Behavior is a function of personality and the

surrounding environment.
Can you think of a specific example where your

behavior changes with your environment?
532
Guiding Question:
Why is researching
personality so
tricky?
533
Brainstorm:
Put your researcher hat on, why would researching
personality be so hard?
534
535
Personality
Research:
Experimental methods
1. Data Collection
a. Interviews
b. Questionnaires
c. Observing Behavior
2. Validity and Reliability Issues
3. Ethical Issues
a. Confidentiality
b. Use of Results
c. Predicting Performance
4. Measurement
Is it possible to have a true control in an
experiment on personality?
536
Personality
Research:
Application to sports performance
How does personality impact performance as an
athlete?
● Differences between athletes and non-

athletes
● Link between personality type and sports

type?
● Can personality predict performance?
537
Guiding Question:
What is motivation
and where does it
come from?
538
Brainstorm:
What motivates you? How does your motivation
change in different situations? School, sports, home,
relationships?
539
Motivation:
The internal mechanisms and external stimuli

which arouse and direct our behavior. Sage, 1974
Types of Motivation:
● Intrinsic
● Extrinsic
540
541
Intrinsic vs
Extrinsic
Motivation in
Extrinsic:
sport: +/-
● Can be seen as controlling behavior
○ Is this good or bad?
● Provide information about level of
performance
● Can enhance intrinsic motivation when
the reward provides positive information
about performer’s level of competence
Intrinsic:
542
Brainstorm:
Put your coach hat on, how do you need to consider
intrinsic and extrinsic motivation with your athletes?
543
Atkinson’s model of
achievement motivation:
544
Goal orientation theory:
Success Failure
Achievement Goal
Task Goal
Outcome Goal
545
Attribution theory &
sport:
546
Self-serving bias:
Have you ever done this????
547
Learned helplessness:
Has this ever happened to you? How do you overcome
this feeling?
548
Guiding Question:
How do you get ‘in

the zone’?
549
Brainstorm:
When you think of ‘in the zone’, what does that mean
to you?
550
Arousal:
Arousal is your level of excitement and readiness

to perform. Arousal can have positive and negative
effects on your performance. Your performance will
be best at an optimum level of arousal. After this
level, performance gets worse as you become
anxious and nervous.
551
3 Approaches to arousal:
Drive Reduction Theory
Inverted-U Hypothesis
Catastrophe Theory
552
Emotion & sport:
Sport can influence emotion.
Emotion can influence sport.
Give an example of each:
Emotions:
● Positive emotions: excitement, relief, pride

● Negative emotions: anger, guilt, shame,
anxiety, boredom
Emotions & Performance:
● Specific emotions have a discrete effect on

performance
○ Can you think of an example when this has happened
to you?
553
Guiding Question:
What is anxiety and

why does it mess
with your head?
554
Brainstorm:
Describe a time when you have experienced severe
anxiety:
555
Anxiety:
A feeling of worry, nervousness, or unease,

typically about an imminent event or something
with an uncertain outcome.
Types of Anxiety:
Cognitive Somatic
Trait State
556
Measuring Anxiety:
Trait Anxiety: Spor

t competition anxiet
y test (SCAT)
State Anxiety: Com

petitive state anxiet
557
Stress response in
sport:
A substantial imbalance between the demand
(physical or psychological) and response capability,
under conditions where failure to meet that
demand has important consequences.
Important factors:
● Cause of stress (environmental demand)
● Stress response (person’s reactions)
● Stress experience (psychological
interpretations)
● Actual behavior (outcome)
Where can this process breakdown and have

negative consequences?
558
Guiding Question:
Can you train your

mind like you train
your body?
559
Brainstorm:
What psychological tools have you been taught by
coaches or teachers to help you perform better?
560
Why are
psychological skills
just as important as
physical skills?
Psychological Skills: systematic and consistent
practice of mental or psychological skills.
There are 3 parts to implementing:
1. Education
2. Acquisition
3. Practice
Psychological skills training:
● Is not just for elite athletes

● Is not just for problem athletes
● Does not provide quick-fix solutions
● 4 types: goal setting, imagery, relaxation,
self-talk
561
Goal Setting:
Setting goals can help you:
● Have enhanced self-confidence and

motivation
Using SMARTER goals helps you stay focused:
● Specific, measureable, achievable,

realistic, time, evaluate, review
You should set different types of goals:
● Outcome goals
● Performance goals
● Process goals
562
Mental Imagery:
Mental imagery can help you:
● With concentration enhancement

● Self-confidence
● Skill acquisition
● Emotional control
● Practice strategy
● Cope with pain, injury
2 types of imagery:
● External
● Internal
Imagery intervention example:
563
Relaxation
techniques:
Can help you with:
● Arousal regulation
● Reducing somatic and cognitive anxiety
Types of relaxation:
● Progressive muscle relaxation (PMR)

● Breathing techniques
● Biofeedback
Relaxation Demo:
564
Self-Talk
techniques:
Can help with:
● Concentration
● Attention
● Cognitive regulation
● Motivation enhancement
Important aspects:
● Positive and negative self-talk

● Thought stopping
Self-talk Demo:
565
Primary Research
Analysis
:
Citation:

meaning of:
566
567
Study Questions:
568
569
570
571
572
573
574
575
576
577
578
579
580
3 Skill:
http://basketcoach.sportsontheweb.net/00003%20Acquisition%20and%20Performance%20of%20Sport%20Skills.pdf
www.learningrx.com/brain-training-101/what-are-cognitive-skills/
www.advancedvisiontherapycenter.com/services/assessments/.../visual_perception/
https://en.wikipedia.org/wiki/Motor_skill
www.education.com/reference/article/characteristics-motor-development/
http://media.tumblr.com/tumblr_lyz8hra7oE1qja0yo.jpg
http://ouopentextbooks.org/biol3103/files/2015/09/Screen-Shot-2015-09-25-at-11.58.30-AM.png
https://images.kaplanco.com/catalog/largepopup/62826a_silo.jpg
http://cache1.asset-cache.net/gc/469080005-charline-labonte-goaltender-of-canada-looks-gettyimages.jpg?v=1&c=IWSAsset&k=2&d=GkZZ8bf5zL1ZiijUmxa7QUppkGxPCKwSwesriYdiXcLKWS6rF
rBR4yUYPEyVXkrLyue%2Fp7ODwBxSWb7KCvwgVA%3D%3D
https://youtu.be/MyJzoXqfVx4
4 Ability:
http://www.godandscience.org/images/dna-helix.gif
http://images.clipartpanda.com/question-Question-Mark-Clip-Art-16.jpeg
http://basketcoach.sportsontheweb.net/00003%20Acquisition%20and%20Performance%20of%20Sport%20Skills.pdf
http://www.d.umn.edu/~dmillsla/courses/motorlearning/documents/Chapter03.pdf
5 Technique:
http://www.spring.org.uk/images/this_way.jpg
6 Novice vs Skilled:
https://youtu.be/MBc8bIjsMy8
https://youtu.be/ejjE5r-TFFk
7 Information Processing:
http://www.development.org.nz/assets/Misc-Graphics/IPO-Model.jpg
https://s-media-cache-ak0.pinimg.com/736x/c8/36/07/c83607c2e00e7643b01c50c8a4c20630.jpg
https://ehumanbiofield.wikispaces.com/file/view/image003.gif/32748855/image003.gif
http://www.peteschiropractic.com/wp-content/uploads/2013/08/nervous-system-734x400.png
http://www.medicalook.com/systems_images/Proprioceptors.jpg
https://youtu.be/unWnZvXJH2o
https://www.youtube.com/watch?v=jev9nR6I59Y
http://www.human-memory.net/types_sensory.html
http://www.human-memory.net/types_short.html
http://www.human-memory.net/types_long.html
https://media.licdn.com/mpr/mpr/shrinknp_400_400/AAEAAQAAAAAAAABgAAAAJDU1NjA0MjE5LTA3MTQtNDFiMi04YTljLTU3ZDdmYjQwYjlmNQ.jpg
http://media.mercola.com/ImageServer/Public/2014/April/memory-improvement.jpg
http://www.humanbenchmark.com/tests/reactiontime
http://intelligencetest.com/reflex/index.htm
8 Response Time:
https://en.wikipedia.org/wiki/Hick's_law
http://zoomwebmedia.net/blog/wp-content/uploads/2015/05/response-time.png
https://upload.wikimedia.org/wikipedia/commons/thumb/e/e8/BottleneckInterefencePRP.svg/1040px-BottleneckInterefencePRP.svg.png
9 Motor Program:
http://www.optimumtennis.net/wp-content/uploads/2015/03/roger-federer-tennis-serve-motion.jpg
http://www.teachpe.com/sports_psychology/motor_programmes.php
http://faction-elite.com/wp-content/uploads/2015/12/2338_main.jpg
http://www.thespish.com/wp-content/uploads/2013/03/yelling-at-texas-tech.jpg
10 Skill Learning:
https://assets.nfhslearn.com/uploads/course/avatar/11000/original_Teaching_Sports_Skills_1.jpg
http://www4.pictures.zimbio.com/gi/Ruby%20Martin%202012%20Olympic%20Swimming%20Team%20Trials%20zQQNLv8wFB5l.jpg
http://www.txprofdev.org/apps/reading/module9/images/MOD9_Appl_Exer.png
http://images.slideplayer.com/28/9342916/slides/slide_24.jpg
http://truesport.org/benefits-playing-multiple-sports-conversation-david-epstein/
http://www.espn.com/high-school/lacrosse/recruiting-road/story/_/id/7057666/coaches-recognize-competitiveness-players-play-multiple-sports
http://www.ncsasports.org/blog/2014/03/28/college-coaches-love-to-recruit-multi-sport-high-school-athletes/
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3658407/
https://youtu.be/vsM0Q34d-zM
https://youtu.be/0v0tMeI6aB8
11 Personality:
http://www.become-a-lawyer.com/images/lawyerpersonality.jpg
http://recapp.etr.org/recapp/images/content/SLTTriangle.gif
http://todoele.org/todoele20/content/learning-theories-bandura%E2%80%99s-social-learning-theory
https://cdn.instructables.com/F56/Y6XG/IEQY0L2I/F56Y6XGIEQY0L2I.MEDIUM.jpg
https://s-media-cache-ak0.pinimg.com/564x/8e/c5/15/8ec5152b42a7f9021fb7bc7265829669.jpg
https://youtu.be/sUrV6oZ3zsk
12 Motivation:
https://lh3.googleusercontent.com/-P-YFCfwsbGw/TX07k5zCGAI/AAAAAAAABBg/ZzZyhCliyd0/s1600/images.jpeg
https://youtu.be/9hdSLiHaJz8
https://usercontent1.hubstatic.com/7790263_f520.jpg
http://4.bp.blogspot.com/-db9EvYKE17k/Uwub6fLgnGI/AAAAAAAAAM8/31LIKlFM2tw/s1600/achievement+theory.png
http://4.bp.blogspot.com/-cZ_cKn-SCic/UycJU2gW7OI/AAAAAAAAABE/eNHPnamdv4k/s1600/jhg.jpg
http://2012books.lardbucket.org/books/social-psychology-principles/section_09/a5955faa479ff8bd748b3e38229076b8.jpg
http://nicktumminello.com/wp-content/uploads/2012/04/04_mirror.png
http://www.buzzle.com/img/articleImages/610405-582318-46.jpg
http://static.tvtropes.org/pmwiki/pub/images/rsz_not-my-fault_8676.jpg
https://youtu.be/87Vuqvp2V7w 581
13 Mental Preparation:
http://districtcrossfit.com/wp-content/uploads/2015/01/sports-psychologist-gold-coast.jpg
http://www.teachpe.com/gcse_training/motivation.php
Internal Assessment
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How is data analyzed in research? 6.1.2-6.1.6

How can you represent your data so it is easier to understand? 6.1.1

My current goals are:

Short (1-2 wk)

Medium (2-4 wk)

Long (1-3 mo)

5 SPECIFIC things I need to do to reach my goals are:

What are the

What are the steps of the

Why is this NOT a true

Listen to & follow the

-Anne Murphy Paul, TIME Online.

Evidence is obtained from empirical observation of objects or phenomena using our

An inference is a conclusion, explanation, or judgment formed from evidence.

Possible Question: Why are social networking sites harmful?

Revised Question: How are online users experiencing or addressing privacy

While a good research question allows the writer to take an arguable

What is wrong with the following questions:

● Why did the chicken cross the road?

● How many chickens crossed Broad Street in

● Write a better question related to these

What is wrong with the following question:

● Are females smarter than males?

Write a revised question here:

SLPHS LMC Webs

Read the abstract. Fill out the table below:

Science words I am Science words I think I Science words I don’t

Procedures/Methods describes the experimental design. Briefly summarize it here:

In Discussion, what are the major findings of the study?

Is the research specific?

Is the research accurate?

Is the research reliable?

Is the research valid?

What are the main

● Most accurate because ● Can be conducted by

● Used to determine ● Used to measure

Is your experiment randomized?

Is your experiment using a placebo?

Is your experiment blinded or double-blinded?

Standard Deviation is used to:

Coefficient of Variation is used to:

CLASS DATA SET

● What is the average length of the foot?

● How do the standard deviations of height and foot length

● What conclusions can you draw based on your results?

How can you

Data tables and

● Help the reader understand variation in the

Create a graph of the mean height and mean foot

What can the

● When two or more ● A specific action caused

What journal was this article published in? When?

Read the abstract. Fill out the table below:

Science words I am Science words I think I Science words I don’t

Procedures/Methods describes the experimental design. Briefly summarize it here:

In Discussion, what are the major findings of the study?

3 Scientific Method Diagrams: