Assessment statement Obj Teacher’s notes 2.2.12 Compare the distribution of at rest and the redistribution of blood during exercise. 3 Movement of blood in favour of muscles. 2.2.13 Describe the cardiovascular adaptations resulting from endurance exercise training. 2 Limit to increased left ventricular volume resulting in an increased stroke volume and a lower resting and exercising heart rate. Consider also increased capillarization and increased arterio-venous oxygen difference. 2.2.14 Explain maximal oxygen consumption. 3 Maximal oxygen consumption (VO2max) represents the functional capacity of the oxygen transport system and is sometimes referred to as maximal aerobic or aerobic capacity. 2.2.15 Discuss the variability of maximal oxygen consumption in selected groups. 3 Consider: trained versus untrained males versus females young versus old athlete versus non-athlete. 2.2.16 Discuss the variability of maximal oxygen consumption with different modes of exercise. 3 Consider cycling versus running versus arm ergometry.
Assessment statement Obj Teacher’s notes 5.1.8 State the relationship between ability, skill and technique. 1 Skill = ability + selection of an appropriate technique. 5.1.9 Discuss the differences between a skilled and a novice performer. 3 Limit to consistency, accuracy, control, learned, efficiency, goal-directed and fluency. Information processing Assessment statement Obj Teacher’s 5.2.1 Describe a simple of information processing. 2 Information processing is the system by which we take information from our surrounding environment, use it to make a decision and then produce a response: input–decision-making– output. All the approaches are only models. Input and output are assessable/observable, but the decision-making process can only be speculation. 5.2.2 Describe Welford’s of information processing. 2 Welford’s model (1968) includes: sense organs perception short-term memory long-term memory decision-making effector control feedback. 5.2.3 Outline the components associated with sensory input. 2 Consider exteroceptors, proprioceptors and interoceptors. 5.2.4 Explain the signal-detection process. 3 referred to as the detection–comparison– recognition process (DCR). Limit to background noise, intensity of the stimulus, efficiency of the sense organs, early signal detection and improving signal detection. 5.2.5 Distinguish between the characteristics of short-term sensory store, short-term memory and long-term memory. 2 Limit to capacity, duration and retrieval.
Option A: Optimizing physiological performance (15 hours SL, 25 hours HL) Training 5 Assessment statement Obj Teacher’s notes A.1.1 Distinguish between training, overtraining and overreaching. 2 Training is performing exercise in an organized manner on a regular basis with a specific goal in mind (cross-reference with 6.2). Overtraining is when an athlete attempts to do more training than he or she is able to physically and/or mentally tolerate. Overtraining results in a number of symptoms that are highly individualized. Overreaching is transient overtraining. A.1.2 Describe various methods of training. 2 Limit to: flexibility training strength and resistance training circuit training interval training plyometrics continuous training fartlek training/speed play cross-training. A.1.3 Discuss possible indicators of overtraining. 3 Limit to: 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.
Assessment statement Obj Teacher’s notes A.2.8 Outline what steps should be taken to prevent and to subsequently treat heat- related disorders. 2 A.2.9 Describe how an athlete should acclimatize to heat stress. 2 Performing training sessions in similar environmental conditions (heat and humidity) for 5 to 10 days results in almost total heat acclimatization. Initially, the intensity of training should be reduced to avoid heat-related problems in these conditions. National representative teams/sportspeople choosing to acclimatize to the conditions of a host country during a major international sporting competition could be considered. Aim 8: The cost associated with the acclimatization of athletes using environmental chambers and/or expensive overseas training facilities (science and technology drives demand) could be explored. This also raises an ethical implication that poorer nations are unable to afford such support mechanisms and so their athletes are disadvantaged in comparison to athletes from wealthier nations. A.2.10 Discuss the physiological and metabolic adaptations that with heat acclimatization. 3 Include increased plasma volume, increased response and reduced rate of muscle glycogen utilization. A.2.11 Outline the principal means by which the body maintains core temperature in cold environments. 2 Consider shivering, non-shivering thermogenesis and peripheral vasoconstriction. A.2.12 Explain why the body surface area to body mass is important for heat preservation. 3 For example, tall, heavy individuals have a small body surface area to body mass ratio, which makes them less susceptible to hypothermia. Small children tend to have a large body surface area to body mass ratio compared to adults. This makes it more difficult for them to maintain normal body temperature in the cold. A.2.13 Outline the importance of wind chill in relation to body heat loss. 2 A chill factor created by the increase in the rate of heat loss via convection and conduction caused by wind.
Option B: Psychology of sports (15 hours SL, 25 hours HL) Individual differences 5 hours Assessment statement Obj Teacher’s notes B.1.1 Define the term personality. 1 There are many definitions of personality; for the purpose of this course the following definition will be used. “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). TOK: There is significant disagreement in personality research regarding issues of validity, reliability and sophistication of theoretical models. B.1.2 Discuss social learning theory and personality. 3 Limit to Bandura’s (1977) social learning theory. B.1.3 Discuss the interactionist approach to personality. 3 B.1.4 Outline issues associated with the measurement of personality. 2 Limit to: data collection (interviews, questionnaires, observing behaviour) validity and reliability issues ethical issues: confidentiality, use of results, predicting performance. TOK: Issues relating to measurement. B.1.5 Evaluate the issues in personality research and sports performance. 3 Consider: athletes versus non-athletes personality and sports type predicting performance. Refer to the positions adopted by the skeptical and credulous groups of psychologists.