The Phenomenon of Physical Training - Assignment Example

Physical Education Skill 3.2: The Relationship of Motor Development to Physical, Cognitive, Psychosocial, and Emotional Development The phenomenon of physical training which leads to motor development in a child or individual is also always related to other developments that shape the mind and personality of an individual. Such developments which are interrelated with motor development arising out of physical training include physical, cognitive, psychosocial, and emotional development. Very often, the close relationship shared by motor development and the other aspects of development in a child is ignored and neglected by psychologists and others. Motor developments which starts with the proper consumption of food and nutrition, deeply affects the other aspects of development in an individual. Children acquire a vast range of motor development skills such as grasping, crawling, walking, and running, and even in speaking, during the early stages of their lives. Gradually, such motor skills develop further and with the consequent development of such skills leading to sport and play activities, children feel confident, and even develop responsibility, deep emotions, and social etiquette by learning to be cooperative and developing competitive skills that would further help them in adulthood (Center for Early Education and Development). Studies reveal that the different types of play in childhood also link motor development with all other aspects of development. Different kinds of play or physical activity such as cognitive play, social play, physical play, and emotional development play help in the overall development of a child. Simple motor skills such as ‘repeatedly hitting the ground with a shovel’ or ‘building sand castles’ all help in developing thinking and cognitive skills. Further, the social play also helps children in playing with their peers, develop their motor skills, and even develop a sense of social togetherness and emotionality. Motor activities greatly influence the physical development too. They help in providing the basics for a normal and healthy physical training suitable for the children. Research also states that there have been significant cognitive development and reasoning abilities during free play among peers (Game Time). The manner in which children hop, jump, skip, run, climb, and play with everyone greatly facilitates their motor as well as physical development and helps to build the other aspects of personality too by their constant interaction with surrounding elements, environments, and persons. Thus, motor skills development which encompasses all motor movements by children is strongly related to the physical, social, as well as emotional development of the children. Skill 5.3: Methods for Promoting Recognition and Use of Similar Movement Concepts and Elements in a Variety of Skills Physical education and training helps performers in developing motor skills and movement patterns which can be used by performers in a variety of physical skills, even in different types of sports events. For example, often, similar movement patterns can be identified in diverse sports skills. There is a similar movement pattern in underhand throwing and underhand volley serving. Movement concepts and elements have been analyzed and studied by various experts. To help performers as well as athletes realize the underlying similarity between movements while doing a variety of skills, teachers and instructors are using various techniques. Such similarity in movement can be shown to the performers and athletes through effective data collection such as video-taping the lessons and movements. This would help the performers to recognize the similarity in movement between different skills that they perform. Children are also encouraged to develop and practice skills and movement concepts that they can use and relate effectively with other events such as the ‘Winter Games events of skiing, skating, and hockey’ (Elliot and Sanders). Children are taught a variety of basic movement concepts such as throwing as in numerous positions like ready position, accuracy of throw, and many more. Skill 1.2: Aerobic versus Anaerobic Conditioning Physical training is extremely vital for the all-round development of every individual. However, rigorous physical training and exercise is required to burn fats and calories and increase energy and cardiovascular function of the body. The physical training or exercise which is undertaken by individuals to increase the capacity of ‘energy pathways to store and deliver energy for activity’ is referred to as metabolic training or Cardiovascular conditioning (Optimum Physical Training). Research reveals that a great deal of controversy and debate surrounds the two main types of metabolic training, which are aerobic and anaerobic conditioning. While aerobic conditioning occurs with involvement of oxygen and includes activities which are performed from low to moderate intensity for more than 2 minutes, and thereby allowing ‘oxygen to release energy through metabolism’, anaerobic conditioning always takes place without oxygen, and includes activities that take place at medium or high intensity. It releases energy too, but without deriving it from oxygen (Optimum Physical Training). Aerobic conditioning has a number of advantages as well. It greatly enhances the oxygen using ability of our heart, lungs, and other systems. It is also the conditioning which is performed by a performer first, as it serves as a basis for the aerobic conditioning. Skill 4.3 Appropriate Activities for Various Developmental Levels and Purposes for Flexibility (e.g. bending, stretching, twisting) Flexibility, or a form of physical training, encompasses a wide range of activities within its fold. With a range of advantages for children, youths, and especially older people, with joint problems and others, flexibility has become an important part of every physical training program. While starting any exercise program, the best way to start is by stretching or flexing muscles to warm up and bring certain degree of flexibility which will allow the body to adapt and exercise. Flexibility activities are considered as a must for any physical training or exercising program. Activities which can improve flexibility include stretching, bending, doing yoga, dancing, martial arts, and even other muscle work which is gentle and not strenuous at all. Flexibility activities should always help in flexing and stretching the muscles before undergoing any strenuous physical activity. Such activities help in improving stability and flexibility which will minimize physical injuries. Skill 2.1: Concepts of Space, Direction, and Speed in Relation to Movement Concepts Research shows that the concepts of space, direction, and speed are interrelated with movement concepts. Such concepts and their understanding are extremely important for players as they need to know movement skills with regard to direction in order to ‘move with confidence and avoid collisions’ (Space and Movement). Movement is interconnected with space, direction, speed, and vision, as it takes into consideration all these concepts for the performer or player to perform and understand a sport better. It deals with how a player decides on the problem of space, and other factors on a field. For a player, the concepts are all interlinked. A player has to understand how to be able to ‘maintain or change pathway’ with speed, which refers to ‘the ability to change’ motion’, and perform well in space, which is the area that the player and his teammates and opponents occupy on the field. Skill 2.2: Fundamental Movement Activities that are Appropriate for Various Purposes and Development Levels In all physical activity or training, there are certain fundamental movement skills which involve patterns necessary for the development of the body. They can be defined as the ‘foundation movements or precursor patterns to the more specialized complex skills’ that can would be useful in all types of sports, dance, play, and other physical activities (Department of Education and Training). Fundamental movement skills consist of all types of basic movement skills which form an indispensable part of all physical activity and education. Such fundamental movement skills are extremely important for children in their fundamental years and such skills include ‘running, stopping, changing direction, starting, hopping, skipping, rolling’, and many more movement skills (Hackett). Such fundamental movement skills are basic and play an imperative role in the physical well-being of all growing children. They are even important for adults and growing too. They make the bane and framework of every physical activity and sport. Skill 2.1: Principles and Activities for Developing Aerobic Endurance Aerobics refers to the conditioning or exercise where exercising uses oxygen and derives energy from that oxygen. However, aerobics is extremely difficult to perform and certain principles and activities have to be followed in order to develop aerobic endurance. Aerobic conditioning breaks down carbohydrates and fats and proteins, as breaking down of oxygen produces prolonged energy which takes place during aerobic conditioning. Aerobic endurance refers to our body’s capabilities to condition and exercise muscle for a longer period of time so that energy might be used. It also makes the body more equipped to perform exercises for a longer duration (Leader-Telegram). Such endurance would help the body in performing ‘prolonged, large-muscle, dynamic exercise at moderate to high levels of intensity’ (Exercise). Tips which are provided by Leader-Telegram in developing and building aerobic endurance includes undertaking more workout at targeted heart rate, slowly increasing aerobic exercises, exercising for almost three to four times in a week, and finally, to take adequate rest in order to help the body to ‘recover and grow’. Essential for fat loss, increased energy production, and more effective functioning of the cardiovascular system are some effects of aerobic conditioning. But in order to achieve such high degree of aerobic endurance, the principles and activities have to be followed. Skill 2.3: Appropriate Aerobic Activities for Various Developmental Levels and Purposes (e.g. walking, running, cycling) Aerobics is a fundamental component of every physical education or training program. Central to weight reduction, cardiovascular fitness, muscular strength buildup, and performance levels in all sports events, aerobic activities are a must for all. Appropriate aerobic activities for various developmental levels vary from simple and moderate intensity exercises to high-intensity ones. Some of them include doing household work, walking, playing with children, working in the lawn, and many more. Other high-intensity ones include jogging, cycling, taking part and performing in sports like ice or roller-skating, downhill skiing, swimming, and many more. Treadmills and other equipments also help in achieving strenuous aerobic exercise for individuals. However, care should be taken while undertaking such exercises as aerobics can be highly strenuous, flexing and taxing muscles severely at the initial stages. During the initial stages, the exercises must be minimal; however, with passage of time and development towards higher stages, the level and intensity of aerobic exercises can be increased. Be it to develop the body’s ability to undergo high levels and degree of muscular activity, or just to maintain fit, aerobic activities are suited to every developmental stage and for every person. Skill 3.2: Principles, Safety Practices, and Equipment for Progressive Resistance Exercise Highly popular during the 1980s with athletes and professionals, the practice of progressive resistance has become ingrained in the physical development and training programs of individuals, be it child or older people. Progressive resistance, like all other forms of exercises, should always be undertaken following certain principles and safety practices. Research reveals that a considerable amount of controversy and debate exists as to the proper use of procedures for developing fitness. As a safety precaution, a health or medical questionnaire should be formulated and completed which can serve as a screening before enrolling into a progressive resistance program (Bryant, et. al). Further while training, too much of load should not be undertaken at a novice stage. Other principles and guidelines which should be followed include ‘warm-up prior to performing resistance exercises’, gradual increase in the number of repetitions for the exercise, exercising at least for two days and rest to enable proper muscular development, performing exercises in a controlled manner, ‘performing each exercise through a functional range of motion’, and always working in conjunction with trainers who provide adequate feedback and guidance (Bryant, et al). Apart from the aforementioned principles, there are other basic principles of progressive resistance training which include careful monitoring of types of lifts, intensity, volume, and variety of lifts, and taking of adequate rest for recovery, besides others. The equipment used for progressive resistance training or exercise include Fit strips, dumbbell or barbell, and many other equipments using which one can develop resistance and endurance. Skill 3.4: Appropriate Activities for Various Developmental Levels and Purposes in Relation to the Maintenance of Muscular Strength and Endurance Possessing the strength and ability to overcome any resistance in ‘one single effort’ or in ‘repeated efforts over a period of time’ can be referred to as muscular strength and endurance (Army Study Guide). It truly represents the ability to complete a heavy task in a single effort. Such muscular strength and endurance not only helps in keeping body ailments in check but also enables better performance in any sports event. Research shows that calisthenics are usually regarded as the best form of exercises in order to develop muscular development and strength. Although calisthenics should be used initially, later on it may be complemented with progressive resistance learning so that there will be an increase in bone mass and connective tissue strength. Such a combination would also help in minimizing any damages or injuries that are apt to occur at the beginning or initial training stages (Army Study Guide). Besides calisthenics and progressive resistance training, aerobics can also lead to maintaining muscular strength and endurance. References: Game Time, 27 July 2006 http://www.gametime.com/index.asp?refresh=yes RECAPP, 27 July 2006 http://www.etr.org/recapp/theories/AdolescentDevelopment/aspects.htm Engle, Patrice L. and Henry N. Ricciuti, “Psychosocial Aspects of Care and Nutrition”, 27 July 2006 http://www.unu.edu/Unupress/food/8F164e/8F164E0c.htm Best Start: Meiller Depart, “What Research Says?” http://www.opc.on.ca/beststart/resources/hlthy_chld_dev/pdf/whatressays-new.pdf “Physical Well-Being and Motor Development”, 27 July 2006 http://www.iowachildnetwork.org/IELS%20Birth%20to%20Three.pdf Center for Early Education and Development, “Motor Skill Development”, University of Minnesota, 1992, 27 July 2006 http://www.education.umn.edu/ceed/publications/earlyreport/winter92.htm Publow, Barry, “Training and Racing in the Mystery Zone”, Fitness and Speed Skating Times, 2001, 27 July 2006 http://www.fasst.com/articles/2001mar/2001mar-energy.htm Nottingham, Suzanne, “Exercise Your Way to a Stronger Heart”, Snow Link.com, 27 July 2006 http://www.snowlink.com/snowlink.php?section=useful&page=get_in_shape Optimum Physical Training: the Way Physical Training was Meant to be, “Aerobic vs Anaerobic”, 27 July 2006 http://www.optimum-physical-training.com/aerobic-vs-anaerobic.html Space and Movement, 27 July 2006 http://www.guidetocoachingsports.com/space_and_movement.htm Physical Activity, 27 July 2006 http://www.brightfutures.org/physicalactivity/pdf/Tools.pdf Homenkva, L.S. “Development of Strength in Physical Conditioning”, 27 July 2006 http://www.athleticscoaching.ca/UserFiles/File/Sport%20Science/Theory%20&%20Methodology/Strength/Strength/Homenkova%20Dev%20of%20Strength%20in%20Physical%20Conditioning.pdf Nutrition Education Website, 27 July 2006 http://apps.medsch.ucla.edu/nutrition/exerguid.htm Bryant, et al, “Resistance Training 101”, Fitness Management.com, 27 July 2006 http://www.fitnessmanagement.com/FM/tmpl/genPage.asp?p=/information/articles/library/strength/function0601.html Goodway, Jacqueline D. and Leah E. Robinson, “Skipping Toward an Active Start Promoting Physical Activity in Preschoolers”, Journal of the National Association for the Education of Young Children”, 27 July 2006 Premier’s Physical Activity Taskforce, “Fundamental Movement Skills”, 27 July 2006 http://www.patf.dpc.wa.gov.au/documents/FundamentalMovement.pdf Sanders, Steve, “The Issues: the Importance of Developing Fundamental Motor Skills: Learning How to Catch a Ball”, PBS Teacher Source, 27 July 2006 http://www.pbs.org/teachersource/prek2/issues/1102issue.shtm Hackett, Brendan, “Rising to the Challenge”, National Certificate in Exercise and Fitness, 27 July 2006 http://www.ncefinfo.com/articles/articles_13_2005.htm New Fitness, “Forms of Aerobic Exercises”, http://www.new-fitness.com/Aerobics/types.html Eastman, Wayne, “Right from the Start: Supporting Physically Active Young Children”, Canadian Child Care Federation, 27 July 2006 http://www.cccf-fcsge.ca/practice/health%20watch/active_en.html Army Study Guide.com, “Calisthenics”, 27 July 2006 http://www.armystudyguide.com/content/Prep_For_Basic_Training/pre_basic_combat_training_physical_fitness_training/calisthenics-muscular-str.shtml Exercise, 27 July 2006 http://www.faqs.org/nutrition/Erg-Foo/Exercise.html Physical Education, 27 July 2006 http://www.iadeaf.k12.ia.us/Physical_Education.pdf Learnwell.org, “Better Fitness: Flexibility, Endurance, and Strength”, 27 July 2006 http://www.learnwell.org/fitness.htm Leader-Telegram, “Aerobic Endurance”, 27 July 2006 http://tms.ecol.net/fitness/aerbasic.htm Department of Education and Training, “Physical Activity: Policy, Programs, and Resources”, 27 July 2006 http://www.det.wa.edu.au/education/physicalactivity/PPRes/support.htm Elliot, Eloise and Steve Sanders, “The Issues: Children and Physical Activity”, PBS Teacher Source, 27 July 2006 http://www.pbs.org/teachersource/prek2/issues/202issue.shtm Read More