Unit 8: Science in sport (LEVEL 2)
Learning outcomes
By completing this unit candidates will develop knowledge and understanding of the dietary needs of both a healthy person and sports person. They will also develop an understanding of how exercise and drugs may affect both the body and mind and will be able to carry out tests to show whether sports equipment can be used to enhance sports performance.
Candidates will produce evidence to meet the unit assessment objectives in order to show that they understand:
•
dietary needs for different activities
•
the consequences of some health risks on the body
•
the role of the cardiovascular system, respiratory system and nervous system
•
the affect of sport equipment on the body
•
the impact of drug taking in sport.
Assessment objectives
Knowledge, understanding and skills
1 Describe the food energy requirements for a range of specified people when carrying out various activities
Specify the physical characteristics of four people in terms of:
• gender
• age
• height
• weight
• body fat
Types of food:
• carbohydrate
• protein
• fat
Types of activities may include:
• sleeping
• sitting
• walking
• running
• cycling
• manual digging
• lifting weights
• playing a named sport
• dancing
• swimming
Use ICT sources or tools to either gather or present data
2 Describe the possible human health risks associated with an unhealthy lifestyle
OCR Level 2 Nationals in Science
Possible sources of an unhealthy lifestyle:
• smoking
• drug taking
• over or under exercising
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1
Unit 8 – Science in sport
Assessment objectives
Knowledge, understanding and skills
2 Cont.
• over or under eating
• unbalanced diet
Possible health risks:
• high blood pressure
• high cholesterol
• heart disease
• stroke
• diabetes
• arthritis in weight bearing joints
• lack of breath
• long term health risks
Describe the possible human health risks associated with an unhealthy lifestyle
3 Describe how a sports person’s diet differs from the balanced diet of a ‘normal’ sedentary person Intake requirements:
• energy intake
• protein
• carbohydrates
• fats
• vitamins and minerals
When considering:
• frequency of training
• intensity of training
• type of training
4 Describe the structure and function of the human nervous system
Nervous system processes:
• detects and senses stimuli
• interprets information
• initiates appropriate actions
5 Measure human reaction times in sporting situations
At least TWO sporting situations, such as:
• reacting to a starting gun
• making a save in football
• catching a ball
6 Practically compare the effectiveness of
TWO similar pieces of sports equipment in improving sports performance For the chosen pieces of equipment carry out an investigation
Consider:
• how the manufacturers have adapted the equipment to enhance performance • the difference in design between the pieces of equipment
• whether they improve performance
• whether they hamper performance
• the part(s) of the body that will be affected
• the measurements that can be taken
• how the measurements can be taken
• the length of the investigation
The effectiveness of the sports equipment should be measured using the appropriate test
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Practically compare the effectiveness of
TWO similar pieces of sports equipment in improving sports performance 7 Explain why ONE of the two chosen pieces improves or hampers sports performance and consider what the implications would be of modifying its design
When explaining performance consider:
• the intended performance to be enhanced
• actual effectiveness of performance enhanced by equipment
• the design of the equipment that produces enhancement
Implications of modifying the equipment.
