NCEA L1 Physical Ed cheat sheet

Skill classification: closed skills are performed in a stable, predictable environment (e.g. a free throw); open skills are performed in a changing environment requiring adaptation (e.g. a pass in netball).

Skill continuum: skills sit on continua of open–closed, gross–fine, discrete–serial–continuous, and simple–complex; most sports skills are not at either extreme.

Stages of motor learning: cognitive (thinking through the skill, many errors), associative (refining technique, fewer errors), autonomous (skill is automatic, attention free for tactics).

Practice types: massed practice uses long sessions with little rest; distributed practice spreads practice with rest intervals; blocked practice repeats one skill; random practice varies skills in sequence.

Feedback types: intrinsic feedback comes from the performer's own senses; extrinsic (augmented) feedback comes from an external source such as a coach or video.

Knowledge of results tells the performer the outcome of the attempt (e.g. ball went in); knowledge of performance describes the movement itself (e.g. elbow was too low).

Fitts and Posner's stages predict that beginners benefit from blocked, distributed practice and frequent feedback, while advanced performers benefit from random practice and less frequent feedback.

Enjoyment is linked to perceived competence, social connection, and appropriate challenge level; the flow state occurs when challenge is balanced with skill.

Warm-up components: a pulse-raising activity, dynamic mobility, and skill-specific preparation; static stretching before explosive activity is not recommended as it can reduce power output.

Physical capabilities include aerobic endurance, muscular strength, muscular endurance, flexibility, speed, power, agility, balance, coordination, and reaction time.

Health-related fitness components (endurance, strength, flexibility, body composition) relate to wellbeing; skill-related components (agility, balance, coordination, power, reaction time, speed) relate to performance.

FITT principle: Frequency (how often), Intensity (how hard), Time (how long), Type (what activity) - the variables used to design and progress a training programme.

Progressive overload: the body adapts only when training load is gradually increased beyond habitual levels; overloading too fast causes fatigue or injury.

Specificity: training adaptations are specific to the type of training, muscle groups, and energy system used - running improves running more than cycling.

Reversibility: fitness gains are lost when training stops; detraining effects can appear within a few weeks of inactivity.

Aerobic training improves stroke volume, cardiac output, and capillary density; resistance training improves neural recruitment and muscle cross-sectional area.

Balance is static (holding a still position) or dynamic (maintaining control while moving); agility is the ability to change direction quickly while maintaining balance.

Teamwork and interpersonal capabilities in movement contexts include communication, role acceptance, decision-making under pressure, and fair play.

Newton's first law: an object stays at rest or in uniform motion unless acted on by an external force - relevant to starting, stopping, and changing direction.

Newton's second law: force equals mass times acceleration (F = ma); a larger force or smaller mass produces greater acceleration.

Newton's third law: for every action there is an equal and opposite reaction - the ground pushes back on a runner as they push against it.

Levers: a first-class lever has the fulcrum between load and effort (e.g. neck extension); second-class has load between fulcrum and effort (e.g. calf raise); third-class has effort between fulcrum and load (most common in the body, e.g. biceps curl).

Biomechanical principles: balance (lower centre of mass and wider base of support increase stability), force summation (sequencing body segments to build force), and projectile motion.

Projectile motion: the flight path is affected by release angle, release velocity, and release height; 45 degrees maximises range when release and landing heights are equal.

Muscle actions: isotonic contractions change muscle length (concentric shortens, eccentric lengthens); isometric contractions produce force without changing length.

Antagonistic muscle pairs: the agonist (prime mover) contracts while the antagonist relaxes and lengthens to allow movement, e.g. biceps and triceps.

Energy systems: ATP-PC supplies short explosive efforts up to about 10 seconds; anaerobic glycolysis supplies high-intensity work up to about 2 minutes; the aerobic system dominates longer, lower-intensity activity.

Sociocultural factors influencing participation include gender, ethnicity, socioeconomic status, family, peers, media, and cultural norms and values.

Barriers to participation fall into categories: personal (confidence, motivation, skill level), social (peers, family support), environmental (facilities, transport, cost), and cultural.

Enablers include accessible facilities, affordable fees, inclusive club culture, transport options, and positive role models.

Stereotypes can shape participation - for example assumptions that certain activities are more suited to one gender can reduce opportunity and confidence.

Attitudes and values in sport include fair play, respect for opponents and officials, inclusion, and sportsmanship; these are learned through socialisation.

Influence of significant others: family and peers strongly affect childhood participation; coaches and role models influence retention and aspiration.

Media coverage can raise the profile of some sports and athletes while marginalising others, affecting perceptions of who belongs in a sport.

Ethical issues in movement contexts include doping, gamesmanship, and accessibility; decisions involve weighing fairness against competitive advantage.

Cultural responsiveness in physical activity means respecting tikanga, adapting activities for diverse needs, and recognising that different cultures value movement in different ways.