BTEC (Business and Technology Education Council) BTEC Sport Flashcards

24 sample cards from the BTEC Sport deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What does the FITT principle stand for?

   F - Frequency (how often you train), I - Intensity (how hard you train), T - Time (how long each session lasts), T - Type (the method of training used).

2. Explain the principle of progressive overload.

   Gradually increasing the amount of training (frequency, intensity or time) over time so the body continually adapts and improves, without increasing so fast that injury or overtraining occurs.

3. What is the formula for maximum heart rate, and how are training zones used?

   $$HR_{max} = 220 - \text{age (years)}$$ Training intensity is set as a percentage of $HR_{max}$, e.g. the aerobic zone is roughly $60\%$-$80\%$ and the anaerobic zone roughly $80\%$-$90\%$ of $HR_{max}$.

4. Calculate the aerobic training zone (60-80% of max HR) for a 20-year-old.

   $HR_{max} = 220 - 20 = 200$ bpm. Lower limit $= 0.60 \times 200 = 120$ bpm; upper limit $= 0.80 \times 200 = 160$ bpm. So the aerobic zone is 120-160 bpm.

5. Describe continuous and fartlek training and what they develop.

   Continuous training: steady-pace exercise (e.g. jogging) at a constant intensity for a sustained period, developing aerobic endurance. Fartlek (speed play): varying the intensity and terrain throughout a session, developing both aerobic and anaerobic endurance.

6. Describe interval (HIIT) training and what it develops.

   Interval training alternates periods of high-intensity work with rest/recovery periods. High-intensity interval training (HIIT) develops both anaerobic power and aerobic endurance and improves speed.

7. Describe circuit, plyometric and resistance training and what each develops.

   Circuit training: a series of exercise stations done in sequence — can develop strength, endurance and fitness depending on stations. Plyometric training: explosive jumping/bounding movements developing power. Resistance/weight training: lifting weights to develop muscular strength (low reps/high weight) or muscular endurance (high reps/low weight).

8. For developing muscular strength versus muscular endurance with weights, how do you vary reps and load?

   Strength: high weight (~80-90% of 1RM) with low repetitions (1-6) and more sets. Muscular endurance: low weight (~50-60% of 1RM) with high repetitions (15+) and fewer rest periods.

9. Distinguish between static, ballistic and PNF flexibility training.

   Static: holding a stretch at the limit of range (active = held by you, passive = held by partner/apparatus). Ballistic: using momentum/bouncing to push past normal range (higher injury risk). PNF (proprioceptive neuromuscular facilitation): contract-relax stretching, usually with a partner, to gain greater range.

10. Why are rules and regulations important in sport, and who enforces them?

    Rules ensure fair play, safety, and a level playing field, and define how the game is played and scored. They are enforced by officials such as referees, umpires, judges or assistant officials (e.g. linesmen).

11. Distinguish between rules and regulations in sport.

    Rules are the basic laws governing how a game is played (e.g. offside in football). Regulations are broader requirements covering things like equipment standards, player eligibility, pitch dimensions and safety/conduct codes set by the governing body.

12. Give examples of how scoring systems differ across sports.

    Football: goals (1 point each). Rugby union: try (5), conversion (2), penalty/drop goal (3). Tennis: points (15-30-40-game), games and sets. Basketball: 1 (free throw), 2 (field goal), or 3 (beyond the arc) points. Different sports use points, goals, time or distance to decide the winner.

13. Distinguish between a skill, a technique and a tactic in sport.

    A skill is a learned action performed with efficiency and consistency to achieve a goal (e.g. a pass). A technique is the specific way a skill is performed (the correct form/method). A tactic is a plan or strategy used to outwit an opponent (e.g. man-marking).

14. What is the difference between open and closed skills?

    Open skills are performed in an unpredictable, changing environment affected by external factors (e.g. a pass in football). Closed skills are performed in a stable, predictable environment, self-paced and unaffected by opponents (e.g. a free throw or golf swing).

15. Why is reviewing sports performance important, and what is the difference between strengths and areas for improvement?

    Reviewing identifies what went well and what didn't so future performance can improve and effective training can be planned. Strengths are aspects performed well that should be maintained; areas for improvement are weaknesses to be developed through targeted training.

16. Name methods used to assess/review sports performance.

    Observation (live or recorded video analysis), use of notational/performance analysis, feedback from coaches/peers/self, comparison against fitness test data and normative data, SWOT analysis, and performance profiling.

17. What does a SWOT analysis stand for and what is it used for?

    Strengths, Weaknesses, Opportunities, Threats. It is used to review a performance/performer by identifying internal strengths and weaknesses and external opportunities and threats, to plan improvements.

18. Distinguish between subjective and objective feedback when reviewing performance.

    Objective feedback is based on facts, measurements and data (e.g. test scores, statistics) so is unbiased. Subjective feedback is based on personal opinion or interpretation (e.g. a coach's judgement of effort) so can vary between observers.

19. List the key attributes (qualities) of an effective sports leader.

    Good communication, organisation, knowledge of the sport/activity, ability to motivate, confidence, enthusiasm, leadership style flexibility, decision-making, and being a good role model (appearance/behaviour).

20. Name the three main leadership styles and when each is best used.

    Autocratic (leader makes all decisions — good for beginners, dangerous activities or limited time). Democratic (leader involves the group in decisions — good for experienced/cooperative groups). Laissez-faire (leader gives the group freedom to make decisions — good for highly skilled, motivated performers).

21. Distinguish between the core and specific skills of a sports leader.

    Core skills are needed in all leadership situations (communication, organisation, motivation, knowledge). Specific skills depend on the activity, group and situation (e.g. activity-specific technical knowledge, adapting to participants' age/ability, managing a particular environment).

22. What key information should be included when planning a sports session?

    Aims and objectives; participants (number, age, ability, needs); resources and equipment; venue; timing/duration; the components (warm-up, main activities/skills, cool-down); progressions and adaptations; and health and safety/risk assessment considerations.

23. What are the components of a session warm-up and cool-down, and why are they important?

    Warm-up: pulse raiser, mobility/stretching, and skill-related/sport-specific activity — prepares the body and mind and reduces injury risk. Cool-down: gradual reduction in intensity plus stretching — helps remove lactic acid, aids recovery and gradually lowers heart rate.

24. When delivering and reviewing a sports session, what should be evaluated afterwards?

    Whether the aims/objectives were met, the strengths of the delivery, areas for improvement, participant engagement and safety, timing and organisation, and how feedback (self, participant and observer) can be used to improve future sessions. SMART targets can be set for development.

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