Q1-PE-9.pdf

Q1 PE 9 HANDOUT LESSON 1: LIFESTYLE AND WEIGHT MANAGEMENT Nutrition and Weight When you consume basically the same number of calories as you expend, your body weight remains relatively stable. If you want to gain weight, y...

Q1 PE 9 HANDOUT LESSON 1: LIFESTYLE AND WEIGHT MANAGEMENT Nutrition and Weight When you consume basically the same number of calories as you expend, your body weight remains relatively stable. If you want to gain weight, you must manipulate this balance between calories consumed and calories expended. Gaining Weight Some people have difficulty in gaining weight. When weight gain is a goal, the focus is on gaining muscle and not fat weight. To do this in a healthy way, you should consume more frequent meals with healthy snacks. Healthy snacks include yogurt, peanut butter and jelly sandwiches, cereal with milk, fruit smoothies and turkey sandwiches. It is also important to continue to exercise to ensure that the weight gain is mostly muscle. In particular, resistance training will be an important factor for building muscle. Although it will take some time, the slower the weight gain, the more likely it will be to be muscle gain not fat or water gain. Losing Weight Weight loss is a more common goal than weight gain. Losing weight involves a negative energy balance. This can be achieved by increasing exercise and decreasing caloric intake. Determining Calorie Needs What is a calorie? A calorie is defined as the heat required to raise the temperature of 1 gram of water 1 degree Celcius. Because this is relatively small amount, scientists use larger unit Calories (uppercase C), also called a kilocalorie (abbreviated kcal.). The Calorie or kilocalorie, is 1,000 calories. Total energy expenditure (TEE) is the total number of calories your body needs on a daily basis and is determined by the following:  Your basal metabolic rate (BMR)  The thermic effect of food  The thermic effect of your physical activity  Q1 PE 9 HANDOUT Basal Metabolic Rate (BMR) Basal Metabolic Rate is defined as the energy required to maintain your body at rest (e. g. breathing, circulation). To precisely determine your BMR, you would need to fast from 8 to 12 hours and then undergo a laboratory test in which you sit quietly for about 30 minutes while the air you exhale is analyzed. This determines how many calories you are burning at rest. Basal metabolic rate is 60% to 75% of the total energy expenditure. Typically, the larger and more muscular the person is, the higher the BMR is. The Thermic Effect of Food The thermic effect of food is the energy required to digest and absorb food. The thermic effect is measured in a similar way as BMR, although the measurement time is usually about four hours after you consumed a meal. The thermic effect of food is 10% to 15% of your total energy expenditure. The Thermic Effect of Physical Activity The thermic effect of activity is the amount of energy required for physical activity. It can be measured in a laboratory when you are exercising on a stationary bike or treadmill. The thermic effect of activity is the most variable of the three major components of total energy expenditure because it can be as low as 15% for sedentary people and as high as 80% for athletes who train six to eight hours per day. One other component of total energy expenditure that plays a role is non- exercise activity thermogenesis (NEAT), which is energy expended in unplanned physical activity. This can include taking the stairs instead of the elevator, sitting on a balance ball at your desk, parking farther from your destination in a parking lot, fidgeting, and other calorie-burning activities. Maximizing Food Consumption Consuming an appropriate number of calories and foods from various categories results in optimal nutrition. The table on the next page shows an age-specific daily calorie and serving size recommendation for grains, fruits, vegetables, and milk and dairy items for boys and girls. Note that the calorie recommendations in said table are on an inactive child; about 200 calories would need to be added for a moderately active child and 200 to 400 calories per day for a very physically active child.  Q1 PE 9 HANDOUT Daily Estimated Calories and Recommended Servings for Adolescents FOODS 9-13 YEARS OLD 14-18 YEARS OLD Calories 1800 kcal for males; 2200 kcal for males; 1600 kcal for females 1800 kcal for females Fats 25% - 35% kcal 25% - 35% kcal Milk/Dairy 3 cups 3 cups Lean Meat/Beans 5 oz 6 oz for males; 5 oz for females Fruits 1.5 cups 2 cups for males; 2.5 cups for females Vegetables 2.5 cups for males; 3 cups for males; 2 cups for females 2.5 cups for females Grains 6 oz for males; 7 oz for males; 5 oz for females 6 oz for females Managing Your Weight Establishing or maintaining a healthy body weight requires an understanding of how the body uses food to provide energy. In addition, when weight loss is desired, a plan of action is needed for long-term success. Energy Balance Understanding the concept of energy balance (EB) is critical if you want to understand how body weight is regulated in human beings. EB in its simplest form simply compares the amount of energy consumed as food with the amount of energy expended through the combination of resting metabolism, activities of daily living, and voluntary physical exercise. The three possible states of EB are positive, negative and neutral. Positive EB occurs when you consume more energy (calories) than you expend, resulting in weight gain. Negative EB occurs when you expend more calories than you consume, resulting in weight loss. Neutral EB occurs when the amount of calories you consume equals the amount that you expend.  Q1 PE 9 HANDOUT LESSON 2: SPORTS OFFICIATING Qualities of an Officiating Official The role of an official is very crucial in a sporting endeavor. He defines the success or failure of a certain physical activity. It is therefore necessary for an aspiring officiating official to possess a number of qualities for him to meet the goal of having a satisfying, complain-free, impartial, and successful game. The following are some of the qualities to be considered: Physical Qualities Emotional Qualities Mental Qualities Social Qualities Physical Qualities These qualities refer to the physical attributes of an officiating official. Since an officiating official needs to catch up with every detail of what the athletes or players do on court, he needs to have a high level of fitness to be able to perform his job. Emotional Qualities These qualities refer to the emotional readiness of an officiating official to perform his or her role in a game. He or she might have mastered all the rules and possesses a high level of fitness but if the emotional attributes don’t warrant him or her to perform the duties and responsibilities of an officiating official, failure is expected. Emotional attributes that an officiating official should possess include confidence. It is having belief in oneself. Confidence can be situation-specific, but practicing it through actual game immersions and observations of game officiating activities can help improve it. Mental Qualities Mental toughness is the term used to refer to all of the qualities pertaining to one’s mental preparations in officiating a game. To be mentally tough requires one to stay focused, regulate one’s performance, ability to handle pressure, awareness and control of thoughts and feelings and one’s command and control of the environment. This can be achieved by having a thorough knowledge on the rules of the game, alertness, vigilance which result to timely, decisive, honest and impartial judgment. Decisiveness results to integrity of the result of the game leading to a satisfying result and acceptance of success and failure for both competing teams or players.  Q1 PE 9 HANDOUT Social Qualities Social qualities refer to the ability to deal with others at any given situation. Complaints are inevitable in a game. It is the ability of an officiating official to settle disputes without sacrificing the integrity of a game and the officiating team. To develop such qualities requires practice just as the emotional qualities do. Surrounding oneself with people who make wise decisions especially in officiating endeavors might help one improve his or her decision-making skills. Ethics and Guidelines of an Officiating Official When we register as officials, and volunteer to work at events, we agree to uphold these values, and follow the related guidelines listed in each section. A. Be a Benefit and Cause No Harm A primary value of officiating is to provide a benefit to those with whom one interacts in the competition area (athletes, coaches, spectators, volunteers, and other officials). A related value is to do no harm. B. Be Accurate and Responsible These values mean that officials should strive for accuracy and consistency in their officiating actions, as well being dependable and trustworthy in their work as officials. The latter implies that officials should accept the responsibility for their errors that may affect competitions, and work to increase or sustain others’ (athletes, coaches, spectators, other officials) trust. C. Be supportive of other participants and loyal to our Sport Organizations Officials should exhibit loyalty and politeness towards BC Athletics, Athletics Canada, and other organizations to which the official belongs or is representing in the context of a competition. They should extend such loyalty and politeness to individuals involved in athletics at all levels. D. Act with Integrity Integrity refers to firm adherence to an ethical code as well as to the absence of impairment or disability. This implies that officials will (a) not allow their judgment to be adversely influenced by personal loyalties or personal gain, (b)adhere whenever possible to the specifics of this ethical code, and (c) avoid officiating when their mental or physical competence may be impaired (e.g., through physical illness, emotional distress, or some other personal limitation)  Q1 PE 9 HANDOUT E. Act with Fairness Fairness refers to performing one’s duties in an unbiased manner. This implies that officials will act in a manner that does not create advantage or disadvantage to any athlete or club. F. Show Respect for Participants’ Rights and Dignity Officials have the duty to respect individual athletes or other parties at competitions, independent of cultural, ethnic, gender, age, or other characteristics of the individual that may set the other person apart from the official’s own background and sense of familiarity. Although this is usually meant to prevent discrimination on the basis of gender, ethnicity, or disability (all areas of human diversity that are associated with human rights legislation), it also applies to areas of diversity such as age or experience in the athletic event or officiating task. Thus, it applies to treating very young (and thus immature) athletes and less experienced (and thus less competent) officials or volunteers in a dignified and respectful manner. G. Exhibit Professionalism Professionalism means exhibiting a courteous, conscientious, and generally business-like manner in the workplace (including volunteer workplace). Applied to athletics officials, it means that officials, as part of their volunteer duties, will conform to reasonable technical standards of their area of practice (e.g., starter, track umpire, throws judge) as well as to any ethical standards that govern them. H. Model Appropriate Health Habits This value presumes that athleticism is part of a generally healthy lifestyle, and that BC Athletics and Athletics Canada encourage not only athletic competition, but enhanced health in their members and in the general public. I. Adhere to Legal Standards This means obeying the law (e.g., criminal code of the Philippines, human rights codes, and IAAF or other rules of competition). J. Protect Vulnerable Persons In our society, we now recognize that some individuals (e.g., persons with disabilities) are more vulnerable to poor treatment because of their relative youth, mental or physical disability, or other characteristics that place them at a disadvantage. This code of conduct recognizes that such individuals may require special attention.  Q1 PE 9 HANDOUT LESSON 3: REFEREE'S HAND SIGNALS Basketball Referee Basketball Violations Signals Walking or traveling Five second violation Illegal or double dribble (not bouncing the ball while walking) Ten second violation Carrying or Palming the Kicking (intentionally (taking more than 10 ball kicking the ball) seconds to get the ball over half court) Over and back (half- Three seconds (offensive court violation) player is in the lane or key for more than 3 seconds)  Q1 PE 9 HANDOUT Basketball Referee Basketball Foul Signals Hand Check Charging or player Holding control foul Intentional Foul Blocking Technical Foul Pushing  Q1 PE 9 HANDOUT Basketball Other Referee Signals Jump Ball No Score 30 second time out Start Clock Stop Clock Three point attempt Three point score Source: https://www.ducksters.com/sports/basketball/referee_signals.php  Q1 PE 9 HANDOUT Volleyball Referee's Official Hand Signals Authorization to serve Team to serve Change of courts Time-out Substitution Misconduct warning Misconduct penalty Expulsion Disqualification End of set or match Ball not tossed or Delay in service released at the service hit Blocking fault or Positional or rotational Ball "in" screening fault  Q1 PE 9 HANDOUT Volleyball Referee's Official Hand Signals Ball "out" Catch Double contact Four hits Net touched by the players/ Reaching beyond the net served ball fails to pass the crossing space Attack hit fault Player steps outside Double fault and replay his/her court at the moment of service hit Ball touched Delay warning/Delay penalty “Success isn’t overnight. It’s when every day you get a little better than the day before. It all adds up.” – Dwayne Johnson Prepared by: Mrs. Yvorne Krishna R. Agub