FSG study unit 4 - blood

Composition of blood:
↑
• fluid that circulates in vessels
• total blood volume is 7% of total body weight
22 : cells
• 5L of blood in human body
Plasma
32 :
(90 %)
RBC ,
WBC composed of mostly water
factors
·

Contains proteins , glucose clotting

, ,

platelets mineral ions ,

and hormones

Cellular elements and plasma

• albumins - 65%, asmolarity and viscosity
• made and secreted in liver
• globulins - transport (transferring/transport in blood)
- storage ( iron is stared in liver as ferritin)
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 EXE 122
Chapter 12 Tripplett page 250
Reasons for testing
● testing helps athletes and coaches assess athletic talent and identify physical abilities
and areas in need of improvement.
● Goal setting
● Baseline measurements can be used to establish starting points against goals that are
set
● Using tests as basis allows coaches to set speci c goals for individual athletes that help
to accomplish group or team objectives
Assesment of athletic talent
● it is important for the coach to identify if the individual has the physical potential to play a
sport at competitive level of the team
● If the athlete already has the body size or has excelled in the sport these tests are not
dif cult however there are some cases where the athlete has not demonstrated their
competitive abilities or lack experience this means the coach needs to have some way of
determining wheter the athlete has the necessary basic physical abilities that produce a
competitive player
Identi cation of physical abilities in need of improvement
● some physical abilities can be improved through physical training
● By using appropriate testing methods and analysis the strength and conditioning
professional can determine which physical qualities of the athletes can be targeted by
participation in prescribed exercise programs

TESTING CAN BE USED TO ASSESS ATHLETIC TALENT, IDENTIFY PHYSICAL ABILITIES

AND AREAS IN NEED OF IMPROVEMENT, SET GOALS, AND EVALUATE PROGRESS

Testibg terminology- to communicate clearly with athletes and colleagues, strenght and
conditioning professionals should use consistent terminology
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TEST- a procedure for assessing ability in particular endeavor
FIELD TEST- a test used to assess ability that is performed away from the laboratory and
does not require extensive training or expensive equipment
Measurement- the process of collecting data for a test
EVALUATION- the process of analyzing test results for the purpose of making decisions.
PRETEST- a test administered before the beginning of training to determine the athletes
initial basic ability levels. A pretest allows the coach to design the training program in keeping
with the athletes initaial training level and the overall program objectives
MIDTEST- a test administered one or more times during the training period to assess
progress and modify the program as needed to maximize bene t
FORMATIVE EVALUATION- periodic reevaluation based on midtests administered during
training, usaually at regular intervals. It enables monitoring of the athletes proogress and
adjustment of the training program according to the athletes individuals needs. It also allows
evaluation of different training methods and collection of normative data, regular modi cation
of training program.
POSTTEST- test administered after the training period to determine the sucess of the training
program in achieving the training objectives

Validity- refers to the degree to which a test or test item measures what it is supposed to
measure, and is one of the most important characteristics of testing.
For tests of physical properties such as height, weight validity is easy to establish.
Validity is the degree to which a test or test item measures what it is supposed to
measure; this is one of the most important characteristics of testing.

Construct validity
The ability of a test to represent the underlying construct( the theory developed to organize
and explain some aspects of existing knowledge and observations)
This refers to the overall validity or the extent to which the test actually measures what it was
esigned to measure.
Face validity, content validity, and criterion-referenced validity, de ned next, are secondary to
and provide evidence for construct validity. To be valid physical tests should measure abilities
important in the sport, produce repeatable results, measure the performsnve

Face validity

Chapter 8 pg 157- 158

Ideal Performance State
The ideal performance state has been studied from a number of perspectives. Williams and
Krane (42) listed the following characteristics that athletes typically report about this state:
• Absence of fear—no fear of failure
• No thinking about or analysis of performance (related to the motor stage of
automaticity)
• A narrow focus of attention concentrated on the activity itself
• A sense of effortlessness—an involuntary expe- rience
• A sense of personal control
• A distortion of time and space, in which time seems to slow
There is an absence of negative self-talk, a strong feeling of ef cacy, and an adaptive focus
on task-relevant cues. An important aspect is that the athletes trust in their skill and
conditioning levels and just “let it happen,” without interference from negative associative
processes in the cerebral cortex.

Energy Management: Arousal, Anxiety, and Stress

● In order for athletes to perform effectively, they need to learn how to best manage their
mental and physical energy levels.
● Athletes who deplete energy through worry, anger, frustration, or anxiety experience a
greater likelihood of distraction and decreased self-con dence, and they have less
physical energy for when they really need to perform
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● Thus, the ability to maintain self-control and manage energy in a performance
environment is a critical skill for any performer
● Mental energy is generated, maintained, depleted, and refreshed via our emotions.
● Emotions are temporary feeling states that occur in response to events and that have
both physiological and psychological components
● These emotions affect mental and physical energy and therefore can have both bene cial
and detrimental effects on human performance, often depending on interpretation
● Emotion can be bene cial for performance aswell as detrimental when there is to much or
to little or when we lose control of our emotions
● Training athletes to tap into their emotions to generate or elevate energy, while
maintaining a sense of control over those emotions so as not to let them interfere with
performance, is a key toward generating that ideal performance state
● By helping athletes control and manage their emotions ef ciently thet are provided with
the necesary skills to allow themselves to maintain composure and excel

AROUSAL
● Arousal is simply a blend of physiological and psychological activation in an individual
and refers to the intensity of motivation at any given moment
● Arousal is always present in an individual to some degree, on a continuum ranging from
being deeply asleep, or comatose, to highly excited; but in and of itself it is not
automatically associated with pleasant or unpleasant events.
● It is simply a measurement of activa- tion, and as such can be indexed by such metrics as
heart rate, blood pressure, electroencephalography (EEG), electromyography (EMG), and
catecholamine levels, or with self-report instruments such as the activation– deactivation
checklist
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ANXIETY
● Anxiety is a subcategory of arousal in that it is a neg- atively perceived emotional state
characterized by ner- vousness, worry, apprehension, or fear and is associated with a
physiological activation of the body
● There are two different types of anxiety such as cognitive and somatic anxiety
● Cognitive incolves a cognitive component asswel as the physical reaction
● Somatic is through physical symptoms such as tense muscles, tachycardia and upset
stomach
● State anxiety refers to a subjective experience of apprehension and uncertainty
accompanied by elevated autonomic and voluntary neutral out ow and increased
endocrine activity, generally a negative experience but the effects o athletic performance
can be positive, negative, or indifferent depending on athletes skill level and personality
and complexity of the task that needs to be performed
● State anxiety is distinct but related to trait anxiety which is a personality variable or
disposition to the probability that one will perceive an environment as threatning. Trait
anxiety acts as a primer for the athlete to experience state anxiety. Trait anxiety also
affects the apropriate level of arousal for a given individual. People with high levels of trait
anxiety ood their attentional capacity with toughts of failure, catastrophe or ego-oriented
concerns.
State anxiety is the actual experience of apprehension and uncontrolled arousal.Trait
anxiety is a personality characteristic, which represents a latent disposition to
perceive situations as threatening.

In a nonanxious state, arousal is under the control of the athlete; it can be elevated or
lowered as needed. The athlete who is psychologically well prepared knows the appropriate
zone for optimal performance and can manage it accordingly. In an anxious state, arousal is
relatively uncontrolled. Typically, arousal is too high during periods of ineffective state anxiety;
the skeletal muscles are tense, the heart is racing, and negative thoughts intrude. This lack of
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physical and psychologi- cal ef ciency is typically initiated by uncertainty about a present or
anticipated event. At least three important factors are usually present:
• A high degree of ego involvement, in which the athlete may perceive a threat to self-
esteem
• A perceived discrepancy between one’s ability and the demands for athletic success
• A fear of the consequences of failure (such as a loss of approval from teammates,
coach, family, or peers)
Because these constructs of anxiety and arousal are com- plex and interrelated, gure 8.1
provides a summary of the interrelationships of arousal, state anxiety, and trait anxiety, and
anxiety cognitive and somatic components.

STRESS
● a substantial imbalance between demand and response capability, under conditions in
which failure to meet that demand has important consequences
● A stressor is an environmental or cognitive event that precipitates stress
● Stress can be described a negative DISTRESS or positive stress EUSTRESS
● Therefore, distress comprises cognitive and somatic anxiety, whereas eustress comprises
positive mental energy and physiological arousal.
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 ▶ Feedback can be used to facilitate both learning and performance. The timing and
frequency of the feedback have different in uences on performance and learning. While
concurrent feedback is bene cial for competition, delayed feedback that is initially frequent
and decreases with time will facilitate learning of complex movement patterns.

Conclusion
Although a scienti c and motivationally sound coaching program can greatly help in the
development of athletes, several other complementary psychological techniques can
enhance their overall effectiveness. In reality, most athletes probably have had both adaptive
and maladaptive experiences in the form of countless practices and competitions and, as a
result, have developed a more or less effective mental skills repertoire. A working
understanding of some of the psychological principles and tools for the generation of
cognitive–behavioral change included in this chapter may help facilitate improved
performance and an enhanced quality of life.
The coach and athlete can each contribute to improved performance outcomes and increase
the enjoyment of competition by attending to the psychological aspects of instruction and
performance. A positive, goal-oriented coaching approach is one of the most powerful
contributors to psychological preparation for sport. The physical and nutritional preparation of
the athlete represents the foundation on which performance potential is based, as the role of
psychology is to mentally manage the devel- oped physical resources (i.e., strength, speed,
exibility, and skill), thereby allowing the athlete to achieve his or her potential on a more
consistent basis. Additionally, an adequate understanding of the mind–body relationship, as
re ected in the constructs of this chapter, can facilitate communication between the strength
and conditioning professional and the athlete and aid the athlete in controlling and managing
emotion, arousal, focus, and motivation. Using appropriate psychological techniques can help
this self-management process. The experience of success in sport may be important in and of
itself, but we believe that the greater outcome of improved mental skills utilization may be the
enhanced self-esteem, con dence, and positive self-concept that athletes achieve in their
lives in general.
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