Unit 4
Enhancing Physical Performance
Chapter 7
Fitness Definitions and Components
Text Sources
1.
Nelson Physical
Education VCE Units
3&4: 4th Edition –
Malpeli, Horton, Davey
and Telford 2006.
2. Live It Up 2: 2nd Edition –
Smyth, Brown, Judge,
McCallum and Pritchard
2006.
VCE Physical Education - Unit 4
The Definition of Fitness &
Components
Fitness definitions and components
The Definition of Fitness
What does it mean to be Fit?
Physical fitness can be defined as; ‘The ability to
carry out tasks with vigour and alertness,
without undue fatigue and with ample reserve
energy to enjoy leisure time pursuits and to
meet unforseen emergencies’.
World Health Organisation
Health can be defined as; ‘The absence of
disease or illness’. Also includes wellness
(quality of life).
Obtaining an acceptable definition of fitness and
being healthy is difficult as they are often
vague and very generalised.
VCE Physical Education - Unit 4
Physical Fitness as a
Continuum
Everyone has some form of fitness.
By training we can move towards the maximum
end of the scale.
Less activity means a decreased fitness level.
Low
Adequate
VCE Physical Education - Unit 4
Maximum
Coursework 7.1 and 7.2
Complete the case study task on page 149
of Nelson Physical Education VCE Units 3 &
4.
 Complete the written report on page 150 of
Nelson Physical Education VCE Units 3 & 4.

VCE Physical Education - Unit 4
Checkpoints

Complete questions 1-3 page 150 of Nelson
Physical Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
The Components of Fitness



Fitness is made up of many components.
These components are used in sporting settings and can be
trained to improve performance and fitness levels.
These components can be broken down into two groups;
Health related and motor-skill.
VCE Physical Education - Unit 4
Health and Motor-Skill
Components
Health related
 Cardio-respiratory
endurance p.153-4
 Muscular Strength
p.154-6
 Local Muscular
endurance p.156-7
 Anaerobic power and
speed p.157-8
 Flexibility p.158-160
 Body composition
p.160-161
Motor-skill
 Muscular power p.162
 Agility p.163
 Coordination p.163
 Balance p.164
 Reaction time p.164-5
VCE Physical Education - Unit 4
Fitness Components and Energy Systems
Anaerobic energy
Sports which rely on rapid and
explosive movements obtain
their energy anaerobically.
1. Anaerobic power and speed
2. Local muscular endurance
3. Muscular strength
4. Muscular power
5. Agility
6. Balance
7. Reaction time
See figure 7.5 p.152
Aerobic energy
 Prolonged and sub maximal
activities longer than 60
seconds rely on aerobic
energy production.
 Uses stored carbohydrates
and fat.
 The maximum amount of
oxygen that the body can use
during aerobic activities is
called VO2 max.
Aerobic sports require;
Cardio respiratory endurance.
VCE Physical Education - Unit 4
Checkpoints

Complete questions 1-2 page 153 of Nelson
Physical Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
Health Related Components of
Fitness
Fitness definitions and components
Cardio-respiratory Endurance
Fitness level of the cardiovascular
system.
 It delivers oxygenated blood to
working muscles, and nutrients,
while performing and removes
wastes.
 Also know as aerobic endurance,
aerobic capacity, aerobic fitness or
aerobic power.
 Most essential component at rest
and during recovery.
 Examples: Team sports netball,
football, hockey, soccer, volleyball,
water, polo, basketball, lacrosse and
rugby. Racquet sports such as
tennis and squash. Extended athletic
events such as the marathon,
triathlons and cross country skiing.
Improvements: Cardio-respiratory
endurance is developed through the
use of continuous and interval
training. Thus improving VO2 max
(continuous), tolerance lactic acid
raising the Lactate Inflection Point
(LIP) and improving efficiency of the
heart as a pump (interval).
VCE Physical Education - Unit 4
Muscular Strength
The force or tension a muscle or
muscle group can exert against a
resistance in one maximal
contraction (1RM)
 It is an integral part of anaerobic
power, muscular power and local
muscular endurance and is
rarely used in isolation.
Improvements; Circuit and weights
training improves the explosive
acceleration required for
muscular strength.
VCE Physical Education - Unit 4
Factors Affecting
Strength
1.
2.
3.
4.
5.
6.
7.
8.
9.
Age – Max strength obtained at 25-30 years of age and
decreases thereafter.
Gender – Same pre-pubescent, however females 2/3
strength of males thereafter.
Size (Cross-sectional area) – The larger the muscle, the
more force it can apply
Muscle shape – Strength is specific to specific
muscles /groups. See picture next slide.
Muscle fibre type – FT produce more force than ST. A
muscle biopsy can determine percentage of FT fibres.
Muscle fibre recruitment – The stronger the nerve
impulse, the greater the amount of fibres contracted.
Eg. 1RM all fibres recruited.
Joint angle and muscle length – Max strength at 120o.
See fig 7.8 p.155
Speed of contraction – As speed increases, strength
decreases.
Type of contraction - isometric (static), isokinetic,
isotonic (concentric and eccentric)
VCE Physical Education - Unit 4
Local Muscular Endurance
The ability of a muscle or group of
muscles to sustain an activity for a
short time in the face of
considerable local fatigue (eg
push-ups).
 Tasks may require anaerobic
energy in addition to aerobic
because contraction of the muscle
may occlude (block) the blood
vessels that supply the muscle
tissue.
 Closely linked with muscular
strength.
Improvements; Continuous training or
weight training

VCE Physical Education - Unit 4
Factors Affecting LME fatigue
Inorganic phosphate – Rising levels of Pi is
considered the major cause of fatigue. Note.
Lactic acid is not directly associated with
muscular fatigue.
2.
Age – Fatigue levels increase with age.
3. Temperature – Optimal muscle temperature is
37oC. Temperatures outside this range will
affect fatigue levels
4. Circulation – Improved circulation as a result of
training can reduce fatigue levels. New
clothing such as ‘Skins’ can also help.
5. Cross-education
effect – Training one limb has the
same effect in the other limb.
1.
VCE Physical Education - Unit 4
Anaerobic Power and Speed
Anaerobic Power
Anaerobic power is required for most sports. It is explosive movements performed
quickly.
 It produces its energy in the absence of oxygen. An athlete’s power is a
measure of their anaerobic pathways.
Speed
Speed is the ability of the body to perform a task or movement quickly.
Power and speed are very closely related.
Improvements ;
 In sprint or high-level interval training (at least three times per week), keep the
heart rate in the ‘training zone’ for at least 20 minutes.
 Undertake 20–80-metre interval running sprints, starting with a ‘walk back’
recovery and progressing to a ‘jog back’ recovery.
 Undertake 300–600-metre running ‘cruises’
 The same interval concept will produce anaerobic gains, when used for related
sports such as cycling or swimming.
 Weight training can also improve anaerobic power.
VCE Physical Education - Unit 4
Factors Affecting Speed
Speed can be affected by an athletes; Acceleration
levels, initial velocity, strength and fatigue
tolerance levels. Reaction time is an indirect factor.
Speed is also influenced by our genetics; Bone size,
angle of joints, position of ligament and tendon
attachments, muscle fibre types.
VCE Physical Education - Unit 4
Checkpoints

Complete questions 1-4 page 159 of Nelson
Physical Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
Coursework 7.3

Complete the case study task on page 159
of Nelson Physical Education VCE Units 3 &
4.
VCE Physical Education - Unit 4
Flexibility
Flexibility is the ability to gain the
range of movement required for a
particular sport.
 Flexibility is based on skeletal and
muscular interaction.
 It is very important for injury
prevention, ease of movement and
aesthetic appearance.
 Flexibility can be static (Eg. Sit and
reach test) or dynamic (Eg. Range
of motion during a skill).
Improvements; Flexibility training.
VCE Physical Education - Unit 4
Factors Affecting Flexibility










Joint Structure and capsule– The greater the
stability of a joint, the less flexible it will be.
Length of muscle at rest – Inactive people have
shortened muscle length which reduces
flexibility levels.
Muscle temperature – Warming of the muscle to
37oC and stretching will assist with flexibility.
Specific flexibility - for particular sports
Age – Lose flexibility with age
Gender – Females more flexible than males
Body build – Leaner people are generally more
flexible
Injury – Prior injuries reduce
flexibility levels
Skin and bone resistance
Disease
VCE Physical Education - Unit 4
Body Composition
Proportion of bone, muscle and fat in an
athlete.
Body composition can be measured three
ways;
1.
Somatotypes

Endomorph – Short/fat

Mesomorph- muscular

Ectomorph – Tall/thin
2. Body fat determination

Densitometry – Submerging the athlete
in water to determine lean body mass
(LBM) in comparison to fat mass (FM)

Skinfold measurements – Skin
thickness is measured at various sites
on the body.
3.
Body mass index (BMI)

Height / weight2
VCE Physical Education - Unit 4
Body Mass Index (BMI)
VCE Physical Education - Unit 4
Motor Skill Related
Components of Fitness
Fitness definitions and components
Muscular Power
Powerful movements lasting for a few
seconds only.
 It is the ability to exert a “maximal”
contraction in one explosive act.
 Dependant upon speed and strength.
 Max power is generated when the speed of
contraction is around 35% of its max and
the force contraction is about 35% of its
max.
 Power is required for most sports Eg, field
events such as shot-put, discus, javelin,
high jump, long jump and hammer throw,
tackling in football or rugby, a spike in
volleyball etc.
VCE Physical Education - Unit 4
Agility
Ability to change direction with maximal speed and control
Combination of; power, speed, flexibility, balance and
coordination.
Important in sports which require sudden changes of
direction.
Improvements; Training can improve speed, reaction time,
flexibility, coordination and balance – thus improving
agility.
VCE Physical Education - Unit 4
Coordination
Ability to link muscle groups to appear
well controlled and efficient.
 Involves the nervous system and
muscular system working
harmoniously in hand-eye and footeye coordination activities.
Improvements; Can be developed
through specific skill training and
through enhancement of core stability
and balance.
VCE Physical Education - Unit 4
Balance & Reaction Time
Balance
The ability to remain in a state of
equilibrium while performing a
desired task.
Dynamic – moving
Static – Not moving
Relies on core stability
Improvements; Training methods
such as Pilates and Swiss
balls.
Reaction Time
Ability to react to an outside
stimulus
Improvements; Practice with starter
guns, overload with quicker
stimuli (eg quicker squash balls).
VCE Physical Education - Unit 4
Checkpoints

Complete questions 1-4 page 165 of Nelson
Physical Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
Test Your Knowledge

Complete the review questions 1-2 page 167
of Nelson Physical Education VCE Units 3 &
4.
VCE Physical Education - Unit 4
Peak Performance

Complete the chapter questions on page 5157 of Nelson Peak Performance Physical
Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
PHYS ED Notes

Read the summarised information of pages
54-67 of PHYS ED Notes and complete the
revision questions.
VCE Physical Education - Unit 4
Web Links – Chapter 7
•United States Department of Health and Human Services:
http://www.os.dhhs.gov/
•World Health Organisation (WHO) health topics:
http://www.who.int/topics/en/
•Sports Coach UK – conditioning:
http://www.brianmac.demon.co.uk/conditon.htm
•Sports Coach UK – ideal weight:
http://www.brianmac.demon.co.uk/idealw.htm#bmi
•International Association of Athletics Federations:
http://www.iaaf.org
•Life coaching (UK): http://www.coaching-life.co.uk
•Athletics Australia: http://www.athletics.org.au/
•Australian Sports Commission: http://www.ausport.gov.au
•Find 30 promotion (Government of WA Department of Health): http://www.find30.com.au
•Walking School Bus promotion (UK): http://www.walkingbus.com
•Ministry of Health (New Zealand) toolkits: http://www.newhealth.govt.nz
•The 10,000 Steps Rockhampton project: http://www.10000steps.org.au/rockhampton/
•Travelsmart Australia: http://www.travelsmart.gov.au
•World Health Organisation: http://www.who.int
•Heart Foundation Australia: http://www.heartfoundation.com.au
•VicHealth (The Victorian Health Promotion Foundation): http://www.vichealth.vic.gov.au
•Be Active promotion (Government of South Australia): http://www.beactive.com.au
•Go For Your Life: http://www.goforyourlife.vic.gov.au
•Physical Activity Resources for Health Professionals – Introduction (Centre for disease control and prevention – USA):
http://www.cdc.gov/nccdphp/dnpa/physical/health_professionals/index.htm
•Health Promotion (Public Health Agency of Canada): http://www.phac-aspc.gc.ca/hp-ps/index.html
•Strategic Inter-Governmental Forum on Physical Activity and Health (SIGPAH): http://www.nphp.gov.au/workprog/sigpah/
•Healthy youth (Centre for disease control and prevention (USA): http://www.cdc.gov/HealthyYouth/
•America On The Move promotion: http://www.americaonthemove.org
•Papers from the International Journal of Behavioural Nutrition and Physical Activity: http://www.ijbnpa.org/home
•Department of health and aging (Australian government): http://www.health.gov.au/internet/wcms/publishing.nsf/content/home
•Building a healthy, active Australia (Australian government): http://www.healthyactive.gov.au
•National Public Health Partnership: http://www.nphp.gov.au
•Be Active promotion (Government of South Australia): http://www.beactive.com.au
•Sport and Recreation Australia: http://www.sport.vic.gov.au
VCE Physical Education - Unit 4