C2 Drills to improve sporting performance


Component 3 Developing fi tness to improve other participants’ performance in sport and


physical activity In this component you will learn about: • Fitness testing principles and measuring exercise intensity • A range of fi tness tests for diff erent components of fi tness • Fitness training methods and their eff ects on body systems • Creating successful fi tness programmes There are four learning outcomes in this component.


A Explore the importance of fi tness for sports performance


• A1 The importance of fi tness for successful participation in sport


• A2 Fitness training principles


• A3 Exercise intensity and how it can be determined


B Investigate fi tness testing to determine fi tness levels


• B1 Importance of fi tness testing and requirements for administration of each fi tness test


• B2 Fitness test methods for components of physical fi tness


• B3 Fitness test methods for components of skill-related fi tness


• B4 Interpretation of fi tness test results


C Investigate diff erent fi tness training methods


• C1 Requirements for each of the following fi tness training methods


• C2 Fitness training methods for physical components of fi tness


• C3 Fitness training methods for skill-related components of fi tness


• C4 Additional requirements for each of the fi tness training methods


• C5 Provision for taking part in fi tness training methods


• C6 The eff ects of long-term fi tness training on the body systems


D Investigate fi tness programming to improve fi tness and sports performance


• D1 Personal information to aid training fi tness programme design


• D2 Fitness programme design


• D3 Motivational techniques for fi tness programming


Assessment


This component is assessed with a 1.5 hour written exam, marked and graded by the awarding body. The exam paper is taken under exam conditions. Component 3 builds on the knowledge and skills from Components 1 and 2. The exam will test your understanding across the whole qualifi cation.


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