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Year 9 take part in the first even girls Tag Rugby Tournament!

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Year 9 take part in the first even girls Tag Rugby Tournament!

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On Thursday 30th April two year 9 squads took part in the first ever girls Tag Rugby tournament for Sutton Schools at Bishop Walsh. Sutton Girls were fantastic and had great fun! We look forward to the next one!

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Book online, first session is free!

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Ladies & Girl’s Badminton Session 🏸, Wed, May 6, 2026, 8:30 PM | Meetup

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🏸 **Ladies and Girl’s Badminton Wednesdays 8 pm**🏸 ***FIRST SESSION FREE FOR NEW ATTENDEES***
***Book before attending:***
[https://www.entrytoregulatory.com/womens-spor

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Find out more information by searching 'Sports Scientist' in the Unifrog careers library

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Find out more information by searching 'Sports Commentator' in the Unifrog careers library

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Career Profile: Sports & Exercise Pschologist

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Career Profile: Sports & Exercise Pschologist

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Find out more information by searching 'Sports and Exercise Psychologist' in the Unifrog careers library

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Find out more information by searching 'Physiotherapist' in the Unifrog careers library

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U14 Trevor Francis Cup- We're through to the semi-final! 

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U14 Trevor Francis Cup- We're through to the semi-final! 

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On Thursday 23rd April, the U14 football team travelled to the University of Birmingham as part of an outreach programme linked to the Trevor Francis Cup quarter-final. The day began with an introduction to university life, followed by a guided tour of the campus.

After the morning activities, the team faced Handsworth Wood School in their quarter-final fixture. They delivered an excellent performance, securing a convincing victory. The opening goal came from Beth McKeon, assisted by Annabel Phillips. The second was scored from a corner taken by Tash Howells. Beth added her second goal of the match with an assist from Vicky Sopron, who also set up the fourth goal. The fifth and final goal was scored by Matilda Bancroft, following a well-placed assist from captain Erin Wellard.

There were also standout performances across the pitch from Darcey Knowles and April Amakor in defence, Addison Hamilton-Grady on the wing, and Deniz Ozsoy in goal.

Following the match, the team were congratulated by three Birmingham City FC Women’s first-team players. The squad now progresses to the semi-final, which will take place on Thursday 14th May at the Knighthead Performance Centre.

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On Wednesday 15th April, U13 Football Team played in the U13 District Cup final. We played Plantsbrook in what was a very competitive match. The full time result was 0-0. It therefore went down to penalties. We got off to a great start with our keeper saving their first penalty, however the end result was 3-2 to Plantsbrook. The team have done great finishing in 2nd place in what has been the first ever District Cup for girls this year. Something to build on next season.

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We're extremely proud to share two Year 11 students Laila and Evelyn completed their very first HYROX Youngstars event in London on 29th March. HYROX is a demanding functional fitness race hosted in exhibition halls, creating a challenging and thrilling race, with spectators supporting throughout. Showing outstanding resilience, grit and determination, both girls exceeded their expectations, finishing faster than anticipated. A special congratulations to Evelyn for an amazing 3rd place finish overall in the burpee broad jumps— well done to both of you.

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The Year 7/8 Hockey team played in a tournament that spanned over 4 weeks down at Wyndley. After 5 wins, 4 draws and 1 lose, the team finished in 3rd place. Well done all involved

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Please complete this form so we can celebrate your sporting achievements within school!

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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The year 8 squad had two fantastic tournaments hosted by Sutton Girls. A highlight result was beating Highclare 11-0 and beating Fairfax 10-2

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U12 Birmingham School's Netball Tournament

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U12 Birmingham School's Netball Tournament

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The U12 squad came second in their pool and 4th overall out of 9 teams! They narrowly missed out on 3rd to Plantsbrook.

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Year 7 Netball represented Sutton Girls extremely well at the resent tournaments.

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The year 9 Netball teams had two successful tournaments against the Sutton schools! Highlight result was beating Bishop Walsh 14-0.

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Birmingham Panther & Loughborough Lightning Games - Get YOUR tickets

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Birmingham Panther & Loughborough Lightning Games - Get YOUR tickets

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The students in the KS3 badminton team earned their place by trialing for their spot. The first competition was Sutton Schools which counted as the district competition. After winning this the team went onto represent the district at the Regional competition. Although on this occasion we did not progress further, all played played extremely well. Over all positions still to be sent through.

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Autumn Sutton Schools Cross Country

Year 7 race - SG came 1st - Felicity H

Year 8 - SG came 1st - Matilda B

Year 9 - SG came 3rd - Leila S

Year 10/11 SG came 1st - Shania S

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Back in Autumn 1. The U15 Football Team played a 4 week tournament and finished in 2nd place.

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The Year 7 and 8 team came 2nd in the Sutton School football tournament back in Autumn 1.

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Year 8 7 a side football Team Sutton School 1

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The U13 have been playing in the District Cup. Having won all the games so far they are now in the final which is due to be played against Plantsbrook in the Summer term.

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The U15 Team for the Trevor Francis Cup. The team beat Fortis Academy in February 13-1. We await the next round draw.

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U13 Team in the district league. The team enjoyed a 4-0 win against Erdington Academy in February. Early in the season we played Bishop Walsh and won 12-0.

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How much physical activity should children and young people aged 5 to 18 do to keep healthy?
Children and young people need to do 2 types of physical activity each week:

aerobic exercise

exercises to strengthen their muscles and bones

Children and young people aged 5 to 18 should:

aim for an average of at least 60 minutes of moderate or vigorous intensity physical activity a day across the week

take part in a variety of types and intensities of physical activity across the week to develop movement skills, muscles and bones

reduce the time spent sitting or lying down and break up long periods of not moving with some activity. Aim to spread activity throughout the day

What counts as moderate activity?

Moderate intensity activities will raise your heart rate, and make you breathe faster and feel warmer.

One way to tell if you're working at a moderate intensity level is if you can still talk, but not sing.

Children and young people should do a range of different activities across the week.

Examples include:

walking to school or walking the dog

playground activities, including jumping, running and catching

physical education

sports, like football or tennis

swimming

skipping

dancing

skateboarding or rollerblading

cycling

What activities strengthen muscles and bones?

Examples include:

gymnastics

football

jumping

martial arts

sit-ups, press-ups and other similar exercises (for young people)

resistance exercises with exercise bands, weight machines or handheld weights (for young people)

Exercising safely

Children and young people should:

get medical advice about exercising if they have a health condition

do exercise that is suitable for their age, ability and experience

start any new exercise slowly and increase it bit by bit

use protective equipment, for example for cycling and skateboarding

Young people can use weights for resistance exercise if a qualified adult trains them to use weights correctly and supervises them.

Physical activity recommendation for other age groups:
GOV.UK has infographics on physical activity for children and young people

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Physical activity guidelines for children and young people

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Find out how much physical activity children and young people aged 5 to 18 need to do to keep healthy?

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GIRLS WHO PLAY SPORT BECOME WOMEN WHO LEAD

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GIRLS WHO PLAY SPORT BECOME WOMEN WHO LEAD

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Wendy Suzuki: The brain-changing benefits of exercise | TED

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Paula Radcliffe announces her major return to marathon running

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The ‘Paula’s Marathon Run Club’ podcast, co-hosted by Olympian Chris Thompson, will inform and inspire listeners preparing for the 2025 London Marathon and offer an insight into Radcliffe’s own marathon training for Tokyo and Boston

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Love sport and want to turn it into a career? 

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Love sport and want to turn it into a career? 

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Sign In: We help students compare every opportunity, then apply successfully. We also empower teachers and counselors to manage the progression process effectively.

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GIRLS WHO PLAY SPORT BECOME WOMEN WHO LEAD

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GIRLS WHO PLAY SPORT BECOME WOMEN WHO LEAD

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How much physical activity should children and young people aged 5 to 18 do to keep healthy?
Children and young people need to do 2 types of physical activity each week:

aerobic exercise

exercises to strengthen their muscles and bones

Children and young people aged 5 to 18 should:

aim for an average of at least 60 minutes of moderate or vigorous intensity physical activity a day across the week

take part in a variety of types and intensities of physical activity across the week to develop movement skills, muscles and bones

reduce the time spent sitting or lying down and break up long periods of not moving with some activity. Aim to spread activity throughout the day

What counts as moderate activity?

Moderate intensity activities will raise your heart rate, and make you breathe faster and feel warmer.

One way to tell if you're working at a moderate intensity level is if you can still talk, but not sing.

Children and young people should do a range of different activities across the week.

Examples include:

walking to school or walking the dog

playground activities, including jumping, running and catching

physical education

sports, like football or tennis

swimming

skipping

dancing

skateboarding or rollerblading

cycling

What activities strengthen muscles and bones?

Examples include:

gymnastics

football

jumping

martial arts

sit-ups, press-ups and other similar exercises (for young people)

resistance exercises with exercise bands, weight machines or handheld weights (for young people)

Exercising safely

Children and young people should:

get medical advice about exercising if they have a health condition

do exercise that is suitable for their age, ability and experience

start any new exercise slowly and increase it bit by bit

use protective equipment, for example for cycling and skateboarding

Young people can use weights for resistance exercise if a qualified adult trains them to use weights correctly and supervises them.

Physical activity recommendation for other age groups:
GOV.UK has infographics on physical activity for children and young people

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Physical activity guidelines for children and young people

# data[].attributes.attachment_link.description
Find out how much physical activity children and young people aged 5 to 18 need to do to keep healthy?

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19 Sports Documentaries That’ll Get Your Head in the Game

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Watch these when you want to go for the (streaming) gold.

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Access the BEST AQA GCSE PE revision on the planet hosted by James Simms. Includes live sessions, student notes’ pages. mock exam papers and model answers!

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A lever consists of:

a rigid structure (bone)

a force acting upon it (muscle) to produce a turning movement (angular motion)

a fulcrum which is a fixed point (joint)

a load or resistance that is placed on the rigid structure (weight of body part being moved and anything that it is carrying)

There are three types of lever.

1. First class lever - the fulcrum is in the middle of the effort and the load.

This type of lever is found in the neck when raising your head to head a football. The neck muscles provide the effort, the neck is the fulcrum, and the weight of the head is the load.

2. Second class lever - the load is in the middle between the fulcrum and the effort.

This type of lever is found in the ankle area. When standing on tiptoe, the ball of the foot acts as the fulcrum, the weight of the body acts as the load and the effort comes from the contraction of the gastrocnemius muscle. This second class lever is used when taking off for a jump or pushing against the blocks in a sprint start.

3. Third class lever - the effort is in the middle between the fulcrum and the load.

During a biceps curl, the fulcrum is the elbow joint, the effort comes from the biceps contracting and the resistance is the weight of the forearm and any weight that it may be holding.

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First, second and third class levers - Movement analysis in sport - AQA - GCSE Physical Education Revision - AQA - BBC Bitesize

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A lever consists of: a rigid structure (bone) a force acting upon it (muscle) to produce a turning movement (angular motion) a fulcrum which is a fixed point (joint) a load or resistance that is placed on the rigid structure (weight of body part being moved and anything that it is carrying) There are three types of lever.

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Immediate, short & long-term effects of exercise on the body

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Immediate, short & long-term effects of exercise on the body

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Immediate effects of exercise on the body systems - Immediate, short and long term effects of exercise - AQA - GCSE Physical Education Revision - AQA - BBC Bitesize

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Learn about and revise long and short term effects of exercise with this BBC Bitesize GCSE PE (AQA) study guide.

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The anaerobic respiratory system during exercise - Aerobic and anaerobic exercise - AQA - GCSE Physical Education Revision - AQA - BBC Bitesize

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The anaerobic respiratory system supplies energy very quickly for sports such as vaulting in gymnastics or throwing a javelin where the activity only lasts a few seconds. This system breaks down glucose into lactic acid. It produces energy very quickly.

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Effects of warm up and cool down in training - Methods and effects of training - AQA - GCSE Physical Education Revision - AQA - BBC Bitesize

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Learn about and revise methods and effects of training with this BBC Bitesize GCSE PE (AQA) study guide.

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The Royals Women are an open-age team playing in the Midlands Division of the FA Womens National League

Matches are played on Sunday afternoons and usually kick off at 2pm. Home games are played here at Coles Lane unless stated otherwise

The team's home kit is kindly sponsored by Rotary Club Wylde Green

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The latest updates from the Women's (First Team), including fixtures/results, match reports, news and league table.

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We have had the Dave from Beacon Hockey club working with us during after school hockey since March 2024. Here is a link to the hockey club that many of our students have gone onto join.

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In the muscle there is a high concentration of carbon dioxide and in the bloodstream there is a high concentration of oxygen.

Oxygen diffuses from the bloodstream into the muscles and carbon dioxide diffuses into the blood from the muscles.

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Structure of the respiratory system - Respiratory system - AQA - GCSE Physical Education Revision - AQA - BBC Bitesize

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In the muscle there is a high concentration of carbon dioxide and in the bloodstream there is a high concentration of oxygen. Oxygen diffuses from the bloodstream into the muscles and carbon dioxide diffuses into the blood from the muscles.

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Structure of the cardiovascular system - Cardiovascular system - AQA - GCSE Physical Education Revision - AQA - BBC Bitesize

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Learn about and revise the cardiovascular system with this BBC Bitesize GCSE PE (AQA) study guide.

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Skeletal system - AQA - Revision 1 - GCSE Physical Education - BBC Bitesize

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Learn about and revise the skeletal system with this BBC Bitesize GCSE PE (AQA) study guide.

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Voluntary muscles involved in human movement - Muscular system - AQA - GCSE Physical Education Revision - AQA - BBC Bitesize

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Learn about and revise the muscular system with this BBC Bitesize GCSE PE (AQA) study guide.

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Little Sutton Netball Club are an all inclusive club offering coaching and match play for all abilities. We have athletes looking to play socially, and at elite performance levels. Our rapidly growing netball club based in Sutton Coldfield, Birmingham has over 250 members starting from age 4!

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Sutton Royals Netball Club | Sutton Royals Netball Club

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Performance is an assessment of how well a task is executed, and the success of a training program depends on satisfying the performance aims.

How can performance be monitored?

Testing and measurement are the means of collecting information upon which subsequent performance evaluations and decisions are made.

What is the evaluation process?

The whole measurement/evaluation process is a six-stage, cyclic affair involving:

The selection of characteristics to be measured

The selection of a suitable method of measuring

The collection of that data

The analysis of the collected data

The making of decisions

The implementation of those decisions

All of the above stages should be completed with the athlete, primarily by analysing the collected data and deciding an appropriate way forward.

What are the requirements of a test?

In constructing tests, it is vital to ensure that they measure the factors required to be tested and are thus objective rather than subjective. In doing so, all tests should, therefore, be specific (designed to assess an athlete's fitness for the activity in question), valid (the degree to which the test measures what it claims to measure), reliable (capable of consistent repetition) and objective (produce a consistent result irrespective of the tester).

In conducting tests, the following points should be considered:

Each test should measure ONE factor only.

The test should not require any technical competence on the athletes part (unless it is used to assess technique).

Care should be taken to ensure that the athlete understands precisely what is required of them, what is being measured and why.

The test procedure should be strictly standardised in administration, organisation and environmental conditions.

What are the benefits of testing?

The results from tests can be used to:

predict future performance

indicate weaknesses

measure improvement

enable the coach to assess the success of his training program

place the athlete in an appropriate training group

motivate the athlete

Tests additionally break up and add variety to the training program. They can be used to satisfy the athlete's competitive urge out of season. Maximal tests demand the athlete's maximum effort, so they are sometimes useful as a training unit in their own right.

What factors may influence test results?

The following factors may have an impact on the results of a test (test reliability):

The ambient temperature, noise level and humidity

The amount of sleep the athlete had before testing

The athlete's emotional state

The medication the athlete may be taking

The time of day

The athlete's caffeine intake

The time since the athlete's last meal

The test environment - surface (track, grass, road, gym)

The athlete's prior test knowledge/experience

The accuracy of measurements (times, distances etc.)

Is the athlete applying maximum effort in maximal tests?

Inappropriate warm-up

People present

The personality, knowledge and skill of the tester

Athlete's clothing/shoes

The surface on which the test is conducted

Environmental conditions - wind, rain, etc

Why record information?

The coach and athlete need to monitor the work program to maintain progression in terms of the volume of work and its intensity. Both coach and athlete must keep their training records. A training diary can give enormous information about what has happened and how training has gone in the past. When planning future training cycles, knowledge of this kind is invaluable.

What should be recorded?

The information to be recorded falls into two broad categories: -

The day-to-day information from training

State of the athlete (health, composure)

Physiological data (body weight, resting heart rate, etc.)

The training unit (speed, speed endurance, strength, technique)

The training load (the number of miles, the number of sets and repetitions, the number of attempts)

The training intensity (kilograms, the percentage of maximum, percentage of VO₂)

The prevailing conditions (wet, windy, hot etc.)

The response to training (the assignments completed, the resultant heart rate recovery, feeling tired, etc.)

Information that measures status. This can take the form of a test. If the test is repeated throughout the program, it can then be used to measure progress within the training discipline. Examples of such tests are:

Time trials - speed, speed endurance, endurance

Muscular endurance - chins, push-ups, dips

Strength maximum - single repetitions, maximum repetitions

Explosive strength - power bounding, vertical jump, overhead shot putt

Mobility - objective measurements of the range of movement

Event-specific

Competition evaluation

Following a competition, the coach and athlete must get together as soon as possible to evaluate the athlete's performance. Elements to be considered are pre-race preparations, focus and performance plans, and these plans' achievements. An evaluation form is useful to help the athlete and coach conduct this review.

How can we make tests more reliable and valid?

Use competent and well-trained testers

Equipment should be standardised and calibrated regularly

Each test should measure only one factor

Ensure the athlete understands what is required of them

The test procedure should be standardised regarding administration, organisation and environmental conditions

The test should be designed so that another trained tester can easily repeat it

The test should be fully documented so that it can be administered in the same way the next time it is conducted.

Maximal Tests

Maximal means the athlete works at maximum effort or is tested to exhaustion. Examples of maximal anaerobic tests are the 30-metre acceleration test and the Wingate Anaerobic 30-cycle test. Examples of maximal aerobic tests are the Multistage Fitness Test or Bleep test and the Cooper VO₂ max test

Disadvantages of maximal tests are:

difficulty in ensuring the subject is exerting maximum effort

possible dangers of overexertion and injury

dependent on the athlete's level of arousal

Submaximal Tests

Submaximal means the athlete works below maximum effort. In submaximal tests, extrapolation is used to estimate maximum capacity. Examples of the submaximal aerobic test are the PWC-170 test and the Queens College Step Test.

Disadvantages of submaximal tests are:

depend on extrapolation being made to an unknown maximum

small measurement inaccuracies can result in large discrepancies as a result of the extrapolation

Normative data

Where normative data (average test results) is available, it is included in the appropriate evaluation test pages identified below.

Sport Performance Tests

The Sports Specific Performance Tests page guides possible tests to evaluate athletes' fitness components for various sports.

Evaluation Test Groups

The performance evaluation tests are grouped as follows:

Evaluation Tests

Aerobic Endurance - VO₂ max

Anaerobic Endurance

Agility

All these agility tests are suitable for sports with multidirectional movement

Balance

Body Composition

Coordination

Event Time Predictors

Fitness General

Flexibility

Psychology

Reaction Time

Strength - Core

Strength - Elastic

Strength - General

Speed and Power

Talent Evaluation

Tests for young athletes

The following test can be used with young athletes.

Athletics 365 - aimed at 8-15-year olds but can be adapted for younger athletes

Free Calculators

To support many of the above evaluation tests, the Sports Coach Excel calculator page contains many free Microsoft Excel spreadsheets that you can download and use on your computer.

Page Reference

If you quote information from this page in your work, then the reference for this page is:

MACKENZIE, B. (1997) Performance Evaluation Tests [WWW] Available from: https://www.brianmac.co.uk/eval.htm [Accessed

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Testing is the means of gathering information upon which subsequent performance evaluations and decisions are made

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Want to improve your fitness and running at the same time , why not try the couch to 5KM plan?

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Taking up running can seem like a scary prospect, especially if you feel out of shape or unfit.
NHS Couch to 5K will help you gradually work up towards running 5km in just 9 weeks.

What is Couch to 5K?

Couch to 5K is a running plan for absolute beginners. It was developed by a new runner, Josh Clark, who wanted to help his 50-something mum get off the couch and start running, too.

The plan involves 3 runs a week, with a day of rest in between, and a different schedule for each of the 9 weeks.

How does Couch to 5K work?

Probably the biggest challenge a new runner faces is not knowing how or where to start.

Often when trying to get into exercise, we can overdo it, feel defeated and give up when we're just getting started.

Couch to 5K works because it starts with a mix of running and walking to gradually build up your fitness and stamina.

Week 1 involves running for just a minute at a time, creating realistic expectations and making the challenge feel achievable right from the start.

Who is Couch to 5K for?

Couch to 5K is for everyone. Whether you've never run before or you just want to get more active, Couch to 5K is a free and easy way of getting fitter and healthier.

If you have any health concerns about beginning an exercise regime like Couch to 5K, make an appointment to see a GP and discuss it with them first.

What are the benefits?

There are plenty of benefits from getting into running. For starters, it's an easy way of improving your physical health.

Running requires little equipment, but a good pair of running shoes that suit your foot type may help improve comfort.

Running regularly will improve the health of your heart and lungs. It can also help you lose weight, especially if combined with a healthy diet.

There's evidence it may help increase bone density in some people, which can help protect against bone diseases like osteoporosis.

There are also mental benefits of running. Taking on the challenge of Couch to 5K can help boost your confidence and self-belief, as you prove to yourself that you can set yourself a target and achieve a goal.

Running regularly can also be a great stress reliever and has even been shown to combat depression.

Download NHS Couch to 5K

The podcasts feature a narrator, Laura, who guides you through the session, explaining when you need to run and when it's time to walk.

The podcasts also feature music to motivate you through the workout. They're designed to take you on 3 runs each week, leaving at least 1 day of rest in between each run.

There's 1 podcast for every week of the plan - except in weeks 5 and 6, which feature 3 podcasts in each.

This is because weeks 5 and 6 act as transitional weeks, which aim to progress you from a mix of running and walking into running for longer blocks of time.

How do I get started?

1. Download the Couch to 5K podcasts to your mobile device or computer. If downloading to a computer, you'll then need to copy the podcast on to your mobile device.

2. When will you run? The best way to ensure you stick with your running plan is to carefully work out how to fit Couch to 5K into your day.

3. Plan your route. You may want to look at a map to plan your route first so you can focus on running. There are lots of great websites out there to help you with this.

4. Think about safety. If you're planning to run outdoors, bear in mind that you may be less aware of your surroundings if you're wearing headphones. Watch out for other pedestrians, cyclists and vehicles. When running in the dark, make sure you can see where you're going and that other road users can see you. Consider running along routes with adequate lighting or wearing reflective clothing.

5. What gear? The most essential piece of kit is a pair of running trainers.

Better Health Couch to 5K app

The Better Health Couch to 5K app gives you a choice of coaches and helps you track your progress.

As well as Laura who features on the NHS Couch to 5K podcasts, you can also be coached by celebrities, including Jo Whiley, Sarah Millican, Sanjeev Kohli and Steve Cram.

Community content from HealthUnlocked

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NHS Couch to 5K will help you get off the couch and gradually work you up to running 5km in just 9 weeks.

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The principles of training should be thought of as the 'golden rules' of making fitness training work for the individual participant. Following these golden rules will help to guarantee success and will carry athletes towards their training and performance goals. All training is aimed at creating long-term physical changes in the body systems. These changes are referred to as adaptations .

The acronym SPORT can be used to remember the main principles:

S pecificity

P rogressive

O verload

R eversibility

T edium

Specificity (S) - training must be relevant to the individual and their sport . This can be achieved by tailoring training specifically for the sport or even the position that the individual plays, the muscle groups that they use the most or the dominant energy system of the athlete. For example, a 100 m sprinter is likely to train very differently to a 10 km racer despite them both being track athletes. The sprinter will focus on speed and power while the distance runner will train for cardiovascular fitness and the ability to work at high intensity aerobically.

Progressive overload (P and O) - training frequency, intensity, time or type (FITT - see below) must be increased over the training period to ensure that the body is pushed beyond its normal rhythm. Increases must be gradual so that the athlete avoids a plateau in performance or, worse, injury.

Reversibility (R) - systems reverse or de-adapt if training stops or is significantly reduced or injury prevents training from taking place. It is essential to avoid breaks in training and to maintain the motivation of the athlete.

Tedium (T) - athletes need variety in their training to prevent boredom but also some types of overuse injuries such as strains or even stress fractures. The principle of tedium is applied when a trainer builds variety into the training by changing the training method.

When designing a training programme the FITT principles should also be applied.

FITT - (Frequency, Intensity, Time, Type) - Frequency is increased by training a greater number of times each week. Intensity is increased by lifting a greater resistance, such as with weight training, or by training at a higher percentage of maximum heart rate (maxHR). This can be done either as continuous or interval training. Time can be manipulated by training for longer, reducing recovery times or by completing a greater number of sets or repetitions (also known as reps). Type of training is manipulated by offering a variety of training types and experiences to the athlete by combining training methods.

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Definitions and descriptions of the principles of training - Principles of training - AQA - GCSE Physical Education Revision - AQA - BBC Bitesize

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The principles of training should be thought of as the 'golden rules' of making fitness training work for the individual participant. Following these golden rules will help to guarantee success and will carry athletes towards their training and performance goals.

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BBC Breakfast - Bolton English Nationals