PK ^]_rels/PK ^] docProps/PK ^]ppt/PK ^] ppt/_rels/PK ^] ppt/charts/PK ^]ppt/charts/_rels/PK ^]ppt/embeddings/PK ^] ppt/media/PK ^]ppt/slideLayouts/PK ^]ppt/slideLayouts/_rels/PK ^]ppt/slideMasters/PK ^]ppt/slideMasters/_rels/PK ^] ppt/slides/PK ^]ppt/slides/_rels/PK ^] ppt/theme/PK ^]ppt/notesMasters/PK ^]ppt/notesMasters/_rels/PK ^]ppt/notesSlides/PK ^]ppt/notesSlides/_rels/PK ^]FMVV[Content_Types].xml PK ^]]] _rels/.rels PK ^]yi5 docProps/app.xml 0 0 Microsoft Office PowerPoint On-screen Show (16:9) 0 47 47 0 0 false Fonts Used 2 Theme 1 Slide Titles 47 Arial Calibri Office Theme Slide 1Slide 2Slide 3Slide 4Slide 5Slide 6Slide 7Slide 8Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14Slide 15Slide 16Slide 17Slide 18Slide 19Slide 20Slide 21Slide 22Slide 23Slide 24Slide 25Slide 26Slide 27Slide 28Slide 29Slide 30Slide 31Slide 32Slide 33Slide 34Slide 35Slide 36Slide 37Slide 38Slide 39Slide 40Slide 41Slide 42Slide 43Slide 44Slide 45Slide 46Slide 47 PptxGenJS false false false 16.0000 PK ^]0docProps/core.xml C3 Content Area A Teacher Deck PptxGenJS Presentation DHS PE Department DHS PE Department 1 2026-08-31T11:55:41Z 2026-08-31T11:55:41Z PK ^]p'ppt/_rels/presentation.xml.rels PK ^]Oݨ ppt/theme/theme1.xmlPK ^]W{{ppt/presentation.xml PK ^]Xppt/presProps.xml PK ^]ppt/tableStyles.xml PK ^]D >00ppt/viewProps.xml PK ^]H7t!ppt/slideLayouts/slideLayout1.xml PK ^]ђ77,ppt/slideLayouts/_rels/slideLayout1.xml.rels PK ^]"ppt/slides/slide1.xml DHS BTEC SPORT · COMPONENT 3Content area C.Investigate different fitness training methodsYear 11 · Weeks 26 to 28 · Exam: Thu 6 May 2027PK ^]3 ppt/slides/_rels/slide1.xml.rels PK ^]njppt/notesSlides/notesSlide1.xml Area C is the longest content list in the component and the one the six-mark question is usually built on. Spec Issue 4 pp.44-47. Practicals stop after week 28 per the year plan, so these three weeks are the last chance to train the methods physically.1PK ^]:A*ppt/notesSlides/_rels/notesSlide1.xml.rels PK ^]@D@@ppt/slides/slide2.xml DHS BTEC Sport · Component 3 · Content area CContent area CSix questions this block answers.C1What has to happen around every training session?C2Which method develops which physical component?C3Which method develops which skill-related component?C4What are the advantages and disadvantages of each?C5Who provides the facilities to train?C6What does long-term training do to the body?Your own test results from area B are the reason for choosing a method. A weakness in the data becomes a method in the programme.PK ^]2- ppt/slides/_rels/slide2.xml.rels PK ^]F ppt/notesSlides/notesSlide2.xml C6 (long-term effects) is the most commonly under-taught and most frequently examined part of this area. Give it two full lessons.2PK ^]xշ*ppt/notesSlides/_rels/notesSlide2.xml.rels PK ^]#?TTppt/slides/slide3.xml DHS BTEC Sport · Component 3 · Content area CWeek 26 · Lesson 1LESSON 1What happens around every sessionBy the end of this lesson…State the components of a warm-up and a cool downExplain why each one is doneLink a training method to the component of fitness it developsPK ^]W/ ppt/slides/_rels/slide3.xml.rels PK ^]np++ppt/notesSlides/notesSlide3.xml C1 opens, and it deliberately reuses Component 1 LO C: the warm-up knowledge is already secure, so this is retrieval and extension rather than new content.3PK ^]9 Y*ppt/notesSlides/_rels/notesSlide3.xml.rels PK ^]&?'?'ppt/slides/slide4.xml DHS BTEC Sport · Component 3 · Content area CLesson 1RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the three phases of a warm-up2. Name two fitness tests for aerobic endurance3. What are the three steps from a test result to a recommendation?Answers: reveal after 5 min1. Pulse raiser · mobilisers · preparation stretches2. Any two: multi-stage fitness test · Yo-Yo · Harvard step · 12-minute Cooper run or swim3. Compare to normative data · analyse what it means · recommend a training methodPK ^]` ppt/slides/_rels/slide4.xml.rels PK ^]`ppt/notesSlides/notesSlide4.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.4PK ^]J *ppt/notesSlides/_rels/notesSlide4.xml.rels PK ^]~e*e*ppt/slides/slide5.xml DHS BTEC Sport · Component 3 · Content area CLesson 1LEARNWarm-up and cool down.Warm-up, before trainingPulse raiser · mobility · stretch.Why: to reduce the risk of injury and prepare the body for exercise.Cool down, after trainingGradually lower the pulse and breathing rate to resting levels · remove lactic acid · stretch to help return the muscles to their pre-exercise length.A real two-mark question: "Explain the importance of one component of a cool down." The mark scheme wanted the component identified and a linked reason, for example: "stretching (1) to return the muscles to their pre-exercise length (1)". It refused "rest and recovery", and refused "remove lactic acid" when it was attached to stretching rather than to the pulse-lowering activity.PK ^]5 ppt/slides/_rels/slide5.xml.rels PK ^]JBr33ppt/notesSlides/notesSlide5.xml Spec C1 verbatim plus the January 2026 question 1(f) mark scheme, including its two refusals. The refusals matter: the reason has to belong to the component named.5PK ^]Qe*ppt/notesSlides/_rels/notesSlide5.xml.rels PK ^]2ccppt/slides/slide6.xml DHS BTEC Sport · Component 3 · Content area CWeek 26 · Lesson 2LESSON 2Training methods for aerobic enduranceBy the end of this lesson…Describe continuous, Fartlek, interval and circuit trainingExplain how each develops aerobic enduranceState the intensity and duration each one needsPK ^]ج+ ppt/slides/_rels/slide6.xml.rels PK ^]zppt/notesSlides/notesSlide6.xml 6PK ^]=|*ppt/notesSlides/_rels/notesSlide6.xml.rels PK ^]M''ppt/slides/slide7.xml DHS BTEC Sport · Component 3 · Content area CLesson 2RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the three parts of a warm-up2. Give two things a cool down does3. Why do we warm up?Answers: reveal after 5 min1. Pulse raiser · mobility · stretch2. Any two: gradually lower pulse and breathing rate to resting levels · remove lactic acid · stretch to return muscles to pre-exercise length3. To reduce the risk of injury and prepare the body for exercisePK ^]F ppt/slides/_rels/slide7.xml.rels PK ^]Rppt/notesSlides/notesSlide7.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.7PK ^]|g*ppt/notesSlides/_rels/notesSlide7.xml.rels PK ^]2u'44ppt/slides/slide8.xml DHS BTEC Sport · Component 3 · Content area CLesson 2LEARNFour ways to build aerobic endurance.Continuous trainingsteady pace and moderate intensity, for a minimum period of 30 minutesFartlek trainingthe intensity is varied by running at different speeds and over different terrainInterval traininga work period followed by a rest or recovery period. For aerobic endurance: decrease the number and length of rest periods, and decrease work intensityCircuit traininga number of stations or exercises completed in succession with minimal rest in betweenThirty minutes is the number for continuous training. Fartlek means speed play: the variation is the point.PK ^]6 ppt/slides/_rels/slide8.xml.rels PK ^]D_FFppt/notesSlides/notesSlide8.xml Spec C2 verbatim. Interval training appears twice in the spec, once for aerobic endurance and once for speed, with opposite adjustments. That contrast gets its own slide in lesson 5.8PK ^]pO*ppt/notesSlides/_rels/notesSlide8.xml.rels PK ^]\Sggppt/slides/slide9.xml DHS BTEC Sport · Component 3 · Content area CWeek 26 · Lesson 3LESSON 3Training methods for flexibilityBy the end of this lesson…Describe static active, static passive and PNF stretchingExplain the difference between internal and external forceExplain what PNF stands for and how it worksPK ^]>$ ppt/slides/_rels/slide9.xml.rels PK ^]qppt/notesSlides/notesSlide9.xml 9PK ^]1*ppt/notesSlides/_rels/notesSlide9.xml.rels PK ^]w+''ppt/slides/slide10.xml DHS BTEC Sport · Component 3 · Content area CLesson 3RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. How long must continuous training last, as a minimum?2. What is varied in Fartlek training?3. For aerobic endurance, what happens to the rest periods in interval training?Answers: reveal after 5 min1. 30 minutes2. The intensity: running at different speeds and over different terrain3. They decrease in number and length, and work intensity decreasesPK ^]Ѳ!ppt/slides/_rels/slide10.xml.rels PK ^]e{C ppt/notesSlides/notesSlide10.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.10PK ^]T+ppt/notesSlides/_rels/notesSlide10.xml.rels PK ^]{%T[,,ppt/slides/slide11.xml DHS BTEC Sport · Component 3 · Content area CLesson 3LEARNThree ways to stretch.Static activethe performer applies internal force to stretch and lengthen the muscleStatic passiverequires the help of another person or an object, for example a wall, to apply external force causing the muscle to stretchProprioceptive Neuromuscular FacilitationPNF: uses a partner or an immovable object, and isometric muscle contractions to inhibit the stretch reflexStatic active uses your own force. Static passive uses someone or something else. PNF adds an isometric contraction to switch off the stretch reflex.PK ^];!ppt/slides/_rels/slide11.xml.rels PK ^]H"" ppt/notesSlides/notesSlide11.xml Spec C2 verbatim. Learn to spell and expand PNF: papers accept the abbreviation but the full term is safer, and the mark scheme lists it in full.11PK ^]O+ppt/notesSlides/_rels/notesSlide11.xml.rels PK ^]Tqppt/slides/slide12.xml DHS BTEC Sport · Component 3 · Content area CWeek 27 · Lesson 4LESSON 4Methods for muscular endurance and muscular strengthBy the end of this lesson…Explain how load and repetitions decide which component you developDescribe the methods for muscular endurance and for muscular strengthAvoid the most common mix-up in this topicPK ^]c!ppt/slides/_rels/slide12.xml.rels PK ^]*)@ ppt/notesSlides/notesSlide12.xml 12PK ^]Fb+ppt/notesSlides/_rels/notesSlide12.xml.rels PK ^]^*&&ppt/slides/slide13.xml DHS BTEC Sport · Component 3 · Content area CLesson 4RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Which stretching method uses an external force from a partner or a wall?2. What does PNF stand for?3. Which stretching method uses the performer's own internal force?Answers: reveal after 5 min1. Static passive2. Proprioceptive Neuromuscular Facilitation3. Static activePK ^]x!ppt/slides/_rels/slide13.xml.rels PK ^]!ns ppt/notesSlides/notesSlide13.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.13PK ^]yv+ppt/notesSlides/_rels/notesSlide13.xml.rels PK ^]Cg,g,ppt/slides/slide14.xml DHS BTEC Sport · Component 3 · Content area CLesson 4LEARNLoad and repetitions decide everything.Muscular enduranceHIGH repetitions, LOW loadsFree weights and fixed resistance machines.Circuit training using body resistance exercises, or weights with low loads and high repetitions.Muscular strengthLOW repetitions, HIGH loadsFree weights and fixed resistance machines.Same equipment, opposite settings. The load and the number of repetitions are what change the component you develop.PK ^]O!ppt/slides/_rels/slide14.xml.rels PK ^]W, ppt/notesSlides/notesSlide14.xml Spec C2 verbatim. This links straight back to area A: 1RM sets the load for strength, 15RM for muscular endurance.14PK ^]?ݤ+ppt/notesSlides/_rels/notesSlide14.xml.rels PK ^]e2ppt/slides/slide15.xml DHS BTEC Sport · Component 3 · Content area CWeek 27 · Lesson 5LESSON 5Training methods for speedBy the end of this lesson…Describe acceleration sprints, interval training and resistance drillsExplain how interval training changes when the target is speed rather than enduranceAnswer a real past-paper question on speed methodsPK ^]*R!ppt/slides/_rels/slide15.xml.rels PK ^]Qz ppt/notesSlides/notesSlide15.xml 15PK ^]$Q+ppt/notesSlides/_rels/notesSlide15.xml.rels PK ^]d&&ppt/slides/slide16.xml DHS BTEC Sport · Component 3 · Content area CLesson 5RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. High loads and low repetitions develops which component?2. High repetitions and low loads develops which component?3. Name the equipment used for bothAnswers: reveal after 5 min1. Muscular strength2. Muscular endurance3. Free weights and fixed resistance machinesPK ^] !ppt/slides/_rels/slide16.xml.rels PK ^]h ppt/notesSlides/notesSlide16.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.16PK ^] y+ppt/notesSlides/_rels/notesSlide16.xml.rels PK ^]f//ppt/slides/slide17.xml DHS BTEC Sport · Component 3 · Content area CLesson 5LEARNThree ways to build speed.Acceleration sprintspace is gradually increased from a standing or rolling start to jogging, then striding, then a maximal sprintInterval traininga work period followed by a rest or recovery period. For speed: short, high intensity work periods, increasing the number of rest periods and increasing work intensityResistance drillshill runs · parachutes · sleds · bungee ropes · resistance bandsThe contrast worth learning: interval training for SPEED uses short, high intensity work with more rest. Interval training for AEROBIC ENDURANCE uses less rest and lower work intensity. Same method, opposite adjustments, different component.PK ^]檋!ppt/slides/_rels/slide17.xml.rels PK ^]wutt ppt/notesSlides/notesSlide17.xml Spec C2 verbatim. In January 2026 question 1(d) students had to name and describe two training methods to improve speed, for 4 marks, with the mark scheme accepting acceleration sprints, interval training and resistance drills.17PK ^]BI+ppt/notesSlides/_rels/notesSlide17.xml.rels PK ^]B4 ..ppt/slides/slide18.xml DHS BTEC Sport · Component 3 · Content area CLesson 5EXAM PRACTICEExam-style: name and describe.To increase Rachel's speed, her coach has suggested two new training methods.Complete the table by naming two training methods to improve speed, and describing each one. (4 marks)What the mark scheme gave1 mark for naming, 1 for describing, up to 2 per method."Acceleration sprints (1) pace is gradually increased from a standing or rolling start to a sprint (1).""Interval training (1) work period followed by a rest or recovery period (1).""Resistance drills (1) hill runs, parachutes, sleds, bungee ropes (1)."Resistance is the one exception: its description can be credited without the name.Write two. Name each precisely, then describe it in one clear sentence.PK ^]Yh!ppt/slides/_rels/slide18.xml.rels PK ^]r8a ppt/notesSlides/notesSlide18.xml January 2026 question 1(d) with its mark scheme, including the note that a description linked to the wrong method scores nothing.18PK ^]N+ppt/notesSlides/_rels/notesSlide18.xml.rels PK ^]lppt/slides/slide19.xml DHS BTEC Sport · Component 3 · Content area CWeek 26 · PracticalPRACTICALPractical: train the methods.Circuit of the aerobic endurance methods: continuous, Fartlek and interval, so the difference is felt not just readThen the three stretching methods: static active, static passive and PNF with a partnerRecord in your booklet what each one felt like, and which component it was developingPK ^]~!ppt/slides/_rels/slide19.xml.rels PK ^]TM: ppt/notesSlides/notesSlide19.xml Feeling the difference between Fartlek and continuous is what makes the descriptions stick. PNF needs careful pairing and supervision.19PK ^]i+ppt/notesSlides/_rels/notesSlide19.xml.rels PK ^]2ZUUppt/slides/slide20.xml DHS BTEC Sport · Component 3 · Content area CWeek 27 · Lesson 6LESSON 6Methods for skill-related componentsBy the end of this lesson…Name the training method for each skill-related componentDescribe SAQ training and plyometricsMatch a method to a performer's sportPK ^]g_!ppt/slides/_rels/slide20.xml.rels PK ^]7 ppt/notesSlides/notesSlide20.xml 20PK ^]SB+ppt/notesSlides/_rels/notesSlide20.xml.rels PK ^]̶v/'/'ppt/slides/slide21.xml DHS BTEC Sport · Component 3 · Content area CLesson 6RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the three speed training methods2. For speed, what happens to the rest periods in interval training?3. Describe acceleration sprintsAnswers: reveal after 5 min1. Acceleration sprints · interval training · resistance drills2. They increase in number, and work intensity increases3. Pace gradually increased from a standing or rolling start to jogging, striding, then a maximal sprintPK ^]z!ppt/slides/_rels/slide21.xml.rels PK ^] ppt/notesSlides/notesSlide21.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.21PK ^]HΩ+ppt/notesSlides/_rels/notesSlide21.xml.rels PK ^]jj<<ppt/slides/slide22.xml DHS BTEC Sport · Component 3 · Content area CLesson 6LEARNFive components, five methods.AgilitySpeed Agility and Quickness training, or SAQ: drills used to develop physical ability and motor skillsPowerplyometrics: lunging, bounding, incline press-ups, barrier hopping and jumpingBalancespecific training exercises that require balancing on a reduced size base of supportCoordinationspecific training exercises using two or more body parts togetherReaction timespecific training exercises to practise quick responses to an external stimulusPlyometrics is the power method, and it appeared in a photograph-matching question. Know what it looks like as well as what it is called.PK ^]dV!ppt/slides/_rels/slide22.xml.rels PK ^]'44 ppt/notesSlides/notesSlide22.xml Spec C3 verbatim. January 2026 question 2(a) showed photographs and asked students to match them to free weights and plyometrics: visual recognition is examinable.22PK ^]aeZ+ppt/notesSlides/_rels/notesSlide22.xml.rels PK ^]5Mmmppt/slides/slide23.xml DHS BTEC Sport · Component 3 · Content area CWeek 27 · Lesson 7LESSON 7Advantages and disadvantages of the methodsBy the end of this lesson…Name the eight things that make a method better or worseJudge a method for a given performerExplain why a method might suit one performer and not anotherPK ^]A!ppt/slides/_rels/slide23.xml.rels PK ^]] ppt/notesSlides/notesSlide23.xml 23PK ^] ~t+ppt/notesSlides/_rels/notesSlide23.xml.rels PK ^]('('ppt/slides/slide24.xml DHS BTEC Sport · Component 3 · Content area CLesson 7RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Which method develops agility, and what does the abbreviation stand for?2. Which method develops power, and give two examples of it3. How is balance trained?Answers: reveal after 5 min1. SAQ: Speed Agility and Quickness training2. Plyometrics: any two of lunging, bounding, incline press-ups, barrier hopping, jumping3. Specific exercises balancing on a reduced size base of supportPK ^]Y!ppt/slides/_rels/slide24.xml.rels PK ^]Jj ppt/notesSlides/notesSlide24.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.24PK ^]8+ppt/notesSlides/_rels/notesSlide24.xml.rels PK ^]\REa`S`Sppt/slides/slide25.xml DHS BTEC Sport · Component 3 · Content area CLesson 7LEARNEight things to weigh up.1Number of people that can take part2Cost of equipment3Ease of set up4Access to the venue or location of training5Risk of injury if performed incorrectly6Effectiveness for the given sports performer7Specificity to the component of fitness8Replicating the demands of the sportThese eight are how you justify choosing one method over another, which is what the longer questions ask for.PK ^]̜|g!ppt/slides/_rels/slide25.xml.rels PK ^]*qR ppt/notesSlides/notesSlide25.xml Spec C4 verbatim. Pair with C5 next lesson: cost and access are also the provision questions.25PK ^]#+ppt/notesSlides/_rels/notesSlide25.xml.rels PK ^]>uvvppt/slides/slide26.xml DHS BTEC Sport · Component 3 · Content area CWeek 28 · Lesson 8LESSON 8Where people train: provisionBy the end of this lesson…Give the advantages and disadvantages of public, private and voluntary provisionChoose the right provision for a given performerAnswer a state-two-advantages question preciselyPK ^]5b?!ppt/slides/_rels/slide26.xml.rels PK ^]  ppt/notesSlides/notesSlide26.xml C5 is the same three sectors as Component 1 LO A, so the class already knows the sectors: this is applying them to training facilities.26PK ^]${+ppt/notesSlides/_rels/notesSlide26.xml.rels PK ^] G''ppt/slides/slide27.xml DHS BTEC Sport · Component 3 · Content area CLesson 8RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name four of the eight advantages and disadvantages to consider2. Which method has a high risk of injury if performed incorrectly?3. What does specificity mean?Answers: reveal after 5 min1. Any four: number who can take part · cost of equipment · ease of set up · access to venue · risk of injury · effectiveness for the performer · specificity to the component · replicating the demands of the sport2. Plyometrics is a reasonable answer, as are free weights3. Training should meet the needs of the sport or the fitness goals to be developedPK ^]PG!ppt/slides/_rels/slide27.xml.rels PK ^]I ppt/notesSlides/notesSlide27.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.27PK ^]e+ppt/notesSlides/_rels/notesSlide27.xml.rels PK ^]q|44ppt/slides/slide28.xml DHS BTEC Sport · Component 3 · Content area CLesson 8LEARNThree sectors, for training facilities.PublicCheap or affordable, heavily subsidised, not for profit · funded by the council or government · available and accessible to everyone · local facilities · provide for all levels · wide range of activities.But: busier at peak times, and equipment may be older.PrivateNewer equipment · a wider range of specialist machines · quieter · extra services such as personal training.But: the most expensive, and membership may be required.VoluntaryLow cost · run by people who share the interest · strong social side.But: limited equipment, limited opening hours, and it depends on volunteers being available.A real question asked students to state two advantages of public provision for two marks. The mark scheme's own words included cheap or subsidised, funded by the council, accessible to everyone, local facilities, and a wide range of activities.PK ^] [R]!ppt/slides/_rels/slide28.xml.rels PK ^]ܲ ppt/notesSlides/notesSlide28.xml Spec C5 plus the January 2026 question 2(d) mark scheme. Two clean advantages, one mark each: no expansion needed for a state question.28PK ^]i+ppt/notesSlides/_rels/notesSlide28.xml.rels PK ^]tppt/slides/slide29.xml DHS BTEC Sport · Component 3 · Content area CWeek 28 · Lesson 9LESSON 9Long-term effects: aerobic endurance and flexibilityBy the end of this lesson…Name the adaptations caused by long-term aerobic endurance trainingName the adaptations caused by long-term flexibility trainingSay which body system each adaptation belongs toPK ^]->w!ppt/slides/_rels/slide29.xml.rels PK ^]~Z ppt/notesSlides/notesSlide29.xml C6 begins. This is the most under-revised part of area C and it appears in nearly every paper.29PK ^](Lk+ppt/notesSlides/_rels/notesSlide29.xml.rels PK ^](''ppt/slides/slide30.xml DHS BTEC Sport · Component 3 · Content area CLesson 9RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Give two advantages of public provision2. Give one disadvantage of private provision3. Which provision is run by volunteers?Answers: reveal after 5 min1. Any two: cheap or subsidised · funded by the council · accessible to everyone · local facilities · wide range of activities2. The most expensive, or membership may be required3. VoluntaryPK ^]*!ppt/slides/_rels/slide30.xml.rels PK ^]# ppt/notesSlides/notesSlide30.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.30PK ^]+ppt/notesSlides/_rels/notesSlide30.xml.rels PK ^]hn11ppt/slides/slide31.xml DHS BTEC Sport · Component 3 · Content area CLesson 9LEARNWhat aerobic and flexibility training change.Aerobic endurance trainingAdaptations to the cardiovascular and respiratory systems:· cardiac hypertrophy, the heart muscle gets bigger and stronger· decreased resting heart rate· increased strength of the respiratory muscles· capillarisation around the alveoliFlexibility trainingAdaptations to the muscular and skeletal systems:· increased range of movement permitted at a joint· increased flexibility of ligaments and tendons· increased muscle lengthNaming the system is part of the answer: cardiovascular and respiratory for aerobic training, muscular and skeletal for flexibility.PK ^]!ppt/slides/_rels/slide31.xml.rels PK ^]HFF ppt/notesSlides/notesSlide31.xml Spec C6 verbatim. Cardiac hypertrophy and capillarisation are the two technical terms to spell and explain: hypertrophy means growth, capillarisation means more capillaries forming.31PK ^]{+ppt/notesSlides/_rels/notesSlide31.xml.rels PK ^]2{ppt/slides/slide32.xml DHS BTEC Sport · Component 3 · Content area CWeek 28 · Lesson 10LESSON 10Long-term effects: strength, endurance and speedBy the end of this lesson…Name the adaptations from muscular endurance, strength and power, and speed trainingExplain why each adaptation improves performanceComplete the full long-term effects table from memoryPK ^];!ppt/slides/_rels/slide32.xml.rels PK ^]lZ} ppt/notesSlides/notesSlide32.xml 32PK ^]|+ppt/notesSlides/_rels/notesSlide32.xml.rels PK ^]ytg4'4'ppt/slides/slide33.xml DHS BTEC Sport · Component 3 · Content area CLesson 10RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name two adaptations from aerobic endurance training2. Which systems does flexibility training adapt?3. What does cardiac hypertrophy mean?Answers: reveal after 5 min1. Any two: cardiac hypertrophy · decreased resting heart rate · increased strength of respiratory muscles · capillarisation around the alveoli2. The muscular and skeletal systems3. The heart muscle grows bigger and strongerPK ^]^r!ppt/slides/_rels/slide33.xml.rels PK ^]RN ppt/notesSlides/notesSlide33.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.33PK ^]=cu+ppt/notesSlides/_rels/notesSlide33.xml.rels PK ^]VD,,ppt/slides/slide34.xml DHS BTEC Sport · Component 3 · Content area CLesson 10LEARNThe remaining adaptations.Muscular endurance trainingadaptations to the muscular system: capillarisation around the muscle tissues, and increased muscle toneMuscular strength and power trainingadaptations to the muscular and skeletal systems: muscle hypertrophy, increased tendon and ligament strength, and increased bone densitySpeed trainingadaptations to the muscular system: increased tolerance to lactic acidMuscle hypertrophy is the muscle growing. Capillarisation is more capillaries forming, so more oxygen reaches the tissue.PK ^]iC!ppt/slides/_rels/slide34.xml.rels PK ^]uBLL ppt/notesSlides/notesSlide34.xml Spec C6 verbatim. Note capillarisation appears twice: around the alveoli for aerobic training, and around the muscle tissues for muscular endurance training. Papers test that distinction.34PK ^]Ŷ+ppt/notesSlides/_rels/notesSlide34.xml.rels PK ^]SSppt/slides/slide35.xml DHS BTEC Sport · Component 3 · Content area CWeek 28 · Lesson 11LESSON 11The six-mark questionBy the end of this lesson…Know how a six-mark question is marked, level by levelUnderstand the sub-max rule and why it decides your markPlan and write a full six-mark answerPK ^] !ppt/slides/_rels/slide35.xml.rels PK ^]z ppt/notesSlides/notesSlide35.xml The most valuable single lesson of the component: the six-marker is where the biggest block of marks sits and where most are lost.35PK ^]:+ppt/notesSlides/_rels/notesSlide35.xml.rels PK ^]WV&&ppt/slides/slide36.xml DHS BTEC Sport · Component 3 · Content area CLesson 11RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name two adaptations from muscular strength training2. What adaptation comes from speed training?3. Where does capillarisation happen for aerobic training?Answers: reveal after 5 min1. Any two: muscle hypertrophy · increased tendon and ligament strength · increased bone density2. Increased tolerance to lactic acid3. Around the alveoliPK ^]!ppt/slides/_rels/slide36.xml.rels PK ^]  ppt/notesSlides/notesSlide36.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.36PK ^]9z+ppt/notesSlides/_rels/notesSlide36.xml.rels PK ^] mK0K0ppt/slides/slide37.xml DHS BTEC Sport · Component 3 · Content area CLesson 11LEARNHow six marks are awarded.Level 1, 1 to 2 marksisolated knowledge with major gaps · few points relevant to the question's context · generic assertions leading to superficial or unsupported judgementsLevel 2, 3 to 4 markssome accurate knowledge with minor gaps · some points relevant but the link is not always clear · partially developed, partially supported judgementsLevel 3, 5 to 6 marksmostly accurate and detailed knowledge · most points relevant with clear links · a well-developed and logical assessment leading to supported judgementsThe sub-max rule: when a question names two components, each one has a maximum of 3 marks. A brilliant answer about only one of them cannot score above 3 out of 6. Cover both, always.PK ^]!ppt/slides/_rels/slide37.xml.rels PK ^]t}} ppt/notesSlides/notesSlide37.xml Levels and the sub-max come from the January 2026 question 3(f) mark scheme, which gave sub max 3 marks for flexibility and sub max 3 for muscular endurance. Students who write everything they know about one component cap at half marks.37PK ^]x"+ppt/notesSlides/_rels/notesSlide37.xml.rels PK ^]؈22ppt/slides/slide38.xml DHS BTEC Sport · Component 3 · Content area CLesson 11EXAM PRACTICEA real six-marker, and how to plan it.Adam is a badminton player. Assess the importance of flexibility and muscular endurance to his performance. (6 marks)Plan before you write. Three points per component:· What the component is, in spec terms· The test or training method that goes with it· What it lets Adam do in a badminton rally, specificallyWhat the mark scheme creditedFlexibility (sub max 3): range of movement at a joint · sit and reach, calf or shoulder flexibility test · static active, static passive or PNF · to stretch or lunge to reach the shuttlecock and maintain the rally · reduce the risk of injury.Muscular endurance (sub max 3): use the muscles repeatedly for a prolonged period · one-minute press-up, sit-up or timed plank · free weights, fixed resistance machines or circuit training · low weight, high reps · to last the duration of the match and prevent fatigue.Notice what the mark scheme rewards: the component, its test, its training method, and what it does for Adam in badminton. That is the whole of areas A, B and C connected in one answer.PK ^]!ppt/slides/_rels/slide38.xml.rels PK ^];.. ppt/notesSlides/notesSlide38.xml January 2026 question 3(f) with its full indicative content. Also note the DNA: marks are refused if the impact is linked to an incorrect method of training.38PK ^]txu+ppt/notesSlides/_rels/notesSlide38.xml.rels PK ^]HCppt/slides/slide39.xml DHS BTEC Sport · Component 3 · Content area CWeek 28 · PracticalPRACTICALPractical: the last training session.Plyometrics, SAQ drills and a strength or muscular endurance circuit, run properly and safelyEach group names the method, the component it develops, and one long-term adaptation it would causeThis is the final practical of the course: from next week everything is theory and exam preparationPK ^]#y!ppt/slides/_rels/slide39.xml.rels PK ^]xh ppt/notesSlides/notesSlide39.xml Practicals stop after this week per the year plan. Make the naming explicit: method, component, adaptation, every time.39PK ^]5cj+ppt/notesSlides/_rels/notesSlide39.xml.rels PK ^]D62I2Ippt/slides/slide40.xml DHS BTEC Sport · Component 3 · Content area CKnowledge organiserContent area C on one slide.C1 to C3 The methodsWarm-up: pulse raiser, mobility, stretch. Reduces injury risk, prepares the body.Cool down: lower pulse and breathing to resting levels, remove lactic acid, stretch to return muscles to pre-exercise length.Aerobic endurance: continuous (steady, moderate, 30 min minimum) · Fartlek (varied speeds and terrain) · interval (work then rest; less rest, lower intensity) · circuit (stations in succession, minimal rest).Flexibility: static active (internal force) · static passive (partner or object) · PNF (isometric contractions to inhibit the stretch reflex).Muscular endurance: high reps, low loads. Muscular strength: low reps, high loads. Both use free weights and fixed resistance machines.Speed: acceleration sprints · interval (short, high intensity, more rest) · resistance drills (hills, parachutes, sleds, bungee, bands).Skill-related: SAQ for agility · plyometrics for power · reduced base of support for balance · two or more body parts for coordination · quick responses to a stimulus for reaction time.C4 and C5 Choosing and providingAdvantages and disadvantages to weigh: number who can take part · cost of equipment · ease of set up · access to the venue · risk of injury if performed incorrectly · effectiveness for the performer · specificity to the component · replicating the demands of the sport.Provision.Public: cheap or subsidised, council funded, accessible, local, wide range. Busier, older equipment.Private: newer equipment, specialist machines, quieter, extra services. Most expensive.Voluntary: low cost, shared interest, social. Limited equipment and hours.C6 Long-term effectsAerobic endurance training, cardiovascular and respiratory systems: cardiac hypertrophy · decreased resting heart rate · increased strength of respiratory muscles · capillarisation around the alveoli.Flexibility training, muscular and skeletal systems: increased range of movement at a joint · increased flexibility of ligaments and tendons · increased muscle length.Muscular endurance training, muscular system: capillarisation around the muscle tissues · increased muscle tone.Muscular strength and power training, muscular and skeletal systems: muscle hypertrophy · increased tendon and ligament strength · increased bone density.Speed training, muscular system: increased tolerance to lactic acid.Six-mark questions: cover both named components, because each has a maximum of three marks.PK ^] !ppt/slides/_rels/slide40.xml.rels PK ^]K ppt/notesSlides/notesSlide40.xml Print A3 for the wall and A5 for books.40PK ^]]+ppt/notesSlides/_rels/notesSlide40.xml.rels PK ^]_ _ ppt/slides/slide41.xml Booklet answers.One slide per booklet page. The booklet page number is on each slide.PK ^]5ne!ppt/slides/_rels/slide41.xml.rels PK ^]趑 ppt/notesSlides/notesSlide41.xml 41PK ^]Fr+ppt/notesSlides/_rels/notesSlide41.xml.rels PK ^]@KQVAAppt/slides/slide42.xml DHS BTEC Sport · Component 3 · Content area CBooklet answersBOOKLET PAGE 3Warm-up, cool down, and aerobic methods.Warm-uppulse raiser · mobility · stretch. To reduce the risk of injury and prepare the body for exerciseCool downgradually lower pulse and breathing rate to resting levels · remove lactic acid · stretch to return muscles to pre-exercise lengthContinuoussteady pace, moderate intensity, minimum 30 minutesFartlekintensity varied by running at different speeds and over different terrainIntervalwork period followed by rest or recovery. For aerobic endurance: fewer and shorter rests, lower work intensityCircuitstations or exercises completed in succession with minimal rest in betweenPK ^]ǿ=!ppt/slides/_rels/slide42.xml.rels PK ^]% ppt/notesSlides/notesSlide42.xml 42PK ^]/k+ppt/notesSlides/_rels/notesSlide42.xml.rels PK ^]D$99ppt/slides/slide43.xml DHS BTEC Sport · Component 3 · Content area CBooklet answersBOOKLET PAGE 5Flexibility, strength, endurance and speed methods.Static activethe performer applies internal force to stretch and lengthen the muscleStatic passivehelp from another person or an object, e.g. a wall, applying external forcePNFProprioceptive Neuromuscular Facilitation: a partner or immovable object, using isometric contractions to inhibit the stretch reflexMuscular endurance / strengthhigh reps and low loads / low reps and high loads. Both use free weights and fixed resistance machinesSpeedacceleration sprints · interval training (short, high intensity, more rest) · resistance drills: hill runs, parachutes, sleds, bungee ropes, resistance bandsPK ^]:!ppt/slides/_rels/slide43.xml.rels PK ^]= ppt/notesSlides/notesSlide43.xml 43PK ^]npjq+ppt/notesSlides/_rels/notesSlide43.xml.rels PK ^]4))ppt/slides/slide44.xml DHS BTEC Sport · Component 3 · Content area CBooklet answersBOOKLET PAGE 7Skill-related methods, and choosing between methods.Agility · powerSAQ (Speed Agility and Quickness) drills · plyometrics: lunging, bounding, incline press-ups, barrier hopping and jumpingBalance · coordination · reaction timereduced size base of support · two or more body parts together · quick responses to an external stimulusThe eight considerationsnumber who can take part · cost of equipment · ease of set up · access to venue · risk of injury if performed incorrectly · effectiveness for the performer · specificity to the component · replicating the demands of the sportPK ^]M!ppt/slides/_rels/slide44.xml.rels PK ^]Eؑ ppt/notesSlides/notesSlide44.xml 44PK ^]6+ppt/notesSlides/_rels/notesSlide44.xml.rels PK ^]'"99ppt/slides/slide45.xml DHS BTEC Sport · Component 3 · Content area CBooklet answersBOOKLET PAGE 9Long-term effects on the body systems.Aerobic endurancecardiovascular and respiratory: cardiac hypertrophy · decreased resting heart rate · increased strength of respiratory muscles · capillarisation around the alveoliFlexibilitymuscular and skeletal: increased range of movement at a joint · increased flexibility of ligaments and tendons · increased muscle lengthMuscular endurancemuscular: capillarisation around the muscle tissues · increased muscle toneStrength and powermuscular and skeletal: muscle hypertrophy · increased tendon and ligament strength · increased bone densitySpeedmuscular: increased tolerance to lactic acidPK ^]j !ppt/slides/_rels/slide45.xml.rels PK ^]8% ppt/notesSlides/notesSlide45.xml 45PK ^]-3+ppt/notesSlides/_rels/notesSlide45.xml.rels PK ^]_sp@@ppt/slides/slide46.xml DHS BTEC Sport · Component 3 · Content area CBooklet answersBOOKLET PAGE 12Self-test.1Continuous, Fartlek, interval and circuit training2Static active, static passive and PNF3High reps and low loads for muscular endurance; low reps and high loads for muscular strength4SAQ for agility, plyometrics for power5Cardiac hypertrophy, decreased resting heart rate, increased strength of respiratory muscles, capillarisation around the alveoli6Each named component has a sub-maximum of three marks, so both must be coveredPK ^]BYT!ppt/slides/_rels/slide46.xml.rels PK ^] ppt/notesSlides/notesSlide46.xml 46PK ^]j~+ppt/notesSlides/_rels/notesSlide46.xml.rels PK ^] aappt/slides/slide47.xml Next: content area D.Fitness programming: taking everything from areas A, B and C and building a training programme for a real performer Weeks 29 and 30, then revision and the mock Exam: Thu 6 May 2027DHS BTEC Sport · Component 3 · Content area CPK ^]e<!ppt/slides/_rels/slide47.xml.rels PK ^]]K ppt/notesSlides/notesSlide47.xml 47PK ^]+++ppt/notesSlides/_rels/notesSlide47.xml.rels PK ^]K !ppt/slideMasters/slideMaster1.xml PK ^]N),ppt/slideMasters/_rels/slideMaster1.xml.rels PK ^]6TT!ppt/notesMasters/notesMaster1.xml 7/23/19Click to edit Master text stylesSecond levelThird levelFourth levelFifth level‹#›PK ^]s **,ppt/notesMasters/_rels/notesMaster1.xml.rels PK ^]_rels/PK ^] $docProps/PK ^]Kppt/PK ^] mppt/_rels/PK ^] ppt/charts/PK ^]ppt/charts/_rels/PK ^]ppt/embeddings/PK ^] ppt/media/PK ^]Bppt/slideLayouts/PK ^]qppt/slideLayouts/_rels/PK ^]ppt/slideMasters/PK ^]ppt/slideMasters/_rels/PK ^]  ppt/slides/PK ^]3ppt/slides/_rels/PK ^] bppt/theme/PK ^]ppt/notesMasters/PK ^]ppt/notesMasters/_rels/PK ^]ppt/notesSlides/PK ^]ppt/notesSlides/_rels/PK ^]FMVVP[Content_Types].xmlPK ^]]] Y_rels/.relsPK ^]yi5 \docProps/app.xmlPK ^]0fdocProps/core.xmlPK ^]p'jppt/_rels/presentation.xml.relsPK ^]Oݨ ކppt/theme/theme1.xmlPK ^]W{{ݧppt/presentation.xmlPK ^]Xppt/presProps.xmlPK ^]ػppt/tableStyles.xmlPK ^]D >00ppt/viewProps.xmlPK ^]H7t!ppt/slideLayouts/slideLayout1.xmlPK ^]ђ77, ppt/slideLayouts/_rels/slideLayout1.xml.relsPK ^]"ppt/slides/slide1.xmlPK ^]3 ppt/slides/_rels/slide1.xml.relsPK ^]njppt/notesSlides/notesSlide1.xmlPK ^]:A*ppt/notesSlides/_rels/notesSlide1.xml.relsPK ^]@D@@ppt/slides/slide2.xmlPK ^]2- !ppt/slides/_rels/slide2.xml.relsPK ^]F #ppt/notesSlides/notesSlide2.xmlPK ^]xշ**ppt/notesSlides/_rels/notesSlide2.xml.relsPK ^]#?TT,ppt/slides/slide3.xmlPK ^]W/ Hppt/slides/_rels/slide3.xml.relsPK ^]np++Jppt/notesSlides/notesSlide3.xmlPK ^]9 Y*Qppt/notesSlides/_rels/notesSlide3.xml.relsPK ^]&?'?'Tppt/slides/slide4.xmlPK ^]` y{ppt/slides/_rels/slide4.xml.relsPK ^]`}ppt/notesSlides/notesSlide4.xmlPK ^]J *ppt/notesSlides/_rels/notesSlide4.xml.relsPK ^]~e*e*̆ppt/slides/slide5.xmlPK ^]5 dppt/slides/_rels/slide5.xml.relsPK ^]JBr33pppt/notesSlides/notesSlide5.xmlPK ^]Qe*ppt/notesSlides/_rels/notesSlide5.xml.relsPK ^]2ccppt/slides/slide6.xmlPK ^]ج+ ppt/slides/_rels/slide6.xml.relsPK ^]zppt/notesSlides/notesSlide6.xmlPK ^]=|*bppt/notesSlides/_rels/notesSlide6.xml.relsPK ^]M''uppt/slides/slide7.xmlPK ^]F  ppt/slides/_rels/slide7.xml.relsPK ^]R ppt/notesSlides/notesSlide7.xmlPK ^]|g*ppt/notesSlides/_rels/notesSlide7.xml.relsPK ^]2u'44ppt/slides/slide8.xmlPK ^]6 Kppt/slides/_rels/slide8.xml.relsPK ^]D_FFMppt/notesSlides/notesSlide8.xmlPK ^]pO*Tppt/notesSlides/_rels/notesSlide8.xml.relsPK ^]\SggVppt/slides/slide9.xmlPK ^]>$ Lrppt/slides/_rels/slide9.xml.relsPK ^]qXtppt/notesSlides/notesSlide9.xmlPK ^]1*%{ppt/notesSlides/_rels/notesSlide9.xml.relsPK ^]w+''8}ppt/slides/slide10.xmlPK ^]Ѳ!tppt/slides/_rels/slide10.xml.relsPK ^]e{C ppt/notesSlides/notesSlide10.xmlPK ^]T+ppt/notesSlides/_rels/notesSlide10.xml.relsPK ^]{%T[,,ͯppt/slides/slide11.xmlPK ^];!ppt/slides/_rels/slide11.xml.relsPK ^]H"" ppt/notesSlides/notesSlide11.xmlPK ^]O+(ppt/notesSlides/_rels/notesSlide11.xml.relsPK ^]Tq=ppt/slides/slide12.xmlPK ^]c!ppt/slides/_rels/slide12.xml.relsPK ^]*)@ ppt/notesSlides/notesSlide12.xmlPK ^]Fb+ ppt/notesSlides/_rels/notesSlide12.xml.relsPK ^]^*&&ppt/slides/slide13.xmlPK ^]x!5ppt/slides/_rels/slide13.xml.relsPK ^]!ns 7ppt/notesSlides/notesSlide13.xmlPK ^]yv+'?ppt/notesSlides/_rels/notesSlide13.xml.relsPK ^]Cg,g,uvvppt/slides/slide26.xmlPK ^]5b?!ppt/slides/_rels/slide26.xml.relsPK ^]  ppt/notesSlides/notesSlide26.xmlPK ^]${+ppt/notesSlides/_rels/notesSlide26.xml.relsPK ^] G'' ppt/slides/slide27.xmlPK ^]PG! ppt/slides/_rels/slide27.xml.relsPK ^]I ppt/notesSlides/notesSlide27.xmlPK ^]e+Qppt/notesSlides/_rels/notesSlide27.xml.relsPK ^]q|44f!ppt/slides/slide28.xmlPK ^] [R]!Uppt/slides/_rels/slide28.xml.relsPK ^]ܲ Wppt/notesSlides/notesSlide28.xmlPK ^]i+_ppt/notesSlides/_rels/notesSlide28.xml.relsPK ^]tappt/slides/slide29.xmlPK ^]->w!|ppt/slides/_rels/slide29.xml.relsPK ^]~Z ~ppt/notesSlides/notesSlide29.xmlPK ^](Lk+ppt/notesSlides/_rels/notesSlide29.xml.relsPK ^](''*ppt/slides/slide30.xmlPK ^]*!appt/slides/_rels/slide30.xml.relsPK ^]# oppt/notesSlides/notesSlide30.xmlPK ^]+ppt/notesSlides/_rels/notesSlide30.xml.relsPK ^]hn11ppt/slides/slide31.xmlPK ^]!ppt/slides/_rels/slide31.xml.relsPK ^]HFF ppt/notesSlides/notesSlide31.xmlPK ^]{+ppt/notesSlides/_rels/notesSlide31.xml.relsPK ^]2{ppt/slides/slide32.xmlPK ^];!_ppt/slides/_rels/slide32.xml.relsPK ^]lZ} mppt/notesSlides/notesSlide32.xmlPK ^]|+<ppt/notesSlides/_rels/notesSlide32.xml.relsPK ^]ytg4'4'Qppt/slides/slide33.xmlPK ^]^r!Eppt/slides/_rels/slide33.xml.relsPK ^]RN Gppt/notesSlides/notesSlide33.xmlPK ^]=cu+Nppt/notesSlides/_rels/notesSlide33.xml.relsPK ^]VD,,Qppt/slides/slide34.xmlPK ^]iC!}ppt/slides/_rels/slide34.xml.relsPK ^]uBLL  ppt/notesSlides/notesSlide34.xmlPK ^]Ŷ+ppt/notesSlides/_rels/notesSlide34.xml.relsPK ^]SSppt/slides/slide35.xmlPK ^] !3ppt/slides/_rels/slide35.xml.relsPK ^]z Appt/notesSlides/notesSlide35.xmlPK ^]:+ppt/notesSlides/_rels/notesSlide35.xml.relsPK ^]WV&&ppt/slides/slide36.xmlPK ^]!ppt/slides/_rels/slide36.xml.relsPK ^]  ppt/notesSlides/notesSlide36.xmlPK ^]9z+ppt/notesSlides/_rels/notesSlide36.xml.relsPK ^] mK0K01ppt/slides/slide37.xmlPK ^]!ppt/slides/_rels/slide37.xml.relsPK ^]t}} ppt/notesSlides/notesSlide37.xmlPK ^]x"+yppt/notesSlides/_rels/notesSlide37.xml.relsPK ^]؈22ppt/slides/slide38.xmlPK ^]!hRppt/slides/_rels/slide38.xml.relsPK ^];.. vTppt/notesSlides/notesSlide38.xmlPK ^]txu+[ppt/notesSlides/_rels/notesSlide38.xml.relsPK ^]HC]ppt/slides/slide39.xmlPK ^]#y!vppt/slides/_rels/slide39.xml.relsPK ^]xh xppt/notesSlides/notesSlide39.xmlPK ^]5cj+ppt/notesSlides/_rels/notesSlide39.xml.relsPK ^]D62I2I1ppt/slides/slide40.xmlPK ^] !ppt/slides/_rels/slide40.xml.relsPK ^]K ppt/notesSlides/notesSlide40.xmlPK ^]]+ppt/notesSlides/_rels/notesSlide40.xml.relsPK ^]_ _ ppt/slides/slide41.xmlPK ^]5ne!Cppt/slides/_rels/slide41.xml.relsPK ^]趑 Qppt/notesSlides/notesSlide41.xmlPK ^]Fr+ ppt/notesSlides/_rels/notesSlide41.xml.relsPK ^]@KQVAA5ppt/slides/slide42.xmlPK ^]ǿ=!, ppt/slides/_rels/slide42.xml.relsPK ^]% . ppt/notesSlides/notesSlide42.xmlPK ^]/k+5 ppt/notesSlides/_rels/notesSlide42.xml.relsPK ^]D$997 ppt/slides/slide43.xmlPK ^]:!q ppt/slides/_rels/slide43.xml.relsPK ^]= s ppt/notesSlides/notesSlide43.xmlPK ^]npjq+z ppt/notesSlides/_rels/notesSlide43.xml.relsPK ^]4))| ppt/slides/slide44.xmlPK ^]M! ppt/slides/_rels/slide44.xml.relsPK ^]Eؑ Ĩ ppt/notesSlides/notesSlide44.xmlPK ^]6+ ppt/notesSlides/_rels/notesSlide44.xml.relsPK ^]'"99 ppt/slides/slide45.xmlPK ^]j ! ppt/slides/_rels/slide45.xml.relsPK ^]8%  ppt/notesSlides/notesSlide45.xmlPK ^]-3+f ppt/notesSlides/_rels/notesSlide45.xml.relsPK ^]_sp@@{ ppt/slides/slide46.xmlPK ^]BYT!m7 ppt/slides/_rels/slide46.xml.relsPK ^] {9 ppt/notesSlides/notesSlide46.xmlPK ^]j~+J@ ppt/notesSlides/_rels/notesSlide46.xml.relsPK ^] aa_B ppt/slides/slide47.xmlPK ^]e<!R ppt/slides/_rels/slide47.xml.relsPK ^]]K U ppt/notesSlides/notesSlide47.xmlPK ^]+++[ ppt/notesSlides/_rels/notesSlide47.xml.relsPK ^]K !] ppt/slideMasters/slideMaster1.xmlPK ^]N),| ppt/slideMasters/_rels/slideMaster1.xml.relsPK ^]6TT!~ ppt/notesMasters/notesMaster1.xmlPK ^]s **,W ppt/notesMasters/_rels/notesMaster1.xml.relsPKB˝