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In order to ensure that this resource offers high-quality support for
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ISBN: 978 1 4718 7863 3
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© Jennifer Stafford-Brown, Simon Rea and Tim Eldridge 2016
First published in 2016 by
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Contents
Acknowledgements and photo credits
Walkthrough
Introduction
Pathways for BTEC National Sport and Exercise Science
Qualifications
Command words meanings
1 Sport and exercise physiology
2 Functional anatomy
3 Applied sport and exercise psychology
4 Field- and laboratory-based fitness testing
5 Applied research methods in sport and exercise science
6 Coaching for performance and fitness
7 Biomechanics in sport and exercise science
8 Specialised fitness training
9 Research project in sport and exercise science
10 Physical activity for individual and group-based exercise
13 Nutrition for sport and exercise performance
Photocredits
Units available online at
http://www.hoddereducation.co.uk/BTECSportLevel3
11 Sports massage
12 Sociocultural issues in sport and exercise
14 Technology in sport and exercise science
15 Sports injury and assessment
Acknowledgements and photo
credits
Jennifer Stafford-Brown
I would like to thank a number of people who have provided me
with help in various different ways in researching and writing this
book.
First of all, my thanks go out to my husband Matt and children Ellie
and Alex for their patience and encouragement throughout the
writing process, and to my parents, Ann and Brian, for all of their
continued support and help over the years.
I would also like to say a big ‘thank you!’ to my friend and co-author,
Simon, for all of his hard work, expertise and enthusiasm.
I would also like to thank Tim Eldridge for joining the writing team
and all his hard work with his contribution to the book.
Finally, I would also like to thank all of the people at Hodder
Education who have helped with the publication of this book.
Simon Rea
I would like to thank Stephen Halder for making this book possible
and Ana Arêde and Chloé Harmsworth for their editing work.
A huge thank you to my co-authors, Jenny and Tim, who worked
exceptionally hard in a short space of time to produce a quality
resource for students.
Above all to my wife, Tarya, and our beautiful boys for the love and
happiness that they bring this sometimes difficult writer.
Tim Eldridge
Many thanks to all those who have made this book possible.
Most important of all, I would like to thank my parents, Reg and
Jackie, for all their kind support and encouragement over the years,
and throughout the writing of this book. I owe you everything and
words could never describe my gratitude.
I would also like to thank David Waite for the support he has given
me throughout my professional career. As a former colleague and
trusted friend, your hard work and patience has been gratefully
appreciated.
Finally, I would like to thank both my co-authors, Jenny and Simon,
who have given me the opportunity to work on the publication of
this book. It’s been a very long journey, a lot of hard work but we
finally got there.
Photo credits
Please see page 400.
Walkthrough
This book contains all the units you need to master the skills and
knowledge for the new BTEC National for Sport and Exercise
Science.
Key features of the book
About this unit: an introduction to the unit briefly explaining the
topic, its importance and what will be covered in the unit. Including
the learning aims and the ways in which you’ll be assessed.
How will I be graded: Feature showing the criteria that you need
to achieve a Pass, Merit, Distinction.
Key terms: To clarify any difficult terms, or to highlight any
important terms relevant to the study of the unit.
Activity: These appear throughout the unit to support the learning
of topics and to link them to the assessment criteria.
Meeting distinction criteria and distinction activities:
Guidance which is directly linked to Distinction criteria and which will
help you to prepare for assignments.
Exam practice: Enhance your understanding of the assessment
criteria and test yourself with these exam-style questions.
Check your understanding: Test your knowledge of each unit.
Case studies and Think about it: See how concepts are applied
in settings with real life scenarios and reflect on what you’ve
learned.
Further reading and Useful websites: Includes references to
websites, books and other various sources for further reading and
research.
Introduction
BTEC National Sport and Exercise Science for the Edexcel
examination boards is a subject that helps to prepare you for work in
the sports industry or for higher education within the fields of sport
science and sport.
BTEC Level 3 National Sport and Exercise Science Fourth Edition is a
comprehensive textbook that covers all mandatory units in the BTEC
National Sport and Exercise Sciences qualifications for all sizes of the
qualification up to the Extended Diploma.
To ensure that you are following the correct pathway for your
chosen qualification, please see the table in ‘Pathways for BTEC
National Sport and Exercise Science Qualifications’.
As well as all mandatory units, BTEC Level 3 National Sport and
Exercise Science Fourth Edition contains many of the more popular
optional units that you can take. Some optional units have been
provided as PDFs for you to read online or download via Dynamic
Learning. For details of these, look for the Dynamic Learning icon on
the Contents page. For details about Dynamic Learning and how to
access these online units, see the inside front cover of this book.
The BTEC National Sport and Exercise Science qualifications are
assessed through coursework and external assessment in the form
of exams and task-based written assessments. You will be given
support on how to approach the assignments and how you can
approach all of the grading criteria for each unit. BTEC Level 3
National Sport and Exercise Science Fourth Edition will help to show
you where you can find the information related to the grading
criteria that you are working on, which will help to ensure that you
are including the appropriate subject content in your coursework.
Success in this qualification is a combination of your teacher’s
expertise, your own motivation and ability as a student, and
accessibility to the appropriate resources – including a relevant
textbook! Written by experienced BTEC Sport and Exercise Science
teachers, BTEC Level 3 National Sport and Exercise Science Fourth
Edition is highly relevant to your qualification and provides you with
resources that will not only support and help you prepare for your
assessments, but which will also stretch and challenge you.
BTEC Level 3 National Sport and Exercise Science Fourth Edition is
written in a clear, highly readable way that will help you to
understand and learn about Sport and Exercise Science and prepare
you and provide information for your assessments in this course.
Pathways for BTEC National
Sport and Exercise Science
Qualifications
To ensure that you are following the correct pathway for the
Diploma or Extended Diploma in BTEC Sport and Exercise
Science, please see the table below.

Optional units 11, 12, 14 and 15 have been provided online via the
Hodder Education website.
Command words meanings
In your external assessment, each question will start with one of the
following command words or terms, so it is important that you know
what each means so that you know how to answer each question.
1 Sport and exercise
physiology
About this unit
Physiology is the study of how the body systems function and work
together to keep us alive! Sport and exercise physiology includes
how the body systems work together to allow us to take part in
different forms of sport and exercise and provide the energy we
need to exercise for very short periods to many hours. In this unit
you will explore how each of the body systems, including the
skeletal, muscular, cardiovascular, respiratory, energy and endocrine
systems, respond to short- and long-term exercise, the causes and
effects of fatigue and the effects of the environment on each of
these body systems.
How will I be assessed?
External assessment
This unit will be assessed externally, meaning that at the end of the
unit you will complete a written examination that has been set by
Pearson and will be marked by Pearson examiners.
The paper contains short- and long-answer questions and covers
the exercise physiology in normal conditions and in different
environmental conditions.
You will be given 1 hour and 30 minutes to sit the exam and the
number of marks available is 80.
The exam will be available twice a year from May/June 2017.
How will I be graded?
The assessment outcomes show you the knowledge and skills that
you are expected to be able to demonstrate in the exam. It is
important when you are covering the unit content that you keep
these objectives in mind, as they show what you need to be able to
do with the information you are learning about. In this case, the
words demonstrate, apply and analyse are particularly important,
as they tell you the skills that you will need to show in the external
assessment.
Assessment outcomes
The exam is split into four different assessment outcomes (AOs)
and each will be covered in varying amounts within the paper. The
command words that will be used for each assessment outcome are
also provided, to help you to gain an understanding of the depth
and breadth that you will need to include in your responses for
each AO.
AO1 Demonstrate knowledge and understanding of body systems
and how they respond and adapt to exercise in different
environments.
Command words: identify, describe, give, state, name, explain
Marks: range from 1 to 5 marks
AO2 Apply knowledge and understanding of body systems and how
they respond and adapt to exercise in different environments in
context.
Command words: describe, explain
Marks: range from 1 to 5 marks
AO3 Analyse sports performance data to interpret the body’s
responses and adaptations to exercise and evaluate their impact on
sport and exercise performance.
Command words: analyse, assess, evaluate, discuss
Marks: 10 marks
AO4 Make connections between how the body systems work
together in response to the demands of sport and exercise and to
enhance performance.
Command words: analyse, assess, evaluate, discuss
Marks: 10 marks
Grade descriptors
Grade descriptors are provided by Pearson to give an idea of what
sorts of skills and knowledge need to be shown to achieve a pass
or a distinction grade. However, further grades are available
including:
U – Unclassified
Level 3 Pass
Learners are able to demonstrate knowledge of sport and exercise
physiology and apply it to sport and exercise performance. They
have a sound understanding of how the body’s systems respond to
exercise in the short term and adapt to regular strength and
conditioning training programmes in the long term. They have an
understanding of how the body’s systems work together during
exercise and the impact different environmental conditions and
fatigue have on the body’s systems.
Level 3 Distinction
Learners are able to demonstrate thorough knowledge and
comprehensive understanding of sport and exercise physiology and
apply it to performance in a range of exercise and sports contexts.
They can analyse how the body’s systems respond to exercise in
the short term and adapt to regular strength and conditioning
training programmes in the long term. They are able to make
connections between the body’s systems and assess how they work
together during exercise to supply and utilise energy. They can
analyse the impact that different environmental conditions and
fatigue have on the body’s systems and the performance of
athletes.
Command words meanings
In your external assessment, each question will start with one of
the possible command words or terms, so it is important that you
know what each means so that you know how to answer each
question. Look at page 8 for a table of these.
A Responses of the body systems to
a single sport or exercise session
For this learning aim you will need to be able to understand how
each body system responds to a single sport or exercise session for
a range of activities and the interrelationships between the body
systems during this single session.
A1 Skeletal system
Osteoclast activity
Osteoclasts are the bone cells that are responsible for destroying or
cleaning away old bone tissue. Weight-bearing exercises stimulate
these cells to destroy old bone tissue which then acts to stimulate
the osteoblasts to build new bone tissue which is called remodelling.
The effect of this process helps to build stronger bones.
Weight-bearing exercises are exercises that involve holding a
person’s body weight, therefore activities such as walking and
jogging would be classed as weight-bearing. However, activities such
as cycling and swimming would not be classed as weight-bearing as
neither of these types of exercise require a person to hold their body
weight.
Synovial fluid
Synovial fluid is the fluid in synovial joints that helps to lubricate the
joint. Taking part in a single bout of exercise will increase the
amount of synovial fluid released into the joint and reduce the
viscosity of the fluid. This helps the synovial joints that are involved
in the exercise to move more freely, so helps with mobilisation of the
joints.
A2 Muscular system
Muscle fibre recruitment (Type I, Type IIa,
Type IIx)
Depending on the type of exercise intensity, different muscle fibres
will be recruited to complete the activity. Each type of muscle fibre is
stimulated at different intensities – this process is called muscle fibre
recruitment. When the muscles need to produce a large force such
as lifting a very heavy weight, the type IIx muscle fibres will be
recruited in order to produce these large amounts requiring a lot of
force. However, when a person is walking, slow contractions and low
forces are required so type I muscle fibres will be recruited.

Blood flow to working muscles

Blood flows through the body through arteries, arterioles, capillaries,
veins and venules. However, not every one of these blood vessels
are in use at the same time. When a person is exercising or taking
part in a sport, blood is directed to the muscles that are working
through vasodilation of the blood vessels leading to the muscles and
vasoconstriction of the blood vessels leading to areas of the body to
reduce the blood flow to areas of the body where blood is not
required (such as the gut and kidneys). When a person is exercising
or taking part in a sport, blood is directed to the muscles that are
working – so, if a person is running, more blood will be directed to
flow around the leg muscles so that oxygen and nutrients can be
delivered to these muscles so that they can function. If a person is
playing tennis, more blood will be directed to the arm that is holding
the racket compared to the other arm, as the racket arm is doing
more work.
During exercise or sports participation, blood is also directed to flow
through blood vessels that are close to the skin surface to help to
cool the body down. You will have no doubt experienced the colour
change in your face when you are taking part in an energetic sport –
it will turn from a paler colour to a pink or red colour.
Micro-tears
When taking part in resistance exercises such as lifting weights, the
process is actually designed to break some muscle fibres. These
‘breaks’ are called ‘micro-tears’ as the damage is usually very
minimal. However, this ‘damage’ has to occur in order for the muscle
to have the stimulation to rebuild itself so that over time it will
become bigger and stronger.
Temperature
During a warm-up we usually increase the heart rate and carry out
mobilisation activities. By increasing our heart rate, we are pumping
our blood around our body at a faster rate which then has the effect
of warming up our muscles. When muscles become warmer they
become more pliable.
Key term
Pliable means able to change shape more easily.
If you imagine a piece of plasticine, when it is cold and you pull it, it
is likely to break and split into two pieces. However, if you warm the
plasticine up in your hands and then pull it, it will start to stretch
rather than break – this is because it has become more pliable. This
same principle applies to muscles – if a muscle is cold and then
suddenly stretched it is more likely to tear, whereas if it is warmed
up, it is more likely to stretch and not tear.
A1 and A2 Check your understanding
1 Identify which cells are responsible for destroying old bone cells.
2 State three types of weight-bearing exercise.
3 State three types of exercise that are not weight-bearing.
4 Describe what synovial fluid is and why it is produced during
exercise.
5 Describe what muscle fibre recruitment means.
6 Explain how the body redistributes blood flow when a person is
running.
7 Explain what a micro-tear is.

A3 Respiratory system
The respiratory system is responsible for getting oxygen into the
body and getting carbon dioxide out of the body. (It is described in
detail in Unit 2.) The oxygen is used to help produce energy which is
used while we take part in sporting activities. The process of
creating energy also produces a waste produce called carbon dioxide
which needs to be removed from the body.
Control of breathing rate
Breathing rate is controlled by both neural and chemical
mechanisms.
The neural control is from the respiratory centre in the brain which is
located in medulla oblongata. During exercise, when the body needs
to produce more energy, the amount of carbon dioxide increases and
dissolves in the blood stream to produce a weak acid. As levels of
carbon dioxide in the blood rise, this increases the acidity of the
blood. This increase in acidity of the blood is sensed by
chemoreceptors which are specialised cells within the arteries that
detect chemical changes in the blood. As the body does not like the
acidity of the blood, the chemoreceptors signal the medulla
oblongata. This area of the brain then sends signals to the
diaphragm and intercostal muscles by the phrenic nerves to increase
the breathing rate to get rid of the excess carbon dioxide. Therefore,
during exercise, breathing rate increases because carbon dioxide
levels rise rather than the cells demanding more oxygen.
Respiratory muscles
The diaphragm and internal and external intercostal muscles are the
main respiratory muscles. The diaphragm is a large dome-shaped
muscle which covers the bottom of the ribcage. The intercostal
muscles are located between the ribs. During rest, the diaphragm
contracts and flattens and pushes the two sides of the ribcage away
from each other, which results in an increase in the size of the
thoracic cavity, forcing air into the lungs. The external intercostal
muscles also contract during inspiration to push the ribs upwards
and outwards to increase the size of the chest cavity, drawing more
air in than just the diaphragm contracting alone.
During expiration at rest, the process does not require any
contraction of muscles.

Additional skeletal muscles that aid breathing

During sport and exercise, additional skeletal muscles aid with the
process of breathing. During inspiration, the sternocleidomastoid
muscle aids the process by contracting to raise the upper half of the
chest.
During expiration, the internal intercostal muscles, rectus abdominis,
transverse abdominis and the oblique muscles all contract to force
air more quickly and more fully out of the lungs, ready for the next
inspiration of air.
Minute volume and tidal volume
The amount of air we breathe in and out per minute is called Minute
volume and is given the symbol VE.
Minute volume can be worked out using the following equation:

Frequency is the number of breaths per minute.

Tidal volume is the volume of air breathed in and out during one
breath.

To calculate VE at rest:
The average breathing rate is around 12 breaths per minute. The
average tidal volume is 0.5 l (this will vary depending upon age,
gender and size of a person).
Therefore, the Minute volume at rest is:
Activity: Minute volume
1 While sitting or lying down, count the number of breaths you
breathe in during one minute – try to breathe as normally as
possible.
2 Write this number down and then work out your pulmonary
ventilation using the equation given above.
3 Compare your pulmonary ventilation with the rest of the class.
When you start to exercise, you need to take more oxygen into your
body in order for it to be used to help produce energy. At the start of
exercise, this increased oxygen demand occurs by breathing at a
faster rate and breathing in more air and breathing out more air
during each breath. This means that tidal volume increases.

Oxygen dissociation curve

The majority of oxygen is transported in blood by haemoglobin with
just 1.5% carried in the plasma. Oxygen reacts with haemoglobin to
make oxyhaemoglobin. The reaction of oxygen with haemoglobin is
temporary and completely reversible, which means that oxygen can
be unloaded from haemoglobin. The binding of oxygen to
haemoglobin is dependent on the partial pressure of oxygen. Oxygen
combines with haemoglobin in oxygen-rich situations, such as in the
lungs.
Oxygen is released by haemoglobin in places where there is little
oxygen, such as in exercising muscle.
The oxygen dissociation curve is an S-shaped curve (see Figure 1.7)
that represents the ease with which haemoglobin will release oxygen
when it is exposed to tissues of different concentrations of oxygen.
The curve starts with a steep rise because haemoglobin has a high
affinity for oxygen. This means that when there is a small rise in the
partial pressure of oxygen, haemoglobin will pick up and bind
oxygen to it easily. Thus, in the lungs the blood is rapidly saturated
with oxygen. However, only a small drop in the partial pressure of
oxygen will result in a large drop in the percentage saturation of
haemoglobin. Thus, in exercising muscles, where there is a low
partial pressure of oxygen, the haemoglobin will readily unload the
oxygen for use by the tissues.
Effects of pH and temperature on the oxygen
dissociation curve
Changes in blood carbon dioxide level and hydrogen ion
concentration (pH) cause shifts in the oxygen dissociation curve.
These shifts enhance oxygen release in tissues and increase oxygen
uptake in the lungs. This is known as the Bohr Effect, named after
the Danish physiologist Christian Bohr who discovered it. During
exercise, the blood becomes more acidic because of the increased
production of carbon dioxide.
This increase in carbon dioxide and decrease in pH shifts the
dissociation curve to the right for a given partial pressure of oxygen,
releasing more oxygen to the tissues (see Figure 1.6).
In the lungs there is a low partial pressure of carbon dioxide and low
hydrogen ion concentration which shifts the dissociation curve to the
left for a given partial pressure of oxygen, and therefore enhances
oxygen uptake.
As muscles exercise, they also increase in temperature. This has the
effect of shifting the curve to the right, which means oxygen is
released much more readily. Conversely, a decreased temperature
will shift the curve to the left, which increases oxygen uptake.
A3 Check your understanding
1 Identify the centre in the brain responsible for the neural control
of breathing.
2 Identify the three main respiratory muscles involved in
breathing.
3 Describe the role of the sternocleidomastoid in breathing.
4 Describe how to work out Minute volume (VE).
5 Describe how oxygen is transported in the body.
6 Explain why taking part in exercise increases the release of
oxygen from haemoglobin.

A4 Cardiovascular system
The cardiovascular system consists of the heart and the blood
vessels through which the heart pumps blood around the body.
During exercise, a number of changes take place to the
cardiovascular system to ensure that the muscles receive the
required amounts of oxygen and nutrients. The structure of the
cardiovascular system is discussed in more detail in Unit 2.
Anticipatory increase in heart rate
During exercise the heart rate needs to be increased in order to
ensure that the working muscles receive adequate amounts of
nutrients and oxygen, and that the waste products that are
produced are removed. Before you even start exercising there is an
increase in your heart rate, called the anticipatory rise. This increase
in heart rate occurs because when you think about exercising it
causes the sympathetic nervous system to release adrenaline.
Key term
Adrenaline (also called Epinephrine in the USA) is a hormone
released during times of stress which gets the body ready for
action, known as the fight-or-flight response, so that if a person is
in danger they are ready to run away quickly or are able to fight in
response to the dangerous situation.
One of the effects of adrenaline is to make the heart beat faster.
Once exercise has started, there is an increase in carbon dioxide and
lactic acid in the body which is detected by chemoreceptors.
Key term
Chemoreceptors are a group of cells that detect changes in the
chemical environment around them and transmit this message to
the brain so that the body can respond accordingly.
The chemoreceptors trigger the sympathetic nervous system to
increase the release of adrenaline, which further increases heart
rate. In a trained athlete, heart rate can increase by up to three
times within one minute of starting exercise. As exercise continues,
the body becomes warmer, which also helps to increase the heart
rate because it increases the speed of the conduction of nerve
impulses across the heart.
Activity: Heart rate and exercise
Aim
The aim of this activity is to examine what happens to heart rate
before and during the onset of exercise.
Equipment
Stopwatch or heart rate monitor
Sports clothes
Pen and paper
Bench
Skipping rope
Method
1 If you have a heart rate monitor, place it around your chest. If
not, find your pulse point either on your neck or at your wrist.
2 Sit quietly for five minutes, then take your resting heart rate. If
you have a heart rate monitor, write down the heart rate that
appears on the monitor. If not, feel for your pulse point, then
count your heart rate for 30 seconds. Double this figure and
write it down to give you the beats per minute (bpm).
3 Think about what exercise you are about to perform for 1
minute.
4 Record your heart rate after having thought about your exercise.
5 Perform step-ups onto a bench for 2 minutes or skip for 2
minutes with a skipping rope.
6 Immediately after you have finished your exercise, record your
heart rate.
Results

Copy and complete the results table above.

Conclusion
Try to answer the following questions:
1 What happened to your heart rate immediately before you
started exercising?
2 What caused this change in your heart rate and why is it
necessary?
3 Try to explain why there is a difference between your resting
heart rate and your post-exercise heart rate.
Cardiac output and calculation of cardiac
output
Cardiac output is the amount of blood pumped from the heart every
minute and is the product of heart rate and stroke volume.

The shorthand for this equation is:

The stroke volume is around 70–90 millilitres, however, it varies

depending on a variety of factors. Generally, the fitter you are, the
larger your stroke volume is and males tend to have larger stroke
volumes than females because they have a larger heart. At rest, a
person’s cardiac output is approximately 5 litres per minute, while
during exercise it can increase to as much as 30 litres per minute.
Activity: Estimate your stroke volume
1 Take your resting heart rate by finding a pulse point and
recording your heart rate for 30 seconds. Double this figure to
give you beats per minute (bpm).
2 Work out your SV. The average cardiac output for a person is 5
litres per minute. By rearranging the equation we can estimate a
person’s SV:

E.g. if your heart rate was 70 bpm:

3 Note down the rest of the class’s stroke volumes and then take
an average.
4 Separate your class stroke volumes into males and females and
then calculate an average stroke volume for the males and
another for the females. Is there a difference between the two?
If so, try to explain why.
5 What conclusion can you draw about the fitness of your class?
Starling’s Law
While exercising, the amount of blood that returns to the heart
increases. Blood returning to the heart is given the term venous
return.
Key term
Venous return is the amount of blood returned to the heart after
circulating around the body.
This increased volume of blood has the effect of stretching the
cardiac muscle to a greater degree than normal. This stretching has
the effect of making the heart contract much more forcibly and
thereby pumping out more blood during each contraction, so stroke
volume is increased during exercise. This effect is known as
‘Starling’s Law’.
Blood pressure
Blood pressure is necessary in order for blood to flow around the
body. The pressure is a result of the heart contracting and forcing
blood into the blood vessels. Two values are given when a person
has their blood pressure taken; a typical blood pressure for the
average adult male is 120/80. The two values correspond to the
systolic value (when the heart is contracting) and the diastolic value
(when the heart is relaxing). The higher value is the systolic value
(when the heart is contracting) and the lower is the diastolic value
(when the heart is not contracting). Blood pressure is measured in
milligrams of mercury, mmHg.
The value for a person’s blood pressure is determined by the cardiac
output (Q), which is a product of stroke volume and heart rate, and
the resistance the blood encounters as it flows around the body. This
can be put into an equation:

Resistance to blood flow is caused both by the size of the blood

vessels through which it travels (the smaller the blood vessel, the
greater the resistance) and by the thickness of the blood (the thicker
the blood the greater the resistance).
Changing the resistance to blood flow can alter blood pressure. This
is done by involuntary smooth muscles in the arterioles relaxing or
contracting in order to alter the diameter of the arterioles. As the
smooth muscle contracts, the diameter of the blood vessel gets
smaller, so blood pressure is increased; as the smooth muscle
relaxes, the diameter of the blood vessel is increased, which
decreases the pressure of the blood flowing through it. The same
principle can be applied to altering the diameter of water flow
through a hose. If you place your finger over part of the opening of
the hose, making the diameter smaller, the water will flow out quite
forcibly because it is under higher pressure. However, if the water is
left to flow unhindered through the end of the hose it is under lower
pressure, and will therefore not ‘spurt’ so far because there is less
resistance.
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The Project Gutenberg eBook of Royal fruit
gelatin suggestions
This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
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laws of the country where you are located before using this
eBook.

Title: Royal fruit gelatin suggestions

Creator: Royal Baking Powder Company

Release date: September 17, 2023 [eBook #71670]

Language: English

Original publication: United States: Royal Baking Powder Co,

1926

Credits: Lisa Corcoran, Stephen Hutcheson, Bob Taylor and the

Online Distributed Proofreading Team at
https://www.pgdp.net

*** START OF THE PROJECT GUTENBERG EBOOK ROYAL

FRUIT GELATIN SUGGESTIONS ***
 Royal
Fruit
Gelatin
Suggestions
Made by the Makers of Royal Baking Powder
189,000 women asked for
it in 7 weeks
Sent all the way to New York for
this new delicious dessert, the
minute they read about it
Now they write
From Oklahoma—“We served raspberry
for dinner and we were more than delighted.
It is delicious. Royal Fruit Gelatin has
completely won our hearts.”
In Massachusetts they say—“It is delicious
and all that you claim for it, and I shall
certainly use it after this.”
“Your gelatin is better than any other
brand. The orange gelatin was especially
good and the flavor exactly like the fresh
fruit. If I had held an orange in one hand and
the opened box of gelatin in the other, it
would have been hard to tell by smell which
was which,” writes an enthusiast in
Pennsylvania.
They love it in Ohio!—“I am writing to
express my satisfaction with the real fruit
flavor, and to say it is the finest thing in the
gelatin line I have ever had. The children are
saying ‘please get some more!’ Where can I
buy it?”
 In New York State—“I found Royal Gelatin
far superior to the brand I have been using,
as it is tastier and lends itself well to the
adding of fruit,” writes one delighted woman.

*Now you can buy it everywhere....

Copyright, 1926, by Royal Baking Powder Co. Printed in U. S. A.

 A Revelation
in
Flavors
T HE fresh, fragrant aroma, that greets you the
moment you open the package—how
delicious it is—how different from any gelatin you
have ever bought before. You recognize its
distinction with the first whiff—it’s the very aroma
of the sun-ripened fresh fruits themselves.
Pour a little of it into your hand. Note the rich heaviness of the
delicate fruit-flavored crystals. Empty the package into a bowl, and
pour on the boiling water—Ah! Just smell the rich fragrance! Like
ripe fruit, warm with sunshine and drenched with dew.
Taste these new gelatins carefully—roll them
on your tongue. There is no strange flavor—no
“manufactured” taste at all. Not the faintest trace
of “gummy” taste or “gluey” smell. The pure
gelatin that carries these fresh fruit flavors does
not alter their delicacy, their aroma, in any way.
For no synthetics or artificial flavorings are used.
And pure, perfect gelatin of itself is neutral to
taste and smell.

Real fruit flavors made from

fresh fruits
Royal Raspberry—ripe, luscious, melting, like the very berries
from whose juice its flavor comes.
Royal Strawberry—hold it to the light! It’s the real strawberry
shade—gleaming, perfect. And its flavor—straight from the juice of
that most perfect fruit.
 Sniff the cherry-ripe fragrance that rises as you melt the crystals of
Royal Cherry—gleaming, dancing under the leaves, playing hide and
seek with the sunshine ... that’s the way the juice from which this
flavor is made is ripened and sweetened.
Royal Orange with its golden beauty—Royal Lemon, clear,
translucent, pure ... with the delicious flavor and fragrance only the
fruits themselves can give—how delectable they are.

And for health....

Famous food specialists everywhere
recommend gelatin as an integral part of a
balanced diet. As a source of protein, a
principle of growth, an active aid to
digestion, it has its established place.
It is especially desirable for children—
and how they love it! While to the
housewife, it is a delicious dessert that
may be made in a minute—yet capable of
so many toothsome changes that “time
cannot stale its infinite variety.” Nor
(blessed thought!) in spite of its charm to a
sweet tooth, is it fattening at all!
Of course you want the very purest gelatin in the world! On
general principles, and because it’s so invaluable for children. You
know you can trust Royal Fruit Flavored Gelatin quality ... because
for years you have used Royal Baking Powder, and know its
superlative standard. Royal Fruit Flavored Gelatin is made by the
same standards of quality and purity.
You’ll be delighted with its delicate texture, smooth, tender, firm,
and, with its lovely color, as appetizing to look at, as to taste. And
then it’s so quick! Hundreds of delighted women have written to tell
us that it sets more quickly than any other gelatin they have ever
used. For making whipped desserts, they tell us it is wonderful. “It
whips just like cream” “and so easily and quickly.”
 You’ll notice, and enjoy, the difference too!

With confidence....
We introduce Royal Fruit Flavored Gelatin to our Royal Baking
Powder friends with complete confidence, and especial pride. We
are sure that the same discriminating taste that insists upon
consistent perfection, will give it the sure and lasting welcome that
Royal Baking Powder has always received.
 The Package, The Utensils and
Just How to Get Perfect Results

E ACH package of Royal Fruit Flavored Gelatin weighs 3¼ ozs.

and measures ½ cup or 8 tablespoons.
Each package of 3¼ ozs. calls for two cups or one pint water or
other liquid and makes over one pint jelly, or sufficient to serve six
persons.
In order to save time and shorten the cooling process, one cup
boiling water is used to dissolve the gelatin and one cup cold water
or other liquid to cool it, but if preferred, the two cups boiling water
can be added at once.
If you desire to use a portion of a package at any time, dissolve
two level tablespoons Royal Fruit Flavored Gelatin in ½ cup boiling
water and this amount can be moulded in a custard cup and is
sufficient for one large serving.
When a portion of a package of Royal Fruit Flavored Gelatin is left,
close tightly as possible and keep in a dry place until ready to use.

Utensils for Measuring, Dissolving,

Moulding and Chilling Royal
Fruit Flavored Gelatins
Kettle for boiling water
Bowl for holding the Gelatin
Measuring cup
Spoon for stirring
Mould or bowl or cup for setting the Gelatin

I N MEASURING the liquid it is important to use the standard

measuring cup holding ½ pint or its equivalent, as the consistency
of the finished Gelatin depends upon the amount of water or other
liquids used.
Stir the mixture well after boiling water is added so all will be
dissolved. Then add cold water.
For Whipped Desserts the rotary egg beater is best and saves
much time.

Moulds

T HERE are on the market, tin, aluminum and china moulds in

varying shapes and sizes. If there is no mould at hand, ordinary
bowls, custard cups or even plain cups can be used very
successfully for moulding Royal Fruit Flavored Gelatins.

Chilling

T HE quickest way to chill Royal Fruit Flavored Gelatins is in the

ice box. To shorten the stiffening process still further, set mould
in pan filled with cracked ice, rock salt and water.
 In cold weather, the mould, covered, can be placed on outside
window sill. Royal Fruit Flavored Gelatins chilled in this way will
stiffen in a remarkably short time; in some cases in one-half to three-
quarters of an hour.

Removing Gelatin From Moulds

D IP mould very quickly into bowl or pan of hot water. Loosen

carefully from sides of mould with a knife; place plate or serving
dish over top and quickly turn upside down. The mould can then be
lifted carefully without spoiling the shape or design.

How Served

R OYAL
Flavored
Fruit

Gelatins are
complete in
themselves and
really do not require
any garnishings.
However, they are
delicious served with
whipped or plain
cream, custard,
marshmallow or fruit
sauces, recipes for
which are included in
this booklet.
 Royal Lemon
You’ll find Royal Lemon delightful
in its refreshing deliciousness.

Orange Lemon Jelly

1 package Royal Orange Gelatin
1 package Royal Lemon Gelatin
2 cups boiling water
2 cups cold water

P UT Royal Lemon and Orange Gelatins into large bowl. Mix well;
add boiling water and stir until dissolved; add cold water. Pour
into moulds; chill until firm and serve plain or with sliced fruit.
Bananas are very good. Serves 12.

Cider Jelly
1 package Royal Orange or Lemon Gelatin
⅛ teaspoon salt
2 cups sweet cider

H EAT 1 cup cider to boiling. Pour over Royal Orange or Lemon

Gelatin and salt; stir until dissolved. Add 1 cup cold cider. Pour
into moulds and chill until firm. As a relish, serve plain. As a dessert,
serve plain or with whipped cream. Serves 6.

Coffee Jelly
1 package Royal Lemon Gelatin
1 cup boiling water
1¼ cups strong coffee

D ISSOLVE Royal Lemon Gelatin in boiling water. Add coffee

which has been very carefully strained from any coffee grounds.
Pour into mould; chill until firm. Serve with sweetened whipped
cream. Serves 6.

Jellied Custard

Tomato Jelly Salad

1 package Royal Lemon Gelatin
1⅔ cups strained tomato juice
¼ cup vinegar
1 teaspoon salt
⅛ teaspoon pepper
⅛ teaspoon cloves
1 teaspoon onion juice
¼ teaspoon paprika

H EAT tomato juice to boiling, and pour over Royal Lemon Gelatin.
Stir until thoroughly dissolved; add vinegar and seasonings.
Pour into moulds. Serve with mayonnaise on lettuce leaves. Serves
6.

Orange Charlotte Russe

1 package Royal Lemon Gelatin
2 cups boiling water
½ teaspoon salt
1 cup orange juice
Sections of pulp from 2 oranges well drained from juice
1 cup cream, whipped

D ISSOLVE Royal Lemon Gelatin and salt in boiling water. Add

orange juice. Cool by setting bowl in pan of very cold water until
mixture begins to thicken. Beat with egg beater until light and frothy.
Fold in whipped cream and sections of orange pulp free from any
skin. Place in mould and chill thoroughly.
If desired, the mould may be decorated with the orange sections,
instead of moulding them in the dessert. Serves 10.

Jellied Custard
1 package Royal Lemon Gelatin
1 cup boiling water
1 egg
¼ cup sugar
¼ teaspoon salt
2 cups milk

M AKE a soft custard of the last four ingredients as follows:—Beat

egg slightly, add sugar and salt; mix well. Pour on milk and
cook in double boiler stirring until it thickens sufficiently to coat the
spoon. Cool.
Dissolve Royal Lemon Gelatin in boiling water. Cool; when it
begins to thicken, add the custard; pour into moulds. Chill until firm.
Serve with Fruit Sauce.
For variation, add ½ cup any preserved fruit with the custard,
using the syrup drained from the fruit as a sauce. Serves 12.

Apricot Whip
1 package Royal Lemon or Orange Gelatin
1 cup boiling water
⅛ teaspoon salt
¾ cup apricot pulp
½ cup apricot juice

D ISSOLVE Royal Gelatin in boiling water; add salt, apricot pulp

and juice and chill by setting in cracked ice or very cold water.
When almost set, beat with egg beater until stiff enough to hold its
shape. Pile lightly in sherbet glasses lined with lady fingers or in
small moulds and chill until firm.
Canned, sweetened, fresh or stewed apricots may be used.
Serves 6.

Sunshine Salad
1 package Royal Lemon Gelatin
1 cup boiling water
1 cup canned grated pineapple well drained from juice
1 cup cold water
1 cup grated carrot

D ISSOLVE Royal Lemon Gelatin in boiling water; add cold water.

Chill until it begins to thicken. Add grated carrot and pineapple.
Chill in small moulds until firm. Serve on lettuce with mayonnaise.
This is particularly good for children. Serves 6.

Pineapple Marshmallow Jelly

1 package Royal Lemon Gelatin
1 package Royal Cherry Gelatin
2 cups boiling water
2 cups cold water
6 slices canned pineapple, diced
12 marshmallows, cut in small pieces

D ISSOLVE Royal Lemon and Cherry Gelatins in boiling water;

add cold water and cool; add fruit, drained from juice, and
marshmallows. Chill, stirring occasionally while thickening to prevent
fruit from settling. When set, serve in sherbet glasses. Serves 12.
 Pineapple Bavarian Cream
1 package Royal Lemon Gelatin
1 cup boiling water
⅛ teaspoon salt
1 cup canned pineapple juice
1 cup grated pineapple
1 cup cream, whipped

D ISSOLVE Royal Lemon Gelatin in boiling water; add salt and

pineapple juice. Set in pan of cracked ice or very cold water and
chill until mixture begins to thicken. Beat with egg beater until very
frothy. Fold in grated pineapple and whipped cream. Blend well;
place in moulds and chill. Serves 10.

Jellied Fudgy Apples

½ cup sugar
1 cup water
6 apples—peeled and cored
1 package Royal Lemon Gelatin
1 cup cold water
1 cup brown sugar
1 tablespoon butter
¼ cup milk

B OIL together sugar and water for about 10 minutes. Add apples
and cook until tender but not broken. When done, drain and
arrange in one large or six small moulds. Measure boiling syrup, add
boiling water to make one cup. Pour over Royal Lemon Gelatin and
stir until dissolved. Add one cup cold water. Cool. Prepare fudge by
boiling together brown sugar, butter and milk to 238° F., or until a soft
ball forms when tested in cold water. Fill centers of apples with fudge
mixture. When it has cooled, pour gelatin mixture over apples to fill
mould. Chill until firm. Serve with Whipped Cream.
½ cup chopped walnuts or pecans may be added to fudge mixture
if desired. Serves 6.

Cherry Angelica
1 package Royal Lemon Gelatin
1 cup boiling water
1 cup cold water
10 maraschino cherries, chopped fine
⅔ cup angelica, chopped fine

D ISSOLVE Royal Lemon Gelatin in boiling water; add cold water.

Chill; when mixture begins to thicken, stir in cherries and
angelica. Pour into moulds and chill until firm or line the moulds as
follows:—Set moulds in pan of cracked ice. Pour in small amount of
cold but still liquid Royal Gelatin. Tip and turn moulds to coat entire
surface with the mixture. Arrange on this very thin strips of angelica
and bits of cherries to form a design. Add remainder of gelatin
mixture, carefully so design will not be disturbed. When all is added,
chill until firm. Serves 6.

Pineapple Marshmallow Jelly

 Royal Orange
And in Royal Orange you will find
an ideal flavor with which to serve
fresh fruits.

Apricot Fruit Mould

1 package Royal Orange Gelatin
1¾ cups apricot juice
½ cup water
½ cup canned apricots, sliced
½ cup canned cherries, halved and stoned

H EAT apricot juice to boiling. Pour over Royal Orange Gelatin

and stir until dissolved. Add water. Chill until mixture begins to
thicken, then fold in fruit well drained from juice. Pour into one large
or eight small moulds and chill until firm. Serve with cream. Serves 8.

Rhubarb Royal
1 package Royal Orange Gelatin
1 cup boiling water
1 lb rhubarb
1½ cups cold water
½ cup sugar

W ASH rhubarb and cut into 1-inch pieces. Do not remove the
skin. Place in shallow pan. Add ½ cup cold water to sugar and
pour over rhubarb. Bake in slow oven (250° F.) until tender but
unbroken. Baste occasionally with the syrup in the pan. Dissolve
Royal Orange Gelatin in boiling water; add 1 cup cold water. Chill.
Just as it begins to thicken fill eight small moulds ½ full, arrange
rhubarb pieces on it and fill moulds with remainder of the gelatin.
Chill until firm. Serve plain or with cream. Serves 8.