2010 Course Outline Units 3 and 4 PE
Notes on the Course Outline:
At the 3/4 level timing is crucial as most schools require course completion by the end of term 3. This outline is based on the MacMillan
Textbook and Teacher Resource Book and shows how the course may look in 2011, feel free to distribute this outline to students,
colleagues etc.
There are to many resources out there and this outline has condensed the use of resources to just 2. If something already works in your
class use it, my only advice is to make sure the knowledge is essential for students to learn.
Many schools require students to start the course the previous year (transition), in the past I have trialled starting the first topic and
have found that I have to re-teach it anyway the following year. What I now do is give students a list of the topics covered in units 3/4, I
then get them to brainstorm all of there prior knowledge in those topics and have a conversation about the content. For homework I set
them at the minimum – read all chapter summaries, watch as many different sports as possible and pay attention to muscles used,
energy requirements, fitness components, how they train, how they recover etc. There are a myriad of sports over the Christmas
holidays to watch including; Cricket, Tennis, Triathlon, Soccer, Basketball, Baseball, NFL, Golf, as well as preseason training for Rugby
and AFL.
In each week I have listed a practical activity to help understand the content. At the end of this timeline there is also a table to help give
more ideas. To cover the VCAA guidelines, 1prac class a week or a double a fortnight will suffice, however most of our students learn
best by doing and this study design gives scope for practical application.
If you have any queries or would like to give feedback on the timeline please feel free to contact me. zahra.mark.m@edumail.vic.gov.au
Good Luck
Mark Zahra – September 2010
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
2011 WEEKLY OVERVIEW VCE PE UNITS 3 AND 4
Week
Date
Term 1
Week 1
(1/2 – 4/2)
Term 1
Week 2
(7/2 – 11/2)
Term 1
Week 3
(14/2 – 18/2)
Key Knowledge
Learning
Content
Pg Reference
and Skills
Activities
Unit 3 – Physical activity participation and physiological performance
(14 weeks)
AOS 1: Monitoring and promotion of physical activity (40% of Unit 3)
(6 weeks)
Knowledge
Introduction to Unit 3 and 4 –
Expectations, etc.
 subjective and
objective methods
of assessing
physical activity
and sedentary
behaviour,
including; recall
surveys or
diaries,
pedometry,
accelerometry
and
observational
tools, in relation
to the National
Physical Activity
Guidelines
Skill
 compare and
contrast
Chapter 1 – Assessing Physical
Activity and Sedentary Behaviour
- Reasons for assessing PA
- Recap NPAG
- Describing PA
o Dimensions
o Domains
- Introduction to assessment tools
Chapter 1 – Assessing Physical
Activity and Sedentary Behaviour
- subjective vs objective measures
o recall
o diaries/logbooks
o pedometers
o accelerometry
o observational tools
5-6
6-10
10-12
13-14
15
16
17-18
19
20-21
21-22
23-24
SACS and
Coursework
Visual
Presentation pg.
10
Practical Activity
pg. 14
 Glossary
Terms
 HOT
Questions pg. 16
 Learning
Activity 1.1 TRB
pg. 2
Practical Activity
pg. 21
Case Study pg. 25
 HOT
Questions pg. 23
 Learning
Activity 1.2 TRB
pg 4
 Quick Quiz
TRB pg. 5
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
subjective and
objective methods
of assessing
sedentary
behaviour and
physical activity
compliance with
the National
Physical Activity
Guidelines

Term 1
Week 4
(21/2 – 25/2)
collect, measure
and evaluate data
using subjective
and objective
methods of
assessing physical
activity and
sedentary
behaviour
Knowledge
Chapter 2 - Socio-ecological Models
- components of
- Approaches to increasing levels of
social-ecological
PA
models
- The socio-ecological model
(individual, social
- Strengths of the socio-ecological
environment,
model
physical
Health interventions using the
environment and
socio-ecological model
policy); the
relationship
between the
multiple levels of
30-33
33-39
40-46
46-51
Critical Reflection
pg. 35
Practical Activity
pg. 38
Practical Activity
pg.45
Learning Activity
2.2 TRB pg. 13
 Glossary
Terms
 HOT
Questions pg. 40
 HOT
Questions pg. 48
 Learning
Activity 2.1 TRB
pg. 11
 Quick Quiz
TRB pg. 14
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2010 Course Outline Units 3 and 4 PE
influences and
physical activity
Practice SAC –
Visual
Presentation pg.
47
Skill
- identify
components of
the socialecological model
Term 1
Week 5
(28/2 – 4/3)
Knowledge
- the role of
government and
non-government
organisations in
promoting
adherence to the
National Physical
Activity
Guidelines in
schools,
workplace and
communities,
including
VicHealth,
National Heart
Foundation, State
and Federal
Government
departments
Chapter 3 – Promoting the National
Physical Activity Guidelines
- The role of Government in health
- The role of non- government
organisations in health
- Key Government Organisations
o Dept of Health (Vic)
o Federal dept of health and
aging
- Key non-government
organisations
o VicHealth
o National Heart Foundation
53-55
55-57
58-61
62-66
Practical Activity
pg. 57, 69
Written Report
pg. 71
Learning Activity
3.1 TRB pg. 20
Learning Activity
3.2 TRB pg. 22
 Glossary
Terms
 HOT
Questions pg. 59
 HOT
Questions pg. 65
 HOT
Questions pg. 69
 Quick Quiz
TRB pg. 23
66-67
68-69
Skill
- apply a social-
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
ecological model
to critique
physical activity
strategies used by
government and
non-government
organisations to
target two subpopulation
groups
Term 1
Week 6
(7/3 – 11/3)
Knowledge
 a range of
individual and
population-based
Australian
physical activity
promotion
initiatives and
strategies.
Skill
 collect and
Chapter 4 – Initiatives and strategies
to promote physical activity in
Australia
- individual vs population based
strategies
- individual strategies
- population based physical activity
interventions
- Strategic actions across the
lifespan
73-75
75-76 and 80
77-82
84-88
Practical Activity
pg. 84
Data Analysis pg.
84
AOS Review pg.
91
Learning Activity
4.2 TRB pg. 31
 Glossary
Terms
 HOT
Questions pg. 80
 HOT
Questions pg. 82
 Quick Quiz
TRB pg. 32
analyse
information on
initiatives and
strategies aimed
at increasing
physical activity
levels locally.
AOS 2: Physiological responses to exercise (60% of Unit 3)
(8 weeks)
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
Term 1
Week 7
(14/3 – 18/3)
Term 1
Week 8
Knowledge
 fuels (both
chemical and
food) required for
resynthesis of
ATP during
physical activity
and the utilisation
of food for energy
Knowledge
 characteristics
and interplay of
Chapter 5 – The energy systems:
engines of performance
- ATP: Our energy currency
- Fuelling performance
- Fuels
o Creatine phosphate
o Carbohydrate
o Lipids (fats)
o Proteins
Chapter 5 – The energy systems:
engines of performance
- The energy systems
97-98
98-101
Critical Reflection
pg. 106
Practical Activity
pg.107
101-102
102-104
104-105
106
108
SAC 1: Outcome 1
Analyse individual and
population levels of
sedentary behaviour
and participation in
physical activity, and
evaluate initiatives and
strategies that
promote adherence to
the National Physical
Activity Guidelines.
A response in one or
more of the following
forms, which focuses
on strategies aimed at
increasing physical
activity levels:
• a practical laboratory
report
• a case study analysis
• a data analysis
• a critically reflective
folio/diary of
participation in
practical activities
• a visual presentation
• a multimedia
presentation.
Data Analysis pg.
113
Practical Activity
 Glossary
Terms
 HOT
Questions pg.
108
 Learning
Activity 5.1 TRB
pg. 41
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2010 Course Outline Units 3 and 4 PE
(21/3 – 25/3)
the three energy
systems (ATP –
CP, anaerobic
glycolysis,
aerobic system)
for physical
activity, including
rate of
 ATP production,
the capacity of
each energy
system and the
contribution of
each energy
system
Skills
- perform,
observe, analyse
and report on
laboratory
exercises
designed to
explore the
relationship
between the
energy systems
during physical
activity
- explain the role
the energy
systems play in
enabling
o ATP-CP
o Anaerobic glycolysis
o Aerobic
109-110
110-111
111-114
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
activities to occur
as well as their
contribution to
active and passive
recovery
Term 1
Week 9
(28/3 – 1/4)
Knowledge
 relative
contribution of
the energy
systems and fuels
used to produce
ATP in relation
to the exercise
intensity,
duration and type
Chapter 5 – The energy systems:
engines of performance
- Summary of the energy systems
- Energy system interplay
116-118
Summary pg. 115
Learning Activity
5.2 TRB pg. 42
Critical Reflection
pg. 117
Summary pg. 119
 HOT
Questions pg.
119
 Quick Quiz
TRB pg. 46
121-122
Data Analysis pg.
124
Summary pg. 130
 Glossary
Terms
 Learning
Activity 6.2 TRB
114-116
Skill
- describe, using
correct
terminology, the
interplay and
relative
contribution of
the energy
systems in
different sporting
activities
Term 1
Week 10
(4/4 – 8/4)
Knowledge
- the mechanisms
responsible for
the acute
Chapter 6 – Acute responses to
exercise
- our body systems: demand vs
delivery
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
responses to
exercise in the
cardiovascular,
respiratory and
muscular systems
-
The respiratory system
The circulatory system
The muscular system
122-124
125-133
133-135
pg. 55
 HOT
Questions pg.
138
Skills
- participate in
physical activities
to collect and
analyse data
relating to the
range of acute
effects that
physical activity
has on the
cardiovascular,
respiratory and
muscular systems
of the body
Term 2
Week 1
(27/4 – 29/4)
School Holidays
(9/4 – 26/4)
Knowledge
Chapter 6 – Acute responses to
- oxygen uptake at exercise
rest, during
- Oxygen consumption during
exercise and
exercise
recovery,
- Oxygen deficit
including oxygen
- Steady State
deficit, steady
- Excess Post Oxygen Consumption
state, and excess
(EPOC)
post-exercise
138-139
139-141
141
142-143
Learning activity
6.1 TRB pg. 52 or
Practical Activity
pg. 141
 HOT
Questions pg.
144
 Quick Quiz
TRB pg. 56
oxygen
consumption
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2010 Course Outline Units 3 and 4 PE
Term 2
Week 2
(2/5 – 6/5)
Knowledge
Chapter 7 – Fatigue and recovery
 the multi- Mechanisms of fatigue
factorial
o Accumulation of
mechanisms
metabolic by-products
(including fuel
 Lactate
depletion,
o Fuel depletion
metabolic byo Thermoregulation
products and
thermoregulation
) associated with
muscular fatigue
as a result of
varied exercise
intensities and
durations
 passive and
active recovery
methods to assist
in returning the
body to preexercise levels.
Skills
 explain the role
the energy
systems play in
enabling
activities to occur
as well as their
contribution to
active and passive
recovery
 explain the multi-
146-147
148-150
150-152
152-153
154-157
Practical Activity
pg. 156
Summary pg. 158
Outcome 2: SAC 1
Use data collected in
practical activities to
analyse how the major
body and energy
systems work together
to enable movements
to occur, and explain
the fatigue
mechanisms and
recovery strategies.
A response in one or
more of the following
forms, which focuses
on the acute effects
that physical activity
has on the
cardiovascular,
respiratory and
muscular systems of
the body:
• a practical laboratory
report
• a case study analysis
• a data analysis
• a critically reflective
folio/diary of
participation in
practical activities
• a visual presentation
• a test
 Glossary
Terms
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE

Term 2
Week 3
(9/5 – 13/5)
factorial
mechanisms
associated with
fatigue during
physical activity
and sporting
events resulting
from the use of
the three energy
systems under
varying
conditions
compare and
contrast suitable
recovery
strategies used to
counteract fatigue
and promote
optimal
performance
levels.
Chapter 7 – Fatigue and recovery
- Mechanisms of fatigue
o Neuromuscular model
of fatigue
o Overreaching and
overtraining
158-159
159-160
Note: although mechanisms of fatigue, the
above 2 are not strictly in the study design and
can therefore be removed if time poor.
-
Recovery Techniques
AOS Review pg.
169
 HOT
Questions pg.
161
 Learning
Activity 7.1 TRB
pg. 61
 Quick Quiz
TRB pg. 64
163-164
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
Term 2
Week 4
(16/5 – 20/5)
o Active
o Passive
Catch up week
164 (TRB)
Outcome 2: SAC 2
Use data collected in
practical activities to
analyse how the major
body and energy
systems work together
to enable movements
to occur, and explain
the fatigue
mechanisms and
recovery strategies
A practical laboratory
report analysing the
relative contribution of
the energy systems
and associated fatigue
mechanisms and
recovery strategies
used in various
activities.
Term 2
Week 5
(23/5 – 27/5)
Unit 4 – Enhancing performance
(15 weeks)
AOS 1: Planning, implementing and evaluating a training program (60% 0f Unit 4)
(9 weeks)
Knowledge
Chapter 8: Understanding fitness
Fitness
- fitness
components
Continuum pg.
components:
- What is fitness?
177-178
178
definitions and
- Health related fitness components
Practical Activity
factors affecting
o Aerobic capacity
pg. 187
the health-related
o Anaerobic capacity
179-180
Ranking the
fitness
o Muscular strength
180-181
fitness
components,
o LME
Components pg.
including aerobic
 Glossary
Terms
 HOT
Questions pg.
186
 HOT
Questions pg.
192
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
capacity,
anaerobic
capacity,
muscular strength
and endurance,
flexibility, body
composition, and
the skill-related
components,
including
muscular power,
speed, agility,
coordination,
balance and
reaction time
Term 2
Week 6
(30/5 – 3/6)
Knowledge
- data collection
activity analysis,
including skill
analysis,
movement
patterns and work
to rest ratios
Skills
- use appropriate
technology to
perform an
activity analysis
to collect and
analyse primary
data to determine
major fitness
-
o Flexibility
o Body composition
Skill related fitness components
o Muscular power
o Speed
o Agility
o Coordination
o Balance
o Reaction time
The aim of a training program
Introduction to the SAC
Chapter 9: The activity analysis
- Conducting an activity analysis
- Carrying out the analysis
o Skill Frequency
o Movement Patterns
o Work to Rest ratios
- Examples of an activity analysis
o Aussie Rules
o Volleyball
181-182
182-183
183-184
184-186
187-188
188-189
190
190
191
191
193
Learning Activity
8.1 TRB pg. 72
Practical Activity
pg. 194
 Quick Quiz
pg. 74
Practical Activity
pg. 204
Movement
Patterns pg. 206
Practical Activity
pg. 208
 Glossary
Terms
 HOT
Questions pg.
199
 HOT
Questions pg.
210
 Case Study
pg. 212
 Quick Quiz
pg. 84
196
196-199
200-204
205-207
208
210-211
212-213
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
components and
energy systems
used in sporting
events and
physical activities
Term 2
Week 7
(6/6 – 10/6)
Knowledge
- assessment of
fitness, including
aims, protocols
(informed
consent and
fitness testing),
and methods and
outcomes of at
least two
standardised,
recognised tests
for each fitness
component
Skills
- explain fitness
assessment aims,
methods, risks,
safeguards,
informed consent
and
confidentiality
- perform, observe,
analyse and
report on
laboratory
exercises
Chapter 10: Assessing fitness
 Setting up fitness testing
 Informed Consent
 Testing the fitness components
o Aerobic Capacity
o Anaerobic Capacity
o Muscular Strength
o Muscular Endurance
o Flexibility
o Body Composition
o Muscular Power
o Speed
o Agility
o Coordination
o Balance
o Reaction time
 Examples of fitness testing
batteries
o AFL Combine
o NBA Draft Camp
215-216
216-217
217-218
219-229
229-233
234-238
238-242
242-245
245-248
248-249
250-251
251-255
255-256
256-257
258-260
261-264
264-268
Learning Activity
10.1 TRB pg. 91
Outcome 1: SAC 1
Task 1 – Activity
Analysis
Plan, implement and
evaluate training
programs to enhance
specific fitness
components.
A written report that
includes a plan and
evaluation of a sixweek training program
with reference to an
activity analysis,
fitness testing and a
training diary,
designed to enhance
specific fitness
components.
 Glossary
Terms
 HOT
Questions pg.
218
 HOT
Questions pg.
260
 Quick Quiz
pg. 93
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
-
Term 2
Week 8
(13/6 – 17/6)
Term 2
Week 9
(20/6 – 24/6)
designed to
explore the
assessment of
fitness pre and
post training
justify the
selected fitness
tests in relation to
the strengths and
weaknesses of the
testing
methodology
JUNE EXAMS (GAT 16/6)
Knowledge
 fitness training
Chapter 11: Training programs,
principles and methods
principles,
 Periodisation of the training
including
program
intensity, duration,  The Training Diary
frequency,
 The Training Session
overload,
 Training Principles
specificity,
o Progressive Overload
individuality,
o Intensity
diminishing
returns, variety,
o Duration
maintenance and
o Frequency/Maintenance
detraining
o Specificity
o Individuality
o Diminishing Returns
o Variation
272-274
274-276
275-277
278
279
280
280
280-281
281
281
282
Outcome 1: SAC 1
Task 2 – Fitness
Testing
Plan, implement and
evaluate training
programs to enhance
specific fitness
components.
A written report that
includes a plan and
evaluation of a sixweek training program
with reference to an
activity analysis,
fitness testing and a
training diary,
designed to enhance
specific fitness
components.
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
o Detraining
Term 2
Week 10
(27/6 – 1/7)
Knowledge
 fitness training
methods,
including
continuous,
interval, fartlek,
circuit,
weight/resistance,
flexibility,
plyometrics,
speed, swiss ball
and core strength
training to
improve aerobic
capacity,
anaerobic
capacity, muscular
strength and
endurance, speed,
flexibility and
muscular power
Skill
 design, participate
Chapter 11: Training programs,
principles and methods
 Training Methods
o Continuous
o Fartlek
o Interval
o Circuit
o Resistance
o Flexibility
o Plyometrics
o Speed
o Agility
o Core Strength (including
Swiss Ball)
282
283-284
284-285
285-287
287-291
291-296
296-302
302-304
304-305
305
305-307
 Glossary
Terms
 HOT
Questions pg.
277
 HOT
Questions pg.
283
All work should
focus on
preparing a
fitness program
Outcome 1: SAC 1
Task 3 – Training
Plan
Plan, implement and
evaluate training
programs to enhance
specific fitness
components.
A written report that
includes a plan and
evaluation of a sixweek training program
with reference to an
activity analysis,
fitness testing and a
training diary,
designed to enhance
specific fitness
components.
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
in, and evaluate a
six-week training
program that
demonstrates the
correct application
of training
principles and
methods to
enhance and
maintain specific
health-related
fitness
components.
Term 3
Week 1
(18/7 – 22/7)
Knowledge
 fitness training
methods,
including
continuous,
interval, fartlek,
circuit,
weight/resistance,
flexibility,
plyometrics,
speed, swiss ball
and core strength
training to
improve aerobic
capacity,
anaerobic
School Holidays
(2/7 – 17/2)
WEEK 1 and 2 of Training Program
Chapter 11: Training programs,
principles and methods
 Training Methods Continued
283-284
o Continuous
284-285
o Fartlek
285-287
o Interval
287-291
o Circuit
291-296
o Resistance
296-302
o Flexibility
302-304
o Plyometrics
304-305
o Speed
305
o Agility
305-307
o Core Strength (including
Swiss Ball)
Practical Activity
pg. 291
Practical Activity
pg. 304
 HOT
Questions pg.
307
 Quick Quiz
pg. 101
WEEK 3 of
Training
Program
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
capacity, muscular
strength and
endurance, speed,
flexibility and
muscular power
Skill
 design, participate
in, and evaluate a
six-week training
program that
demonstrates the
correct application
of training
principles and
methods to
enhance and
maintain specific
health-related
fitness
components.
Term 3
Week 2
(25/7 – 29/7)
Knowledge
 chronic
adaptations of the
cardiovascular,
respiratory and
muscular systems
to training.
Skill
 explain how
chronic
adaptations to the
cardiovascular,
Chapter 12: Chronic Training
Adaptations
 Aerobic Adaptations
o Cardiovascular
o Respiratory
311
311
312-317
317-320
Practical Activity
pg. 312
 Glossary
Terms
 HOT
Questions pg.
321
WEEK 4 of
Training
Program
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
respiratory and
muscular systems
lead to an
improved
performance
Term 3
Week 3
(1/8 – 5/8)
Chapter 12: Chronic Training
Adaptations
 Aerobic Adaptations
o Muscular
 Anaerobic Adaptations
Areas of Study
Review pg. 325
320
321-323
 HOT
Questions pg.
323
 Quick Quiz
pg. 110
WEEK 5 of
Training
Program
Term 3
Week 4
(8/8 – 12/8)
Skill
 design, participate
in, and evaluate a
six-week training
program that
demonstrates the
correct application
of training
principles and
methods to
enhance and
maintain specific
health-related
fitness
components.
Chapter 11: Training Principles and
Methods
 Evaluating the training program
308-309
Outcome 1: SAC 2
Plan, implement and
evaluate training
programs to
enhance specific
fitness components.
A response in one or
more of the following
formats, which links
chronic adaptations of
the cardiovascular,
respiratory and
muscular systems to
training methods and
improved
performance:
• a case study analysis
• a data analysis
• a critically reflective
folio/diary of
participation in
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
practical activities
• a practical laboratory
report
• a visual presentation
• a test.
WEEK 6 of
Training
Program
AOS 2: Performance enhancement and recovery practices
Term 3
Knowledge
Chapter 13: Nutritional strategies to
Week 5
enhance performance
 nutritional
strategies used to
(15/8 – 19/8)
 Energy Balance
enhance
 Energy Demands
performance and
 Fuel Sources
improve recovery,
o Carbohydrates
including
o Proteins
carbohydrate
 Hydration
loading,
application of the
 Dietary Supplements
glycemic index,
o Sports Drinks
carbohydrate gels,
o Carbohydrate Gels
protein
o Creatine
supplementation
o Protein
and caffeine
o Caffeine
supplementation

hydration
techniques to
enhance
performance and
recovery,
including water,
hypertonic,
333
333-334
334-335
335-339
339-342
343-347
347-348
348-350
351-352
352-353
354
355-356
Research Activity
pg. 342
Practical Activity
pg. 350
Data Analysis pg.
353
Learning Activity
13.1 TRB pg. 115
Learning Activity
13.2 TRB pg. 116
Outcome 1: SAC 1
Task 4 – Evaluation
including Training
Diary
Plan, implement and
evaluate training
programs to enhance
specific fitness
components.
A written report that
includes a plan and
evaluation of a sixweek training program
with reference to an
activity analysis,
fitness testing and a
training diary,
designed to enhance
specific fitness
components.
 Glossary
Terms
 HOT
Questions pg.
346
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2010 Course Outline Units 3 and 4 PE
 HOT
Questions pg.
356
hypotonic and
isotonic drinks
and the use of
intravenous drips
in rehydration
Skills
 analyse and
Term 3
Week 6
(22/8 – 26/8)
evaluate
nutritional and
hydration
procedures used to
enhance
individual
performance and
recovery
 compare and
contrast practices
designed to
enhance
performance
and/or speed up
recovery
Skill
o participate in and
evaluate a range
of nutritional,
physiological or
psychological
strategies that
potentially
enhance
performance and
Chapter 13: Nutritional strategies to
enhance performance
 Preparing for an endurance event
o Carbohydrate Loading
o Pre-event meal
o Refuelling
o Nutrition in Recovery
o Intravenous Drips
 Preparing for a non-endurance
357-359
359-362
362-364
364-366
367
Lab Report pg.
361
Case Study pg.
368
Case Study pg.
370
 Quick Quiz
pg. 118
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2010 Course Outline Units 3 and 4 PE
Term 3
Week 7
(29/8 – 2/9)
aid recovery.
Knowledge
 psychological
strategies used to
enhance
performance and
aid recovery,
including sleep,
meditation,
motivational
techniques,
optimal arousal,
mental imagery
and concentration
Skill
 identify and
explain
psychological
factors which
impact on
performance and
recovery
o participate in and
evaluate a range
of nutritional,
physiological or
psychological
strategies that
potentially
enhance
performance and
aid recovery.
event
Chapter 14: Sports psychology
 Motivation
o What is motivation?
o Motivational Techniques
 Arousal
o What is arousal?
o Techniques to promote
optimal arousal
o Techniques to regulate
overarousal (incl.
meditation)
o Techniques to regulate
underarousal
 Concentration
o What is concentration?
o Techniques to enhance
concentration
 Sleep
 Mental Imagery
368-372
375
375-378
378-385
386-389
389-390
390-393
Learning Activity
14.2 TRB pg. 127
Practical Activity
pg. 398
 Glossary
Terms
 HOT
Questions pg.
402
 HOT
Questions pg.
407
 Quick Quiz
pg. 130
394
396
396-401
402
403-406
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
Term 3
Week 8
(5/9 – 9/9)
Knowledge
o physiological
Term 3
Week 9
(12/9 – 16/9)
Knowledge
o perceived benefits
strategies to
enhance recovery
such as heat, ice,
compression,
hyperbaric
chambers,
massage and sleep
Skills
o compare and
contrast practices
designed to
enhance
performance
and/or speed up
recovery
o participate in and
evaluate a range
of nutritional,
physiological or
psychological
strategies that
potentially
enhance
performance and
aid recovery.
and potential
harms to the
athlete of legal
Chapter 15: Physiological strategies to
enhance performance
o Recovery Strategies
o Rest and Sleep
o Hydrotherapy
o Compression
o Massage
o Hyperbaric Chamber
410
Chapter 16: Doping legalities and antidoping codes
o Hormones
o Steroids
o Growth Hormone
424
410-411
411-416
417
418
420-421
425-427
427-428
Practical Activity
pg. 415
Case Study pg.
419
Learning Activity
15.1 TRB pg. 135
 Glossary
Terms
 HOT
Questions pg.
422
 Quick Quiz
pg. 137
Case Study pg.
429
Data Analysis pg.
433
Practical Activity
 Glossary
Terms
 HOT
Questions pg.
435
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2010 Course Outline Units 3 and 4 PE
and illegal
substances and
methods that
enhance
performance,
including altitude
training, creatine
supplementation,
enhancement of
oxygen transfer,
gene doping,
hormones
(including
steroids,
erythropoietin and
growth
hormones),
diuretics and
masking agents,
stimulants and
beta blockers
Term 3
Week 10
(19/9 – 23/9)
Knowledge
o the rationale for
anti-doping codes
used by the World
Anti-Doping
Agency (WADA)
and the Australian
Sports AntiDoping Authority
(ASADA),
including health,
o
o
o
o
o
o
o EPO
Enhancement of oxygen transfer
Gene doping
Diuretics and masking agents
Stimulants
Beta-Blockers
Legal Performance Enhancement
o Altitude Training
428
430
430-431
431-432
433
433-434
pg. 434
Case Study pg.
437
Learning Activity
16.1 TRB pg. 141
435-437
Chapter 16: Doping legalities and antidoping codes
o Anti-doping codes
o WADA
o ASADA
437-439
439-442
442-443
Case Study pg.
441
Area of Study
Review pg. 447
Outcome 2: SAC 1
Analyse and evaluate
strategies designed to
enhance performance
or promote recovery.
A response in one or
more of the following
formats, which
identifies and
evaluates various
strategies and
practices that are used
to enhance
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary
2010 Course Outline Units 3 and 4 PE
performance:
• a practical laboratory
report
• a case study analysis
• a data analysis
• a media analysis
• a test.
safety, fairness,
role modelling for
children and the
maintenance of
the spirit of sport.
Skills
o evaluate antidoping codes used
to govern sport,
including the
World AntiDoping Agency
(WADA) and the
Australian Sports
Anti-Doping
Authority
(ASADA)
School Holidays
(24/9 – 9/10)
Term 4
Week 1
(10/10 –
14/10)
Term 4
Week 2
(17/10 –
21/10)
Term 4
Week 3
 HOT
Questions pg.
443
 Quick Quiz
pg. 145
REVISION
REVISION
Practice Exams
Resources:
TRB pg. 153
VCAA
ACHPER
Practice Exams
REVISION
Practice Exams
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2010 Course Outline Units 3 and 4 PE
(24/10 –
28/10)
Term 4
Week 4
(31/10 – 4/11)
EXAMS START (Thursday 3 November)
VCE PE EXAM – Monday 14th November 3pm – 5.15pm
© Mark Zahra and written to support Macmillan VCE PE 2. Published by Macmillan Education Australia. www.macmillan.com/secondary