1
PHYSICAL EDUCATION - UNITS 3 & 4
COURSE OUTLINE - 2011
Unit Three: Physical activity participation and physiological performance
Unit Four: Enhancing performance
Course Text: “Live It Up”, Book 2 (3rd edition 2011) - Smyth et al, published by Jacaranda/ACHPER
Jaconline – in depth electronic additions to your teaching style. Follow the book through using elessons and interactive student activities
Week
ending
Friday
Theory Covered (Unit Area of Study and Learning
Outcome)
Semester
One
(16 full
weeks for
Unit 3 work)
UNIT THREE – PHYSICAL ACTIVITY PARTICIPATION AND
PHYSIOLOGICAL PERFORMANCE
AOS 1: Monitoring and Promotion of Physical Activity
Term One
(10 full
weeks)
Text
chapter
and page
eLessons
Suggested
practical
activities &
SAC dates
USEFUL WEB SITES
http://www.jacplus.com.au/
http://www.jaconline.com.au/engine.jsp?page=rdyDetail
&schRdyToHelpDetail$articleId=11
Outcome 1 – On completion of this unit the student should be
able to 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
http://www.health.gov.au/
Monitoring and Promotion of Physical Activity
•
1.
•
•
•
•
•
4/2
•
•
•
•
2.
3.
The need for physical activity
Benefits of physical activity
Costs of physical activity
How much should we do?
National Physical Activity Guidelines
Applications of these Guidelines to various age groups
Methods for assessing physical activity:
Subjective - diaries, logs, recall surveys
Objective - pedometers, heart-rate telemeters,
accelerometers, electronic motion sensors
Observation - BEACHES, SOFIT, SOPLAY
1:4
1:4-5
1:5
1:5
1:8
1:9-13
1:13-16
1:16-17
1:17-18
11/2
17/2
1:8 (two)
(Australian government – department of Health and
Ageing. Information on National Physical Activity
Guidelines)
http://www.health.gov.au
•
Elements determining physical activity levels
o Type, Frequency, Duration, Intensity
o MET
1:20
•
Socio-ecological model
1:22
1:20
1:21
Practice SAC
1:19
1:20
Vicfit website – information on physical activity
programs
http://www.vicfit.com.au
David Smyth, Melbourne High School
November, 2010
2
o
o
o
o
•
4.
5.
o
o
o
25/2
4/3
•
o
o
o
o
o
•
6.
7.
11/3
18/3
25/3
o
o
o
1:23
1:23
1:24
1:24
Government roles in promoting NPAGs
World Health Organisation
Federal department of health and ageing
State government agencies
Go For Your Life secretariat
VicHealth
Schools
Local Councils
National planning guide
1:25
1.25-26
1:26
1:27-30
Non-government roles in promoting NPAGs
Australian General Practice Network
Heart Foundation
Diabetes Australia
Cancer Council of Australia
Workplaces
1:30-34
Australian initiatives and strategies to promote physical
activity
o Active travel
o Walk21
o National initiatives
Measure up
Choose Health – be active
National preventative health strategy
Healthy spaces and places
Designing places for active living
Liveable neighbourhoods
Healthy by Design
o State initiatives
Active script program
Victoria walks
Go for your life
Better health channel
Kinect Australia
•
8.
Individual domain
Social environment domain
Physical environment domain
Policy domain
Socio-ecological model and populations
Various Australian government sponsored programs
Women only groups
Indigenous groups
VicHealth website
http://www.vichealth.vic.gov.au
1:28
http://www.rohan.sdsu.edu/faculty/sallis/sofitprotocol.pd
f
Victorian Sport and Recreation website
http://www.sport.vic.gov.au
1:35
1:35-40
1:36
1:37
http://www.findthirty.com.au/
1:41 (two)
http://www.goforyourlife.vic.gov.au/
Outcome 1:
SAC 1 – 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.
VicSport website
http://www.vicsport.asn.au
1:40-41
http://www.cdc.gov/nccdphp/dnpa/
1:42-3
1:45
David Smyth, Melbourne High School
October 2010
3
UNIT THREE – PHYSICAL ACTIVITY PARTICIPATION AND
PHYSIOLOGICAL PERFORMANCE
AOS 2: Physiological responses to physical activity
Outcome 1 – On completion of this unit the student
should be able to 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.
ENERGY SYSTEMS
•
Adenosine triphosphate
•
Replenishing ATP stores
9.
1/4
•
•
10. 8/4
•
•
Term Two
(9 weeks)
•
Converting food to energy
o Creatine
o Carbohydrates – glycaemic index
o Fats
o Proteins
Energy systems and pathways
o ATP resynthesis
o Meeting ATP demands
o Comparing the energy systems
The ATP-PC system
o The ATP-PC system and exercise
The anaerobic glycolysis system
o The anaerobic glycolysis system and exercise
o A final word about the anaerobic glycolysis system
The aerobic system
o Aerobic energy production from carbohydrates
o Aerobic glycolysis, the Krebs cycle, the ETC
o Aerobic energy from fats
o Fat v CHO metabolism
o Aerobic energy from protein
o The mitochondria
o The aerobic system and exercise
2:52
2.53
Interplay of the energy systems
o Energy at rest
Aerobic energy system:
http://www.brianmac.demon.co.uk/siteindx.htm
2:54
2:54-55
2:56-57
2:58-59
2:60
2:61
2:62-63
2:64
2:65-67
2:64
2:67
2:68-71
2:68
2:69
2:72
2:72
2:73
2:72-73
2:74-75
•
2:52
2:76-80
http://www.sport-fitnessadvisor.com/anaerobicthreshold.html
Nismat exercise physiology corner: muscle physiology
primer:
http://www.nismat.org/physcor/muscle.html
body systems:
http://sln.fi.edu/biosci/systems/systems.html
Major muscle groups and microscopic structure:
http://www.anatomy.usyd.edu.au/mru/lectures/
Muscle physiology homepage:
http://muscle.ucsd.edu/musintro/struct.shtml
Muscle biochemistry:
http://web.indstate.edu/thcme/mwking/muscle.html
David Smyth, Melbourne High School
October 2010
4
11. 29/4
12. 6/5
13. 13/5
o
ACUTE RESPONSES TO EXERCISE
•
Acute responses of cardiovascular system
o Increased (HR) heart rate
o Increased SV (stroke volume)
o Increased Q (cardiac output)
o Increased BP (blood pressure)
o Redistribution of blood to working muscles
o Increase a-VO2 diff. (arterio-venous oxygen
difference)
•
Acute responses of respiratory system
o Increased respiratory frequency
o Increase TV (tidal volume)
o Increased ventilation
o Increased 02 (oxygen) uptake
•
Maximum O2 uptake
o Factors affecting Max VO2
Body size, gender, genetics, age, training status
•
Oxygen deficit
•
Steady state
•
EPOC (excess post-exercise 02 consumption)
•
14. 20/5
15. 27/5
Energy during exercise
Acute responses of muscular system
o Increased motor unit and fibre recruitment
o Increase blood flow to muscles
o Increased muscle temperature
o Increased muscle enzyme activity
o Increased oxygen supply and use
o Depleted energy stores
FATIGUE AND RECOVERY
•
Definition of fatigue
•
Mechanisms of fatigue - peripheral
o Fuel depletion
o Metabolic by-products
o Impaired muscle excitability
•
Mechanisms of fatigue – central
o Neuromuscular junction
o CNS
•
Body temperature and fatigue
o Dehydration
o hypothermia
•
The significance of lactate
o Friend not foe
2:78
3:89
3:90-92
3:92-93
3:93-94
3:96
3:97
3:98
Muscles:
http://www.e-muscles.net/
3:91
3:97
http://www.sport-fitness-advisor.com/cardiovascularsystem-and-exercise.html
3:103
http://www.brianmac.co.uk/physiol.htm
3:99
3:100
3:101
3:101-103
3:104
3:104
3:105-106
3:105
3:107
3:107
http://www.teachpe.com/anatomy/response_to_exercise.
php
3:108
4:116-117
4:117
4:118
4:121
4:123
4:124
AND
4:127
4:127
4:131
http://health.howstuffworks.com/wellness/dietfitness/exercise/sports-physiology1.htm
Outcome 1:
SAC 2
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
Outcome 2:
SAC 3
A practical
laboratory report
analysing the
relative
contribution of
the energy
David Smyth, Melbourne High School
October 2010
5
•
•
16. 3/6
•
o The fate of lactate
o OBLA and the LIP
Recovery
o Cool-down
o Passive rest
Replenishment of energy stores
o CP Stores
o Glycogen stores
o Protein intake
Replenishment of fluids and electrolytes
o Too much water?
4:135
4:133
4:134
http://sportsmedicine.about.com/cs/injuries/a/doms.htm
4:136
4:137
4:137
http://www.ausport.gov.au/ais/sssm/fatigue_and_recovery
systems and
associated
fatigue
mechanisms and
recovery
strategies used
in various
activities.
http://www.slideshare.net/umekinu/fatigue-and-recovery
4:141
4:143
UNIT FOUR – ENHANCING PERFORMANCE
AOS 1: Planning, implementing and evaluating a
training program
Outcome 1 – On completion of this unit the student
should be able to plan, implement and evaluate training
programs to enhance specific fitness components.
Semester
Two
(16 full
weeks for
Unit 3 work)
1.
10/6
FITNESS COMPONENTS AND ACTIVITY ANALYSIS
•
Health related fitness components
o Aerobic capacity
o Anaerobic capacity
o Muscular strength
o Muscular endurance
o Flexibility
o Body composition
•
Skill related fitness components
o Speed
o Muscular power
o Agility
o Coordination
o Balance
o Reaction time
5:152
5:154
5:157
http://www.brianmac.co.uk/conditon.htm
5:159
5:162
5:164
VCE MID YEAR EXAMINATIONS
June 14-16
•
•
•
Activity analysis
o Methods of doing an activity analysis
Data collection activity analysis – skill analysis
o Muscle groups and muscle action
Data collection activity analysis – movement patterns
5:166
5:168
5:170
5:170
http://gssiweb.com/
http://www.ausport.gov.au/search.asp
http://www.championdata.com.au/
David Smyth, Melbourne High School
October 2010
6
•
2.
17/6
o GPS data collection
Data collection activity analysis – work:rest ratios
FITNESS ASSESSMENT
•
Laboratory and field tests
•
Why fitness testing?
•
Rules of fitness testing
o Relevance and specificity
o Validity and reliability
o Interpretable and comparable
•
Protocols
o Risks
o informed consent and confidentiality
o Custom made fitness tests
o Standardised fitness tests
5:176
5:156
6:184
6:184-185
6:186
rowing ergometer http://rowcoachmedia.com/node/515
6:191-192
3.
4.
23/6
1/7
Term
Three
(10 weeks)
•
•
Pre test procedures
Testing fitness components
o Aerobic capacity tests
o Anaerobic capacity tests
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
Justifying fitness testing
Developing a fitness test battery
FITNESS TRAINING PRINCIPLES AND METHODS
•
Principles of training
o Specificity
o Intensity
o Duration
o Frequency
o Progressive overload
o Variety
o Diminishing returns
o Reversibility
o De-training
•
Methods of training
http://www.topendsports.com/testing/tests/rowing-ergo500m.htm
6:187
6:189
6:190
6:191
6:192
•
•
http://www.rugby.com.au/
http://www.pineapplehead.com.au/
http://www.polar.fi/sarripola/
http://www.ug.edu.au/~zzqas
6:194
6:198
6:203
6:206
6:213
6:218
6:222
6:224
6:226
6:228
6:229
6:229
6:232
6:233-236
7:244
7:245-246
7:247-248
6:195 (two)
6:196 (three)
6:197 (two)
6:198-200
6:201 (two)
6:202-204
6:205 (two)
6:206-217
6:218 (two)
6:219 (two)
6:220
6:221 (three)
6:222 (two)
6: 223 (three)
6:224 (two)
6:225 (three)
6:226-230
6:231 (three)
6:234
6:237
7:245
7:249-250
7:252-253
http://www.brianmac.demon.co.uk/siteindx.htm
Sprint fatigue test
http://www.topendsports.com/testing/tests/sprintfatigue.htm
http://www.peworld.org/fitnesstesting/fitnesstestingconte
nts.htm
Polar Heart Rate Monitors:
http://www.polar.fi/sarripola/
Magaria Kalamen http://www.brianmac.co.uk/
http://www.fotosearch.com/photosimages/physiotherapist_3.html
Fitness testing. Sports Coach - Evaluation:
http://www.brianmac.demon.co.uk/eval.htm
http://www.brianmac.co.uk/
Fitness tests.. The foundation of athletic training: (VG)
http://www.sport-fitness-advisor.com/fitnesstests.html
http://www.topendsports.com/testing/BMIcalc2.htm
http://www.senslab.de/english/index.html
http://www.brianmac.co.uk/fatgirth.htm
http://sportsmedicine.about.com/od/training/a/ExScience.htm
7:252
http://www.sport-fitness-advisor.com/fitt-principle.html
Outcome 1 –
SAC 1
A written report
that includes a
plan and
evaluation of a
six-week
training program
with reference to
an activity
analysis, fitness
testing and a
training diary,
designed to
enhance specific
fitness
components.
7:254-255
David Smyth, Melbourne High School
October 2010
7
Continuous
Interval
Resistance (or weight)
Benefits
Terminology
Points to ponder
o Flexibility
o Plyometrics
o Circuit
o Fartlek
o Speed
o Swiss ball
o Core strength
Ways to improve fitness
o
o
o
5.
22/7
•
6.
7.
29/7
5/8
DESIGNING A TRAINING PROGRAM
•
Planning a training program
•
Phases of a training program
o Preparatory phase
o Competition phase
o Transition phase
•
Periodisation and the training year
o Microcycles
o Mesocycles
o Macrocycles
o Extended macrocycles
•
Designing a training session
o Warm-up
o Skill development
o Conditioning development
o Cool-down
•
Peaking and tapering
•
Individuality
•
Overtraining
o Causes
o Signs and symptoms
o Avoiding and overcoming
•
Designing , participating and evaluating a training
program
o Managing your own training program
Design
Activity analysis
Fitness testing
Identifying strengths and weaknesses
Designing the actual program
7:255-257
7:258-264
7:261
7:262
7:264
7:265-267
7:268-270
7:273
7:274-275
7:276-277
7:278
7:279
7:280-281
http://www.sport-fitness-advisor.com/fitt-principle.html
7:269
7:274
http://www.squidoo.com/methodsoftrainingsport
7:280
8:288-289
8:290-291
8:292-293
http://www.brianmac.demon.co.uk/siteindx.htm (Exc!)
Musculature, stretching and flexibility: (Exc)
http://members.aol.com/naginata/riley4.html
New Mexico State performance training handbook:
http://web.nmsu.edu/~johtaylo/index.html
8:294-296
8:296-297
Energy demands and event specific exercise training:
http://www.coacheseducation.com/phys/Event_Specific/
8:298-299
8:299-301
8:301-305
Netfit health and fitness advice:
http://www.netfit.co.uk/menu.htm
8:306-309
8:309-310
8:311
8:311-314
8:314
8:310
8:312
David Smyth, Melbourne High School
October 2010
8
8.
9.
12/8
19/8
Training diary
Evaluating the program
CHRONIC ADAPTATIONS TO TRAINING
•
General introduction
•
Adaptations to aerobic training - cardiovascular
o Left ventricle size and volume
o Increased cardiac capillarisation
o Increased SV
o Decreased HR
o Decreased HR during sub-maximal effort
o Increased HR recovery rates
o Increased Q during maximal exercise
o Decreased BP
o Increased a-VO2 diff
o Increased blood volume and haemoglobin levels
o Increased capillarisation of working muscles
o Decreased blood cholesterol, triglycerides, LDLs and
HDLs
•
Adaptations to aerobic training - respiratory
o Increase lung ventilation during maximal exercise
o Increased Max VO2
o Increased LIP
•
Adaptations to aerobic training - muscular
o Increased oxygen utilisation
o Increased muscular fuel stores
o Increased oxidation of glucose and fats
o Decreased use of anaerobic glycolysis
o Adaptation of muscle fibre type
•
Adaptations to anaerobic training
o Muscular hypertrophy
o Increased muscle stores of ATP and PC
o Increased glycolytic capacity
o Cardiac hypertrophy
•
Other anaerobic training adaptations
UNIT FOUR – ENHANCING PERFORMANCE
8:314
9:322
9:323-328
AND
http://wiki.answers.com/Q/What_are_the_chronic_Adapt
ations_of_anaerobic_training
9:329-330
9:332-334
9:332
http://hk.humankinetics.com/EssentialsOfStrengthTraini
ngAndConditioning/ig/chpr05.htm
9:335-336
9:336
AOS 1: Performance enhancement and recovery
9:327
9:339
Outcome 1 –
SAC 2
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
practical
activities
• a practical
laboratory report
• a visual
presentation
• a test.
Lactate physiology and sports training:
http://www.lactate.com/eslact1c.html
practices
Outcome 1 – On completion of this unit the student
should be able to analyse and evaluate strategies
designed to enhance performance or promote recovery.
David Smyth, Melbourne High School
October 2010
9
10. 26/8
11. 2/9
STRATEGIES TO ENHANCE PERFORMANCE AND
RECOVERY
•
Nutritional needs of athletes: a balanced diet
o How much?
o Glycaemic Index
•
Nutritional needs of athletes: carbohydrates (CHOs)
o How much?
•
Application of the glycaemic index
•
Nutritional needs of athletes: proteins and fats
o Protein
How much?
Proteins + CHO
Protein supplementation
o fats
How much?
•
Fuel for competition and recovery
o Fueling and type of sport
o CHO loading
o Pre-event meal and hydration
o Refuelling during exercise
o Nutrition and recovery from exercise
•
•
•
12. 9/9
Hydration needs of athletes – how much?
o Who needs it?
o Water v sports drinks
o IV drips and dehydration
Physiological strategies to enhance recovery
o Hydrotherapy
Hot and cold contrast therapy
Spas and mineral springs
o Compression
o Massage
o Hyperbaric chambers
o Sleep
Psychological strategies to enhance performance and aid
recovery – control and concentration
o Control
Anxiety
Arousal
Drive theory
Inverted-U hypothesis
Catastrophe theory
Optimal arousal theory
Multidimensional arousal-anxiety theory
o Techniques to increase or decrease arousal
10:346347
http://www.brianmac.demon.co.uk/nutrit.htm
http://www.glycemicindex.com
10:348
10:349350
10:352354
http://www.aesoftware.com.au/
10:351 (two)
http://www.dav.org.au
www.sportsdietitians.com.au
www.ais.org.au/nutrition
10:354
10:356
10:358
10:359
10:360
10:362
10:363
10:365
10:366
10:368
10:371
10:374
10:375
10:358
www.sportsdietitians.com.au
www.ais.org.au/nutrition
http://www.ais.org.au/nutrition/
http://www.nismat.org/nutricor
10:363
10:364
http://www.nursing.upenn.edu/nutritionsites/sports.htm
http://instruct1.cit.cornell.edu/Courses/ns421/NS421.htm
l
10:372
10:376
10:378
10:379
10:378
http://www.selfhelpmagazine.com/article/sportstechniques
David Smyth, Melbourne High School
October 2010
10
13. 16/9
14. 23/9
Term Four
(2 full
weeks)
15. 14/10
16. 21/10
PMR
Centred breathing
Meditation
Reading your body
Pre-comp psych-up
o Concentration
Ways to increase concentration
•
Mental imagery
•
Psychological strategies to enhance performance and aid
recovery – confidence and commitment
o confidence
self confidence
choking
o commitment
goal setting
intrinsic and extrinsic motivation
ERGOGENIC AIDS
•
Ergogenic aids
•
Legal substances and methods
o Mechanical aids: training methods and devices
Altitude training
o Nutritional aids
o AIS sports supplement groupings
o Sports drinks
o Electrolyte replacement supplements
o CHO bars and gels
o Liquid meal supplements
o Vitamin and mineral supplements
•
Nutritional ergogenic aids
o Caffeine supplementation
o Creatine
o Bicarbonate
•
Illegal substances and methods
o Performance enhancing drugs and methods
o WADA prohibited list
o Why do athletes take drugs?
•
Anti doping codes
•
International sport: WADA
•
National sport: ASADA
•
Nationals sporting organisations (AFL)
•
Community Sport: CleanEdge
REVISION
http://www.stress-relief-exercises.com/
10:382
10:382
http://www.thesportjournal.org/article/efficacyrelaxation-techniques-increasing-sport-performancewomen-golfers
10:383
10:385
10:384
10:387
11:396
www.sportsdietitians.com.au
Outcome 2 –
SAC 3
A response in
one or more of
the following
formats, which
identifies and
evaluates
various
strategies and
practices that are
used to enhance
performance:
• a practical
laboratory report
• a case study
analysis
• a data analysis
• a media
11:397
11:397
11:399
11:401
http://www.brianmac.co.uk/ergoaids.htm
11:403
11:406
11:410
11:416
11:419
11:422
http://sportsmedicine.about.com/od/performanceenhanci
ngdrugs/Ergogenic_Aids_Performance_Enhancing_Drug
s_Supplements.htm
11:409
11:411
11:415
11:420
11:424
http://fnic.nal.usda.gov/nal_display/index.php?info_cent
er=4&tax_level=2&tax_subject=274&topic_id=1329
http://www.pponline.co.uk/encyc/ergogenic-aids-canincreasing-oxygen-levels-improve-sports-performance95
David Smyth, Melbourne High School
October 2010
11
PHYSICAL EDUCATION - UNITS 1 & 2
COURSE OUTLINE - 2011
Unit One: Bodies in motion
Unit Two: Sports coaching and physically active lifestyles
Course Text: “Live It Up”, Book 1 (3rd edition 2011) - Smyth et al, published by Jacaranda/ACHPER
Jaconline – in depth electronic additions to your teaching style. Follow the book through using elessons and interactive student activities
Week
ending
Friday
Semester
One
(19 full
weeks for
Unit 3 work)
Term One
(10 full
weeks)
Theory Covered (Unit Area of Study and Learning
Outcome)
The musculo-skeletal systems
•
•
•
•
•
•
•
•
•
Functions of the skeletal system
Body movement
Framework and protection
Mineral storage
Production of red blood cells
Major bones
Types of bones
Vertebral column
Bone growth and health
Activity and skeletal health
http://www.jacplus.com.au/
http://www.jaconline.com.au/engine.jsp?page=rdyDetail
&schRdyToHelpDetail$articleId=11
Basketball
1:4
New Mexico State performance training handbook:
http://web.nmsu.edu/~johtaylo/index.html
1:6
Basketball
Lab Act
http://www.exploratorium.edu/sports/sports_faq.html
1:8
Basketball
1:9
1:10
Joint classification, structure and anatomical movements
joints
connective tissue
synovial joints
anatomical positions
•
The muscular system
•
Functions
•
Types of muscle
•
Major skeletal muscles
•
•
•
•
•
18. 11/2
Suggested
practical
activities
USEFUL WEB SITES
eLessons
UNIT ONE – BODIES IN MOTION
AOS 1: Body systems and human movement
Outcome 1 – On completion of this unit the student should
be able to collect and analyse information from, and
participate in, a variety of practical activities to explain how
the musculoskeletal, cardiovascular and
respiratory systems function, and how the aerobic and
anaerobic pathways interact with the systems
to enable human movement.
•
17. 4/2
Text
chapter
and page
Lab Act
1:11-12
1:13-15
1:17
1:18
1:18-20
1:22
1:12
1:14
Muscles:
http://www.e-muscles.net/
Lab Act
1:20
Muscles:
http://www.innerbody.com
David Smyth, Melbourne High School
October 2010
2
•
19. 17/2
•
Muscular features, arrangement and microscopic structure
•
Common features
•
Muscle fibre arrangement
•
Microscopic structure of skeletal muscles
•
Muscle tone
The muscular system
Nervous control of muscles: motor units
Strength of muscular contractions
o The all or nothing principle
•
Origins and insertions
•
Muscle control: agonist, antagonist, synergist,
stabiliser; reciprocal inhibition
•
•
20. 25/2
Muscular fibre types
Type 1
Type 2A
Type 2B
•
Types of muscle contraction
•
Isotonic
•
Isometric
•
Isokinetic
http://www.brianmac.demon.co.uk/siteindx.htm
1:22-24
1:25
http://members.tripod.com/Dramo13/Muscles/structure.html
1:26
Muscle structure and function:
http://members.tripod.com/Dramo13/Muscles/structure.html
1:27
1:27
1.28-29
http://www.naturalstrength.com/
1:28
1:30
Lab Act
Muscle structure:
http://www.rrcc.cccoes.edu/academic/health/fitnesscenter/musc
le.htm
Major muscle groups and microscopic structure:
http://www.anatomy.usyd.edu.au/mru/lectures/
•
•
•
•
21. 4/3
1:31-33
1:33
Swimming /
Soccer
Muscle physiology homepage:
http://www.muscle.ucsd.edu/musintro/struct.html
Swimming /
Soccer
1:34-35
•
22. 11/3
23. 18/3
Muscular responses to physical activity
•
Acute responses to activity
The cardiovascular and respiratory systems
•
Functions of the cardiovascular system
•
Anatomy of the heart
•
Blood vessels
•
Blood
•
Blood circulation
•
Features of the cardiovascular system
•
Blood pressure
•
Removal of body heat
•
Acute responses of the cardiovascular system to activity
•
Increased HR
•
Increased SV
•
Increased Q
•
Increased BP
•
Increased blood flow
•
Blood flow redistribution
•
Increased A-VO2
Lab Act
2:42
2:42-43
2:43-45
2:47
2:42
2:43
2:46
2:48-50
2:48
http://irish1999.tripod.com/SPORTS-SCIENCE-STUFF.html
Netball
http://sln.fi.edu/biosci/systems/systems.html
http://www.howstuffworks.com/sportsphysiology2.htm
http://www.netfit.co.uk/menu.htm
2:51-54
http://www.polar.fi/sarripola/
http://www.ug.edu.au/~zzqas
Lab Act
http://www.fit-zone.com/library/library.html
David Smyth, Melbourne High School
November, 2010
3
•
24. 25/3
25. 1/4
26. 8/4
Increased coronary circulation
Functions of the respiratory system
Anatomy of the respiratory system
•
The conducting system
•
The pleura
•
The diaphragm
•
Mechanics of breathing and gaseous exchange
•
Ventilation
•
Inspiration
•
Expiration
•
Exchange of gases in the lungs
•
Lung volumes
•
The respiratory system and physical activity
•
Interaction of the three systems during physical activity
•
•
Introduction to the energy systems
•
The role of ATP
•
Sources of ATP
•
CHOs
•
Fats
•
Protein
•
ATP during rest and physical activity
•
The ATP-PC energy system
•
The Anaerobic energy system
•
The aerobic energy system
•
The interplay between the three energy systems
•
Energy systems and muscle fibre type
2:55
2:55-57
Biomechanical movement principles
•
Why biomechanics?
•
The biomechanist’s equipment
•
The benefits of biomechanics
•
Newton’s first law of motion: inertia
http://www.medindia.net/animation/the-lungs.asp
2:59
Baseball
2:61
Lab Act
2:58-61
2:62-63
2:64-65
2:65
Energy systems, aerobic and anaerobic:
http://predator.pnb.uconn.edu/beta/virtualtemp/muscle/exercise
-folder/muscle.html
3:72
3:73
3:74-75
3:76-77
3:77-78
3:80-81
3:82-83
3:84-86
Lactate physiology and sports training:
http://www.lactate.com/eslact1c.html
Aerobic energy system:
http://www.brianmac.demon.co.uk/siteindx.htm
3:78
3:80
3:83
3:84 (two)
3:85
Baseball /
Lab Act
The lactate threshold
http://home.hia.no/~stephens/lacthres.htm
http://www.sport-fitness-advisor.com/anaerobicthreshold.html
Nismat exercise physiology corner: muscle physiology primer:
http://www.nismat.org/physcor/muscle.html
body systems:
http://sln.fi.edu/biosci/systems/systems.html
AOS 2: Biomechanical movement principles
On completion of this unit the student should be able to
collect and analyse information from, and participate in, a
variety of practical activities to explain how to develop and
refine movement in a variety of sporting actions through the
application of biomechanical principles.
Term Two
(9 weeks)
2:57
Lab Act
4:94
4:95
4:97
4:97
4:98
Tennis
Australian Institute of Sport http://www.ais.org.au/biomechanics/index.asp
David Smyth, Melbourne High School
November, 2010
4
•
•
•
27. 29/4
•
•
28. 6/5
•
•
•
•
•
29. 13/5
•
•
•
•
•
Newton’s first law of motion: acceleration/momentum
Newton’s first law of motion: action and reaction
Types of motion
•
Linear
•
Angular
o Angular velocity
o Moment arm
o Moment of force
o Force couples
•
General
Straight line motion
•
Speed and velocity
•
Acceleration and deceleration
Types of levers
•
First class
•
Second class
•
Third class
Levers in sport
Types of Force
Force summation
Applying an effective force
•
Inertia
•
Momentum
•
Impulse
•
Accuracy
•
Force reception / absorption
Projectile motion
•
Speed or velocity of release
•
Angle of release
•
Height of release
•
Gravity
•
Air resistance
Angular motion
•
Spin
•
The Magnus Effect
•
Torque or moment of force
•
Moment of inertia
•
Angular momentum
•
Conservation if angular momentum
Elasticity
Coefficient of restitution
Friction
Rebound: angles of incidence and reflection
4:99-101
Coaches’ infoservice - http://www.coachesinfo.com/
Lab Act
4:102-104
4:106
http://www.ausport.gov.au/information/finding_sport_inf
ormation/topic/biomechanics
Tennis
4:105-106
4:106-107
4:109-111
4:112-114
4:108
4:111
http://www.exercisephysiologists.com/BiomechanicalCO
NCEPTS/index.html
Lab Act
4:115
Lab Act
4:117
4:115-117
Lab Act
4:124
4:119-124
Aerodynamics of cricket balls –
http://www.geocities.com/k_achutarao/MAGNUS/magnus_cric
ket.html
Basketball
4:125
4:127
4:127-128
4:129-132
4:128
4:132
David Smyth, Melbourne High School
November, 2010
5
•
30. 20/5
31. 27/5
32. 3/6
33. 10/6
Balance and stability
•
Mass of an object
•
Its area of the base of support
•
Its height of C of G above base of support
•
The line of gravity and the edge of the base
Lab Act
Technological advancements – a biomechanical perspective
•
Golf
•
Golf balls
•
Golf clubs, accessories and equipment
•
Surfing
•
Cycling
•
Athletics – pole vault
•
Other sports
•
Swimming pools
•
Swimming costumes
•
Tennis
•
Links between sporting advances and biomechanical
advances
•
Golf
•
Surfing
•
Cycling
•
Athletics – pole vault
•
Swimming pools
•
Swimming costumes
•
Tennis
•
Factors that have caused technological advances in
sporting equipment
•
Factors that have caused technological advances in
sporting technique
•
The social and ethical implications of improved
performances via technology
•
Technological advances and resultant rule changes
•
Technological advances catering for various sporting
categories
•
Children
•
The elderly
•
The disabled
5:140
5:141
5:143
5:145
5:148
5:149-150
5:145
Injury prevention and rehabilitation
•
Classification of injuries
•
Acute injuries: soft and hard tissue
•
Overuse injuries
•
Common sports injuries
6:184-6
Lab Act
5:152
Swimming /
Soccer
5:151-155
5:155-156
5:156-157
5:157-160
5:160-162
5:162-163
5:163
http://www.topendsports.com/biomechanics/index.htm
5:160
5:163
Lab Act
5:164-166
5:167-168
5:169-171
5:168
5:169
5:171
5:172
Swimming /
5:172-173
5:174
5:176
5:177-179
6:187-188
5:179
Soccer
http://www.athleticaid.com/SportsMedicine.html
6:189
David Smyth, Melbourne High School
November, 2010
6
6:190-192
•
Sports injury risk management
Clubs and organisations
For the individual athlete and coach
Sports injury prevention strategies for the organisation
•
Policy
•
Rules
•
Safe grounds, facilities and equipment
Sports injury prevention strategies for the individual
•
Pre-participation screening
•
Physical preparation for athletes
•
Warm-up and warm-down
•
Protective equipment
•
Correct footwear
•
Taping and bandaging
•
Recovery techniques
Sports Medicine Australia
Rehabilitation techniques
•
Treatment
•
Muscle conditioning
•
Joint and core stability
•
Flexibility
•
Proprioception
•
Skill acquisition
•
Return to sport
•
Taping
•
Counselling
The role of the health care professionals
Ethical considerations for health professionals
•
Local anaesthetics
•
•
•
•
34. 17/6
•
•
35. 23/6
Semester
Two
(15 full
weeks for
Unit 3 work)
•
•
Lab Act
6:195
6:194-195
http://www.healthinfonet.ecu.edu.au/healthresources/organisations?oid=625
6:199
6:195-199
http://sma.org.au/
6:200-204
6:205-208
6:200
6:204
6:207
6:208
6:209
Netball
http://www.physsportsmed.com/index.php?page=resourc
e_sportsmedicine_group
Lab Act
http://www.epodiatry.com/resource/sports-medicine.htm
6:209
6:210-212
UNIT TWO – SPORTS COACHING AND PHYSICALLY ACTIVE
LIFESTYLES
AOS 1: Effective coaching practices
Outcome 1 – On completion of this unit the student should
be able to demonstrate their knowledge of, and evaluate, the
skills and behaviours of an exemplary coach, and explain the
application of a range of skill learning principles used by a
coach.
Softball
Lab Act
Softball
Australian Coaching Council:
http://www.ausport.gov.au/acc
Understanding sports coaching
•
Roles and responsibilities of the coach
7:218-219
7:220-223
7:220
David Smyth, Melbourne High School
November, 2010
7
•
1.
1/7
Term
Three
(10 weeks)
•
•
2.
22/7
•
•
3.
29/7
•
•
•
Styles of coaching
•
Authoritarian or autocratic
•
Democratic or cooperative
•
Casual
•
Personable and friendly
•
Delegatory
•
Alternative
•
Varieties
Skills and characteristics needed by a coach – Part A
•
Patience and persistence
•
Dedication, enthusiasm, motivational, high
expectations
•
Models appropriate behaviour
•
Integrity
•
Follows codes of conduct
Skills and characteristics needed by a coach – Part B
•
Effective communication skills
•
Environmental barriers to effective communication
Skills and characteristics needed by a coach – Part C
•
Sports science knowledge
•
Sports knowledge
•
Qualifications
Skills and characteristics needed by a coach – Part D
•
Catering for individual differences: age, preferred
learning styles, ability and staged of learning, level of
competition, motivation and goals
Organisational skills
Observation and analysis of performance
Ability to improve performance
Developing effective relationships – Part A
Leadership
•
Developing effective relationships – Part B
•
Developing a team culture
•
Group dynamics
•
Conflict resolution
•
Achieving best performance
•
The coach’s application of skill and knowledge
•
Accuracy of the athlete’s technique
•
Physiological characteristics, fitness levels and needs
of the athlete
•
Analysing movement and performance in a competition
•
Activity analysis: work:rest ratios, heart rates,
•
•
4.
5/8
Athletics
or
Lab Act
7:222
7:224-227
7:225
7:226
7:230
www.coachesinfo.com/category/golf/55/#4
Quality coaching:
http://www.loc-gov-focus.aus.net/1998/august/qualityc.htm
Athletics
and/or
Lab Act
7:228-230
7:231
7:231-233
Athletics
7:234-236
7:236
7:237
7:238
7:239-240
7:238
7:241
7:243
7:242-244
ACC - Coach's code of ethics:
http://www.coachingaus.org/ethics.htm
Lab Act
Signing-on coach's code of ethics agreement:
http://www.ausport.gov.au/acc/signing.htm
7:249
7:245-249
7:257 (two)
7:258
Lab Act Posture tests
7:250-259
David Smyth, Melbourne High School
November, 2010
8
enhancing performance, specific needs, the beginner to
elite, sports psychology
5.
6.
12/8
19/8
Skill learning principles
•
Skills and motor skills
•
Motor programs
•
Motor ability
•
Skill classification
•
Closed and open
•
Closed / open continuum
•
Fine and gross motor skills
•
Discrete, continuous and serial motor skills
•
Stages in skill learning
•
Cognitive stage
•
Associative stage
•
Autonomous stage
•
Human as an information processing system
•
Physical maturation
•
Physical fitness capability
•
Attention and motivation while learning
•
Feedback
•
Memory
•
Amount and type of practice
•
Perceptual ability
•
Learning processes
•
Input: the senses
•
Information processing
o Perceptual mechanism: the senses, strength
of the cue, noise, speed of the cue, level of
arousal
o Single Channel Hypothesis
o Selective attention: anticipation
•
Learning processes
•
The role of memory
o Chunking
o Distractions
o Meaningfulness
o Rehearsal
o Long term memory
•
Learning processes
•
Decision making mechanism
•
Output
o Effector mechanism
o Reaction time: simple, choice RT
http://www.brianmac.co.uk/tech.htm
8:264-266
8:267-270
Aerobics
8:268
8:269 (two)
http://www.sports-trainingadviser.com/stagesoflearning.html
8:271-274
Volleyball
8:275-276
www.personal.psu.edu/faculty/s/m/sms18/kines321/skill.html
Ankle taping
8:278
8:278-279
www.personal.psu.edu/faculty/s/m/sms18/kines321/stress.html
8:280-281
Indoor or
Outdoor
cricket
8:283-285
www.exrx.net/Psychology.html
8:287
8:286-289
David Smyth, Melbourne High School
November, 2010
9
7.
8.
9.
26/8
2/9
9/9
10. 16/9
Influences: age, gender, number of choices,
warning signals, cue intensity probability of
cue occurring, psychological refractory
period, stimulus-response compatibility
•
The use of feedback
•
Types of feedback
•
Feedback and the learner
•
Precision of feedback
•
Timing of feedback
•
Practice
•
Types of practice
o Massed and distributed
o Whole and part
o Drill and problem solving
o Physical and mental
•
Variability of practice
o
Decision making in sport
•
Categories of games and sports
•
Traditional approaches
•
Teaching games for understanding (TGFU)
•
Game categories in the TGFU approach
o Invasion
o Striking/fielding
o Net/court
o target
•
Game plans, tactics and strategies
•
Their formulation
o Skill analysis
•
Teaching tactics and strategies
•
Movement patterns
•
Game modification to teach decision making skills, tactics
and strategies
•
Principles of offence
•
Principles of defence
•
Sport specific tactics, strategies and game plans
•
Australian Football
•
Hockey
•
Baseball
•
•
•
Teaching decision making; skill execution
Deliberate play and practice; early specialisation
Game sense
http://www.ausport.gov.au/sportscoachmag/psychology2
/maximising_skill_learning_through_identification_of_at
hlete_learning_styles
8:290-293
Cricket /
Warm up
sessions
8:294-297
http://www.sportsmindskills.com/sport.php?id=13
Basketball
9:304-305
9:305-307
http://www.sports-training-dviser.com/reactiontime.html
9:308-311
Disabled Games
9:312
9:312-314
9:315
9:317
9:318-319
9:320-322
9:323-325
9:321
9:322
9:326-327
9:327-331
9:331-332
9:330
Indoor
Rockclimbing/
Life. Be In It
games
David Smyth, Melbourne High School
November, 2010
10
11. 23/9
•
Play practice
9:333-334
•
•
Discovery learning
Constraints based coaching
9:335-336
AOS 2: Physically active lifestyles
Outcome 2 – On completion of this unit the student should
be able to collect and analyse data related to individual and
population levels of participation in physical activity, and
sedentary behaviour, and create and implement strategies
that promote adherence to the National Physical Activity
Guidelines.
Term Four
(4 full
weeks)
12. 14/10
Physically active lifestyles
•
Physical activity – health benefits
•
Physical benefits
•
Social benefits
•
Mental benefits
•
Physical inactivity and sedentary behaviour – health risks
•
Overweight and obesity
•
Type 2 diabetes
•
Hypertension
•
High cholesterol
•
Cardiovascular disease
•
Australian National Physical Activity Guidelines (NPAGs)
•
•
•
•
Sedentary behaviour and low physical activity levels
Moderate and high physical activity levels
Indigenous Australians
Children
Factors influencing participation in physical activity
Attitudes; childhood; adolescence; adults; older adults;
gender; socioeconomic class; ethnicity; parents;
schools/workplaces; peers; media; environment
•
Why we continue to participate in PA
•
Barriers to participation
•
Women
•
Men
•
Young people
•
Indigenous Australians
•
Culturally and linguistically diverse backgrounds
•
10:345
10:342-344
10:345-347
10:348
10:348-350
10:351
10:352
10:351-352
10:353-355
•
13. 21/10
10:355 (two)
10:355
10:356-358
http://www.health.gov.au (Australian government –
department of Health and
Ageing information on National Physical Activity Guidelines)
http://www.vicfit.com.au
( Vicfit website – information on
physical activity programs)
http://www.vichealth.vic.gov.au ( VicHealth website)
http://www.sport.vic.gov.au (Victorian Sport and Recreation
website)
http://www.vicsport.asn.au (VicSport website)
http://www.cdc.gov/nccdphp/dnpa/ (American – National
Centre for Chronic Disease prevention and health promotion:
stages of change)
http://www.hphp.gov.au/workprog/sigpah/workplan.htm
(National draft physical activity plan)
http://www.activeforlife.com.au (Active for life website)
http://www.fitness2live.com.au (online weight loss and
activity program)
http://www.deakin.edu.au/hbs/cpan/index.php (C-PAN – The
centre for physical activity and nutrition research)
http://www.goforyourlife.vic.gov.au (latest government
activity and nutrition program)
http://www.health.gov.au (Australian government –
department of Health and
Ageing information on National Physical Activity Guidelines)
http://www.vicfit.com.au
( Vicfit website – information on
physical activity programs)
http://www.vichealth.vic.gov.au ( VicHealth website)
http://www.sport.vic.gov.au (Victorian Sport and Recreation
website)
http://www.vicsport.asn.au (VicSport website)
http://www.cdc.gov/nccdphp/dnpa/ (American – National
Centre for Chronic Disease prevention and health promotion:
stages of change)
Lab Act - to
experience
different
activities
Lab Act CHD tests
Lab Act CHD tests
http://www.hphp.gov.au/workprog/sigpah/workplan.htm
David Smyth, Melbourne High School
November, 2010
11
•
•
•
•
•
14. 28/10
15. 4/11
remote and rural communities
disabled people
older people
overweight and obese people
How do we become more active?
Promoting active living
•
Physical environment approaches to promoting physical
activity
•
Social approaches to promoting physical activity
•
Policy approaches to promoting physical activity
•
Policies affecting local communities
•
Policies affecting workplace settings
•
Policies affecting schools
•
Methods of assessing PA
•
Physical activity domains
•
Survey samples
•
Elements of effective and specific programs
•
Older adults
•
After school programs
•
Community programs
•
Media communication tools
(National draft physical activity plan)
http://www.activeforlife.com.au (Active for life website)
http://www.fitness2live.com.au (online weight loss and
activity program)
http://www.deakin.edu.au/hbs/cpan/index.php (C-PAN – The
centre for physical activity and nutrition research)
http://www.goforyourlife.vic.gov.au (latest government
activity and nutrition program)
http://www.health.nsw.gov.au/obesity/ (Report on childhood
obesity)
http://www.cpah.unsw.edu.au (NSW centre for physical
activity and health)
10:359
11:364-367
11:368-369
11:370-372
11:372
11:373
11:374-376
11:377-378
11:374
11:376
11:379-381
David Smyth, Melbourne High School
November, 2010
12
Training Diary Example
Focus Sport:
Name:
Date:
Time of Day:
Weather for session:
Heart Rate records:
Session Number:
Location:
Weight:
Morning:
Maximum:
Pre-warm-up
Recovery:
Post warm-up:
Comments on psychological feelings pre- session:
[3-5 lines or so]
Method 1 – Interval Training
Interval length
Repetitions
Sets
Recovery type
repetitions
Sets
Comments re this method this session:
[3 lines]
Method 2 – Resistance Training
Exercise
Weight
1. ½ squats
2. Bicep curls
3. Crunches
4. Calf raises
5. Lat pull downs
6. Swiss ball side sit-
David Smyth, Melbourne High School
November, 2010
13
ups
7. Leg extensions
8. Bench press
Comments re this method this session:
[3 lines]
Comments on psychological feelings post- session and plans for next session:
[3-5 lines or so]
Signature:
Witness:
Time and date:
David Smyth, Melbourne High School
November, 2010
14
MELBOURNE HIGH SCHOOL
VCE UNIT 3 PHYSICAL EDUCATION 2011
SCHOOL ASSESSMENT TASK No. 2
Outcome 2
AIM: To understand the interplay of the energy systems in a series of 80m running sprints performed with diminishing recovery times.
PROCEDURE: 5 subjects thoroughly warm up, then perform 5 x 80m running sprints. After the first sprint there is 5 minutes recovery, after the
second there is 3 minutes, after the third there is 1 minute, after the fourth there is 10 seconds, and then the last sprint is run.
RESULTS: Rest of class to be assigned data collection of:
•
•
•
•
•
•
•
HRs from Polar HR monitors (high priority)
BPs from electronic recorders (only if good quality, digital sphygmos are available)
running times (high priority)
recovery times (teacher to record)
respiration rates, recording breaths for 15 secs before and after warm-up, as well as after each sprint (high priority)
observed fatigue (low priority)
observed sweating amounts (low priority)
Results will be collected on data sheets provided. Put your names on them at start of session!!
SAC 2
Laboratory report analysing the relative energy contribution of energy systems when undertaking aerobic and anaerobic physical activity
David Smyth, Melbourne High School
November, 2010
15
David Smyth, Melbourne High School
November, 2010
16
MELBOURNE HIGH SCHOOL
VCE UNIT 3 PHYSICAL EDUCATION 2011
SCHOOL ASSESSMENT TASK No. 2
Data Collection
Subject Name
Readings
HR before warm-up
HR after
warm-up
HR sprint 1
HR sprint 2
HR sprint 3
HR sprint 4
HR sprint 5
BP at rest
BP sprint 1
BP sprint 2
BP sprint 3
David Smyth, Melbourne High School
November, 2010
17
BP sprint 4
BP sprint 5
Respiration
before warm-up
after warm up
after sprint 1
after sprint 2
after sprint 3
after sprint 4
after sprint 5
MELBOURNE HIGH SCHOOL
VCE UNIT 3 PHYSICAL EDUCATION 2011
SCHOOL ASSESSMENT TASK No. 2
Data Collection
David Smyth, Melbourne High School
November, 2010
18
Subject Name
Readings
observed fatigue
sprint 1
sprint 2
sprint 3
sprint 4
sprint 5
Fatigue stages: nil, puffing, gasping, bent over recovery, distressed
SPRINT TIMES
Subject
Name
Readings
Seconds sprint 1
Seconds sprint 2
Seconds sprint 3
Seconds sprint 4
Seconds sprint 5
David Smyth, Melbourne High School
November, 2010
19
MELBOURNE HIGH SCHOOL
VCE PHYSICAL EDUCATION
UNIT 3 – OUTCOME 2 - SAC 2
2011
Student aims: A practical laboratory report analysing the relative contribution of the energy systems and associated fatigue mechanisms and recovery
strategies used in a series of five 80m sprints with decreasing recovery times between each.
Laboratory method: See separate handout
MARK RANGE
33-40
marks
DESCRIPTOR: typical performance in each range
Consistent use of accurate, thorough and comprehensive explanations of the interplay
of the energy systems, using correct terminology. Comprehensive and accurate analysis
of the primary data to explain the relationship between energy systems, physical
activity and associated fatigue mechanisms in relation to duration, intensity and type of
activity. Thorough explanation of the role of the aerobic energy system in providing a
comprehensive comparison of active and passive recovery methods. Justification using
a range of supportive evidence, of appropriate recovery strategies used to counteract
fatigue and promote optimal performance.
SAC Questions
1. Present your primary data in a processed data format
(a) Using any graphical presentation, show each of the 80m sprint times. On a similar graph represent the recovery duration between each sprint.
(b) Place the remaining data in a table. The column headings: Heart Rate, Respiratory Rate, Blood Pressure and Stages of Fatigue. A row for each
of the recovery periods.
[no word count]
2. a. On a pie chart allocate each of the three energy systems a percentage contribution to this laboratory activity, from the start of sprint 1 to the end
of sprint 5; that is, the total time taken to complete the laboratory which is about 10 minutes.
David Smyth, Melbourne High School
November, 2010
20
b. On a pie chart, show the contribution of each of the three energy systems for the ATP required for sprint number 2
c. On a pie chart, show the contribution of each of the three energy systems for the ATP required for sprint number 5
[no word count]
3. By regularly referring to the data presented in Qus. 1 and 2, discuss your percentage selections in Qu. 2 and clearly explain the relationship between
the three energy systems, the five sprints, and associated fatigue mechanisms in relation to the duration, intensity and type of this laboratory
activity.
[600 words max]
4. Explain the role of the aerobic energy system in aiding recovery during the different recovery times used between sprints 1 and 2, and sprints 3 and
4.
[300 words max]
5. Give a dot point list of the most appropriate recovery strategies used to counteract fatigue and promote optimal performance during this
laboratory activity
[100 words]
MELBOURNE HIGH SCHOOL
VCE PHYSICAL EDUCATION
2011
UNIT 3 – OUTCOME 2 - SAC 2
Grading Rubric
Dimension
Primary and secondary
data
Descriptors
•
•
All primary data presented with processed data clearly
displayed
All primary data presented with processed data displayed
Score
range
4
Actual
score
3
David Smyth, Melbourne High School
November, 2010
21
Energy systems interplay
•
•
•
•
•
•
•
•
Analysis of the primary
data to explain the
relationship between
energy systems, physical
activity and associated
fatigue mechanisms in
relation to duration,
intensity and type of
activity.
•
•
•
•
•
Explanation of the role of
the aerobic energy
system in providing a
•
Some primary data and some secondary data displayed
Some data displayed
No data displayed
Consistent use of accurate, thorough and comprehensive
explanations of the interplay of the energy systems, using
correct terminology
Consistent use of thorough explanations of the interplay of
the energy systems, using correct terminology
Provides sound explanations of the interplay of the energy
systems, using some correct terminology
Provides fundamental explanations of the interplay of the
energy systems, using simple terminology
Identifies some characteristics of the interplay of the energy
systems
Comprehensive and accurate analysis of the primary data to
explain the relationship between energy systems, physical
activity and associated fatigue mechanisms in relation to
duration, intensity and type of activity
Detailed and accurate analysis of the primary data to explain
the relationship between energy systems, physical activity
and associated fatigue mechanisms in relation to duration,
intensity and type of activity
Some analysis of the primary data to explain the relationship
between energy systems, physical activity and associated
fatigue mechanisms in relation to duration, intensity and
type of activity
Use of primary data with limited explanation of the
relationship between energy systems, physical activity and
associated fatigue mechanisms in relation to duration,
intensity and type of activity
Use of some primary data with limited explanation of energy
systems, physical activity and associated fatigue mechanisms
Thorough explanation of the role of the aerobic energy
system in providing a comprehensive comparison of active
and passive recovery methods
2
1
0
8
6-7
4-5
2-3
0-1
15
12-14
8-11
4-7
1-3
8
David Smyth, Melbourne High School
November, 2010
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comparison of active and
passive recovery
methods
•
•
Recovery strategies used
to counteract fatigue and
promote optimal
performance
•
•
•
•
•
•
•
Total Score and Grade
Well-developed explanation of the role of the aerobic energy
system in providing a comparison of active and passive
recovery methods
General explanation of the role of the aerobic energy system
in providing a limited comparison of active and passive
recovery methods
A brief explanation of active and passive recovery methods
Identification of active and passive recovery methods
Justification using a range of supportive evidence, of
appropriate recovery strategies used to counteract fatigue
and promote optimal performance
Justification using supportive evidence, of appropriate
recovery strategies used to counteract fatigue and promote
optimal performance
Justification using related evidence, of appropriate recovery
strategies used to counteract fatigue and promote optimal
performance
List appropriate recovery strategies used to counteract
fatigue and promote optimal performance
May list appropriate recovery strategies used to counteract
fatigue and promote optimal performance
A+ 36-40
A 33-35
B+
B
31-32
29-30
C+
C
27-28
24-26
D+
D
23
20-22
E+
E
19
16-18
6-7
4-5
2-3
0-1
5
4
2-3
1
0
40
David Smyth, Melbourne High School
November, 2010