Physical Education Studies
3AB
Skills,
Motor
Strategies and Learning and
Tactics
Coaching
Functional
Anatomy
Biomechanics
Exercise
Physiology
Sports
Psychology
analyse proficiency of movement
skills in a selected sport
apply biomechanical principles to
analyse and evaluate specific skills
understand and describe the
microstructure of skeletal muscles
and how they contract
understand the implications of
preparing and performing in
different environmental conditions
adjust and refine movement skills in
modified competitive situations
explain and apply fluid mechanics
such as spin, Bernoulli’s principle
and drag in specific physical
activities
understand the relationship
between muscle contraction and
the amount of force exerted
explain the physiological impact of
performance enhancers
adapt and implement strategic
responses varying in complexity to
situational demands in modified
competitive practical situations
define and relate the following
biomechanical principles:
momentum, impulse momentum,
coefficient restitution, levers,
moment of inertia and angular
momentum
understand the role of the
neuromuscular systems in relation
to muscle function
critically evaluate training programs
designed to improve performance
analyse and reflect on self and
others’ performance
analyse movement skills of self and
others and design
coaching/teaching programs to
improve performance
identify fast and slow twitch fibres
and their relationship to physical
performance types
understand the influence that age,
gender, skill level and type of
activity has on mental skills.
apply Carron’s model of group
cohesion to analyse participation in
physical activity.
define transfer of learning and
understand its effects
evaluate the different types of
transfer and their impact on skill
execution and movement efficiency
investigate the relationship
between nutritional requirements
and energy demands during
physical activity
analyse mental skills strategies used
pre, during and post performance
to manage stress, motivation,
concentration, arousal levels and
self-confidence
PHYSICAL EDUCATION STUDIES 3AB
SEMESTER ONE
Week
1
Content
FUNCTIONAL ANATOMY

SPRING
2013
2

SPRING
2013
3

SPRING
2013
4

SPRING
2013

explain the structure of skeletal muscle i.e. epimysium, fascicle,
perimysium, muscle fibre, myofibril
http://science.howstuffworks.com/muscle4.htm
identify fast and slow twitch fibres and their relationship to physical
performance types (sprint, endurance) i.e. characteristics of fibres
 Type I
 Type IIa
 Type IIb.
E-teaching disk 1; Types of muscular contraction
understand the relationship between the velocity and duration of
muscle contraction to the amount of force exerted by the
contraction i.e.
 force–velocity
 force–length.
 force-time
understand the function of the nerves, spinal cord, motor unit
(dendrite, axon, neurone)
describe the relationship between muscle contraction and nerve
function
E-teaching disk 1; Nervous control of muscular contraction
5

SPRING
2013
explain how skeletal muscles contract in relation to sliding filament
theory i.e. the role of myosin, actin and the sarcomere
http://www.youtube.com/watch?v=XoP1diaXVCI&feature=related
Resources
-Page 121 of Nelson 3AB.
The Microstructure of Skeletal Muscle
diagram
-All about Muscles clickview
-Page 128-131 of Nelson 3AB Text
-Check point questions 1/3/4 on page
131
StructureofSkeletalMuscle.pptx
-Page 132 of Text
-Coursework page 132-133 of text
motor control and muscle fibre
wsheet.docx
-Page 122-126 of Nelson 3AB text
NERVOUS CONTROL OF MUSCULAR
CONTRACTION + SLIDING FILAMENT.docx
http://www.dnatube.com/video/1950/
Muscular-System-NeuromuscularJunction
NeuroMuscular.ppt--Check Points Qu 4-5
pg 127 of Nelson 3AB
-Page 125-126 of Nelson 3AB.
Worksheet_MuscularContraction and
sliding filament.docx-Check Points Qu 2-3
pg 127 of Nelson 3AB
http://vimeo.com/1562723
6
E-teaching disk 1; Sliding Filament theory
UNIT REVEIW
SPRING
2013
Functional Anatomy Topic Test
5%
EXERCISE PHYSIOLOGY
7

describe the relationship between energy demands and nutritional
requirements during physical activity i.e.
 phases of activity—pre-competition, during exercise, recovery
8

describe the relationship between energy demands and nutritional
requirements during physical activity i.e.
 nutritional considerations—balanced diet, glycemic index, fats,
proteins, carbohydrates, fluid replacement
Sports Medicine Aus – Nutrition talk
-Coursework; Page 196 Nelson 3AB
-Page 184-196 of Nelson 3AB.
-Checkpoints 1-3 page 188 of Nelson 3AB
-Checkpoints 1-4 page 194 of Nelson 3AB
STRATEGIES TO IMPROVE
PERFORMANCE.docx
-Page 197-207 of Nelson 3AB text.
-Checkpoints 1-4 page 200 of Nelson 3AB
-Page 193-208 of Peak Performance 2
nutrition and recovery.pdf-Understand
9

evaluate the implications of preparing and performing in varying
environmental conditions i.e. heat/humidity, altitude, cold
10

evaluate the implications of preparing and performing in varying
environmental conditions i.e. heat/humidity, altitude, cold
and apply Qu’s on page 208 of Peak
Performance 2
-Clickview ”Training programs”
Physiology Investigation
5%
- Page 208 – 222 of Nelson 3AB text
- Checkpoints on page 214, 216, 220 of
text
Heated Pies cool down nicely.doc
beat_the_heat_fact_sheet.pdf
11

explain the physiological changes brought on by the use of
performance enhancers i.e. protein powders, anabolic steroids,
stimulants
12

critically evaluate training programs designed to improve
performance in relation to
 periodisation i.e. micro cycle, macro cycle, pre-season, inseason, off-season
13

critically evaluate training programs designed to improve
performance in relation to
 specific energy system requirements
 peaking
 overtraining
 injured athletes
 tapering
 Recovery
 maintenance.
14
UNIT REVEIW
15
16
EXAM PREPARATION
EXAMS EXAMS EXAMS EXAMS EXAMS EXAMS EXAMS
EXAMS EXAMS
..\Exercise Physiology\training
environ\Enviro.ppt
-Page 223-243 of Nelson 3AB text
-Summarise Table 12.1 (pg 226) and 12.4
(pg234)
-Clickview “By any means necessary”
By any means neccessary - clickview.docx
-Page 269-278
periodisation.docx
annual_training_plans.pdf
Page 178-290 Nelson 3AB text
Physiology and Peridoisation
Notes3ab.docx
AFL Workloads #2.pptx
Understand and apply Qu1-4 pg 421 of
Peak Performance 2
planning considerations.pdf
Exercise Physiology Topic Test
5%
Semester 1 Examination
10%
PHYSICAL EDUCATION STUDIES 3AB
SEMESTER TWO
Week
17
Autumn
Term
18
Content
BIOMECHANICS

define and relate momentum to a selected sport i.e.
 conservation of momentum (Newton’s 2 nd law):
 impulse–momentum relationship
 coefficient of restitution.

define and relate the following to a selected sport i.e.
 moment of inertia
Assessment
angular momentum
levers
 three classes of levers
identify the relationship between torque and the use of levers in sport: torque
= force x perpendicular distance of lever arm



19

define and apply fluid mechanics in physical activity i.e.
 spin—the Magnus effect, top spin, back spin, side spin, no spin
 Bernoulli’s principle – effect of shape and pressure differential
 definitions of fluid, laminar, and turbulent flow
 definitions of pressure drag (form drag), surface drag (skin friction) and
wave drag and how they apply to sporting contexts.
20

apply biomechanical principles to analyse physical skills i.e
 balance
 coordination continuum
 force-motion
 force-time
 inertia
 optimal projection
 range of motion
 segmental interaction
 spin.

Knudson model of qualitative analysis
 Preparation
 Observation
 Evaluation
 Intervention
Knudson model of qualitative analysis
 Preparation
 Observation
 Evaluation
 Intervention
UNIT REVEIW
21

22
Biomechanics Investigation
10%
Biomechanics Topic Test
5%
SPORT PSYCHOLOGY
23

analyse mental skills strategies used pre, during and post performance to
manage stress, motivation, concentration, self-confidence and arousal levels
i.e. self-talk, relaxation, performance routines, goal-setting imagery.
24

25

analyse mental skills strategies used pre, during and post performance to
manage stress, motivation, concentration, self-confidence and arousal levels
i.e. self-talk, relaxation, performance routines, goal-setting imagery.
apply Carron’s model of group cohesion to analyse own performance within a
group setting in physical activity i.e.
 the relationship between social loafing and group cohesion
 the influence of social loafing on individual and group performance
26


apply Carron’s model of group cohesion to analyse own performance within a
group setting in physical activity i.e.
identify strategies to improve group cohesion.
Class Excursion.
UWA/WAIS/Challenge
Stadium
Sports Psychology Topic Test
5%
MOTOR LEARNING AND COACHING
27

evaluate the use of different leadership styles to suit audience needs.
28

define and understand transfer of learning and identify the different
categories i.e. skill to skill, theory to practice, training to competition
Sports Psychology/
Leadership Investigation
10%
29

explain the effects of transfer of learning i.e. positive, negative and zero
effects, and their impact on improving skill execution and movement
efficiency

analyse movement skills of self and others to identify errors, provide
feedback, and suggest corrections to improve performance
explain the process of using tools such as checklists and video to analyse
and reflect on self and others’ performance in physical activity e.g. strengths
and weaknesses, mental vs physical performance, error correction

30

31

analyse learning and skill development in relation to correction and
improvement of self and others e.g. use of video analysis, reflective journals,
peer/mentor/coach feedback, questionnaires.
design coaching/training activities to improve performance in selected skills
including shaping, chaining, static-dynamic, simple-complex
32
UNIT REVEIW
33
34
EXAM PREPARATION
35
Motor Control and Learning
Topic Test 5%
EXAMS EXAMS EXAMS EXAMS EXAMS EXAMS EXAMS EXAMS EXAMS
End of Year Examinations
15%
EXAMS EXAMS EXAMS EXAMS EXAMS EXAMS EXAMS EXAMS EXAMS
Type of Assessment
Stage 3 Weighting
Course Weighting
Investigation
Practical Performance
Response
20-30%
20%
30%
30%
40-50%
50%
Week
Assessment
Weighting
ASSESSMENT SCHEDULE
6
Functional Anatomy Topic Test
5%
9
Physiology Investigation
5%
14
15
16
Exercise Physiology Topic Test
5%
Trampolining Skills/Performance Assessment
15%
Semester 1 Examination
10%
20
Biomechanics Investigation
5%
22
Biomechanics Topic Test
5%
26
Sports Psychology Topic Test
5%
28
Sports Psychology/ Leadership Investigation
“Remember the Titans”
10%
30
32
34
Performance 2/Performance Assessment
15%
Motor Control and Learning Topic Test
5%
End of Year Examinations
15%
Assessment Policy
Overview
2012
Student Responsibilities
Students are required to take responsibility for familiarising themselves with the School Assessment policy which
can be accessed at www.irenemccormack.wa.edu.au/policies.
In addition, students must:

Complete all assessments required in each course/subject

Complete all work requirements in each course/subject

Ensure that they inform the school before anticipated absences or after any unforeseen absences,
extension requests or any other issues relating to assessment
Students that have a legitimate reason for a late submission of work are required to complete a late submission
form located on the College portal site.
Note that students will lose 10% on the original mark for each day a task or assessment is submitted late or if not
fully completed. Cheating, collusion and plagiarism will result in the forfeiture of all or part thereof of the
original mark.
Breaches of Assessment Policy
Students who do not submit tasks and assignments on the due dates, or who consistently miss in class
assessments will have their names submitted to the Head of Curriculum who will follow up these breaches with
interviews with students and parents. The Good Standing Policy will apply and students may be at risk of losing
their good standing within the school.