COURSE OUTLINE
[Physical Education Studies]
Units 3A/3B
2013
Contains
 Assessment Outline
 Program Outline
A full syllabus can be found at;
http://www.curriculum.wa.edu.au/internet/Senior_Secondary/Cours
es/WACE_Courses/Physical_Education_Studies
Assessment Structure – 3AB PE Studies
3AB
Assessment
type
Practical
performance
Assessment
type weightings
30%
(CC weighting
30%)
Task
Content
Outcome 1
Due date
%
Outcome 2
Outcome 3
Outcome 4
Task 1
Skill and game performance
assessment - Badminton
Developing physical skills,
strategies and tactics
Ongoing Wk
1-16
15%

Task 2
Skill and game performance
assessment - Soccer
Developing physical skills,
strategies and tactics
Ongoing Wk
16 - 32
15%

Task 3
Nutrition for Athletes
exercise physiology
9%


Task 4
Lab Reports
exercise physiology, biomechanics
8%



Task 5
Movement analysis portfolio
Biomechanics, Motor learning &
coaching
8%



Task 6
Test 1
Exercise physiology
6%

Task7
Semester 1 exam
Biomechanics; motor learning and
coaching; functional anatomy;
exercise physiology
13%


Task 8
Test 2
Exercise physiology; motor learning
and coaching
6%


Biomechanics; motor learning and
coaching; functional anatomy;
sports psychology; exercise
physiology
20%


25%
Investigation
(CC weighting
20–30%)
45%
Response

(CC weighting
40–50%)
Task 9
Exam
Manea Senior College 3AB PES – Program Outline
Week
Content
Area
Content Breakdown
Practical
Context
Assessment Tasks
Practical
1-5
Exercise
Physiology














6 -10
Functional
Anatomy







Theory
Energy demands and nutritional requirements during physical activity i.e.
phases of activity—pre-competition, during exercise, recovery
nutritional considerations—balanced diet, glycemic index, fats, proteins,
carbohydrates, fluid replacement
Preparing and performing in varying environmental conditions i.e. heat/humidity,
altitude, cold
Badminton
Nutritional Interventions ie dietary supplements, anabolic steroids etc.
Week 1- 20
Training programs designed to improve performance
periodisation i.e. micro cycle, macro cycle, pre-season, in-season, off-season
specific energy system requirements
peaking
overtraining
injured athletes
tapering
recovery
maintenance
Microscopic structure of skeletal muscle
Sliding filament theory of muscular contraction
Relationship between force–velocity and force–length.
The function of the nerves, spinal chord and motor unit
Muscle contraction and nerve function
Fast and slow twitch fibres - relationship to physical performance types (sprint,
endurance)
Characteristics of fibres
 Type I
 Type IIa
 Type IIb.
Task 4 – Lab 1
Task 5
Task 6 - Test 1
11 - 17
Biomechanics
Biomechanical Principles as they apply in sports
 conservation of momentum (Newton’s 2 nd law):
 impulse-momentum relationship
 coefficient of restitution.
 moment of inertia
 angular momentum
 levers
 three classes of levers
Task 1 Skills
Assessment
Task 5 –
Movement
Analysis
Portfolio
Torque and levers in sport: (torque = force x perpendicular distance of lever arm)
Apply biomechanical principles to analyse physical skills i.e
 balance
 coordination continuum
 force-motion
 force-time
 inertia
 optimal projection
 range of motion
 segmental interaction

18 - 22
Motor Learning
& Coaching
Task 4 – Lab 2
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
 sporting application of drag reduction—surface drag e.g. swim suit skins, cycling
helmets.
Task 1 Game
Skills
Assessment
Transfer of learning

skill to skill

theory to practice

training to competition
Effects of transfer of learning i.e. positive, negative and zero effects,
Analyse movement skills of self and others to identify errors, provide feedback, and
suggest corrections to improve performance
Design coaching/training activities to improve performance in selected skills including

shaping

chaining

static-dynamic

simple-complex
Leadership styles to suit audience needs.
Practical
Exam
Preparation
Week 2130
Task 7 –
Semester 1
Exam
Checklists and video to analyse and reflect on self and others’ performance in
physical activity
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
23 - 26
Sports
Psychology
Mental skills strategies used pre, during and post performance to manage;
 stress
 motivation
 concentration
 self-confidence
 arousal levels
i.e. self-talk, relaxation, performance routines, goal-setting imagery.

Task 1 Skills
Assessment
Task 8 – Test 2
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
 identify strategies to improve group cohesion.
Task 1 Game
Skills
Assessment
27 - 29
Exam Revision
Exam Revision
Task 9 – Exam