Units 2APES and 2BPES
Course Outline (draft)
Weeks
1–2
3
4
5
6
7–8
9–10
11–12
13–14
15
16
17
18
Content
Functional anatomy
 understand the use of musculoskeletal structures in the production of movement and apply
the correct anatomical terminology i.e.
 bones: humerus, radius, ulna, femur, patella, carpals, metacarpals, phalanges, tibia,
fibula, pelvis, sternum, ribs, tarsals, metatarsals
 muscles: biceps, triceps, gastrocnemius, trapezius, deltoid, quadriceps, hamstrings, tibialis
anterior, adductor group, latissimus dorsi, soleus, abdominal, gluteus maximus, pectorals
Functional anatomy
 describe the structure and function of the respiratory system i.e. lungs, diaphragm, alveoli,
mechanics of breathing
 describe the structure and function of the circulatory system i.e. heart, arteries, veins,
capillaries, blood
Developing physical skills, strategies and tactics
 refine skill technique in volleyball to improve consistency, precision, fluency and control
Functional anatomy
 define characteristics of skeletal muscle tissue and their relationship to the production of
movement for physical activity i.e. fibre types (slow and fast twitch) excitability,
contractibility, extendibility, elasticity
 explain the relationship between the musculoskeletal system and joint movement in the
creation of movement i.e. antagonist pairs and origin and insertion points of muscles
 describe the movement types created by muscle action and joint movement i.e. flexion,
circumduction, extension, supination, rotation, dorsi flexion, pronation, abduction, plantar
flexion, adduction
Motor learning and coaching
 describe the classification of motor skills i.e. gross, fine, open, closed, discrete, serial,
continuous
 describe the phases of motor learning (Fitts and Posner model) and how they can be used
to develop/improve specific physical skills
Biomechanics
 define and apply linear motion to a selected sport in relation to speed, velocity,
acceleration, instantaneous measure/mean measure
 define and apply projectile motion to a selected sport in relation to the principle of optimal
projection, parabolic trajectory, release of projectiles—angle, velocity and height
Biomechanics
 define and apply projectile motion to a selected sport in relation to the principle of optimal
projection, parabolic trajectory, release of projectiles—angle, velocity and height
Biomechanics
 define and apply angular motion to a selected sport in relation to angular velocity
 define and apply general motion to a selected sport
Biomechanics
 define and apply the principle of balance to a selected sport in relation to:
 the centre of gravity i.e. line of gravity, width of base of support, height of centre of
gravity
 static balance
 dynamic balance
Biomechanics
 define and apply Newton’s 1st, 2nd and 3rd laws of motion
 the coordination of linear motion i.e.
 sequential versus simultaneous movement—accuracy and power summation of velocity
 evaluate skill technique and physical performance in a selected sport
Motor learning and coaching
 identify the types of cues used to improve performance i.e. visual, verbal, proprioceptive
 know the phases of information processing during skill performance i.e. identification of
stimuli/input, response identification/decision-making, response/output, feedback
Motor learning and coaching
 define types of feedback i.e.
 intrinsic (inherent)
 extrinsic (augmented)—terminal, concurrent, verbal, non-verbal
 identify the purpose of feedback i.e. reinforcement, motivation
Motor learning and coaching
 identify the relationship between skill learning processes and individual differences related
to age, skill and fitness level, injury, level of competition, type of activity
Developing physical skills, strategies and tactics
 match and adapt skill technique to varied and changing situational demands in modified
competitive situations
Exercise physiology
 explain the body’s immediate responses to physical activity in relation to:
 heart rate (HR), stroke volume, blood pressure (BP), cardiac output, tidal volume,
respiratory rate, max O2 uptake (VO2 max), gas exchange, arteriovenous O2 difference,
blood redistribution
Assessment
Distribute and review
assessment outline
Task 1: Basic skill
performance assessment
(2A–5%; 2B–5%).
Finalised week 10
Task 6:
Mid Semester Test 1 (2A–
7.5%; 2B–7.5%)
Task 1: due for completion
Task 4:
Biomechanical analysis
(2A–10%; 2B–10%)
due week 14
Task 2:
Advanced skill
performance assessment
(2A–15%; 2B–15%)
finalised week 20
Task 4: Due for
completion
Task 7:
Mid year exam
(2A–15%; 2B–15%)
Weeks
19
20
21
22
23
24
25
26
27–29
30
Content
Exercise physiology
 explain the body’s long-term adaptations to training in relation to
 cardiac output, heart rate (HR), blood pressure (BP), blood volume/haemoglobin, stroke
volume, capillarisation, ventilation, O2 exchange, muscle hypertrophy, increased
flexibility, increased aerobic and anaerobic capacity
Exercise physiology
 explain the utilisation of carbohydrates, fats and proteins as energy sources for physical
activity and their role in the onset of fatigue
Exercise physiology
 describe the response of energy systems to physical activity i.e.
 anaerobic—ATP-CP (adenosine triphosphate–creatine phosphate)
 lactic acid
 aerobic
Exercise physiology
 identify the relationship between energy systems and types of physical activity i.e. energy
system continuum
Developing physical skills, strategies and tactics
 identify tactical problems varying in complexity within a selected sport i.e. sport specific
tactical framework
 select strategies to solve tactical problems in a selected sport
 implement solutions to solve tactical problems identified in modified competitive situations
i.e. formations, width and depth of attack, deny space and delay in defence, respond to
opposition
Exercise physiology
 define training types i.e.
 resistance training—isometric, isotonic, isokinetic
 interval training
 continuous training
 circuit training
 fartlek
 flexibility
 plyometrics
Exercise physiology
 explain the principles of training:
 specificity in relation to the nature of activity, positions and roles
 intensity
 duration
 frequency
 progressive overload
 reversibility
 explain the components of fitness i.e. cardiorespiratory endurance, muscular strength,
muscular endurance, flexibility, body composition, agility, balance, coordination, reaction
time, speed, power
Exercise physiology
 explain the interrelationship between training types, fitness components and the principles
of training
Sports psychology
 understand the mental skills required for improving performance and achieving the ideal
performance state (‘the zone’) i.e.
 intrinsic motivation
 self-confidence
 stress management
 concentration or attentional control— Nideffer’s model
 arousal regulation related to individual performance
 inverted U hypothesis
Sports psychology
 understand the mental skills and strategies used to manage stress, motivation,
concentration and arousal levels i.e. self-talk, self-imagery, relaxation
 evaluate the influence of age, skill level, and type of activity on mental skills in relation to
motivation, arousal regulation (inverted U hypothesis), concentration
 evaluate and reassess personal goals according to changing situations i.e. age, skill level,
type of activity
Exam revision
Assessment
Task 5:
Exercise Physiology (2A–
10%; 2B–10%) Due week
22
Task 2: due for completion
Task 5: Due for
completion
Task 8:
Mid semester test 2 (2A–
7.5%; 2B–7.5%)
Task 3:
Game performance
assessment
(2A–10%; 2B–10%)
Finalised week 29
Task 3: due for completion
Task 9:
End of year exam (2A–
20%; 2B–20%)