PHYSICAL EDUCATION STUDIES
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
IMPORTANT INFORMATION
Syllabus review
Once a course syllabus has been accredited by the School Curriculum and Standards Authority, the implementation of that syllabus will
be monitored by the Course Advisory Committee. This committee can advise the Board of the Authority about any need for syllabus
review. Syllabus change deemed to be minor requires schools to be notified of the change at least six months before implementation.
Major syllabus change requires schools to be notified 18 months before implementation. Formal processes of syllabus review and
requisite reaccreditation will apply.
Other sources of information
The Western Australian Certificate of Education (WACE) Manual contains essential information on assessment, moderation and
examinations that need to be read in conjunction with this course.
The School Curriculum and Standards Authority website www.scsa.wa.edu.au and extranet provides support materials including sample
programs, course outlines, assessment outlines, assessment tasks with marking keys, past WACE examinations with marking keys,
grade descriptions with annotated student work samples and standards guides.
WACE providers
Throughout this document the term ‘school’ is intended to include both schools and other WACE providers.
Currency
This document may be subject to minor updates. Users who download and print copies of this document are responsible for checking
for updates. Advice about any changes made to the document is provided through the Authority communication processes.
Copyright
© School Curriculum and Standards Authority, 2007.
This document—apart from any third party copyright material contained in it—may be freely copied or communicated for non-commercial purposes by educational institutions,
provided that it is not changed in any way and that the School Curriculum and Standards Authority is acknowledged as the copyright owner.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act or by permission of the School Curriculum and Standards Authority.
Copying or communication of any third party copyright material contained in this document can be done only within the terms of the Copyright Act or by permission of the copyright
owners.
2008/15995[v21]
2
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
Rationale
Physical Education Studies contributes to the
development of the whole person. It promotes the
physical, social and emotional growth of students.
Throughout the course emphasis is placed on
understanding and improving performance in
physical activities. The integration of theory and
practice is central to studies in this course.
Physical Education Studies focuses on the complex
interrelationships between motor learning and
psychological, biomechanical and physiological
factors that influence individual and team
performance. Students engage as performers,
leaders, coaches, analysts and planners of physical
activity. Physical activity serves both as a source of
content and data and as a medium for learning.
Learning in Physical Education Studies cannot be
separated from active participation in physical
activities and involves students in closely integrated
written, oral and physical learning experiences based
upon the study of selected physical activities.
The course appeals to students, with varying
backgrounds, physical activity knowledge and
dispositions. Students analyse their own and others’
performance, apply theoretical principles and plan
programs to enhance performance. Physical activity
and sport are used to develop skills and performance
along with an understanding of physiological,
anatomical, psychological, biomechanical and skill
learning applications.
The course prepares students for a variety of post–
school pathways, including immediate employment
or tertiary studies. It provides students with an
increasingly
diverse
range
of
employment
opportunities in the sport, leisure and recreation
industries, education, sport development, youth work
and health and medical fields linked to physical
activity and sport. The course also equips students to
take on volunteer and leadership roles in community
activities.
Course outcomes
The Physical Education Studies course is designed
to facilitate the achievement of four outcomes.
Outcome 1: Skills for physical activity
Students
apply
decision-making,
movement,
strategic and tactical skills to enhance participation in
physical activity.
In achieving this outcome, students:
 make on-the-spot decisions to apply movement
patterns in solving tactical problems;
 perform
movement
skills
to
enhance
participation; and
 implement strategies and tactics to enhance
participation.
Outcome 2: Self-management and interpersonal
skills for physical activity
Students apply self-management and interpersonal
skills to enhance participation in physical activity.
In achieving this outcome, students:
 apply mental skills in undertaking selected
roles;
 make informed decisions in undertaking
selected roles;
 apply communication skills in undertaking
selected roles; and
 apply cooperation skills in undertaking selected
roles.
Outcome 3: Knowledge and understanding of
movement and conditioning concepts for
physical activity
Students understand movement and conditioning
concepts that enhance participation in physical
activity.
In achieving this outcome, students:
 understand movement concepts; and
 understand conditioning concepts.
Outcome 4: Knowledge and understanding of
sport psychology concepts for physical activity
Students understand mental skills, motor learning,
coaching and tactical concepts that inform the
enhancement of participation in physical activity.
In achieving this outcome, students:
 understand mental skills training concepts;
 understand motor learning and coaching
concepts; and
 understand tactical concepts of games and
activities.
Course content
The course content is the focus of the learning
program.
The course content is divided into six interrelated
content areas:
 developing physical skills, strategies and tactics
 motor learning and coaching
 functional anatomy
 biomechanics
 exercise physiology
 sports psychology.
Developing
physical
strategies and tactics
skills,
Students explore the practical and theoretical
components required to improve the performance of
themselves and others in skills, strategies and
tactics related to physical activities. They examine
basic and advanced movement patterns, apply
strategic and tactical awareness and understand
the analysis of movement in order to improve the
quality of skill performance. Content includes:
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
3
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frameworks for understanding tactical problems
and appropriate strategic, tactical and technical
responses
development of technique in order to perform a
skill repertoire in a selected sport
knowledge of performance from both technical
and tactical perspectives
effective strategies for improving personal
competence.
Motor learning and coaching
Effective instruction and coaching is explored
through appropriate skill practices, design, strategic
and tactical challenges. Content includes:
 roles and leadership styles for the effective
management of training and coaching sessions
 analysis of learning and skill development to
improve performance
 information processing during skill performance
 the design of effective instruction and provision
of feedback
 teaching strategies and techniques to improve
skill execution
 analysis of performance.
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training types to improve components of fitness
key characteristics of training program design
and evaluation
immediate and extended care of the injured
athlete.
Sports psychology
The development of mental skills is recognised as
being essential to improving performance and
facilitating positive group dynamics. Content
includes:
 application of group dynamics theories/models
and understandings
 skills and processes associated with goal
setting, stress management, visualisation,
concentration and motivation
 regulation of self-imagery and arousal levels
 influence of varying groups on mental skill
preparation (age, skill level, and type of
activity).
Course units
Each unit is defined with a particular focus.
Functional anatomy
Knowledge of functional anatomy provides a
foundation for the development of a biomechanical
understanding of movement. Content includes:
 the structure and function of the musculoskeletal
systems
 the structure and function of the circulatory,
respiratory and neuromuscular systems
 production of movement.
Biomechanics
(no calculations required)
Observation, description and biomechanical analysis
of movement are underpinned by movement
principles and concepts. Content includes:
 biomechanical principles, concepts and laws of
motion
 analysis of movement
 application of biomechanical principles to
improve the quality of movement.
Stage P units provide opportunities for practical and
well-supported learning to help students develop
skills required for them to be successful upon
leaving school or in the transition to Stage 1 units.
Stage 1 units provide a practical and applied focus
to help students develop knowledge and skills to
enable progression to Stage 2 units.
Stage 2 units provide opportunities for applied
learning but there is a focus more on academic
learning.
Stage 3 units provide opportunities to extend
knowledge and understandings in challenging
contexts.
Unit PAPES
Exercise physiology
The focus of this unit is for students to develop a
basic repertoire of fundamental movement skills
and gain an understanding of basic health
knowledge associated with physical activity.
Students study physiological capacities and the
influence of energy systems to improve performance
in physical activity and structured training. Content
includes:
 examination of the physiological capacities
(metabolic, cardiorespiratory and neuromuscular)
 knowledge of the body’s circulatory and
respiratory systems as an essential basis for
exploring preparedness for participation and
performance potential
 nutrition to meet the energy demands of
participation
in
different
activities
and
environmental conditions
 principles of training
On completion of this unit, students should be able
to:
 confidently perform fundamental movement
skills
 move to space in structured and/or informal
game play
 identify ways to improve cardiorespiratory
capacity
 explore ways to regulate emotions
 understand the importance of food as the
source of energy for physical activity and that
some foods are better able to supply this
energy than others.
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Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
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Unit PBPES
The focus of this unit is for students to develop an
awareness of others in play or game situations as
well as an awareness of the physiological and mental
factors associated with performing in physical
activities.
On completion of this unit, students should be able
to:
 apply rules and safety concepts in a game
situation
 explain and demonstrate the importance of good
technique to control specific activity skills
 demonstrate acceptable safe behaviour in sports
 explain
and
apply
tests
to
measure
cardiorespiratory capacity
 understand that the energy for physical activity is
provided by food and oxygen being combined in
the body cells
 explain the importance of mental outlook in
relation to their performance and the health
benefits of being involved in regular exercise.
Unit 1APES
The focus of this unit is the development of students’
knowledge, understanding and application of
anatomical, physiological and practical factors
associated with performing in physical activities.
On completion of this unit, students should be able
to:
 develop and apply basic skills associated with
their chosen sports
 understand the basic process of coaching and/or
teaching a skill
 understand the phases of learning and the
classifications of motor skills
 identify the major bones in the human body
 understand
the
reasons
for
learning
biomechanics
 understand components of fitness and apply
simple tests to measure these
 identify and apply characteristics of warm-up and
cool down
 understand skills and strategies for team building
and preparing mentally for physical activity.
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explain the structure and function of the
circulatory and respiratory systems
identify the major skeletal muscles in the body
understand basic biomechanical principles
relating to motion
define the anaerobic, aerobic and lactic acid
energy systems
have a basic understanding of the responses of
the circulatory and respiratory systems to
physical activity
apply observation skills to assess personal
performance
understand the elements of a training session
explain the relationship between fitness levels
and skill development
understand the role of mental skills in creating a
mind set to enhance performance.
Unit 1CPES
The focus of this unit is simple movement,
biomechanical,
physiological,
psychological,
functional anatomy and motor leaning concepts.
The understanding of the relationship between skill,
movement production and fitness will be further
enhanced as students develop and improve.
On completion of this unit, students should be able
to:
 adjust and apply basic movement skills and
techniques in response to simple tactical
problems
 use consistency, precision and control in
modified game situations
 develop a basic understanding of the
production of movement
 understand force application and absorption
 understand the aerobic and anaerobic energy
systems used during physical activity
 identify simple tests to measure the capacity of
aerobic and anaerobic energy systems
 identify strategies to prevent sports injuries
 apply immediate and extended care and
rehabilitation to an injured athlete
 explain the attributes of a good leader
 develop an understanding of the role of a coach
 identify different styles of leadership
 understand how to set simple goals.
Unit 1BPES
The focus of this unit is the impact of physical activity
on the body’s anatomical and physiological systems.
Students are introduced to these concepts which
support them to improve their performance as team
members and/or individuals.
On completion of this unit, students should be able
to:
 identify fundamental tactical problems associated
with specific types of physical activity
 apply solutions to basic tactical problems
 understand the different physical activity
classifications
Unit 1DPES
The focus of this unit is for students to assess their
own and others’ movement competency and
identify areas for improvement. They will build on
their knowledge of training principles, nutrition and
goal setting concepts to enhance their own and
others’ performance in physical activity.
On completion of this unit, students should be able
to:
 develop simple team or individual strategic
plans related to specific tactical problems
 develop strategies to consolidate and extend
skill development
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
5
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identify types of feedback and their relationship
with skill development
understand types of muscle contractions
understand the relationship between joint
movement and antagonist pairs
identify and apply types of movement used in
specific sports
explain the relationship between muscle fibre
types and physical activity
identify technical errors in selected skills
understand results based quantitative measures
understand the need for a balanced diet for
physical activity
understand the principles of training and develop
training techniques for selected activities
understand the purpose and nature of fitness
profiles
identify the links between goal setting and
motivation when coaching others.
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identify the relationship between skill learning
processes and individual differences
define the characteristics of skeletal muscle
tissue and describe its relationship to the
production of movement
explain the relationship between antagonist
pairs and joint movement
identify types of joints and their associated
movements
define and apply Newton’s 1st, 2nd and 3rd laws
of motion
understand the principles of balance
understand the coordination of linear motion
understand the relationship between energy
systems and physical activity
explain the interrelationship between training
types, fitness components and the principles of
training.
Unit 3APES
Unit 2APES
The focus of this unit is to explore anatomical and
biomechanical concepts, the body’s responses to
physical activity, and stress management processes
to improve their own and others’ performance in
physical activity.
On completion of this unit, students should be able
to:
 develop and refine sport-specific movement skills
and techniques
 understand the classification of motor skills and
phases of motor learning
 identify the cues used to improve performance
 understand the phases of information processing
during skill performance
 understand the skeletal and muscular structure
used in the production of movement and apply
the correct terminology
 understand the structure and function of the
circulatory and respiratory systems
 understand linear and angular kinematics
 identify the body’s immediate responses and
long-term adaptations to physical activity
 identify the relationship between food, energy
and movement
 evaluate the mental skills required for improving
performance.
Unit 2BPES
The focus of this unit is to identify the relationship
between skill, strategy and the body in order to
improve the effectiveness and efficiency of
performance.
On completion of this unit, students should be able
to:
 select and apply strategies to solve a range of
tactical problems
 understand the types of feedback and their
purpose
6
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The focus of this unit is to provide opportunities for
students to build upon their acquired physical skills
and biomechanical, physiological and psychological
understandings to improve their own and others’
performance in physical activity.
On completion of this unit, students should be able
to:
 adjust and refine movement skills in dynamic
and challenging environments
 define transfer of learning and understand its
effects
 evaluate the different types of transfer and their
impact on skill execution and movement
efficiency
 analyse movement skills of self and others and
design coaching/teaching programs to improve
performance
 define and relate the following biomechanical
principles: momentum, impulse momentum,
coefficient of restitution, levers, moment of
inertia and angular momentum
 understand and describe the microstructure of
skeletal muscles and how they contract
 understand the relationship between muscle
contraction and the amount of force exerted
 investigate the relationship between nutritional
requirements and energy demands during
physical activity
 understand the implications of preparing and
performing in different environmental conditions
 explain the physiological impact of performance
enhancers
 analyse mental skills strategies used pre,
during and post-performance to manage stress,
motivation, concentration, arousal levels and
self-confidence.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
Unit 3BPES
The focus of this unit is to extend students’
understanding
of
complex
biomechanical,
psychological and physiological concepts to evaluate
their own and others’ performance.
On completion of this unit, students should be able
to:
 adapt and implement strategic responses varying
in complexity to situational demands in dynamic
and challenging environments
 explain and apply fluid mechanics such as spin,
Bernoulli’s principle and drag in specific physical
activities
 apply biomechanical principles to analyse and
evaluate specific skills
 understand the role of the neuromuscular
systems in relation to muscle function
 identify characteristics of fast and slow twitch
fibres and their relationship to physical
performance types
 critically evaluate training programs designed to
improve performance
 apply Carron’s model of group cohesion to
analyse participation in physical activity.
Course pathways
The following pathways are recommended for the
study of Physical Education Studies:
P A/B
1 A/B
Pathway 1
1 A/B
1 C/D
Pathway 2
1 A/B
(No examination)
Pathway 3
(No examination)
2 A/B
(Stage 2 examination)
2 A/B
Pathway 4
3 A/B
(Stage 3 examination)
Pathway 1
Typically for students who enter the course to
engage in practical and supported learning activities
and develop a basic understanding of physical
activity concepts.
Pathway 2
Typically for students who enter the course with
limited experience and undertake Physical
Education Studies as an introductory stage and for
those who may wish to continue their interest in the
sport, leisure and recreation industries.
Pathway 3
Typically for students who enter the course with
limited experience, knowledge and understanding
of Physical Education Studies and may wish to
access further educational opportunities.
Pathway 4
Typically for students wishing to pursue tertiary
pathways.
Time and completion
requirements
The notional hours for each unit are 55 class
contact hours. Units can be delivered typically in a
semester or in a designated time period up to a
year depending on the needs of the students. Pairs
of units can also be delivered concurrently over a
one year period. Schools are encouraged to be
flexible in their timetabling in order to meet the
needs of all of their students.
A unit is completed when all assessment
requirements for that unit have been met. Only
completed units will be recorded on a student's
statement of results.
Refer to the WACE Manual for details about unit
completion and course completion.
Resources
Teacher support materials are available on the
School Curriculum and Standards Authority website
extranet and can be found at www.scsa.wa.edu.au
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
7
Vocational Education
and Training
information
Vocational Education and Training (VET) is nationally
recognised training that provides people with
occupational knowledge and skills and credit
towards, or attainment of, a vocational education and
training
qualification
under
the
Australian
Qualifications Framework (AQF).
When considering VET delivery in WACE courses it
is necessary to:
 refer to the WACE Manual, Section 5: Vocational
Education and Training, and
 contact education sector/systems representatives
for information on operational issues concerning
VET delivery options in schools.
Australian Quality Training Framework (AQTF)
AQTF is the quality system that underpins the
national vocational education and training sector and
outlines the regulatory arrangements in states and
territories. It provides the basis for a nationally
consistent, high-quality VET system.
The AQTF Essential Conditions and Standards for
Registered Training Organisations outline a set of
auditable standards that must be met and maintained
for registration as a training provider in Australia.
VET integrated delivery
VET integrated within a WACE course involves
students undertaking one or more VET units of
competency concurrently with a WACE course unit.
No unit equivalence is given for units of competency
attained in this way.
VET integrated can be delivered by schools providing
they meet AQTF requirements. Schools need to
become a Registered Training Organisation (RTO) or
work in a partnership arrangement with an RTO to
deliver training within the scope for which they are
registered. If a school operates in partnership with an
RTO, it will be the responsibility of the RTO to assure
the quality of the training delivery and assessment.
The content in this course may align with content in
specific VET units of competency from a nationally
recognised training package. Achievement of units of
competency achieved in this manner may lead to the
completion of a full or partial AQF qualification.
Schools seeking to link delivery of this course with
units of competency must read the training package
rules for the relevant units of competency and
associated qualifications on the Training.gov.au
website: www.training.gov.au. This should be done in
consultation with the RTO they are in partnership
with for certification of the competencies in order to
establish suitability of units intended for integration
with this course.
8
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
Assessment
The WACE Manual contains essential information on
principles, policies and procedures for school-based
assessment and WACE examinations that needs to
be read in conjunction with this document.
School-based assessment
The table below provides details of the assessment
types for this course and the weighting range for each
assessment type.
Teachers are required to use the assessment table to
develop their own assessment outline for each unit
(or pair of units) of the course.
This outline includes a range of assessment tasks
and indicates the weighting for each task and each
assessment type. It also indicates the content and
course outcomes each task covers.
If a pair of units is assessed using a combined
assessment outline, the assessment requirements
must still be met for each unit.
In developing an assessment outline and teaching
program the following guidelines should be taken
into account.

All assessment tasks should take into account
the teaching, learning and assessment
principles outlined in the WACE Manual.

There is flexibility for teachers to design
school-based assessment tasks to meet the
learning needs of students.

The assessment table outlines the forms of
student response required for this course.

Student work submitted to demonstrate
achievement should only be accepted if the
teacher can attest that, to the best of her/his
knowledge, all uncited work is the student’s
own.

Evidence collected for each unit must include
assessment tasks conducted under test
conditions together with other forms of
assessment tasks.
Assessment table
Weightings for types
Stage P
Stage 1
Stage 2
Types of assessment
Stage 3
Practical (performance)
Students will perform and be assessed in sports studied at school which will
provide them with the opportunity to refine and adjust skills, strategies and
tactics within a modified competitive situation.
80–90%
30–50%
30%
30%
For practical performance tasks, students are to be assessed in the selected
sports within the nominal hours. The practical assessment must be completed by
the teacher and conducted within the school environment.
Types of evidence include direct observation, checklists, use of video or oral
presentation.
Investigation
Research work in which students plan, conduct and communicate their findings.
10–20%
25–35%
20–30%
20–30%
Investigation findings may be communicated in any appropriate form, including
written (journals, training diaries, essays and lab reports), oral, video, or various
combinations of these.
Response
0%
25–35%
40–50%
40–50%
Students apply their knowledge and understanding of the course content when
analysing and responding to stimuli or prompts.
Student responses may be oral, written (topics tests, exams, summaries,
essays) or multimedia.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
9
Grades
Schools report student achievement in a completed
unit at Stage 1, 2 or 3 in terms of grades. The
following grades are used:
Grade
A
B
C
D
E
Interpretation
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Inadequate achievement
Schools report student achievement in Preliminary
Stage units as either completed or not completed.
Each grade is based on the student’s overall
performance for the unit as judged by reference to a
set of pre-determined standards. These standards are
defined by grade descriptions and annotated work
samples.
The grade descriptions for this course are provided in
Appendix 1. They can also be accessed, together
with annotated work samples, through the Guide to
Grades link on the course page of the Authority
website at www.scsa.wa.edu.au
Refer to the WACE Manual for further information
regarding grades.
WACE Examinations
In 2013, students in their final year who are studying
at least one Stage 2 pair of units (e.g. 2A/2B) or at
least one Stage 3 pair of units (e.g. 3A/3B) are
required to sit an examination in this course, unless
they are exempt. For 2014 and 2015, examinations
for all Stage 2 pairs of units (e.g. 2A/2B) are optional.
WACE examinations are not held for Stage 1 units
and/or Preliminary Stage units. Any student may
enrol to sit a Stage 2 or Stage 3 examination as a
private candidate.
The Physical Education Studies examination
comprises a written examination worth 70% of the
total examination score and a practical (performance)
examination worth 30% of the total examination
score.
There is a common practical (performance)
examination for Physical Education Studies for Stage
2 and Stage 3.
Note: For students studying Stage 2 or Stage 3
units in their final year of this course, it is
recommended the focus of study be a sport from
the prescribed list for the practical (performance)
external examination.
Prescribed list of sports
(performance) examination
 AFL
 Artistic gymnastics*
 Athletics*
 Badminton
 Basketball
 Cricket
 Equestrian (eventing)*
 Golf
 Hockey
 Netball
 Soccer
 Softball
 Squash
 Swimming
 Tennis
 Touch
 Volleyball.
practical
* Probationary sports
Teacher
support
materials
for
practical
(performance) examinations can be accessed on the
course page at www.scsa.wa.edu.au
Details of the WACE examinations in this course are
prescribed in the WACE examination design briefs
(pages 31–34).
Refer to the WACE Manual for further information
regarding WACE examinations.
Standards Guides
Standards for this course are exemplified in
Standards Guides. They include examination
questions, annotated candidate responses at the
‘excellent’ and ‘satisfactory’ achievement bands,
statistics for each question and comments from
examiners. The guides are published on the
Authority’s web site at www.scsa.wa.edu.au and are
accessed under Examination materials. An extranet
log-in is required to view the guides.
Each examination assesses the specific content
described in the syllabus for the pair of units studied.
10
for
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
Functional anatomy
UNIT PAPES

Unit description
The unit description provides the focus for teaching
the specific unit content.
The focus of this unit is for students to develop a basic
repertoire of fundamental movement skills and gain an
understanding of basic health knowledge associated
with physical activity.
On completion of this unit, students should be able to:
 confidently perform fundamental movement skills
 move to space in structured and/or informal game
play
 identify ways to improve cardiorespiratory
capacity
 explore ways to regulate emotions
 understand the importance of food as the source
of energy for physical activity and that some foods
are better able to supply this energy than others.
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Exercise physiology
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Suggested learning contexts
The context for all content areas may be a sport of
choice.
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Developing
physical
strategies and tactics
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skills,
develop fundamental movement skills
 coordination in individual activities
 skills to control an object in simple game
situations
extend fundamental movement skills in relation to
 a range of individual and team games
 modified sports
 leisure and recreational activities
 techniques and strategies in simple game
situations.
Motor learning and coaching



food as a source of energy for physical activity
types of foods that provide the best sources of
energy
 carbohydrates
 proteins
 fats
ways to improve cardiorespiratory capacity
 long distance running
 continued exercise for longer than 30
minutes
 interval training.
Sports psychology
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity described below.
physical growth and developmental factors that
affect gross motor skills
 strength
 size
combine a series of skills during activities
 running
 jumping
 throwing
 catching
improvement in fitness levels are achieved
through physical activity
ways of testing fitness levels.
mental skills in simple or modified games
 concentration
 behaviours
 participation
mental health is improved through physical
activities
ways to regulate emotions
 managing influences
 enhancing self-understanding
 concept of personal space.
VET integrated units of
competency
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
basic ways of playing games and activities safely
 roles of offensive and defensive positions
 safe and correct use of equipment
 accepting decisions of umpire, coach and/or
captain
the role of officials
 manage the game
 ensure safety
encourage others to accept decisions of the
umpire, coach and/or captain.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
11
Assessment
The two types of assessment in the table below are
consistent with the teaching and learning strategies
considered to be the most supportive of student
achievement of the outcomes in the Physical
Education Studies course. The table provides details
of the assessment type, examples of different ways
that these assessment types can be applied and the
weighting range for each assessment type.
Weighting
Stage P
Type of assessment
Practical (performance)
Students will perform and be assessed in
sports studied at school which will provide
them with the opportunity to refine and
adjust skills, strategies and tactics within a
modified competitive situation.
80–90%
For practical performance tasks, students
are to be assessed in the selected sports
within the nominal hours. The practical
assessment must be completed by the
teacher and conducted within the school
environment.
Types of evidence include direct
observation, checklists, use of video or oral
presentation.
Investigation
Research work in which students plan,
conduct and communicate their findings.
10–20%
12
Investigation findings may be
communicated in any appropriate form,
including written (journals, training diaries,
essays and lab reports), oral, video, or
various combinations of these.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
Motor learning and coaching
UNIT PBPES


Unit description
The unit description provides the focus for teaching
the specific unit content.
The focus of this unit is for students to develop an
awareness of others in play or game situations as
well as an awareness of the physiological and mental
factors associated with performing in physical
activities.
On completion of this unit, students should be able to:
 apply rules and safety concepts in a game
situation
 explain and demonstrate the importance of good
technique to control specific activity skills
 demonstrate acceptable safe behaviour in sports
 explain
and
apply
tests
to
measure
cardiorespiratory capacity
 understand that the energy for physical activity is
provided by food and oxygen being combined in
the body cells
 explain the importance of mental outlook in
relation to their performance and the health
benefits of being involved in regular exercise.
Suggested learning contexts


how to give verbal and non-verbal feedback to
others on specific skills
active listening skills
 asking relevant questions
 building on what has been said
verbal and non-verbal communication to
express thoughts and feelings
ways to communicate individual physical activity
decisions when exposed to conflicting peer
influence.
Functional anatomy


the importance of having correct techniques to
control specific activity skills
 body position
 weight transference
the importance of regular involvement in
exercise and how this contributes to
improvements in performance.
Exercise physiology



The context for all content areas may be a sport of
choice.
food, when combined with oxygen in the body
(cells), provides the energy necessary for
physical activity
participate in tests to measure cardiorespiratory
capacity
 beep test
 12 minute run
 1.6km run
health benefits of improving cardiovascular
capacity
 prevention of illness
 prevention of injury.
Unit content
Sports psychology
This unit builds on the content covered by the
previous unit. This unit includes knowledge,
understandings and skills to the degree of complexity
described below:

Developing
physical
strategies and tactics




skills,
basic rules and safety concepts when moving and
interacting with others in a variety of activity
settings
 structured play
 informal situations
the importance of safety and being spatially
aware of others in simple games and physical
activity
the role of rules in simple games and sports
 fairness
 game control
 injury prevention.

how positive and negative mental outlook
influences performance
different ways to motivate self
 start small and slow
 have fun
 reward yourself
 break it down
 work with someone else
 move the goal posts
 write down goals and reasons for working
towards them
setting realistic short-term goals and planning
for physical activity.
VET integrated units of
competency
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
13
Assessment
The two types of assessment in the table below are
consistent with the teaching and learning strategies
considered to be the most supportive of student
achievement of the outcomes in the Physical
Education Studies course. The table provides details
of the assessment type, examples of different ways
that these assessment types can be applied and the
weighting range for each assessment type.
Weighting
Stage P
Type of assessment
Practical (performance)
Students will perform and be assessed in
sports studied at school which will provide
them with the opportunity to refine and
adjust skills, strategies and tactics within a
modified competitive situation.
80–90%
For practical performance tasks, students
are to be assessed in the selected sports
within the nominal hours. The practical
assessment must be completed by the
teacher and conducted within the school
environment.
Types of evidence include direct
observation, checklists, use of video or oral
presentation.
Investigation
Research work in which students plan,
conduct and communicate their findings.
10–20%
14
Investigation findings may be
communicated in any appropriate form,
including written (journals, training diaries,
essays and lab reports), oral, video, or
various combinations of these.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015

UNIT 1APES
Unit description
The unit description provides the focus for teaching
the specific unit content.
Functional anatomy

The focus of this unit is the development of students’
knowledge, understanding and application of
anatomical, physiological and practical factors
associated with performing in physical activities.
On completion of this unit, students should be able to:
 develop and apply basic skills associated with
their chosen sports
 understand the basic process of coaching and/or
teaching a skill
 understand the phases of learning and the
classifications of motor skills
 identify the major bones in the human body
 understand
the
reasons
for
learning
biomechanics
 understand components of fitness and apply
simple tests to measure these
 identify and apply characteristics of warm-up and
cool down
 understand skills and strategies for team building
and preparing mentally for physical activity.
basic processes of coaching and/or teaching a
skill
 introduce
 demonstrate and practise
 provide feedback.




Suggested learning contexts
The context for all content areas may be a sport of
choice.
five major functions of bones
 support
 protection
 movement
 storage
 blood cell production
four bone classifications
 long
 short
 flat
 irregular
major bones that assist with skeletal movement
 femur
 tibia
 humerus
 fibula
 radius
 pelvis
 ulna
 vertebrae
sagittal, frontal, and transverse anatomical
planes
basic structure and function of the respiratory
system
 lungs
 diaphragm
 alveoli.
Biomechanics
Unit content
This unit builds on the content covered by the
previous units. This unit includes knowledge,
understandings and skills to the degree of complexity
described below:
Developing
physical
strategies and tactics

develop and apply basic
patterns and techniques.
skills,
movement
(no calculations required)
 role of biomechanics
 improve performance
 prevent sports injuries
 phases of movement (preparation, action and
follow through) and how they can assist with
biomechanical analysis.
Exercise physiology

skills,
Motor learning and coaching


Fitts and Posner model of the phases of learning
 cognitive (early)
 associative (intermediate)
 autonomous (final)
classification of motor skills
 environmental influences—open and closed
 muscular involvement—gross and fine
 continuity—discrete, continuous and serial
 difficulty—simple and complex


components of health-related fitness
 cardiorespiratory endurance
 muscular strength
 muscular endurance
 flexibility
 body composition
components of a performance-related fitness
profile
 agility
 balance
 coordination
 reaction time
 speed
 power
simple tests to measure fitness components
 step test
 grip test
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
15

 chin up test
 sit and reach tests
 skin fold measurements
characteristics of warm-up and cool down
 aerobic/continuous activity
 stretching (muscle specific)
 specific to the game
 safe techniques.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the Physical
Education Studies course. The table provides details
of the assessment type, examples of different ways
that these assessment types can be applied and the
weighting range for each assessment type.
Sports psychology


factors to consider when preparing mentally for
physical activity
 personal attitudes
 behaviours
 values
 participation
skills and strategies required for team building
 compromise
 commitment to group goals
 respect for others’ values and trust.
VET integrated
competency
units
Weighting
Stage 1
Practical (performance)
Students will perform and be assessed in
sports studied at school which will provide
them with the opportunity to refine and
adjust skills, strategies and tactics within a
modified competitive situation.
30–50%
of
Units of competency may be integrated in appropriate
learning contexts if all AQTF requirements are met.
No unit equivalence is awarded for units of
competency achieved in this way. Please refer to the
VET section at the front of this syllabus for further
information.
Type of assessment
For practical performance tasks, students
are to be assessed in the selected sports
within the nominal hours. The practical
assessment must be completed by the
teacher and conducted within the school
environment.
Types of evidence include direct
observation, checklists, use of video or oral
presentation.
Investigation
Research work in which students plan,
conduct and communicate their findings.
25–35%
Investigation findings may be
communicated in any appropriate form,
including written (journals, training diaries,
essays and lab reports), oral, video, or
various combinations of these.
Response
25–35%
Students apply their knowledge and
understanding of the course content when
analysing and responding to stimuli or
prompts.
Student responses may be oral, written
(topics tests, exams, summaries, essays)
or multimedia.
16
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015

UNIT 1BPES
Unit description
The unit description provides the focus for teaching
the specific unit content.
The focus of this unit is the impact of physical activity
on the body’s anatomical and physiological systems.
Students are introduced to these concepts which
support them to improve their performance as team
members and/or individuals.
On completion of this unit, students should be able to:
 identify fundamental tactical problems associated
with specific types of physical activity
 apply solutions to basic tactical problems
 understand the different physical activity
classifications
 explain the structure and function of the
circulatory and respiratory systems
 identify the major skeletal muscles in the body
 understand basic biomechanical principles
relating to motion
 define anaerobic, aerobic and lactic acid energy
systems
 have a basic understanding of the responses of
the circulatory and respiratory systems to
physical activity
 apply observation skills to assess personal
performance
 understand the elements of a training session
 explain the relationship between fitness levels
and skill development
 understand the role of mental skills in creating a
mind set to enhance performance.
Suggested learning contexts
Motor learning and coaching








Unit content
This unit builds on the content covered by the
previous units. This unit includes knowledge,
understandings and skills to the degree of complexity
described below:



skills,
definitions of strategy and tactic
basic classifications of physical activity
 invasion
 target
 net/wall
 athletics
 striking, fielding
 aquatics
identify and develop basic tactical concepts
observe skills using basic tools, schema and
rubrics
 checklists
 video
explain the relationship between components of
performance
related
fitness
and
skill
development in terms of balance, speed,
strength, and flexibility
basic elements of a training session
 warm-up
 fitness session
 skill development
 culmination
 cool down.
Functional anatomy
The context for all content areas may be a sport of
choice.
Developing
physical
strategies and tactics
identify and apply solutions to selected tactical
problems
 prevent scoring
 restart play
 score.


basic structure and function of the circulatory
system
 heart
 arteries
 veins
 capillaries
 blood
basic functions of the muscles
 movement
 posture
 joint stability
types of muscles
 skeletal
 smooth
 cardiac
basic terminology used to describe types of
movements
 extension
 flexion
 rotation
major skeletal muscles that assist with
movement
 biceps
 triceps
 abdominals
 gastrocnemius
 soleus
 quadriceps
 trapezius
 hamstrings
 deltoids
 pectoralis
 latissimus
 gluteus maximus
definitions of tendons and ligaments
body types (somatotypes) and their suitability to
specific sports
 endomorph
 mesomorph
 ectomorph.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
17
Biomechanics
(no calculations required)
 definitions of biomechanical principles relating to
motion
 linear motion—movement in straight line
 angular motion—rotation
 general motion—combination of angular
motion to create linear motion.
Exercise physiology



immediate responses of the circulatory system to
physical activity
 heart rate
 stroke volume
 blood pressure
 cardiac output
 max O2 uptake (VO2max)
responses of the respiratory system to physical
activity
 tidal volume
 respiratory rate
 vital capacity
 gas exchange
definitions and features of the energy systems
 anaerobic—ATP-CP (adenosine triphosphate
–creatine phosphate)
 lactic acid
 aerobic.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the
Physical Education Studies course. The table
provides details of the assessment type, examples
of different ways that these assessment types can
be applied and the weighting range for each
assessment type.
Weighting
Stage 1
Type of assessment
Practical (performance)
Students will perform and be assessed in
sports studied at school which will provide
them with the opportunity to refine and
adjust skills, strategies and tactics within a
modified competitive situation.
30–50%
For practical performance tasks, students
are to be assessed in the selected sports
within the nominal hours. The practical
assessment must be completed by the
teacher and conducted within the school
environment.
Types of evidence include direct
observation, checklists, use of video or oral
presentation.
Investigation
Sports psychology

role of mental skills in creating a mind set to
improve performance
 know yourself
 use positive mental talk
 believe in yourself
 use your mind’s eye (mental imagery)
 learn from success and failure.
VET integrated
competency
units
of
Units of competency may be integrated in appropriate
learning contexts if all AQTF requirements are met.
No unit equivalence is awarded for units of
competency achieved in this way. Please refer to the
VET section at the front of this syllabus for further
information.
18
Research work in which students plan,
conduct and communicate their findings.
25–35%
Investigation findings may be
communicated in any appropriate form,
including written (journals, training diaries,
essays and lab reports), oral, video, or
various combinations of these.
Response
25–35%
Students apply their knowledge and
understanding of the course content when
analysing and responding to stimuli or
prompts.
Student responses may be oral, written
(topics tests, exams, summaries, essays)
or multimedia.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
Motor learning and coaching
UNIT 1CPES

Unit description
The unit description provides the focus for teaching
the specific unit content.
The focus of this unit is simple movement,
biomechanical, physiological, psychological, functional
anatomy and motor leaning concepts. The
understanding of the relationship between skill,
movement production and fitness will be further
enhanced as students develop and improve.
On completion of this unit, students should be able to:
 adjust and apply basic movement skills and
techniques in response to simple tactical
problems
 use consistency, precision and control in modified
game situations
 develop a basic understanding of the production
of movement
 understand force application and absorption
 understand the aerobic and anaerobic energy
systems used during physical activity
 identify simple tests to measure the capacity of
aerobic and anaerobic energy systems
 identify strategies to prevent sports injuries
 apply immediate and extended care and
rehabilitation to an injured athlete
 explain the attributes of a good leader
 develop an understanding of the role of a coach
 identify different styles of leadership
 understand how to set simple goals.


role and responsibilities of a coach
 organising
 building rapport
 providing instruction and explanation
 demonstrating
 observing
 analysing
 providing feedback
 providing safe learning environments
definition of leadership and the qualities of a
good leader
 trustworthy
 enthusiastic
 confident
 listen to others
 honest
 responsible
 reliable
 patient
 decisive
 determined
 loyal
leadership styles and their relationship to
coaching
 autocratic
 democratic
 laissez faire.
Functional anatomy


characteristics of skeletal muscle tissue
 contractibility
 extendibility
 elasticity
origin and insertion points of skeletal muscles
and how they determine the action of the
muscle.
Suggested learning contexts
Biomechanics
The context for all content areas may be a sport of
choice.
(no calculations required)
 simple understanding of how force is produced
and how force is absorbed by equipment used,
and by the body.
Unit content
This unit builds on the content covered by the
previous units. This unit includes knowledge,
understandings and skills to the degree of complexity
described below:
Developing
physical
strategies and tactics


Exercise physiology

skills,
develop and apply movement skills and
techniques in games and other competitive
situations
select and adapt movement skills and techniques
in response to simple tactical problems.




contribution of energy systems during a specific
physical activity
 anaerobic—ATP-CP (adenosine triphosphate
–creatine phosphate)
 lactic acid
 aerobic
categorise activities by their energy demands
simple tests to measure the capacities of the
aerobic and anaerobic energy systems
prevention of sports injuries using protective
equipment, effective warm-up and cool down
and ensuring a safe environment
immediate care of sporting injuries including use
of TOTAPS (talk, observe, touch, active
movement, passive movement, skill test), RICER
(rest, ice, compress, elevate, refer) and HARM
(heat, alcohol, running, massage) strategies
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
19


extended care and rehabilitation of the injured
athlete
 support for injury—strapping, braces
 goals for rehabilitation—restore range of
motion, regain muscular strength, endurance
and power, regain postural stability and
balance, maintain cardiorespiratory fitness
physical therapy rehabilitation strategies
 ultrasound
 heat/cold
 massage
 exercise.
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the
Physical Education Studies course. The table
provides details of the assessment type, examples
of different ways that these assessment types can
be applied and the weighting range for each
assessment type.
Weighting
Stage 1
Sports psychology

Assessment
Practical (performance)
simple goal setting techniques
 difference between short- and long-term goals
 SMART
goals
(specific,
measurable,
achievable, realistic, timely)
 performance versus outcome goals.
Students will perform and be assessed in
sports studied at school which will provide
them with the opportunity to refine and
adjust skills, strategies and tactics within a
modified competitive situation.
30–50%
VET integrated
competency
units
Type of assessment
of
Units of competency may be integrated in appropriate
learning contexts if all AQTF requirements are met.
No unit equivalence is awarded for units of
competency achieved in this way. Please refer to the
VET section at the front of this syllabus for further
information.
For practical performance tasks, students
are to be assessed in the selected sports
within the nominal hours. The practical
assessment must be completed by the
teacher and conducted within the school
environment.
Types of evidence include direct
observation, checklists, use of video or oral
presentation.
Investigation
Research work in which students plan,
conduct and communicate their findings.
25–35%
Investigation findings may be
communicated in any appropriate form,
including written (journals, training diaries,
essays and lab reports), oral, video, or
various combinations of these.
Response
25–35%
Students apply their knowledge and
understanding of the course content when
analysing and responding to stimuli or
prompts.
Student responses may be oral, written
(topics tests, exams, summaries, essays)
or multimedia.
20
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
UNIT 1DPES
Developing
physical
strategies and tactics

Unit description
The unit description provides the focus for teaching
the specific unit content.
The focus of this unit is for students to assess their
own and others’ movement competency and identify
areas for improvement. They will build on their
knowledge of training principles, nutrition and goal
setting concepts to enhance their own and others’
performance in physical activity.
On completion of this unit, students should be able to:
 develop simple team or individual strategic plans
related to specific tactical problems
 develop strategies to consolidate and extend skill
development
 identify types of feedback and their relationship
with skill development
 understand the types of muscle contractions
 understand the relationship between joint
movement and antagonist pairs
 identify and apply types of movement used in
specific sports
 explain the relationship between muscle fibre
types and physical activity
 identify technical errors in selected skills
 understand results based quantitative measures
 understand the need for a balanced diet for
physical activity
 understand the principles of training and develop
training techniques for selected activities
 understand the purpose and nature of fitness
profiles
 identify the links between goal setting and
motivation when coaching others.
develop and apply simple team or individual
strategic plans and tactics related to
 scoring—possession, attack, create and use
space
 preventing scoring—defence, win the ball,
deny space
 restarting play
 creating 2 on 1 situations and other simple
solutions
 formations
 use of width and depth in attack.
Motor learning and coaching



coaching strategies to consolidate and extend
skill development
 whole/part
 chaining/shaping
 specific/variable
 accuracy/speed
 mental/physical
types of feedback
 intrinsic (inherent)
 extrinsic (augmented)—terminal, concurrent,
verbal, non-verbal
relationship between feedback and skill
development
 two forms of feedback—knowledge of result,
knowledge of performance
 briefing/frontloading
 debriefing skills.
Functional anatomy


Suggested learning contexts
The context for all content areas may be a sport of
choice.

Unit content
This unit builds on the content covered by the
previous units. This unit includes knowledge,
understandings and skills to the degree of complexity
described as follows:
skills,


types of muscle contractions
 eccentric
 concentric
 isometric
types of joints and their associated movements
 hinge
 pivot
 gliding
 ball and socket
 saddle
 condylar
relationship between joint movement and
antagonist pairs
 agonists (muscles)
 antagonists (muscles)
types of movement used in selected sports
 flexion
 extension
 rotation
 circumduction
 pronation
 supination
 dorsi flexion
 plantar flexion
 adduction
 abduction
relationship between slow and fast twitch
muscle fibre types and physical activity.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
21
Biomechanics
(no calculations required)
 identify technical errors in performance using
checklists or video within the preparation, action,
and follow through phases
 steps to analyse a specific skill to improve
performance during preparation, action and follow
through phases
 identify what to look at
 observation
 diagnosis—what is different to your
preconceived ideas?
 intervention—how to change it
 re-observation—was there improvement?
 simple result based quantitative measures such
as measure distance of kick or throw.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the
Physical Education Studies course. The table
provides details of the assessment type, examples
of different ways that these assessment types can
be applied and the weighting range for each
assessment type.
Weighting
Stage 1
Practical (performance)
Students will perform and be assessed in
sports studied at school which will provide
them with the opportunity to refine and
adjust skills, strategies and tactics within a
modified competitive situation.
Exercise physiology




relationship between food intake and energy
expenditure within the demands of physical
activity
principles of training
 specificity in relation to the nature of activity
 positions and roles
 intensity
 duration
 frequency
 progressive overload
training methods appropriate to selected activities
purpose and features of fitness profiles.
30–50%
Investigation
Research work in which students plan,
conduct and communicate their findings.
goal setting in coaching programs
links between goal setting and motivation when
coaching others.
VET integrated
competency
units
25–35%
Investigation findings may be
communicated in any appropriate form,
including written (journals, training diaries,
essays and lab reports), oral, video, or
various combinations of these.
Response
of
Units of competency may be integrated in appropriate
learning contexts if all AQTF requirements are met.
No unit equivalence is awarded for units of
competency achieved in this way. Please refer to the
VET section at the front of this syllabus for further
information.
22
For practical performance tasks, students
are to be assessed in the selected sports
within the nominal hours. The practical
assessment must be completed by the
teacher and conducted within the school
environment.
Types of evidence include direct
observation, checklists, use of video or oral
presentation.
Sports psychology


Type of assessment
25–35%
Students apply their knowledge and
understanding of the course content when
analysing and responding to stimuli or
prompts.
Student responses may be oral, written
(topics tests, exams, summaries, essays)
or multimedia.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
UNIT 2APES
Developing
physical
strategies and tactics

Unit description

The unit description provides the focus for teaching
the specific unit content.
skills,
develop a range of sport-specific movement
skills and techniques to enhance performance
select and adapt skills and techniques in games
and other competitive situations.
Motor learning and coaching
The focus of this unit is to explore anatomical and
biomechanical concepts, the body’s responses to
physical activity, and stress management processes
to improve own and others’ performance in physical
activity.
On completion of this unit, students should be able to:
 develop and refine sport-specific movement skills
and techniques
 understand the classification of motor skills and
phases of motor learning
 identify cues used to improve performance
 understand the phases of information processing
during skill performance
 understand the skeletal and muscular structure
used in the production of movement and apply
the correct terminology
 understand the structure and function of the
circulatory and respiratory systems
 understand linear and angular kinematics
 identify the body’s immediate responses and
long-term adaptations to physical activity
 identify the relationship between food, energy
and movement
 evaluate the mental skills required for improving
performance.




Functional anatomy

Suggested learning contexts
The context for developing physical skills, strategies
and tactics may be a sport of choice.
Note: For students studying Stage 2 units in their
final year of this course, it is recommended the focus
of study be a sport from the prescribed list for the
practical (performance) external examination.
Unit content
This unit builds on the content covered by the
previous units. This unit includes knowledge,
understandings and skills to the degree of complexity
described as follows. This is the examinable content
of the course.
classification of motor skills
 gross
 fine
 open
 closed
 discrete
 serial
 continuous
Fitts and Posner phases of motor learning and
how they can be used to develop/improve
specific physical skills
types of cues used to improve performance
 visual
 verbal
 proprioceptive
phases of information processing during skill
performance
 identification of stimuli/input
 response identification/decision-making
 response/output
 feedback.


use of musculoskeletal structures in the
production of movement
 bones
 humerus
 tibia
 radius
 fibula
 ulna
 pelvis
 femur
 sternum
 patella
 ribs
 carpals
 tarsals
 metacarpals
 metatarsals
 phalanges
 muscles
 biceps
 tibialis anterior
 triceps
 adductor group
 gastrocnemius
 latissimus dorsi
 trapezius
 soleus
 deltoid
 abdominal
 quadriceps
 gluteus maximus
 hamstrings
 pectorals
structure and function of the circulatory system
 heart
 arteries
 veins
 capillaries
 blood
structure and function of the respiratory system
 lungs, diaphragm, alveoli
 mechanics of breathing.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
23

Biomechanics




definition of linear motion and how it applies to a
selected sport in relation to speed, velocity,
acceleration,
instantaneous
measure/mean
measure
definition of projectile motion and how it applies to
a selected sport in relation to the principle of
optimal projection, parabolic trajectory, release of
projectiles—angle, velocity and height
definition of angular motion and how it applies to
a selected sport in relation to angular velocity
definition of general motion and how it applies to
a selected sport.
Exercise physiology





immediate responses to physical activity
 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
long-term adaptations to training
 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
utilisation of carbohydrates, fats and proteins as
energy sources for physical activity and their role
in the onset of fatigue
response of energy systems to physical activity
 anaerobic—ATP-CP (adenosine triphosphate
–creatine phosphate)
 lactic acid
 aerobic
relationship between energy systems and types
of physical activity
 the energy system continuum.
mental skills and strategies used to manage
stress, motivation, concentration and arousal
levels
 self-talk
 self-imagery
 relaxation.
VET integrated units of
competency
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the
Physical Education Studies course. The table
provides details of the assessment type, examples
of different ways that these assessment types can
be applied and the weighting range for each
assessment type.
Weighting
Stage 2
Practical (performance)
30%
20–30%
24
mental skills required for improving performance
and achieving the ideal performance state (‘the
zone’)
 intrinsic motivation
 self-confidence
 stress management
 concentration
or
attentional
control—
Nideffer’s model
 arousal regulation related to individual
performance
 inverted U hypothesis
Students will perform and be assessed in
sports studied at school which will provide
them with the opportunity to refine and
adjust skills, strategies and tactics within a
modified competitive situation.
For practical performance tasks, students
are to be assessed in the selected sports
within the nominal hours. The practical
assessment must be completed by the
teacher and conducted within the school
environment.
Types of evidence include direct
observation, checklists, use of video or oral
presentation.
Investigation
Sports psychology

Type of assessment
Research work in which students plan,
conduct and communicate their findings.
Investigation findings may be
communicated in any appropriate form,
including written (journals, training diaries,
essays and lab reports), oral, video, or
various combinations of these.
Response
40–50%
Students apply their knowledge and
understanding of the course content when
analysing and responding to stimuli or
prompts.
Student responses may be oral, written
(topics tests, exams, summaries, essays)
or multimedia.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
UNIT 2BPES
Developing
physical
strategies and tactics

Unit description
The unit description provides the focus for teaching
the specific unit content.
The focus of this unit is to identify the relationship
between skill, strategy and the body in order to
improve the effectiveness and efficiency of
performance.
On completion of this unit, students should be able to:
 select and apply strategies to solve a range of
tactical problems
 understand the types of feedback and their
purpose
 identify the relationship between skill learning
processes and individual differences
 define the characteristics of skeletal muscle tissue
and describe its relationship to the production of
movement
 explain the relationship between antagonist pairs
and joint movement
 identify types of joints and their associated
movements
 define and apply Newton’s 1st, 2nd and 3rd laws of
motion
 understand the principles of balance
 understand the coordination of linear motion
 understand the relationship between energy
systems and physical activity
 explain the interrelationship between training
types, fitness components and the principles of
training.
The context for developing physical skills, strategies
and tactics may be a sport of choice.
Note: For students studying Stage 2 units in their final
year of this course, it is recommended the focus of
study be a sport from the prescribed list for the
practical (performance) external examination.
Unit content
This unit builds on the content covered by the
previous units. This unit includes knowledge,
understandings and skills to the degree of complexity
described as follows. This is the examinable content
of the course.
select and use strategies and tactics to solve
sport-specific tactical problems
 gaining and maintaining possession and
control
 starting and restarting play
 creating, using and defining space
 responding to opposition tactics.
Motor learning and coaching



types of feedback
 intrinsic (inherent)
 extrinsic (augmented)—terminal, concurrent,
verbal, non-verbal
purpose of feedback
 reinforcement
 motivation
relationship between skill learning processes
and individual differences related to age, skill
and fitness level, injury, level of competition and
type of activity.
Functional anatomy



Suggested learning contexts
skills,
characteristics of skeletal muscle tissue and
their relationship to the production of movement
for physical activity
 fibre types (slow and fast twitch)
 excitability
 contractibility
 extendibility
 elasticity
relationship between the musculoskeletal
system and joint movement in the creation of
movement
 antagonist pairs
 origin and insertion points of muscles
movement types created by muscle action and
joint movement
 flexion
 circumduction
 extension
 supination
 rotation
 dorsi flexion
 pronation
 abduction
 plantar flexion
 adduction.
Biomechanics
(no calculations required)
 definition of the principle of balance and how it
applies to a selected sport in relation to
 the centre/line of gravity, width of base of
support, height of centre of gravity
 static balance
 dynamic balance
 definition of Newton’s 1st, 2nd and 3rd laws of
motion and how they apply to sporting contexts
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
25

the coordination of linear motion
 sequential versus simultaneous movement—
accuracy and power
 summation of velocity.
Exercise physiology




definition of training types
 resistance
training—isometric,
isotonic,
isokinetic
 interval training
 continuous training
 circuit training
 fartlek
 flexibility
 plyometrics
principles of training
 specificity in relation to the nature of activity,
positions and roles
 intensity
 duration
 frequency
 progressive overload
 reversibility
components of fitness
 cardiorespiratory endurance
 muscular strength
 muscular endurance
 flexibility
 body composition
 agility
 balance
 coordination
 reaction time
 speed
 power
interrelationship between training types, principles
of training and fitness components.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the Physical
Education Studies course. The table provides details
of the assessment type, examples of different ways
that these assessment types can be applied and the
weighting range for each assessment type.
Weighting
Stage 2
Practical (performance)
Students will perform and be assessed in
sports studied at school which will provide
them with the opportunity to refine and
adjust skills, strategies and tactics within a
modified competitive situation.
30%

influence of age, skill level, and type of activity on
mental skills in relation to motivation, arousal
regulation (inverted U hypothesis), concentration
evaluation and reassessment of personal goals
according to changing situations
 age
 skill level
 type of activity.
VET integrated
competency
units
For practical performance tasks, students
are to be assessed in the selected sports
within the nominal hours. The practical
assessment must be completed by the
teacher and conducted within the school
environment.
Types of evidence include direct
observation, checklists, use of video or oral
presentation.
Investigation
Research work in which students plan,
conduct and communicate their findings.
20–30%
Investigation findings may be
communicated in any appropriate form,
including written (journals, training diaries,
essays and lab reports), oral, video, or
various combinations of these.
Response
Sports psychology

Type of assessment
40–50%
Students apply their knowledge and
understanding of the course content when
analysing and responding to stimuli or
prompts.
Student responses may be oral, written
(topics tests, exams, summaries, essays)
or multimedia.
of
Units of competency may be integrated in appropriate
learning contexts if all AQTF requirements are met.
No unit equivalence is awarded for units of
competency achieved in this way. Please refer to the
VET section at the front of this syllabus for further
information.
26
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
UNIT 3APES
Unit description
Unit content
This unit builds on the content covered by the
previous units. It is recommended that students
studying Stage 3 have completed Stage 2 units.
The unit description provides the focus for teaching
the specific unit content.
This unit includes knowledge, understandings and
skills to the degree of complexity described below.
This is the examinable content of the course.
The focus of this unit is to provide opportunities for
students to build upon their acquired physical skills
and biomechanical, physiological and psychological
understandings to improve their own and others’
performance in physical activity.
Developing
physical
strategies and tactics
On completion of this unit, students should be able to:
 adjust and refine movement skills in dynamic and
challenging environments
 define transfer of learning and understand its
effects
 evaluate the different types of transfer and their
impact on skill execution and movement efficiency
 analyse movement skills of self and others and
design coaching/teaching programs to improve
performance
 define and relate the following biomechanical
principles: momentum, impulse momentum,
coefficient of restitution, levers, moment of inertia
and angular momentum
 understand and describe the microstructure of
skeletal muscles and how they contract
 understand the relationship between muscle
contraction and the amount of force exerted
 investigate the relationship between nutritional
requirements and energy demands during
physical activity
 understand the implications of preparing and
performing in different environmental conditions
 explain the physiological impact of performance
enhancers
 analyse mental skills strategies used pre, during
and post-performance to manage stress,
motivation, concentration, arousal levels and selfconfidence.
Suggested learning contexts
The context for developing physical skills, strategies
and tactics may be a sport of choice.
Note: It is recommended the focus of study be a sport
from the prescribed list for the practical (performance)
external examination.


skills,
develop and refine movement skills and
techniques to enhance performance
select and adapt skills and techniques in
dynamic and challenging environments.
Motor learning and coaching







definition of transfer of learning
categories of transfer of learning
 skill to skill
 theory to practice
 training to competition
effects of transfer of learning
 positive
 negative
 zero effects
impact of positive, negative and zero effects of
transfer of learning on skill execution and
movement efficiency
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
use of different leadership styles to suit audience
needs.
Functional anatomy



structure of skeletal muscle
 epimysium
 fascicle
 perimysium
 muscle fibre
 myofibril
the role of myosin, actin and the sarcomere in
sliding filament theory
relationship between the velocity and duration of
muscle contraction to the amount of force
exerted by the contraction
 force–velocity
 force–length.
Biomechanics
(no calculations required)
 definition of momentum and how it applies to a
selected sport
 conservation of momentum (Newton’s 2nd
law)
 impulse–momentum relationship
 coefficient of restitution
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
27



definitions of the following and how they apply to
a selected sport
 moment of inertia
 angular momentum
 levers
 three classes of levers
relationship between torque and the use of levers
in sport: torque = force x perpendicular distance
of lever arm
application of biomechanical principles to analyse
physical skills
 balance
 coordination continuum
 force-motion
 force-time
 inertia
 optimal projection
 range of motion
 segmental interaction
 spin.
Exercise physiology



relationship between energy demands and
nutritional requirements during physical activity
 phases of activity—pre-competition, during
exercise, recovery
 nutritional considerations—balanced diet,
glycemic index, fats, proteins, carbohydrates,
fluid replacement
implications of preparing and performing in
varying environmental conditions
 heat/humidity
 altitude
 cold
physiological changes brought on by the use of
performance enhancers
 protein powders
 anabolic steroids
 stimulants.
Sports psychology

28
mental skills strategies used pre, during and post
performance to manage stress, motivation,
concentration, self-confidence and arousal levels
 self-talk
 relaxation
 performance routines
 goal-setting
 imagery.
Assessment
The three types of assessment in the table below are
consistent with the teaching and learning strategies
considered to be the most supportive of student
achievement of the outcomes in the Physical
Education Studies course. The table provides details
of the assessment type, examples of different ways
that these assessment types can be applied and the
weighting range for each assessment type.
Weighting
Stage 3
Type of assessment
Practical (performance)
Students will perform and be assessed in
sports studied at school which will
provide them with the opportunity to
refine and adjust skills, strategies and
tactics within a modified competitive
situation.
30%
For practical performance tasks, students
are to be assessed in the selected sports
within the nominal hours. The practical
assessment must be completed by the
teacher and conducted within the school
environment.
Types of evidence include direct
observation, checklists, use of video or
oral presentation.
Investigation
Research work in which students plan,
conduct and communicate their findings.
20–30%
Investigation findings may be
communicated in any appropriate form,
including written (journals, training
diaries, essays and lab reports), oral,
video, or various combinations of these.
Response
40–50%
Students apply their knowledge and
understanding of the course content
when analysing and responding to stimuli
or prompts.
Student responses may be oral, written
(topics tests, exams, summaries, essays)
or multimedia.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
UNIT 3BPES
Developing
physical
strategies and tactics

Unit description
The unit description provides the focus for teaching
the specific unit content.
The focus of this unit is to extend students’
understanding
of
complex
biomechanical,
psychological and physiological concepts to evaluate
their own and others’ performance.

Suggested learning contexts
The context for developing physical skills, strategies
and tactics may be a sport of choice.
Note: It is recommended the focus of study be a
sport from the prescribed list for the practical
(performance) external examination.
Unit content
This unit builds on the content covered by the
previous units. It is recommended that students
studying Stage 3 have completed Stage 2 units.
This unit includes knowledge, understandings and
skills to the degree of complexity described as
follows. This is the examinable content of the course.
select and use sophisticated strategic
responses varying in complexity
 changing environmental factors
 strengths and weaknesses of opposition
 responding to opposition tactics
 phases/stages of play
select and adapt strategies and tactics in
dynamic and challenging environments.
Motor learning and coaching

On completion of this unit, students should be able to:
 adapt and implement strategic responses varying
in complexity to situational demands in dynamic
and challenging environments
 explain and apply fluid mechanics such as spin,
Bernoulli’s principle and drag in specific physical
activities
 apply biomechanical principles to analyse and
evaluate specific skills
 understand the role of the neuromuscular
systems in relation to muscle function
 identify characteristics of fast and slow twitch
fibres and their relationship to physical
performance types
 critically evaluate training programs designed to
improve performance
 apply Carron’s model of group cohesion to
analyse participation in physical activity.
skills,

use checklists and video to analyse and reflect
on self and others’ performance in physical
activity
learning and skill development in relation to
correction and improvement of self and others
 use of video analysis
 reflective journals
 peer/mentor/coach feedback
 questionnaires.
Functional anatomy



function of the nerves, spinal cord, motor unit
(dendrite, axon, neuron)
relationship between muscle contraction and
nerve function
characteristics of fast and slow twitch fibres and
their relationship to physical performance types
(sprint, endurance)
 Type I
 Type IIa
 Type IIb.
Biomechanics
(no calculations required)
 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
 Bernoulli’s principle—effect of shape and
pressure differential
 changes in flight paths in projectiles (lift force in
spinning balls)—the Magnus effect in relation to
 top spin
 back spin
 side spin
 no spin.
Exercise physiology

training programs designed to improve
performance in relation to
 periodisation: micro cycle, macro cycle, preseason, in-season, off-season
 specific energy system requirements
 peaking
 overtraining
 injured athletes
 tapering
 recovery
 maintenance.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
29
Sports psychology

Carron’s model of group cohesion
 the relationship between social loafing and
group cohesion
 the influence of social loafing on individual
and group performance
 strategies to improve group cohesion.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the
Physical Education Studies course. The table
provides details of the assessment type, examples
of different ways that these assessment types can
be applied and the weighting range for each
assessment type.
Weighting
Stage 3
Type of assessment
Practical (performance)
Students will perform and be assessed in
sports studied at school which will
provide them with the opportunity to
refine and adjust skills, strategies and
tactics within a modified competitive
situation.
30%
For practical performance tasks, students
are to be assessed in the selected sports
within the nominal hours. The practical
assessment must be completed by the
teacher and conducted within the school
environment.
Types of evidence include direct
observation, checklists, use of video or
oral presentation.
Investigation
Research work in which students plan,
conduct and communicate their findings.
20–30%
Investigation findings may be
communicated in any appropriate form,
including written (journals, training
diaries, essays and lab reports), oral,
video, or various combinations of these.
Response
40–50%
Students apply their knowledge and
understanding of the course content
when analysing and responding to stimuli
or prompts.
Student responses may be oral, written
(topics tests, exams, summaries, essays)
or multimedia.
30
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
Examination details
Stage 2 and Stage 3
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
31
Physical Education Studies
Written examination design brief
Stage 2
The Physical Education Studies examination comprises a written examination worth 70% of the total
examination score and a practical (performance) examination worth 30% of the total examination score.
Time allowed
Reading time before commencing work:
Working time for paper:
ten minutes
two and a half hours
Permissible items
Standard items:
pens (blue/black preferred), pencils (including coloured), sharpener, correction fluid/tape,
eraser, ruler, highlighters
Special items:
non-programmable calculators approved for use in the WACE examinations
Section
Supporting information
Section One
Multiple-choice
20% of the written examination
20 questions
Suggested working time: 30 minutes
Questions could require the candidate to interpret diagrams or graphs,
identify principles, name features or recall correct terminology.
Section Two
Short answer
60% of the written examination
8–12 questions
Suggested working time: 80 minutes
Questions could require the candidate to recount, explain, interpret,
and/or analyse information.
Stimulus material could include graphs, charts, photographic images,
diagrams, tables, media scripts, research findings or case studies.
Questions could be scaffolded or presented in sections.
Section Three
Extended answer
20% of the written examination
Two questions from a choice of four
Suggested working time: 40 minutes
Questions could require the candidate to apply skills of critical thinking,
analysis and interpretation.
Stimulus materials could include photographic images, diagrams, tables,
media scripts or any other materials related to generic skills or specific
sports.
Questions could be scaffolded or presented in sections.
The candidate could be required to support their answers using clearly
labelled or annotated flow diagrams with explanatory notes.
32
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
Physical Education Studies
Written examination design brief
Stage 3
The Physical Education Studies examination comprises a written examination worth 70% of the total
examination score and a practical (performance) examination worth 30% of the total examination score.
Time allowed
Reading time before commencing work:
Working time for paper:
ten minutes
two and a half hours
Permissible items
Standard items:
pens (blue/black preferred), pencils (including coloured), sharpener, correction fluid/tape,
eraser, ruler, highlighters
Special items:
non-programmable calculators approved for use in the WACE examinations
Section
Supporting information
Section One
Multiple-choice
20% of the written examination
15 questions
Suggested working time: 30 minutes
Questions could require the candidate to interpret diagrams, describe
principles, analyse data or identify correct terminology.
Section Two
Short answer
50% of the written examination
6–10 questions
Suggested working time: 70 minutes
Questions could require the candidate to recount, explain, interpret,
analyse and/or link information.
Stimulus material could include graphs, charts, photographic images,
diagrams, tables, media scripts, research findings or case studies.
Questions could be scaffolded or presented in sections.
Section Three
Extended answer
30% of the written examination
Two questions from a choice of four
Suggested working time: 50 minutes
Questions could require the candidate to apply skills of critical thinking,
analysis and interpretation.
Stimulus materials could include photographic images, diagrams, tables,
media scripts, research findings or case studies. Questions could also
require the candidate to describe relationships between aspects of
content or apply their understanding of laws and principles to create or
analyse programs for improving performance.
Questions could be scaffolded or presented in sections.
The candidate could be required to support their answers using clearly
labelled or annotated flow diagrams with explanatory notes.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
33
Physical Education Studies
Practical (performance) examination design brief
Stage 2 and Stage 3
The Physical Education Studies examination comprises a written examination worth 70% of the total
examination score and a practical (performance) examination worth 30% of the total examination score.
Time allocated
Preparation:
warm-up 30 minutes
Examination: performance 30 minutes
Additional information
The candidate can select the sport in which they will be examined from the following prescribed list:












AFL
Artistic gymnastics*
Athletics*
Badminton
Basketball
Cricket
Equestrian (eventing)*
Golf
Hockey
Netball
Soccer
Softball





Squash
Swimming
Tennis
Touch
Volleyball
* Probationary sports
Examinations will be conducted separately for male and female candidates. The candidate is examined in a
group as determined using criteria specified by the examining panel.
Examination
Supporting information
Section One
Skills performance
50% of practical (performance) examination
Suggested time: 10–20 minutes
The candidate will be required to demonstrate skills in static or dynamic
drills. These skills will be selected by the examination panel.
Section Two
Conditioned performance
50% of practical (performance) examination
Suggested time: 10–20 minutes
The candidate will be required to apply skills, and demonstrate
decision-making and tactics in a modified competitive environment.
34
From the range of skills identified for each sport the candidate will be
examined in five skills.
Physical Education Studies: Accredited May 2009 (updated October 2013)
For teaching and examination in Year 12 2015
Appendix 1: Grade descriptions
Physical Education Studies: Accredited May 2009 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Physical Education Studies
Stage 1
A
Developing physical skills strategies and tactics
Demonstrates a broad repertoire of skills showing consistent control, fluency, balance, power, speed and
precision where relevant.
Uses a range of relevant strategies and tactics to outwit the opposition, improve personal performance,
and/or contribute to team success.
Consistently and accurately interprets and applies the rules and conventions of games/activities.
Functional anatomy: Biomechanics: Exercise physiology
Identifies and accurately explains a range of relevant anatomical and theoretical movement concepts and
conditioning principles.
Consistently uses accurate terminology.
Sports psychology: Motor learning and coaching
Clearly explains interrelationships between mental skills and enhanced physical performance.
Provides clear and accurate explanations of effective coaching attributes, roles, and styles.
B
Developing physical skills strategies and tactics
Demonstrates a repertoire of skills showing control, fluency, balance, power, speed and precision where
relevant.
Uses a range of strategies and tactics to outwit the opposition, improve personal performance and/or
contribute to team success.
On most occasions, accurately interprets and applies the rules and conventions of games/activities.
Functional anatomy: Biomechanics: Exercise physiology
Identifies and accurately explains some relevant anatomical and theoretical movement concepts and
conditioning principles.
Uses mostly accurate terminology.
Sports psychology: Motor learning and coaching
Explains ways that specific mental skills enhance physical performance.
Provides clear explanations of some effective coaching attributes, roles, and styles.
C
Developing physical skills strategies and tactics
Demonstrates a basic repertoire of skills showing some control, fluency, balance, power, speed and
precision where relevant.
Uses basic strategies and tactics to outwit the opposition, improve personal performance and/or contribute
to team success.
On some occasions and with some accuracy, applies basic rules and conventions of games/activities.
Functional anatomy: Biomechanics: Exercise physiology
Identifies and explains simple anatomical and theoretical movement concepts and conditioning principles.
Uses some accurate terminology.
Sports psychology: Motor learning and coaching
Provides generalised explanations of mental skills; identifies in general terms their influence on physical
performance.
Identifies some effective coaching attributes, roles, and styles.
D
Developing physical skills strategies and tactics
Demonstrates a basic, partial repertoire of skills showing limited control, fluency, balance, power, speed,
and precision.
Uses few basic strategies and tactics to outwit the opposition, improve personal performance and/or
contribute to team success.
Infrequently applies, with limited accuracy, a limited range of rules and conventions of games/activities.
Functional anatomy: Biomechanics: Exercise physiology
Identifies basic anatomical and theoretical movement concepts and conditioning principles but typically
does not explain them.
Uses basic terminology.
Sports psychology: Motor learning and coaching
Provides limited explanations of mental skills; identifies very basic influences on physical performance.
Identifies coaching attributes, roles, and styles.
Physical Education Studies: Accredited May 2009 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Physical Education Studies
Stage 1
E
Developing physical skills strategies and tactics
Demonstrates a very limited repertoire of skills and very few basic strategies and tactics.
Seldom applies rules and conventions of games/activities.
Functional anatomy: Biomechanics: Exercise physiology
Makes no identification of relevant anatomical and theoretical movement concepts and conditioning
principles.
Uses inappropriate terminology.
Sports psychology: Motor learning and coaching
Provides minimal or no explanations of mental skills; does not identify influences on physical performance.
Identifies very few coaching attributes, roles, and styles.
Physical Education Studies: Accredited May 2009 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Physical Education Studies
Stage 2
A
Developing physical skills strategies and tactics
Demonstrates a broad repertoire of skills showing consistent control, fluency, balance, power, speed and
precision where relevant.
Uses a range of relevant strategies and tactics to outwit the opposition, improve personal performance,
and contribute to team success.
Appropriately adapts and refines skills and strategic responses in response to a range of changing
situations.
Functional anatomy: Biomechanics: Exercise physiology
Identifies and accurately applies a range of relevant anatomical and theoretical movement concepts and
conditioning principles in a range of contexts.
Identifies relevant movement concepts and conditioning principles to enhance the efficiency of movement
and evaluates the effectiveness of their use.
Consistently uses appropriate terminology.
Sports psychology: Motor learning and coaching
Analyses the interactions between psychological factors influencing physical performance.
Clearly and accurately explains a range of mental skills designed to enhance practical performance in the
short and medium term.
Provides clear and coherent explanations of motor learning and coaching concepts and their relationship
to skill acquisition and game performance.
B
Developing physical skills strategies and tactics
Demonstrates a repertoire of skills showing control, fluency, balance, power, speed and precision where
relevant.
Uses relevant strategies and tactics to outwit the opposition, improve personal performance, and
contribute to team success.
Adapts and refines skills and strategic responses in response to changing situations.
Functional anatomy: Biomechanics: Exercise physiology
Identifies and applies a range of relevant anatomical and theoretical movement concepts and conditioning
principles in straightforward contexts.
Identifies most relevant movement concepts and conditioning principles to enhance the efficiency of
movement and undertakes simple evaluations of their use.
Uses appropriate terminology.
Sports psychology: Motor learning and coaching
Undertakes simple analysis of the interactions between psychological factors influencing physical
performance.
Clearly explains some mental skills designed to enhance practical performance in the short and medium
term.
Provides clear explanations of motor learning and coaching concepts and their relationship to skill
acquisition and game performance.
C
Developing physical skills strategies and tactics
Demonstrates a basic repertoire of skills showing some control, fluency, balance, power, speed and
precision where relevant.
Uses basic strategies and tactics to outwit the opposition, improve personal performance, and contribute to
team success.
Adapts and refines skills and basic strategic responses on some occasions.
Functional anatomy: Biomechanics: Exercise physiology
Identifies and applies some relevant anatomical and theoretical movement concepts and conditioning
principles.
Describes in general terms, how relevant movement concepts and conditioning principles enhance the
efficiency of movement.
Uses mostly appropriate terminology.
Sports psychology: Motor learning and coaching
Identifies some straightforward analysis of psychological factors influencing physical performance.
Provides generalised explanations of mental skills designed to enhance practical performance.
Provides generalised explanations of motor learning and coaching concepts; makes simple judgements
about the relationship between motor learning and coaching concepts, skill acquisition and game
performance.
Physical Education Studies: Accredited May 2009 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Physical Education Studies
Stage 2
D
Developing physical skills strategies and tactics
Demonstrates a basic, partial repertoire of skills showing limited control, fluency, balance, power, speed,
and precision.
Uses a few basic strategies and tactics to outwit the opposition, improve personal performance and
contribute to team success.
Adapts and refines skills and strategic responses in a very limited way.
Functional anatomy: Biomechanics: Exercise physiology
Names one or two basic anatomical and theoretical movement concepts and conditioning principles and
provides simple descriptions of their use.
Uses mostly informal terminology.
Sports psychology: Motor learning and coaching
Identifies one or two basic psychological factors influencing physical performance.
Provides basic explanations of mental skills designed to enhance practical performance.
Provides basic explanations of motor learning and coaching concepts and overlooks some aspects of their
relationship to skill acquisition and game performance.
E
Developing physical skills strategies and tactics
Demonstrates a very limited repertoire of skills and very few basic strategies and tactics.
Does not adapt and refine basic skills or strategic responses.
Functional anatomy: Biomechanics: Exercise physiology
Identifies no anatomical or theoretical movement concepts or conditioning principles nor descriptions of
their use.
Uses only an occasional appropriate term.
Sports psychology: Motor learning and coaching
Does not identify relevant psychological factors influencing physical performance.
Provides minimal or no explanations of motor learning and coaching concepts.
Makes no identification of the links between motor learning and coaching concepts, skill acquisition and
game performance.
Physical Education Studies: Accredited May 2009 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Physical Education Studies
Stage 3
A
Developing physical skills strategies and tactics
Demonstrates a broad repertoire of skills showing consistent control, fluency, balance, power, speed,
precision and creativity where relevant.
Uses an extensive range of relevant advanced strategies and tactics to outwit the opposition, improve
personal performance, and contribute to team success.
Consistently and appropriately adapts and refines skills and strategic responses in response to a range of
changing situations.
Functional anatomy: Biomechanics: Exercise physiology
Clearly and articulately explains and applies relevant anatomical and movement concepts and conditioning
principles in a range of contexts to enhance the efficiency of movement.
Critically evaluates holistic interventions and training programs aimed at improving performance.
Consistently uses accurate and appropriate terminology.
Sports psychology: Motor learning and coaching
Critically analyses the interactions between psychological factors influencing performance.
Clearly and articulately explains the process of skill acquisition and relevant techniques to analyse skill
learning and improve performance.
B
Developing physical skills strategies and tactics
Demonstrates a broad repertoire of skills showing control, fluency, balance, power, speed, precision and
creativity where relevant.
Uses relevant advanced strategies and tactics to outwit the opposition, improve personal performance,
and contribute to team success.
Adapts and refines skills and strategic responses in response to a range of changing situations.
Functional anatomy: Biomechanics: Exercise physiology
Clearly explains and applies relevant anatomical and movement concepts and conditioning principles to
enhance the efficiency of movement.
Undertakes simple analysis of holistic interventions and training programs aimed at improving
performance.
Uses accurate and appropriate terminology.
Sports psychology: Motor learning and coaching
Analyses the interactions between psychological factors influencing performance.
Clearly explains the process of skill acquisition and relevant techniques to analyse skill learning and
improve performance.
C
Developing physical skills strategies and tactics
Demonstrates a basic repertoire of skills showing some control, fluency, balance, power, speed, precision
and creativity where relevant.
Uses relevant strategies and tactics to outwit the opposition, improve personal performance and contribute
to team success.
Adapts and refines skills and strategic responses in response to simple changing situations.
Functional anatomy: Biomechanics: Exercise physiology
Provides generalised explanations of relevant anatomical and movement concepts and conditioning
principles to enhance the efficiency of movement.
Identifies interventions and training programs aimed at improving performance.
Uses mostly accurate and appropriate terminology.
Sports psychology: Motor learning and coaching
Undertakes some straightforward analysis of the interactions between psychological factors influencing
performance.
Provides generalised explanations of skill development and techniques to analyse skill learning and
improve performance.
Physical Education Studies: Accredited May 2009 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Physical Education Studies
Stage 3
D
Developing physical skills strategies and tactics
Demonstrates a partial repertoire of skills showing limited control, fluency, balance, power, speed, and
precision.
Uses a few basic strategies and tactics to outwit the opposition, improve personal performance and
contribute to team success.
Infrequently adapts and refines skills and strategic responses in a very limited way.
Functional anatomy: Biomechanics: Exercise physiology
Provides limited explanations of relevant anatomical and movement concepts and conditioning principles
to enhance the efficiency of movement.
Uses mostly informal terminology.
Sports psychology: Motor learning and coaching
Identifies few psychological factors influencing performance.
Provides limited explanations of skill development.
Identifies some basic techniques to improve skill performance.
E
Developing physical skills strategies and tactics
Demonstrates a very limited repertoire of skills and very few basic strategies and tactics.
Does not adapt and refine basic skills and strategic responses.
Functional anatomy: Biomechanics: Exercise physiology
Provides minimal or no explanations of relevant anatomical and movement concepts and conditioning
principles to enhance the efficiency of movement.
Uses only an occasional appropriate term.
Sports psychology: Motor learning and coaching
Identifies minimal or no psychological factors influencing performance; provides minimal or no
explanations of skill development.
Identifies few or irrelevant techniques to improve skill performance.
Physical Education Studies: Accredited May 2009 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015