Board Endorsed 2012 Amended March 2014
Exercise Science
A/T
Type 2
Written under the
Health, Outdoor and Physical
Education Course Framework
2011
Accredited from:
1 January 2013 –31 December 2017
Amended March 2014
1
Board Endorsed 2012 Amended March 2014
Student Capabilities
All programs of study for the ACT Year 12 Certificate should enable students to become:

creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members
and provide students with:

a comprehensive body of specific knowledge, principles and concepts

a basis for self-directed and lifelong learning

personal attributes enabling effective participation in society
The Student Capabilities (Year 11-12), can be mapped to the Essential Learning Achievements in
Every Chance to Learn: the curriculum framework for ACT Schools (P-10). Student capabilities are
supported through course and unit content, and through pedagogical and assessment practices.
2
Board Endorsed 2012 Amended March 2014
Course Adoption Form for Accredited A Courses
Choose one of the following:
 adoption of units as per course document
B S S S
AUSTRALIAN CAPITAL TERRITORY
 adoption of units with a different combination of units
The college is entered on the National Register to award Certificates delivered by this course.
 Yes  No (Adoption of V courses only)
College:
Course Title: Exercise Science
Classification: A
Framework: Health, Outdoor and Physical Education – 2011
Course Area: 9041
Course Code:
Dates of Course Accreditation:
From
to
2013
2017
Identify units to be adopted by ticking the check boxes
Unit Prefix
Unit Title

Anatomy and Physiology
Value
(1.0/0.5)
1.0

Basic Anatomy and Physiology
0.5
Q

Functional Anatomy and Physiology
0.5
Q

Sports Performance and Psychology
1.0
S

Sports Performance and Nutrition
1.0
S

Sports Performance
0.5
Q

Sports Nutrition
0.5
Q

Sports Performance and Sports Medicine
1.0
S

Exercise Physiology and Sports Medicine
1.0
S

Sports Medicine and Nutrition
1.0
S

Exercise Physiology
0.5
Q

Sports Medicine
0.5
Q

Biomechanics and Sports Psychology
1.0
S

Biomechanics
0.5
Q

Sports Psychology
0.5
Q

Sports Nutrition and Basic Anatomy
1.0
S

Functional Anatomy and Sports Performance
1.0
S

Exercise Physiology and Biomechanics
1.0
S


Sports Medicine and Sports Psychology
Functional Anatomy and Sports Nutrition
1.0
1.0
S
S

Exercise Physiology and Psychology
1.0
S

Biomechanics and Sports Medicine
1.0
S

Sports Performance and Biomechanics
1.0
S
3
Length
S
Board Endorsed 2012 Amended March 2014
Adoption The course and units named above are consistent with the philosophy and goals of the college and
the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
/
/20
College Board Chair:
/
/20
BSSS Office Use
Entered into database:
College specific combination of units
Unit Prefix
Unit Title
Value
(1.0)
Length





Supporting Statement
Please provide the Assessment Task Types table for the new unit combinations and how any duplication of
content will be addressed.
Reasons for Adoption of the course
For V courses indicate the certificate the college will award.
4
Board Endorsed 2012 Amended March 2014
Course Adoption Form for Accredited T Courses
Choose one of the following:
 adoption of units as per course document
B S S S
AUSTRALIAN CAPITAL TERRITORY
 adoption of units with a different combination of units
The college is entered on the National Register to award Certificates delivered by this course.
 Yes  No (Adoption of V courses only)
College:
Course Title: Exercise Science
Classification: T
Framework: Health, Outdoor and Physical Education – 2011
Course Area: 9041
Course Code:
Dates of Course Accreditation:
From
to
2013
2017
Identify units to be adopted by ticking the check boxes
Unit Prefix
Unit Title

Anatomy and Physiology
Value
(1.0/0.5)
1.0

Basic Anatomy and Physiology
0.5
Q

Functional Anatomy and Physiology
0.5
Q

Sports Performance and Psychology
1.0
S

Sports Performance and Sports Medicine
1.0
S

Sports Performance and Nutrition
1.0
S

Sports Performance
0.5
Q

Sports Nutrition
0.5
Q

Exercise Physiology and Sports Medicine
1.0
S

Sports Medicine and Nutrition
1.0
S

Exercise Physiology
0.5
Q

Sports Medicine
0.5
Q

Biomechanics and Sports Psychology
1.0
S

Biomechanics
0.5
Q

Sports Psychology
0.5
Q

Sports Nutrition and Basic Anatomy
1.0
S

Functional Anatomy and Sports Performance
1.0
S

Exercise Physiology and Biomechanics
1.0
S


Sports Medicine and Sports Psychology
Functional Anatomy and Sports Nutrition
1.0
1.0
S
S

Exercise Physiology and Psychology
1.0
S

Biomechanics and Sports Medicine
1.0
S

Exercise Physiology and Sports Nutrition
1.0
S

Sports Performance and Biomechanics
1.0
S
5
Length
S
Board Endorsed 2012 Amended March 2014
Adoption The course and units named above are consistent with the philosophy and goals of the college and
the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
/
/20
College Board Chair:
/
/20
BSSS Office Use
Entered into database:
College specific combination of units
Unit Prefix
Unit Title
Value
(1.0)
Length





Supporting Statement
Please provide the Assessment Task Types table for the new unit combinations and how any duplication of
content will be addressed.
Reasons for Adoption of the course
For V courses indicate the certificate the college will award.
6
Board Endorsed 2012 Amended March 2013
Contents Page
Student Capabilities
......................................................................................... 2
Course Adoption Form for Accredited A Courses ......................................................................... 3
Course Adoption Form for Accredited T Courses .......................................................................... 5
Course Name
......................................................................................... 8
Course Classification
......................................................................................... 8
Course Framework
......................................................................................... 8
Course Developers
......................................................................................... 8
Evaluation of Previous Course
......................................................................................... 8
Course Length and Composition
......................................................................................... 9
Implementation Guidelines
....................................................................................... 10
Subject Rationale
....................................................................................... 11
Goals
....................................................................................... 13
Content
....................................................................................... 13
Teaching and Learning Strategies
....................................................................................... 14
Assessment
....................................................................................... 15
Student Capabilities
....................................................................................... 18
Moderation
....................................................................................... 21
Resources
....................................................................................... 22
Resources
....................................................................................... 36
Proposed Evaluation Procedures
....................................................................................... 37
Functional Anatomy and Sports Nutrition Value 1.0 ............................................................... 38
Anatomy and Physiology
Value 1.0 ........................................................................ 42
Basic Anatomy and Physiology
Value 0.5 ........................................................................ 46
Functional Anatomy and Physiology Value 0.5 ........................................................................ 49
Sports Performance and Psychology Value 1.0 ........................................................................ 53
Sports Performance and Sports Medicine Value 1.0 ............................................................... 59
Sports Performance and Nutrition
Value 1.0 ........................................................................ 66
Sports Performance
Value 0.5 ........................................................................ 71
Sports Nutrition
Value 0.5 ........................................................................ 76
Exercise Physiology and Sports Medicine Value 1.0 ................................................................ 79
Exercise Physiology
Value 0.5 ........................................................................ 84
Sports Medicine and Nutrition
Value 1.0 ........................................................................ 88
Sports Medicine
Value 0.5 ........................................................................ 93
Biomechanics and Sports Psychology Value 1.0 ........................................................................ 96
Sports Nutrition and Basic Anatomy Value 1.0 ...................................................................... 101
Functional Anatomy and Sports Performance Value 1.0 ....................................................... 105
Exercise Physiology and BiomechanicsValue 1.0 ...................................................................... 106
Sports Medicine and Sports Psychology Value 1.0 ................................................................ 107
Biomechanics
Value 0.5 ...................................................................... 108
Sports Psychology
Value 0.5 ...................................................................... 112
Biomechanics and Sports Medicine Value 1.0 ...................................................................... 115
Sports Performance and Biomechanics Value 1.0 ................................................................ 121
Exercise Physiology and Sports Nutrition Value 1.0............................................................... 128
Exercise Physiology and Psychology Value 1.0 ...................................................................... 133
APPENDIX 1
..................................................................................... 139
Board Endorsed 2012 Amended March 2014
Course Name
Exercise Science
Course Classification
A/T
Course Framework
This course is presented under the Health, Outdoor and Physical Education 2011 Course Framework.
Course Developers
Name
Joanna Kreskas
Fiona Maloney
Julie Bauer
Robert Higginbotham
B. Education
B. Education
B. Education
B. Education
Qualifications
Physical Education and Health
Physical Education and Health
Physical Education and Health
Physical Education and Health
College
Burgmann Anglican School
the Canberra College
Lake Tuggeranong College
Merici College
This group gratefully acknowledges the work of previous developers.
Evaluation of Previous Course
The Exercise Science course is popular with many students. This course is suitable for students with a
wide range of aspirations, including those who wish to pursue further study at tertiary level or in
vocational education and training settings. The change of course name from Human Movement to
Exercise Science now aligns with terminology used by universities.
The course prepares students for fields such as health science, exercise science and education, as
well as providing valuable knowledge and skills for participating in their own sporting and physical
activity pursuits.
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Board Endorsed 2012 Amended March 2014
Course Length and Composition
Unit Title
Anatomy and Physiology
Sports Performance and Nutrition
Exercise Physiology and Sports Medicine
Biomechanics and Sports Psychology
Sports Nutrition and Basic Anatomy
Functional Anatomy and Sports Performance
Exercise Physiology and Biomechanics
Sports Medicine and Sports Psychology
Biomechanics and Sports Medicine
Exercise Physiology and Psychology
Basic Anatomy and Physiology
Functional Anatomy and Physiology
Sports Performance
Sports Nutrition
Exercise Physiology
Sports Medicine
Biomechanics
Sports Psychology
Unit Value
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
Available course patterns
Course
Number of standard units to meet course requirements
Minor
Minimum of 2 units
Major
Minimum of 3.5 units
Major Minor
Minimum of 5.5 units
Double Major
Minimum of 7 units
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Board Endorsed 2012 Amended March 2014
Implementation Guidelines
Compulsory units
The order of study is optional.
Prerequisites for the course or units within the course
Nil
Units from other courses
Students are not permitted to complete units in two courses where there is deemed to be significant
duplication of content. This Exercise Science course does have some units that have significant
duplication of content with units from other courses.
Negotiated Units
Nil
Relationship with other courses
All units from Exercise Science are available to be used in the Sports Science Interdisciplinary A/T
course to form a major, major-minor or double major.
This course contains content that overlaps with content in other BSSS accredited courses. Students
cannot be given credit towards the requirements for a Year 12 Certificate for a unit that significantly
duplicates content in a unit studied in another course. The responsibility for preventing undesirable
overlap of content studied by a student rests with the principal and the teacher delivering the
course. Students will only be given credit for covering the content once. Refer to Appendix 1.
Arrangements for students who are continuing to study a course in this subject
Students who studied the previous Human Movement Type 2 course in Year 11 may undertake any
of the units offered in the current course while in Year 12, provided there is no duplication of
content.
10
Board Endorsed 2012 Amended March 2014
Suggested Implementation Patterns
Example 1
Implementation Pattern
Semester 1
Anatomy and Physiology
Semester 2
Sports Performance and Nutrition
Semester 3
Exercise Physiology and Sports Medicine
Semester 4
Biomechanics and Sports Psychology
1.0
Units Involved
Basic Anatomy and Physiology
Functional Anatomy and Physiology
Sports Performance
Sports Nutrition
Exercise Physiology
Sports Medicine
Biomechanics
Sports Psychology
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
Implementation Pattern
Semester 1
Sports Nutrition and Basic Anatomy
1.0
Semester 2
Functional Anatomy & Sports Performance 1.0
Semester 3
Exercise Physiology and Biomechanics
1.0
Semester 4
Sports Medicine and Sports Psychology
1.0
Units Involved
Sports Nutrition
Basic Anatomy and Physiology
Functional Anatomy and Physiology
Sports Performance
Exercise Physiology
Biomechanics
Sports Medicine
Sports Psychology
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
1.0
1.0
1.0
Example 2
Subject Rationale
Exercise Science examines the biological, physiological, biomechanical and psychological,
interrelationship and influences on performance and participation in physical activity.
This discipline will expose students to knowledge and skills, including those who wish to pursue
further study at a tertiary level or in vocational education and training settings and pathways.
Students develop insights into the science underpinning sports performance and movement.
When students undertake practical activities in Exercise Science they gain knowledge through
experiential learning. The general objectives of acquiring, applying, synthesising, evaluating and
appreciating reflect the notion that skills and knowledge, once acquired, can be applied to a range of
physical activity context. In addition, they access and use information by developing research skills
that help them critically analyse contemporary issues.
11
Board Endorsed 2012 Amended March 2014
Literacy in Exercise Science
Students have opportunities to develop and refine the following literacy skills when studying Exercise
Science, through:

understanding, analysing, and critically responding to texts in a variety of contexts

producing appropriate written, oral, visual, and multimedia communications

creating specialised language and texts to communicate a range of views on health and
physical activity issues

composing a variety of texts, such as arguments, reports, explanations and discussions

accessing, interpreting, synthesising and evaluating texts, such as policy documents, research
documents, media articles, and videos

communicating with other members of a group to explore and initiate a health-promoting
activities

constructing survey questions, self reflections, blogs, logs and journals.
Numeracy in Exercise Science
Students have opportunities to develop and refine numeracy skills when studying Exercise Science,
through:

accessing, understanding, critically analysing, and using numerical data

understanding and explaining trends from given numerical or statistical data

critically analysing ways in which numerical data are used to present Health, Outdoor and
Physical Education issues

investigating a variety of different issues using primary sources and quantitative survey
methods

testing hypotheses through fieldwork and data generation and analysis.1
The developers acknowledge the SACE Information Technology curriculum document in the development of
literacy and numeracy skills.
12
Board Endorsed 2012 Amended March 2014
Goals
This course should enable students to:

display knowledge, understanding and apply skills through the study, observation of, and
engagement in, health, outdoor and physical education

critically analyse, research and hypothesise

communicate effectively in a variety of contexts using a wide variety of methods, including
technology

develop an appreciation, enjoyment and enthusiasm for challenges and involvement in physical
activity

evaluate participation, performance in physical activity and the maintenance of a healthy lifestyle
using metacognitive skills

explore and examine physical skills with initiative, fluency, fluidity, control, accuracy, timing and
precision

demonstrate effective personal, interpersonal and leadership skills by working independently or
as part of a team.
Student Group
This course is designed to cater for students who intend to proceed to post secondary studies (university
or CIT) in the fields of paramedical science, sports medicine, nursing, physiotherapy, occupational
therapy, sports training and conditioning, strength and conditioning, exercise science, sports nutrition,
sports psychology, teaching, community fitness and recreation and other allied areas in applied anatomy
and physiology. (For specific information on entry into university courses refer to the UAC, VTAC, QTAC
guides regarding prerequisite and assumed knowledge information for undergraduate courses).
Content
Exercise Science content includes:

learning and developing physical skills

analysing technique and evaluating sport performance

leadership, sportsmanship and teamwork

officiating, rules and regulations of specific sports

sport, physical activity and exercise in the context of Australian society and the global community

processes and effects of training and exercise

issues affecting professional and amateur sport

understanding human physiology and anatomy

analysing sports performance
Essential Concepts and Skills
Exercise Science concepts includes:

understanding the social, environmental, cultural, biological, psychological and physiological
factors that influence participation in physical activity

knowledge and understanding of human physiology and performance in the development of
enhanced sporting achievements

examining how the body systems work together to produce movement

examining performance enhancement in terms of training programming and recovery,
biomechanics, sports psychology, risk management and ethics
13
Board Endorsed 2012 Amended March 2014

the role and importance of sports participation, sports performance, administration and the
science of coaching

the role of sporting performance and human athletic endeavour

the evolution of sport as a result of social, political, environmental and cultural influences,
globalisation and the changing nature of the sporting environment
Skills

metacognitive skills and effective communication skills with reference to physical, recreational
and sporting concepts, principles and issues

knowing, reviewing, understanding, applying, interpreting, critically thinking, evaluating,
synthesising, appraising, justifying, examining

leadership, independent and teamwork skills, decision making and problem solving skills, planning
and organising skills, collaborative and cooperative skills

selecting and using information in order to evaluate and enhance learning in, about and through
physical activity and sports performance
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Exercise Science include, but are
not limited to:
Review prior learning

brainstorming, individual, pair and group work
Introduce new material

examining/researching case studies, journal articles and the media, including newspaper articles,
in order to investigate and apply theoretical understandings to particular situations
Provide demonstration, guided practice and application

guest speakers

teacher demonstrations, peer tutoring, student presentations, student as teacher approaches

encouraging the forming and expression of ideas and opinions through questioning, short
discussions, stories and talks.
Promote independent practice and application

excursions and field work

establishing links, partnerships, networks and/or exchanges with relevant individuals, groups,
community or tertiary institutions

practising and reinforcement of learning by way of revision, worksheets, tests and practical
activities
Link to next task or skills

designing surveys or questionnaires
14
Board Endorsed 2012 Amended March 2014
Assessment
Assessment Task Types (A Courses)
To demonstrate knowledge and understanding in A courses, students will:
Identify and explain e.g. techniques, theories, performance, events, point of view, relationships
and plans
Describe and explore e.g. concepts, issues, theories and principles
Examine e.g. advantages and disadvantages
Recommend e.g. products, techniques and strategies
Justify e.g. points of view with evidence and reasons
Demonstrate physical skill development, skill tests, group movement composition, game sense
skills, tactics and playing principles
Identify, explain and apply e.g. administration, planning and organisational skills
Describe, explore and use e.g. problem solving, initiative and decision making skills
Examine e.g. videos/DVDs/photos
Apply and justify e.g. leadership/management skills
Weightings
Task Type
Description
1.0 units
0.5 units
An essay or written extended response
30% - 70%
30% - 70%

500 - 750 words in Year 11
 800 - 1000 words in Year 12
Suggested tasks:
Written
Responses
Research essays, assignments or reports
Exam/tests
Multimedia tasks
Reflective diaries/journals/portfolios or logs
Independent or group investigations
Suggested tasks:
Practical laboratories, presentations or orals
Physical activity tasks
Practical
Tasks
Practical tests
Campaigns and case studies
Debates, seminars and field trips
15
30% - 70%
30% - 70%
Board Endorsed 2012 Amended March 2014
Assessment Task Types (T Courses)
To demonstrate knowledge and understanding in T courses, students will:
Demonstrate physical and technical performance skills, skill tests, group movement composition,
game sense skills, tactics and playing principles
Critically analyse e.g. videos/DVDs/photos
Explore and examine e.g. concepts, issues, theories and principles
Critically analyse e.g.

contrast and compare

interrelationships or connections
 techniques, theories, performance, events, points of view, relationships and plans
Hypothesise e.g. the potential of programs
Evaluate e.g.

strategies, techniques and approaches to sports administration

compare and contrast data, performance, techniques and strategies
Task Type
Description
An essay or written extended response

Weightings
1.0 units
0.5 units
50% - 80%
50% - 80%
800-1000 words in Year 11
 1000-1200 words in Year 12
Suggested tasks:
Research essays, assignments or reports
Written
Responses
Rationales
Exam/tests
Multimedia tasks
Reflective diaries/journals/portfolios or logs
Independent or group investigations
Suggested tasks:
20% - 50%
20% - 50%
Practical laboratories, presentations or orals
Physical activity tasks
Practical
Tasks
Practical tests
Campaigns and case studies
Debates, seminars and field trips
Board Recommendations
The Board recommends 3 - 5 assessment tasks per standard unit (1.0) and 2 - 3 per half standard unit
(0.5).
Assessment is to be differentiated for A and T. Assessment tasks in all courses need to be appropriate to
the classification and cater for the needs of students. Creative, open-ended and rich learning tasks are
recommended.
16
Board Endorsed 2012 Amended March 2014
Assessment in A courses should typically reflect the following:
Theoretical
Tasks allow students to apply their understanding through identifying,
explaining, describing, exploring, examining, recommending and justifying.
Practical
Tasks allow students to demonstrate their physical skills through identifying,
describing, exploring, explaining, using, applying and justifying.
Assessment in T courses should typically reflect the following:
Theoretical
Tasks allow students to apply their understanding through exploring,
examining, analysing, hypothesising and evaluating.
Practical
Tasks allow students to demonstrate their physical skills through using,
demonstrating, applying and analysing.
Approaches to Assessment

Refer to recognised models of quality pedagogy such as the Quality Teacher model when
developing tasks.

Use of a variety of practical and theoretical tasks that recognise different learning styles and
utilise a range of technologies.
Assessment Requirements

It is recommended that each semester a student should complete either an extended task or a
presentation.

A written extended response is compulsory at least once in a T course. Suggested word length
should be at least 500 – 750 words for A courses and 800 – 1000 words for T courses in Year 11,
and 800 – 1000 words for A courses and 1000 – 1200 words for T courses in Year 12.

When designing assessment tasks it is recommended that all tasks should include:
o A clear task rationale for students (i.e. detailed task instructions and requirements)
o Clear assessment marking criteria or rubric and scope for appropriate feedback
o Referencing requirements (i.e. bibliography, citing conventions and details)

A presentation is compulsory at least once in A and T courses.

Practical tasks should be meaningful and relevant to the unit outcomes.

Multiple Choice questions should reflect the same cognitive demands as the Australian Capital
Territory Scaling Test (AST) (T only).
Assessment Criteria
Students will be assessed on the degree to which they demonstrate:

knowledge, understanding and application

analysis and evaluation

communication skills

performance skills
17
Board Endorsed 2012 Amended March 2014
Student Capabilities
Creative and critical thinkers
Students could engage in practical activities that promote the use of scientific strategies to interpret and
evaluate data and information, make predictions, observations and inferences as well as justifying
conclusions and results. Open-ended tasks will enable a creative approach to problem solving.
Enterprising problem solvers
By using independent and collaborative tasks which promote problem clarification, problem identification
and problem solving, students will build on knowledge to develop skills which will enable them to solve
complex problems.
Skilled and empathetic communicators
Students may learn empathy by addressing ethical considerations in Exercise Science and learning to
address various points of view. Active listening skills will be encouraged in discussions. Students will
practice various modes of communication including multimedia. Students will be challenged to express
themselves in an articulate and concise manner.
Informed and ethical decision makers
Throughout the course, students will be encouraged to consider many available perspectives of the
issues, concepts and skills being dealt with. Informal discussions through to formal assessment tasks may
involve students advocating specific vantages that may reflect their own values, attitudes and beliefs, to
provide supporting evidence for the point of view they are addressing.
Environmentally and culturally aware citizens
Global sport, social and environment issues feature in the Exercise Science course in which students are
expected to respect the different approaches and choices made by differing parties exercising their rights
and responsibilities in the sporting sphere.
Confident and capable users of technologies
In the day-to-day running of classes, students will experience multimedia such as DVDs, videos,
PowerPoint presentations, interactive whiteboards, CD ROMs, specific software packages for sports
analysis, the Internet and College Intranets.
From this vast array of technology available students will be expected to be able to access and evaluate
information selecting the most appropriate technologies for the task.
Assessment items may also require competent use of a selection of these tools. Students should display a
willingness to learn new skills with these technologies and where required, would receive assistance from
the teaching and support staff.
Independent and self managing learners
Students should be constantly evaluating and monitoring their learning outcomes whilst studying Exercise
Science taking responsibility for their own learning. This includes a responsiveness and flexibility in
adapting to new ideas, time management and resources planning.
Students would be given guidance and support as appropriate into how to achieve these outcomes and
the requirements of set tasks and investigations, including
assessment work. The incorporation of information technologies into the classroom environment further
promotes independently paced work for individuals or groups within the class.
Collaborative Team Members
Throughout the course students may work with others to research, obtain, present and discuss
information regarding the various aspects of the tasks they are completing. This will build skills in
negotiation and compromise whilst intending to sustain student’s commitment to achieve group goals
and trust.
18
Board Endorsed 2012
Performance Skills
Communication
Skills
Analysis &
Evaluation
Knowledge, Understanding &
Application
Unit Grade Descriptors for A Courses
A student who achieves an A grade
A student who achieves a B grade
A student who achieves a C
typically
typically
grade typically
 conducts extensive independent
 conducts independent research to  conducts research to source
research to source relevant
source relevant information and
relevant information and
information and uses information
uses information ethically in most
references with some
ethically with acceptable
occasions with acceptable
adherence to conventions
referencing and citation
referencing and citation
 demonstrates comprehensive
 demonstrates relevant knowledge  demonstrates some
knowledge of theoretical concepts
of theoretical concepts and applies
knowledge of theoretical
and applies skills reflecting strategic skills reflecting a general
concepts and applies skills
awareness and detailed
understanding of rules and
reflecting a basic
understanding of rules and
terminology appropriately in
understanding of rules and
terminology in a wide range of
familiar contexts
terminology appropriately in
contexts
familiar contexts
 examines concepts underpinning  explains concepts underpinning
 describes concepts
physical activity and performance
physical activity and performance
underpinning physical activity
and conveys insightful observations and conveys some insightful
and performance and retells
on experiences
observations on experiences
experiences
 uses a wide variety of
communication modes appropriate
to purpose and audience
 uses a variety of communication
modes appropriate to purpose and
audience
 uses communication modes
appropriate to purpose
 communicates effectively
accepting and appreciating ideas,
values and attitudes of others in a
broad range of situations
 demonstrates highly-developed
movement skills consistently in
individual and team activities
 responds to feedback and actively
seeks challenges
 communicates effectively with
others accepting and appreciating
their values and attitudes
 communicates clearly,
accepting and appreciating
different points of view
 demonstrates effective leadership
through problem solving, planning
and organisational skills and
consistently adheres to WHS
guidelines
 demonstrates leadership through
planning and organisational skills
and consistently adheres to WHS
guidelines
 demonstrates well-developed
movement skills consistently during
individual and team activities
 responds to feedback and is
regularly open to challenges
A student who achieves a D
grade typically
 requires assistance to
conduct research to source
information and references
information with minimal
adherence to conventions
 demonstrates minimal
knowledge of theoretical
concepts and applies skills
reflecting some understanding
of basic rules and terminology
appropriately in familiar
contexts
 identifies concepts
underpinning physical activity
and performance and provides
minimal description of
experiences
 requires assistance to
communicate ideas and
information
 communicates with minimal
consideration and
understanding other points of
view
 demonstrates a range of
 demonstrates movement
movement skills in individual
skills inconsistently during
and team activities
individual or team activities
 responds to feedback and is
 responds to challenges when
usually open to challenges
directed and occasionally
responds to feedback
 participates in a range of
 participates in a narrow
activities demonstrating
range of activities
planning and organisational
demonstrating some
skills and adheres to most WHS organisational skills and shows
guidelines
some awareness of WHS
guidelines
19
A student who achieves an E
grade typically
 conducts minimal research
to source information and
demonstrates little or no
adherence to referencing and
citation conventions
 demonstrates minimal
knowledge of theoretical
concepts and applies skills
reflecting limited
understanding of rules and
terminology
 displays minimal or no
evidence of interpretation and
requires substantial support to
reflect on experiences
 requires direct instruction to
communicate ideas and
information
 communicates with limited
consideration of others
 demonstrates minimal
movement skills during
individual or team activities
 responds to some feedback
and challenges with guidance
 participates in some
activities with guidance and
addresses some risk and safety
issues
Board Endorsed 2012
Performance Skills
Communication
Analysis & Evaluation
Skills
Knowledge, Understanding
& Application
Unit Grade Descriptors for T Courses
A student who achieves an A
grade typically
 independently researches to
source highly relevant
information and uses information
ethically with appropriate
referencing and citation
 demonstrates a comprehensive
knowledge of concepts and
applies skills reflecting a thorough
understanding of context,
attitudes and values
 analyses, synthesises and
evaluates information, concepts
and issues and draws insightful
conclusions
 makes highly informed choices,
constructs persuasive arguments
and justifies decisions with
appropriate evidence
A student who achieves a B grade
typically
 independently researches to
source relevant information and
uses information ethically in most
occasions with acceptable
referencing and citation
 demonstrates a detailed
knowledge of concepts and
applies skills reflecting a broad
understanding of context and
attitudes
 analyses and evaluates
information, concepts and issues
and draws appropriate
conclusions
 makes informed choices,
constructs logical arguments and
justifies decisions with
appropriate evidence
A student who achieves a C
grade typically
 researches to source mostly
relevant information and uses
information with some
adherence to conventions
A student who achieves a D
grade typically
 conducts some research to
source and reference
information with minimal
adherence to conventions
 demonstrates general
knowledge of concepts and
applies skills in familiar
contexts
 demonstrates minimal
knowledge of concepts and
applies skills in familiar
contexts
A student who achieves an E
grade typically
 conducts minimal research
to source information with
little or no adherence to
referencing and citation
conventions
 demonstrates limited
knowledge of concepts and
applies skills in familiar
contexts with instruction
 identifies, describes and
explains information, concepts
and issues and draws general
conclusions
 makes routine choices,
constructs arguments and
justifies decisions with some
inconsistencies
 identifies and describes
information and draws simple
or unsubstantiated conclusions
 identifies information and
draws conclusions with
guidance
 makes some choices, retells
information and makes
uniformed decisions
 retells information with
guidance
 communicates persuasively and
conveys ideas appropriate to
audience in an organised, clear
and concise manner
 communicates effectively and
conveys ideas appropriate to
audience in an organised and
clear manner
 communicates ideas
appropriate to audience in an
organised manner with some
lapses in clarity
 communicates ideas with
lapses in organisation and
clarity
 communicates ideas with
little awareness of audience
and purpose
 displays initiative and highly
effective leadership skills and the
ability to work independently and
collaboratively
 performs exemplary physical
skills with control; adjusts
intuitively to conditions; displays
initiative
 displays leadership skills and the  displays some leadership
 displays the ability to work
ability to work independently and skills and the ability to work
independently and
collaboratively
independently and
collaboratively
collaboratively
 performs accomplished physical  performs competent physical  performs fundamental
skills with skill and adjusts to
skills with consistent planning
physical skills with inconsistent
conditions
and organisation
planning and organisation
 displays limited ability to
work independently and
collaboratively
 responds to feedback and
actively seeks challenges and
consistently adheres to WHS
guidelines
 responds to feedback and is
regularly open to challenges and
consistently adheres to WHS
guidelines
 responds to some feedback
and challenges with guidance;
addresses some risk and
safety issues
 responds to feedback and is
usually open to challenges and
adheres to most WHS
guidelines
 responds to challenges
when directed and
occasionally responds to
feedback and shows some
awareness of WHS guidelines
 performs physical skills with
limited planning and
organisation
T Course note: The Assessment Criteria, Performance Skills must allow students to demonstrate a graded level of performance and/or the application of theoretical knowledge and understanding.
20
Board Endorsed 2012 amended March 2013
Moderation
Moderation is a system designed and implemented to:

provide comparability in the system of school-based assessment

form the basis for valid and reliable assessment in senior secondary schools

involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership

maintain the quality of school-based assessment and the credibility, validity and acceptability of
Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking
or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for all
accredited courses, as well as statistical moderation of course scores, including small group procedures,
for T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of Unit
Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment
portfolios that have been assessed in schools by teachers under accredited courses, are moderated by
peer review against system wide criteria and standards. This is done by matching student performance
with the criteria and standards outlined in the unit grade descriptors as stated in the Course Framework.
Advice is then given to colleges to assist teachers with, and/or reassure them on, their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or copies of
student work completed in Semester 1. Assessment and other documentation required by the Office of
the Board of Senior Secondary Studies should also be kept. Year 11 work from Semester 2 of the previous
year is presented for review at Moderation Day 1 in March, and Year 12 work from Semester 1 is
presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder and a
set of student portfolios) is prepared for each A, M and T course/units offered by the school, and is sent in
to the Office of the Board of Senior Secondary Studies.
21
Board Endorsed 2012 amended March 2013
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
Moderation Days in each course area will comprise the following:

a folder containing supporting documentation as requested by the Office of the Board through
memoranda to colleges

a set of student portfolios containing marked and/or graded written and non-written assessment
responses and completed criteria and standards feedback forms. Evidence of all assessment
responses on which the unit grade decision has been made is to be included in the student review
portfolios.

Specific requirements for subject areas and types of evidence to be presented for each
moderation day will be outlined by the Board Secretariat through memoranda and Information
Papers.

Visual evidence for judgements made about practical performances

(also refer to BSSS Website Guidelines)

It is a requirement that schools’ judgements of standards to practical performances (A/T/M) be
supported by visual evidence (still photos or video).

The photographic evidence submitted must be drawn from practical skills performed as part of
the assessment process.

Teachers should consult the BSSS guidelines at
http://www.bsss.act.edu.au/grade_moderation/information_for_teachers when preparing
photographic evidence.
Resources
Some of the print resources contained in this list may be out of print. They have been included because
they may still be available from libraries, bookshops and private collections.
At the time of publication the URLs (website addresses) cited were checked for accuracy and
appropriateness of content. However, due to the transient nature of material placed on the web, their
continuing accuracy cannot be verified. Teachers are strongly advised to prepare their own indexes of
sites that are suitable and applicable to the courses they teach, and to check these addresses prior to
allowing student access.
Books
Amezdroz, G 2004, Queensland Senior Physical Education, 2nd edn, Macmillan, Australia.
Arkinstall, M, Dawson, T, Johnson, C, Sinclair, P & Zahra, M 2010, VCE Physical Education 1, Macmillan
Education Australia, South Yarra.
Arkinstall, M, Dawson, T, Johnson, C, & Zahra, M 2010, VCE Physical Education 2, Macmillan Education
Australia, South Yarra.
Arnheim, DD & Prentice, WE 2008, Principles of Athletic Training, 13th edn, McGraw-Hill, USA.
Australian Bureau of Statistics 2011, Australian Social Trends June 2011: Sport and Physical Recreation,
Commonwealth of Australia, Canberra.
www.ausstats.abs.gov.au/ausstats/subscriber.nsf/LookupAttach/4102.0Publication29.06.114/$File/41020
_Sport_Jun2011.pdf
Baechle, T 2008, Essentials of Strength Training and Conditioning, 3rd edn, Human Kinetics, Australia.
Blair, N 2002, Active Living Every Day, Participant Package, Human Kinetics, Australia.
Bompa, T 2009, Periodisation: Theory and Methodology of Training, 5th edn, Kendell/Hunt, USA.
Boyle, M 2003, Functional Training for Sports, Human Kinetics, Australia.
Brehm, B 2004, Successful Fitness Motivation Strategies, Human Kinetics, Australia.
22
Board Endorsed 2012 amended March 2013
Brooks, D 2001, Effective Strength Training, Human Kinetics, Australia.
Brooks, G 2005, Exercise Physiology Human Bioenergetics and it’s applications, 4th edn McGraw Hill, USA.
Buchanan, D 2004, Preliminary PDHPE, Macmillan, NSW, Australia.
Buchanan, D & Nemec, M 2003, Macquarie Revision Guide, Macmillan, NSW, Australia.
Cardwell, G 2006, Gold Medal Nutrition, 4th edn, Human Kinetics, Australia.
Carr, G 2009, Sport Mechanics for Coaches, 3rd edn, Human Kinetics, Australia.
Clark, N 2008, Sports Nutrition Guidebook, 4th edn, Human Kinetics, Australia.
Cleary, V 2010, VCE Physical Education Units 3 and4 Study On, John Wiley and Sons Australia Ltd, Milton.
Corbin, CB 2004, Concepts of Fitness and Wellness – A comprehensive lifestyle program,
5th edn, Human Kinetics, Australia.
Corrie, M, Seery, P, Telford, A, Whittle, R & Mapeli, R 2011, Peak Performance Workbook Physical
Education VCE Units 1 and 2, Nelson Cengage Learning, South Melbourne.
Cowlin, AF 2002, Women’s Fitness Program Development, Human Kinetics, Australia.
Davis, A and Johnson C 2010, VCE Physical Education 1: Teacher Resource Book, Macmillan Education
Australia, South Yarra.
Davis, A and Johnson C 2010, VCE Physical Education 2: Teacher Resource Book, Macmillan Education
Australia, South Yarra.
Delavier, F 2010, Strength Training Anatomy, 3rd edn, Human Kinetics, Australia.
Dick, FW 2007, Sports Training Principles, 5th edn, A & C Black, London.
Dishman, RK et al. 2004, Physical Activity Epidemiology, Human Kinetics, Australia.
Earle, R & Baechle, T 2003, Essentials of Personal Training, NCSA, Human Kinetics, Australia.
Forani, B 2001, High Performance Sports Conditioning, Human Kinetics, Australia.
Gaujers, R & Brown, J 2002, Physical Education Studies Book 2 (Year 12), Human Kinetics, Australia.
Greenberg, JS et al. 2004, Physical Fitness and Wellness: Changing the way you look, feel and perform, 3rd
edn, Human Kinetics, Australia.
Hawley, JA 1999, Handbook on Running, Blackwell Science Ltd, Australia.
Hellison, D 2000, Youth Development and Physical Activity, Human Kinetics, Australia.
Himberg, C et al. 2003, Teaching Secondary Physical Education: Preparing Adolescents to be Active for Life,
Human Kinetics, Australia.
Jackson, AW et al. 2004, Physical Activity for Health and Fitness, Human Kinetics, Australia.
Kirk, D, Burgess-Limerick, R, Kiss, M, Lahey, J & Penney, D 2003, Senior Physical Education, 2nd edn,
Human Kinetics, Australia.
Kleiner, S 2007, Power Eating, 3rd edn, Human Kinetics, Australia.
Luttgens, K & Wells, K 2001, Kinesiology: Scientific Basis of Human Motion, 10th edn, Saunders College,
USA.
Lynch, J 2001, Creative Coaching, Human Kinetics, Australia.
Magill, RA 2003, Motor Learning – Concepts and Application, 7th edn, W.C. Brown, USA.
Mapeli, R & Telford, A 2011, A+ Physical Education Exam VCE Units 3 and 4 (2nd edn), Nelson Cengage
Learning, South Melbourne.
Mapeli, R & Telford, A 2011, A+ Phys Ed Notes Units 3 and 4 (2nd edn), Nelson Cengage Learning, South
Melbourne.
23
Board Endorsed 2012 amended March 2013
Mapeli, R, Telford, A, Whittle, R & Corrie, M 2010, Physical Education VCE Units 3 and 4, Nelson Cengage
Learning, South Melbourne.
Marcus, B & Forsyth, L 2009, Motivating People to be Physically Active, 2nd edn, Human Kinetics,
Australia.
Marieb, E 2002, Essentials of Human Anatomy & Physiology, 7th edn, Benjamin Cummings, USA.
Marieb, E 2002, Anatomy and Physiology Colouring Workbook – Complete Study Guide, 7th edn, Benjamin
Cummings, USA.
Martens, R 2004, Successful Coaching, 3rd edn, Human Kinetics, Australia.
McArdle, W et al. 2006, Essentials of Exercise Physiology, 3rd edn, Lea & Febiger, USA.
McArdle, W et al. 2009, Exercise Physiology, Energy, Nutrition & Performance, 7th edn, Lippincott
Williams, USA.
McArdle, W et al. 2008, Sports & Exercise Nutrition, 3rd ednLippincott Williams, USA.
McGinnis, P 2005, Biomechanics of Sport and Exercise, 2nd edn, Human Kinetics, Australia.
Milina, RM et al. 2004, Growth, Maturation and Physical Activity, 2nd edn, Human Kinetics, Australia.
Murphy, S 2004, The Sport Psych Handbook, Human Kinetics, Australia.
National Health & Medical Research Council 1997, Acting on Australia’s Weight, AGPS, Canberra.
Nutbeam, D & Harris, E 1998, Theory in a Nutshell: A Practioner’s Guide to Commonly used Theory Models
in Health Promotion, The National Centre for Health Promotion, Department of Public Health and
Community Medicine, University of Sydney.
Orlick, T 2008, In Pursuit of Excellence, 4th edn, Human Kinetics, Australia.
Pangrazzi, R, Beighle, A & Sidman, C 2007, Pedometer Power, 2nd edn, Human Kinetics, Australia.
Porter, K 2003, The Mental Athlete, Human Kinetics, Australia.
Powers, S & Howley, E 2008, Exercise Physiology – Theory and its Application to Fitness and Performance,
7th edn, McGraw-Hill, USA.
Salmon, J, Telford, A & Crawford, D 2004, The Children’s Leisure Activities Study – Summary Report, Centre
for Physical Activity and Nutrition Research.
Schmidt, R 2008, Motor Learning and Performance, 4th edn, Human Kinetics, Australia.
Sharkey, B 2007, Fitness & Health, 6th edn, Human Kinetics, Australia.
Smyth, D, Judge, W, O’Keeffe, M, Shepard, F, Flouch, M and O’Rourke K 2011, Live it Up 1: VCE Physical
Education Units 1 and 2, John Wiley and Sons Australia Ltd, Milton.
Smyth, D, Judge, W, O’Keeffe, M and Shepard, F, 2011, Live it Up 2: VCE Physical Education Units3 and 4,
John Wiley and Sons Australia Ltd, Milton.
Sports Medicine Australia 2000, Drugs in Sport: A Health Professional’s Handbook, Australia.
Stasos, A, Fedele, F, Grego, V, Eussen, A, Johnston, D & Liley, N 2001, Sport, Lifestyle & Recreation,
Heinemann, Australia.
Stone, RJ & Stone, JA 2002, Atlas of Skeletal Muscles, 4th edn, McGraw-Hill, Australia.
Telford, A, Seery, P, Whittle, R, Corrie, M, & Mapeli, R 2010, Physical Education VCE Units 1 and 2, Nelson
Cengage Learning, South Melbourne.
The Nutrition Physical Activity Workgroup 2002, Guidelines for Comprehensive Programs to Promote
Healthy Eating and Physical Activity, Human Kinetics, Australia.
Thompson, CW & Floyd, RT 2000, Manual of Structural Kinesiology, 14th edn, C.V. Mosby, USA.
24
Board Endorsed 2012 amended March 2013
US Department of Health and Human Services 1999, Promoting Physical Activity: A Guide for Community
Action, Human Kinetics, Australia.
Welk, GJ 2002, Physical Activity Assessment for Health Related Research, Human Kinematics, Australia.
Wheadon, D 2010, Drills and Skills in Australian Football, Australian Football league, Melbourne.
Whittle, R, Mapeli, R, Telford, A, & Corrie, M 2011, Peak Performance Workbook Physical Education VCE
Units 3 and 3, Nelson Cengage Learning, South Melbourne.
Willmore, J & Costill, D 2008, Physiology of Sport and Exercise, 4th edn, Human Kinetics, Australia.
Zatsiosky, VM 2006, Science and Practice of Strength Training, 2nd ednHuman Kinetics, USA.
Journals and Periodicals
Active and Healthy Magazine, Australian Council for Health, Physical Education and Recreation,
Hindmarsh.
Athletic Insight: The online Journal of Sports Psychology, Nova Science Publishing, New York.
www.athleticinsight.com/
Biophysical Journal, Biophysical Society, Maryland: www.cell.com/biophysj/home
Canadian Journal of Applied Physiology, Nutrition and Metabolism, Canadian Society for Exercise
Physiology, Ottawa: www.nrcresearchpress.com/journal/apnm
European Journal of Applied Physiology, Springer Science & Business Media B.V., Netherlands.
www.springer.com/biomed/human+physiology/journal/421
Healthy Lifestyles Journal, Australian Council for Health, Physical Education and Recreation, Hindmarsh.
International Journal of Applied Sports Sciences, Korea Institute of Sport Science, Seoul Korea.
International Journal of Behavioral Nutrition and Physical Activity, BioMed Central, London:
www.ijbnpa.org/home
International Journal of Coaching Science, International Council for Coach Education, Ottawa Canada.
International Journal of Exercise Science, Western Kentucky University, Department of Kinesiology,
Recreation & Sport, Kentucky, USA: http://digitalcommons.wku.edu/ijes/
International Journal of Sport Nutrition and Exercise Metabolism, Human Kinetics, Torrens Park, South
Australia: http://journals.humankinetics.com/IJSNEM
International Journal of Sports Medicine, Georg Thieme Verlag Stuttgart, New York, USA: www.thiemeconnect.com/ejournals/toc/sportsmed
Journal of Applied Biomechanics, Human Kinetics, Torrens Park, South Australia:
http://journals.humankinetics.com/JAB
Journal of Applied Physiology, American Physiological Society: http://jap.physiology.org/
Journal of Australian Strength & Conditioning, Australian Strength & Conditioning Association, Beenleigh:
www.strengthandconditioning.org/content.aspx?clID=/default.aspx&ID=527
Journal of Essential Sport and Exercise Psychology, Human Kinetics, Torrens Park, South Australia.
Journal of Exercise Physiology Online, American Society of Exercise Physiologists, Minnesota, USA.
www.asep.org/journals/JEPonline
Journal of Physical Activity and Health, Human Kinetics, Torrens Park, South Australia.
http://journals.humankinetics.com/jpah
Journal of Science and Medicine in Sport, Sports Medicine Australia, Belconnen, ACT.
www.sciencedirect.com/science/journal/14402440
Journal of Sports Sciences, Routledge, Abington, UK: www.tandfonline.com/toc/rjsp20/current
25
Board Endorsed 2012 amended March 2013
Journal of Strength and Conditioning Research, National Strength and Conditioning Association,
Philadelphia, USA: http://journals.lww.com/nsca-jscr/pages/default.aspx
Journal of Teaching Physical Education, Human Kinetics, Torrens Park, South Australia.
http://journals.humankinetics.com/JTPE
Medicine & Science in Sports & Exercise, Lippincott Williams & Wilkins, Maryland, USA.
http://journals.lww.com/acsm-msse/pages/issuelist.aspx
Modern Athlete and Coach, Athelstone, South Australia.
Motor Control, Human Kinetics, Torrens Park, South Australia: http://journals.humankinetics.com/MC
Physical Activity and Health, Human Kinetics, Torrens Park, South Australia.
http://journals.humankinetics.com/jpah
Physiology, American Physiology Society, USA: http://physiologyonline.physiology.org/
Pinnacle, Victorian Institute of Sport: www.vis.org.au/news/pinnacle
Runners World (Australia), Runners World Magazine, Hawthorn, Victoria.
Sport & Exercise Scientist, British Association of Sport and Exercise Sciences.
www.bases.org.uk/The-Sport-and-Exercise-Scientist
Sports Coach, Australian Coaching Council, Belconnen, ACT.
Sporthealth, Sports Medicine Australia, Belconnen, ACT: http://sma.org.au/publications/sport-health/
Sports Medicine, ADIS International Limited, USA:
http://adisonline.com/sportsmedicine/pages/default.aspx
Sport Nutrition and Exercise Metabolism, Human Kinetics, Torrens Park, South Australia.
http://journals.humankinetics.com/ijsnem
Sports Science Electronic Journal: www.sportsci.org
Sportsview, Vicsport, Jolimont, Victoria: www.vicsport.com.au/Sportsview-Enews/
The Journal of Physical Education, Recreation and Dance, American Alliance for Health, Physical Education,
Recreation and Dance: www.aahperd.org/publications/journals/joperd/index.cfm
The Sport Psychologist, Human Kinetics, Torrens Park, South Australia.
http://journals.humankinetics.com/tsp
VicHealth Letter, VicHealth Melbourne.: www.vichealth.vic.gov.au/en/Publications/VicHealth-Letter.aspx
Women’s Health and Fitness, Blitz Publications, Mulgrave, Victoria.
Websites
10,000 Steps: www.10000steps.org.au/
About.com Sports Medicine: http://sportsmedicine.about.com/
Overtraining Issues and Injuries: http://sportsmedicine.about.com/od/overtraining/Overtraining.htm
Active Healthy Kids Canada: www.activehealthykids.ca/
America on the Move: www.americaonthemove.org
American College of Sports Medicine: www.acsm.org
Athletics Australia: www.athletics.com.au/
Australian Broadcasting Corporation: www.abc.net.au
ABC Health and Wellbeing: www.abc.net.au/health/
Australian Bureau of Statistics: www.abs.gov.au
26
Board Endorsed 2012 amended March 2013
Sports and Physical Recreation; A Statistical Overview, Australia 2011
www.abs.gov.au/ausstats/abs@.nsf/mf/4156.0
Australian Council for Health, Physical Education and Recreation, Victorian Branch Inc.
www.achper.vic.edu.au
The ACHPER Hub Learning Community: http://achpervic.ning.com/
Australian Football League: www.afl.com.au
Australian Government Department of Health and Aging: www.health.gov.au
2007 Australian National Children’s Nutrition and Physical Survey
www.health.gov.au/internet/main/publishing.nsf/content/phd-nutrition-childrens-survey
Healthy and Active Australia: www.healthyactive.gov.au
National Physical Activity Guidelines
www.health.gov.au/internet/main/publishing.nsf/Content/health-pubhlth-strateg-phys-act-guidelines
Nutrition and Physical Activity
www.health.gov.au/internet/main/publishing.nsf/Content/Nutrition+and+Physical+Activity-1
Research and Statistics
www.health.gov.au/internet/main/publishing.nsf/Content/health-pubhlth-strateg-active-evidence.htm
Australian Institute of Health and Welfare: www.aihw.gov.au
The Active Australia Survey: www.aihw.gov.au/publications/index.cfm/title/8559
Australian Institute of Sport: www.ausport.gov.au/ais/
Nutrition: www.ausport.gov.au/ais/nutrition
Performance Recovery: www.ausport.gov.au/ais/sssm/fatigue_and_recovery
Psychology: www.ausport.gov.au/ais/sssm/psychology
Performance recovery Research
www.ausport.gov.au/ais/sssm/fatigue_and_recovery/research
Strength and Conditioning: www.ausport.gov.au/ais/sssm/strength_and_conditioning
Australian Olympic Committee: www.olympics.com.au
Australian Physiotherapy Association: www.physiotherapy.asn.au
Australian Psychological Society: www.psychology.org.au/
Sport and Exercise Psychology: www.psychology.org.au/community/specialist/
Australian Sports Anti-Doping Authority: www.asada.gov.au
Skills Optimiser: http://asada.skillsoptimiser.com/
Australian Sports Commission: www.ausport.gov.au/
Tapering: The Real Art and Science of Coaching
www.ausport.gov.au/sportscoachmag/planning/tapering_the_real_art_and_science_of_coaching
Balanced Body: www.pilates.com/BBAPP/V/index.html
Pilates Origins: www.pilates.com/BBAPP/V/pilates/origins-of-pilates.html
Be Active: www.beactive.com.au/
Better Health Channel: www.betterhealth.vic.gov.au
27
Board Endorsed 2012 amended March 2013
Bike World News: www.bikeworldnews.com/
BMC Tests Rider Power: www.bikeworldnews.com/2011/01/18/bmc-tests-rider-power/
Body and Soul: www.bodyandsoul.com.au
Why Our Kids Must Get Moving:
www.bodyandsoul.com.au/parenting+pregnancy/kids+health/why+our+kids+must+get+moving,11735
Brainmac Sports Coach: www.brainmac.co.uk
Conditioning: www.brianmac.co.uk/conditon.htm
Energy Pathways: www.brianmac.demon.co.uk/energy.htm
Ideal Weight: www.brianmac.co.uk/idealw.htm#bmi
Performance Evaluation Tests: www.brianmac.co.uk/eval.htm
Personal Exercise Plan: www.brianmac.co.uk/pep.htm
Planning the training: www.brianmac.co.uk/plan.htm
Training Principles: www.brianmac.co.uk/trnprin.htm
Training Programs: www.brianmac.co.uk/trainprog.htm
British Broadcasting Corporation: www.bbc.co.uk
Human Body and Mind: Body Systems: www.bbc.co.uk/science/humanbody
The THG Scandal Explained: http://news.bbc.co.uk/sport2/hi/athletics/3210876.stm
Bicycle Victoria: www.bv.com.au
Cancer Council Victoria (Anti-Cancer Council of Victoria): www.cancervic.org.au
Prevalence of Meeting Physical Activity Recommendations in Australian Secondary Students
www.cancervic.org.au/downloads/cbrc_research_papers/Obesity_research/Physical_activity_research_m
emo_NaSSDA.pdf
Capital Sports Injury Center: www.youcanbefit.com/
Recovery and Exercise: www.youcanbefit.com/recovery.html
Centre for Disease Control: www.cdc.gov
Physical Activity Resources for Health Professionals:
www.cdc.gov/physicalactivity/professionals/index.html
Chronic Disease Prevention and Health Promotion : www.cdc.gov/nccdphp
Champion Data: www.championdata.com/
CSIRO: www.csiro.com.au
Coachesinfo.com: www.coachesinfo.com/
Cricket Australia: www.cricket.com.au
Blogs and Diaries: http://cricket.com.au/default.aspx?s=diaries-blogs
Deakin University Centre for Physical Activity and Nutrition Research: www.deakin.edu.au/hmnbs/cpan
Reports and Articles: www.deakin.edu.au/hmnbs/cpan/cpandownloads.php
Diabetes Australia (Vic): www.diabetesvic.org.au
Dieticians Association of Australia: www.daa.asn.au/
Disability Sports Victoria: www.vicnet.net.au/~vdsac
Dr Greg Wells: www.drgregwells.com/
28
Board Endorsed 2012 amended March 2013
EliteTrack: www.elitetrack.com/
Exercise Research Australia: www.exerciseresearch.com.au/
ExRx Fitness Testing: www.exrx.net/Testing.html
Find Thirty: www.findthirty.com.au/
Fitness Australia: www.fitness.org.au
Gatorade Sports Science Institute: www.gssiweb.com/
Glycemic Index: www.glycemicindex.com/
Greatist: www.greatist.com/
Complete Guide to Workout Nutrition: www.greatist.com/health/the-complete-guide-to-workoutnutrition/
Can Caffeine Boost Exercise Endurance?: www.greatist.com/fitness/caffeine-boosts-exercise-endurance/
Healthy Eating Club Pty Ltd: www.healthyeatingclub.com/
Heart Foundation of Australia: www.heartfoundation.org.au
How Stuff Works: www.howstuffworks.com/
Body Systems: http://health.howstuffworks.com/human-body/systems
How Exercise Works: http://health.howstuffworks.com/wellness/diet-fitness/exercise/sportsphysiology.htm
Inner Body: www.innerbody.com
Body Systems: www.innerbody.com/htm/body.html
International Association of Athletics Federation: www.iaaf.org/
International Council of Sport Sciences and Physical Education: www.icsspe.org/
International Physical Activity Questionnaire: https://sites.google.com/site/theipaq/
Kinect Australia: www.vicfit.com.au
National Public Health Partnership: www.nphp.gov.au
Strategic Inter-Governmental Forum on Physical Activity and Health: www.nphp.gov.au/workprog/sigpah/
National Sports Museum: www.nsm.org.au
New South Wales Government Department of Health: www.health.nsw.gov.au
NSW Schools Physical Activity and Nutrition Survey (SPANS) 2010
www.health.nsw.gov.au/pubs/2011/spans_2010_summary.html
New York Times – Steps to a better recovery
www.nytimes.com/interactive/2008/05/30/sports/playmagazine/20080531_RECOVERY_GRAPHIC.html#s
tep1
Nicholas Institute of Sports Medicine and Athletic Trauma: www.nismat.org
Exercise Physiology: www.nismat.org/physcor/index.html
Sports Nutrition Corner: www.nismat.org/nutricor/
Nutrition Australia: www.nutritionaustralia.org/
Peak Centre for Human Performance: www.peakcentre.ca/
Peak Performance: www.pponline.co.uk/
Peak Performance Sports: www.peaksports.com/
29
Board Endorsed 2012 amended March 2013
Peak Phys Ed: www.peakphysed.com.au
PhysioRoom: www.physioroom.com/
Work Rate – Review of Training Methods Used in Association Football
www.physioroom.com/research/training_methods_1.php
Psych Web: www.psywww.com/index.html
Sport Psychology: www.psywww.com/sports/index.htm
PT Central: www.ptcentral.com/
Muscles: www.ptcentral.com/muscles/
Runners World: www.runnersworld.com
Smartplay: www.smartplay.com.au
SportScience: www.sportsci.org/
Sport Medicine Australia: www.sma.org.au
Sports Fitness Advisor: www.sport-fitness-advisor.com/
Exercise Physiology: www.sport-fitness-advisor.com/exercise-physiology.html
Sportzstats: www.sportzstats.com/
StrengthCoach.com: www.sportspecific.com/
The Lung Association: www.lung.ca
Inside the Human Body – The Respiratory System: www.lung.ca/children/index_kids.html
The PE Geek: http://thepegeek.com/
The Virtual Human Body: www.ehc.com/vbody.asp
Topend Sports: www.topendsports.com/
Fitness Testing: www.topendsports.com/testing/
United States National Physical Activity Plan: www.physicalactivityplan.org/
University of Illinois – Sports and Nutrition: http://urbanext.illinois.edu/hsnut/
University of Sydney Cluster for Physical Activity and Health
http://sydney.edu.au/medicine/public-health/cpah/
Fact Sheets: http://sydney.edu.au/medicine/public-health/cpah/research/facts.php
University of Western Australia School of Biomedical, Biomolecular and Chemical Sciences
www.biomedchem.uwa.edu.au/
University of Wollongong Active Health: www.activehealth.uow.edu.au
VicHealth: www.vichealth.vic.gov.au
Parental fear a barrier to kid’s physical activity
www.vichealth.vic.gov.au/Media-Centre/Media-Releases-by-Topic/Physical-activity/Survey-showsparental-fear-hinders-kids-physical-activity.aspx
Physical Activity: www.vichealth.vic.gov.au/en/Programs-and-Projects/Physical-Activity.aspx
Victoria Police – Take the Fitness Test: www.policecareer.vic.gov.au/police/apply/hints-and-tips
Victorian Department of Human Services: www.dhs.vic.gov.au
Victorian Department of Planning and Community Development: www.dpcd.vic.gov.au
Sport and Recreation Victoria: www.dpcd.vic.gov.au/sport/
30
Board Endorsed 2012 amended March 2013
Victorian Institute of Sport: www.vis.org.au
Victorian Olympic Council: http://corporate.olympics.com.au/vic/
VicSport: www.vicsport.asn.au
Western Australia Department of Education: www.det.wa.edu.au/
Active Transport Resource
www.det.wa.edu.au/curriculumsupport/physicalactivity/detcms/navigation/teaching-and-learningsupport/choose-active-transport--k-7-/?oid=Category-id-11385798
World Anti-Doping Agency: www.wada-ama.org/en/
World Health Organization: www.who.int
Global Recommendations on Diet, Physical activity and Health
www.who.int/dietphysicalactivity/factsheet_recommendations/en/index.html
Womensport and Recreation Association
www.australianwomensport.com.au/default.asp?PageID=2&n=Home+
Information and communications technology (ICT) and applications
Department of Education and Early Childhood Development – Technology A–Z
www.education.vic.gov.au/studentlearning/elearning/technology/default.htm
Subject specific software
Dartfish: www.dartfish.com.au
Kinovea: www.kinovea.org/en/
The PE Geek Apps: http://thepegeek.com/apps/
Visualcoaching Pro: www.visualcoaching.com
Webbsoft Technologies: www.webbsoft.biz
Sound, images and video
Australian Screen: http://aso.gov.au/education/
Australian Sports Commission: www.ausport.gov.au/
Video: www.ausport.gov.au/participating/coaches/videos
ClickView: www.clickview.com.au
Edublogs.tv: http://edublogs.tv
Flickr: www.flickr.com
Google Earth: http://earth.google.com
Google Images: http://images.google.com.au
Innovations in Medical Education Video Library: http://videos.med.wisc.edu/videos/recent/
Social Ecological Model: http://videos.med.wisc.edu/videoInfo.php?videoid=5742
SBS Sports View Podcasting: www.sbs.com.au/podcasts/sport/
Tag Galaxy: http://taggalaxy.de
TeacherTube: www.teachertube.com
TED: www.ted.com
You Tube: www.youtube.com
31
Board Endorsed 2012 amended March 2013
23 and ½ hours: what is the single best thing we can do for our health?
www.youtube.com/watch?v=aUaInS6HIGo&feature=youtu.be
Loyola Women’s Lacrosse – Jen Adams Mic’d Up
www.youtube.com/watch?v=joh03fn-06g&playnext=1&list=PL38211797FD9ED17B
NZ coach approach – Coaching Styles: www.youtube.com/watch?v=xQi_i-YqkQQ
Out of Control – Coach’s Curse: www.youtube.com/watch?v=-k2SXcnkNtM
Race Food Wrap Up with Dr Allen Lim: www.youtube.com/watch?v=bcjhlpv4wWk
What’s for Dinner with Allen Lim: www.youtube.com/watch?v=VoiH8Y-yLgw
Test, quiz and assessment software
ClassMarker: www.classmarker.com
eQuizzer: www.equizzer.com
Easy Test Maker: www.easytestmaker.com
Hot Potatoes: www.hotpot.uvic.ca
Quia: www.quia.com
Rubistar: http://rubistar.4teachers.org/
Tools for sharing
Glogster: http://edu.glogster.com/
Google-Docs: www.google.com/google-d-s/intl/en/tour1.html
Ning: www.ning.com
PB Works: http://pbworks.com/content/edu+overview
Scribd: www.scribd.com
Sheetster: http://sheetster.com
Simple Spreadsheet: www.simple-groupware.de/cms/spreadsheet/Home
Skype: www.skype.com
Slide Share: www.slideshare.net
Web and Flow: www.web-and-flow.com/
Wikispaces: www.wikispaces.com
Writeboard: www.writeboard.com
Tools for visualising thinking
Bubbl.Us: www.bubbl.us/
ChartGizmo: www.chartgizmo.com
Cmaps: http://cmap.ihmc.us/conceptmap.html
Inspiration: www.inspiration.com
Intel Thinking Tools: www.intel.com/about/corporateresponsibility/education/k12/tools.htm
Mind42: http://mind42.com
Mindjet: www.mindjet.com
Mindomo: www.mindomo.com
Webspiration: http://mywebspiration.com
32
Board Endorsed 2012 amended March 2013
Wordle: www.wordle.net
Audiovisual
All Systems Go 2001, Video Education Australasia, Bendigo, Australia.
Body Atlas 2002, The Learning Channel New York.
Body Story 3: Crash Repair 2002, Marcom Projects, Loganholme, Australia.
Factors Affecting Performance Series 2003–2004, Classroom Video, Warriewood, NSW, Australia.
Game Day Coaching 2010, Australian Football League.
Hitting the Ball 2002, Classroom Video, Warriewood, NSW, Australia.
In Focus Functional Anatomy 2003, Video Education Australasia, Bendigo, Australia.
Motivations for an Active Lifestyle 2003, Video Education Australasia, Bendigo, Australia.
Pushing the Limits 2001, Video Education Australasia, Bendigo, Australia.
Respiration 2000, Marcom Projects, Loganholme, QLD, Australia.
Sport and Money 2000, Video Education Australasia, Bendigo, Australia.
Sport and Nutrition 2000, Video Education Australasia, Bendigo, Australia.
Style of Play 2010, Australian Football League.
The Human Heart 2000, Marcom Projects, Loganholme, QLD, Australia.
The Muscles 2000, Marcom Projects, Loganholme, QLD, Australia.
The Skeleton 2000, Marcom Projects, Loganholme, QLD, Australia .
Train Smart 2007, Australian Football League Victoria.
Women in Sport 2000, Video Education Australasia, Bendigo, Australia.
Women in Sports 2000, Marcom Projects, Loganholme, QLD, Australia.
33
Board Endorsed 2012 amended March 2013
Audio Visual Material
All Systems Go, Energy Systems of the Body (video), VEA, 2001.
Breath of Life (video), 1997, Body Atlas Series, Learning Essentials
Circulatory System (video), 2000, Human Body Systems Series, Marcom Projects, Queensland
Clickview Resource
Food for Sport (video), Inge, K. et al., produced by Australian Sports Medicine
Federation.
Functional Anatomy (video), Sports Science Program 1,VEA
Homeostasis (video), 1995, The New Living Body Series, BRITE, Britain
Multistage Fitness Test (CD), Loughborough University, Australian Coaching Council.
Muscle Fibre: The Link to Performance (video), VEA, 1985.
Nutrients – The Basics (video & DVD), 2001, VEA, Australia
Nutrition and Physical Activity (video & DVD), 2006, VEA, Australia
Our Flexible Frame: The Skeletal and Muscular System, Human Body Series, (video) VEA, 1992
Reading Food Labels (video & DVD), 2003, VEA, Australia
Respiratory System (video), 2000, Human Body Systems Series, Marcom Projects, Queensland
Skeletal and Muscular Systems (video), Human Body Systems Series, Marcom Projects, Queensland, 2000
Sport and Nutrition (video) 2000, VEA, Australia
Sports and Injuries: Advances in Sports Medicine (video), 1999, VEA, Australia
Sports Medicine Awareness Course Kit, Sports Medicine Australia
Sports Science Video Library, Various Topics, (video),Video Education, Bendigo 2000.
The Anatomist, television series Channel SBS (MA) rating.
The Human Pump (video), 1997, Body Atlas Series, Learning Essentials
The Revolution in Genetics (video), 1998 Quantum, ABC Science Unit
34
Board Endorsed 2012 amended March 2013
CD ROMS
e- Teaching, Physical Education, CD1 Physiology of Physical Activity (CD ROM), 2006, Australia
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Foodworks (CD ROM), Xyris Software, 20 Westbourne St, Highgate Hill, Queensland
Foodworks Xyris Software, (CD ROM), 20 Westbourne St Highgate Hill Queensland, (www.xyrs.com.au).
InterActive Physiology, 8 – System Suite (CD ROM), 2003, Benjamin Cummings
Marieb, E., Human Anatomy and Physiology 6th Ed, Benjamin/Cummings Publishing Co. Inc, California,
2004. (CD ROM set), including Muscular System.
Mentor Body Systems (CD ROM), 1996, VEA, Multimedia, Uni WA, Western Australia
Sport and Nutrition (CD ROM), VEA, 2000
The Muscular System Study Mate (CD ROM). 2001, Human Anatomy and Physiology, 3rd Ed, E Marieb,
California.
Websites
Accusport (online), 1998: <http://www.lactate.com/pitesbas.html>
Australian College for Health, Physical Education and Recreation (online), 2004:
http://www.achper.org.au>
Australian Sports Commission (Australian Institute of Sport) (online): <www.ais.org.au>
Australian Sports Commission (online), 2004: <www.ausport.gov.au>
BBC online 2007: www.bbc.co.uk/science/humanbody/body/index BBC UK.
Bahr, R., Maehlum, S., Clinical Guide to Sports Injuries, (online), 2004 <www.hkusa.com>
Biology for Kids: Cell structure, (online): <www.biology4kids.com/files/cell_main.html>
Coaches info service (online), 2004: <http://www.coachesinfo.com/>
Dartfish video based learning (online) 2004: <www.dartfish.com>
Estrella Mountain Community College, (online),2001:
<www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookMUSSKEL.html> (M.J. Farabee)
International Athletics Federation (online), 2004: <http://www.iaaf.org/>
Masters Athlete Physiology and performance (online), 1998 <http://home.hia.no/~Stephens/index.html>
(Stephen Seiler PhD)
Medical Facts (online), 2004: <www.medfacts.com>
Molecular Expressions: Cell biology and microscopy: <http://micro.magnet.fsu.edu/cells/animalcell.html>
New South Wales Sports Federation (online), 2004: <www.sportnsw.com.au>
Nismat: The Nicholas Institute of Sports Medicine and Athletic Trauma, (online), 2000
<www.nismat.org/index.html>
Nutritional Analysis Tools and System 2007 (online): <http://nat.crgq.com/> USDA, USA
Revise Histology, Cell Structure and Cell Membranes:
<www.ivy-rose.co.uk/Topics/Cell_Structure.htm>
San Mateo Country College district (online), 2004: <http://smccd.net/accounts/mcgill/RPE.html>
Sports Medicine Australia (online), 2004: <www.sma.org.au/>
35
Board Endorsed 2012 amended March 2013
St John Ambulance Australia (online), 2004: <www.stjohn.org.au>
The Heart: An online Exploration 1996 (online): <www.sin.fi.edu/biosci/heart.html> (Franklin Institute
Science museum)
To the Next Level (online), 2004:
http://www.tothenextlevel.org/old_site/docs/training_tips/interval_training.html>
Web and Multi Media Solutions for PE and Sport, (online), 2001: <www.peworld.org>
Web D Health (online), 2004:
www.my.webmd.com/content/asset/yale_lab_tests_how_your_doctor_diagnoses_a_sportsrelated_injur
y.html> (Managing hard and soft tissue injuries)
System Documents
A Statement on Health and Physical Education for Australian schools, 1994, Curriculum Corporation,
Carlton, Victoria.
Across Curriculum Perspective Statement, 1994, ACT Department of Education and
Training, Canberra, ACT. (Draft)
Guidelines for the Development and Accreditation of Courses, ACT BSSS, Canberra,
ACT 2004.
Health and Physical Education – A Curriculum Profile for Australian Schools, 1994,
Curriculum Corporation, Carlton, Victoria.
Health and Physical Education Curriculum Framework, 1994 ACT Department of Education and Training,
Canberra, ACT.
Personal Development, Health and Physical Education 2 Unit HSC Course, Board of Studies NSW, 2003.
These were accurate at the time of publication.
Resources (including Physical Resources)
The effective implementation of this course requires access to a laboratory area with basic physiology and
biomechanical testing equipment such as

Dissecting equipment.

Stethoscopes.

Sphygmomanometers, heart rate monitors, spirometers and air-flow meters.

Skin fold calipers, posture analysis equipment, flexibility measuring devices.

Bicycle or rowing ergometers.

Biomechanical analysis equipment (e.g. video analysis equipment).

Anatomical models such as skeletons, joints, muscle and system models.
Classroom facilities should include

Overhead, slide and film projectors, data projectors, videos.

Anatomical charts, slides, models, articulated skeletons and individual bones.
The availability of a gymnasium, aquatics and sports facilities in close proximity to the school are
desirable.
36
Board Endorsed 2012 amended March 2013
The use of the University Of Canberra Anatomy and Physiology laboratories are an additional resource
available in the ACT.
The Australian Institute of Sport, located in Bruce, ACT.
Thredbo AIS High Performance Centre.
Southern Cross Club Gym.
CISAC Canberra International Sport and Aquatic Centre
Tuggeranong Lakeside Leisure Centre.
Guest presenters include:

Lecturers in Sports Performance

Sports Dieticians from the AIS Sports Nutrition Department.

Biomechanists’ from the AIS Biomechanics Department.

Practising Sports Psychologists.

Practising Physiotherapists.
Proposed Evaluation Procedures
Questions to be considered:

Are the course and Course Framework still consistent?

Were the goals achieved?

Was the course content appropriate?

Were the teaching strategies used successful?

Was the assessment program appropriate?

Have the needs of the students been met?

Was the course relevant?

How many students completed the course in each of the years of accreditation?

What improvements need to be made to the course?

When, where and with whom will the evaluation be done?
The evaluation procedures which have been found valuable have included:

Unit and course evaluation by completing students (questionnaires and discussions).

Course evaluation by students who have subsequently gone on to post secondary studies in this
area.

Inter-college discussion at the teacher level including structured discussion at Moderation Days
and informal discussions between Human Movement and Sports Studies teachers at other times.

Intra-college discussion between teachers of Human Movement and Sports Studies both formally
and informally.

Discussions with lecturers at post secondary institutions.

Discussions with accreditation panel members.
37
Board Endorsed 2012 amended March 2013
Functional Anatomy and Sports Nutrition
Value 1.0
This unit combines Functional Anatomy and Physiology 0.5 and Sports Nutrition 0.5.
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

describe and explore the structure and
function of the skeletal and articular
systems and identify how these systems
apply to human performance

explore and examine the structure and
function of the skeletal and articular
systems and critically analyse how these
systems apply to human performance

describe and explore the muscular and
nervous systems and identify how these
systems apply to human performance


apply anatomical terminology
associated with joint motion
explore and examine the muscular and
nervous systems and critically analyse
how these systems apply to human
performance

identify and explain the structure and
function of the digestive system and
recognise its major components
apply anatomical terminology
associated with joint motion and
analysis

explore the relationship between food
intake, energy expenditure and
metabolism
describe and understand the structure
and function of the digestive system
and recognise its major components

examine specific dietary requirements
for a variety of athletic performance
and community target groups
explore and discuss the relationship
between food intake, energy
expenditure and metabolism

explore and examine the structure and
function of the circulatory system and
be able to describe the responses to
exercise

examine and analyse specific dietary
requirements for a variety of athletic
performance and community target
groups

critically analyse and evaluate dietary
ergogenic aids and their specific
performance uses




recommend dietary ergogenic aids and
their specific performance uses
Content

circulatory system (cardiovascular system) – functions and types of circulation, heart and
structure, cardiac cycle, pulse, blood pressure, blood vessels, blood structure and function, blood
flow around the body at rest and during exercise and heart rate

heart and circulatory responses to exercise (immediate and training responses): hypertrophy,
stroke volume, cardiac output, arteriovenous oxygen difference (AVO2) and blood pressure

anatomical and movement terminology and referencing

skeletal system
o function and structure
o types of bones
38
Board Endorsed 2012 amended March 2013
o
recognition of specific major bones

articular system
o joint types and their structure
o synovial joints
o joint movements

muscular System
o types of muscle tissue (smooth, cardiac, skeletal)
o fibre arrangements
o names, locations, actions
o insertions and origins
o movement analysis

nervous System (general overview)
o structure and function of nervous system (brain, central nervous system (CNS),
peripheral nervous system (PNS))
Additional Content T
o
o
o
skeletal muscle structure and function (gross and microscopic-contractile mechanism of
muscle)
neuromuscular system: motor neurons and neural chains
synapses and motor units

digestive system- structure, function, enzymes, absorption and distribution of nutrients

effect of good nutrition –balanced diet and food labelling

importance of energy

food as energy sources and nutrients (carbohydrates, fats, proteins)

food fuels at rest and during exercise

Glycemic Index (GI)

energy balance, weight gain and loss and basal metabolic rate

nutrition and performance

nutrition principles for athletes including pre and post/recovery performance meals and fluid
replacement

nutrition based issues – carbohydrate loading, dietary ergogenic aids and vegetarian athletes,
dietary extremism in athletes
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

examining the gross structure of an articulated human skeleton

identifying and examining major bones and related structures

examining laboratory situations external characteristics of a long animal bone and synovial joint

examining the gross microscopic structure of skeletal muscle

applying joint motion terminology to specific localised human action
39
Board Endorsed 2012 amended March 2013

exploring joint motion by observing specific human action and manipulate an articulated human
skeleton

identifying types of joints and their structures through examining articulated human skeleton and
joint models

identifying the major skeletal muscle groups by making use of charts, films, videos, and human
models

using outside sources such as the University of Canberra physiology laboratories, local and
interstate exhibitions, Australian Institute of Sport Physiology Department, local hospitals.

examining and studying photos, charts and diagrams to become familiar with the gross and
detailed structure of the digestive system

monitoring and determining basal metabolic rate

recording food consumption, energy expenditure and body weight, and examining the
relationship between these factors

interpreting the Australian Guide to Healthy Eating

demonstrating an understanding and interpretation of food labels

visiting the AIS Sports Nutrition Department and food hall.
Assessment
See page 12
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content





Teaching









Assessment








Specific Unit Resources
Books
Australian Institute of Sport, 1999, Survival for the Fittest: the Australian Institute of Sport Official
Cookbook for Busy Athletes, Murdoch Magazines, NSW.
Australian Institute of Sport, 2001, Survival from the Fittest: a companion cookbook to Survival for the
Fittest from athletes at the AIS, Murdoch Magazines, NSW.
Australian Institute of Sport, 2004, Survival around the World, FPC Custom Media, NSW.
Burke, L., and Deakin, V., 2000, Clinical Sports Nutrition, 2nd Edition, McGraw Hill companies, Roseville
Burke, L., 1992, the Complete Guide to Food for Sports Performance, Allen & Unwin, St Leonards
Borushek, A., 2002, Calorie and Fat Counter, 29th Edition, Family Health Publications, Western Australia
Cardwell, G., 2006, Gold Medal Nutrition, 4th Edition, Human Kinetics, South Australia.
40
Board Endorsed 2012 amended March 2013
Clarke, N., 1997, Sports Nutrition Guidebook, Human Kinetics, Champaign IL
DeCastella, R., Clews, W. and Dalgleish, M., 1997, (eds.), Smart Sport, RWM Publications,
Canberra
Kellett, E., 1998, The Australian Guide to Healthy Eating, The Children’s Health
Development Foundation, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Marieb, E., 2004, Human Anatomy and Physiology, 6th ed., Benjamin/Cummings Publishing Co. Inc.,
California
Journal Articles
Department of Sports Nutrition, 2000, “A Winning Diet”, Australian Institute of Sport, Canberra
Current articles from journals and the media
Audio Visual Material
A Winning Diet for Sport (video), 2002, NCAS Australian Institute of Sport.
Food for Sport (video), Inge, K. et al, Australian Sports Medicine Federation
Nutrients – The Basics (video & DVD), 2001, VEA, Australia
Nutrition and Physical Activity (video & DVD), 2006, VEA, Australia
Reading Food Labels (video & DVD), 2003, VEA, Australia
Sport and Nutrition (video) 2000, VEA, Australia
The Revolution in Genetics (video), 1998 Quantum, ABC Science Unit
CD ROMS
Sport and Nutrition (CD ROM), VEA, 2000
Foodworks (CD ROM), Xyris Software, 20 Westbourne St, Highgate Hill, Queensland
Websites
Australian Sports Commission (online), 2004: <www.ausport.gov.au>
Nutritional Analysis Tools and System (online), 2007: <http://nat.crgq.com/> USDA, USA
41
Board Endorsed 2012 amended March 2013
Anatomy and Physiology
Value 1.0
This unit Combines Basic Anatomy and Physiology 0.5 and Functional Anatomy and Physiology 0.5
Prerequisites
Nil.
Specific Unit Goals
This unit should enable students to:
This A unit should enable students to:
This T unit should enable students to:

describe and explore the structure and
function of the skeletal and articular
systems and identify how these systems
apply to human performance

explore and examine the structure and
function of the skeletal and articular
systems and critically analyse how these
systems apply to human performance

describe and explore the muscular and
nervous systems and identify how these
systems apply to human performance


apply anatomical terminology
associated with joint motion
explore and examine the muscular and
nervous systems and critically analyse
how these systems apply to human
performance

apply anatomical terminology
associated with joint motion and
analysis

explore and examine the structure and
function of the circulatory system and
be able to describe the response to
exercise

explore and examine the structure and
function of the respiratory system and
be able to describe the process of gas
exchange

critically analyse how these body
systems relate to and enhance human
performance

Content

definitions – anatomy, physiology

cell – structure, function and types

body structure – cells, tissues, organs, systems

homeostasis – meaning, importance, affect on human performance

circulatory system (cardiovascular system) – functions and types of circulation, heart and
structure, cardiac cycle, pulse, blood pressure, blood vessels, blood structure and function, blood
flow around the body at rest and during exercise and heart rate

heart and circulatory responses to exercise (immediate and training responses): hypertrophy,
stroke volume, cardiac output, arteriovenous oxygen difference (AVO2) and blood pressure

respiratory system–structure, factors relevant to oxygen and carbon dioxide transport, pressure
differentials, mechanics of breathing

respiration and exercise, respiration rate, tidal volume, ventilation, vital capacity, oxygen uptake
(VO2) and VO2 maximum
42
Board Endorsed 2012 amended March 2013

anatomical and movement terminology and referencing

skeletal system
o function and structure
o types of bones
o recognition of specific major bones

articular system
o joint types and their structure
o synovial joints
o joint movements

muscular System
o types of muscle tissue (smooth, cardiac, skeletal)
o fibre arrangements
o names, locations, actions
o insertions and origins
o movement analysis

nervous System (general overview)
o structure and function of nervous system (brain, central nervous system (CNS),
peripheral nervous system (PNS))
Additional Content T
o
o
o
skeletal muscle structure and function (gross and microscopic-contractile mechanism of
muscle)
neuromuscular system: motor neurons and neural chains
synapses and motor units
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

examining the microscopic structure of cells and tissues

dissecting and examining animal hearts

pulse counting

using a heart-rate monitor

measuring various lung-volumes using a spirometer

measuring blood pressure using a sphygmomanometer.

examining the gross structure of an articulated human skeleton

identifying and examining major bones and related structures

examining laboratory situations external characteristics of a long animal bone and synovial joint

examining the gross microscopic structure of skeletal muscle

applying joint motion terminology to specific localised human action

exploring joint motion by observing specific human action and manipulate an articulated human
skeleton

identifying types of joints and their structures through examining articulated human skeleton and
joint models
43
Board Endorsed 2012 amended March 2013

identifying the major skeletal muscle groups by making use of charts, films, videos, and human
models

using outside sources such as the University of Canberra physiology laboratories, local and
interstate exhibitions, Australian Institute of Sport Physiology Department, local hospitals.
Assessment
See page 12.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content






Teaching









Assessment








Specific Unit Resources
Books
Davis, D., Kimmet, T., Ackerly, D., McAree, A. and Hosford, G., 1999, VCE Physical Education Book 1 and 2,
3rd Edition, Macmillan Education Australia, South Yarra
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 1, B&G Resource Enterprises, Western
Australia.
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1 & 2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Marieb, E., 2004, Human Anatomy and Physiology, 6th Ed, Benjamin/Cummings Publishing Co. Inc,
California
Newton, T.J., 1977, Exercises in Human Biology, McGraw-Hill Book Company, Australia
Sewell, D, Watkins, P and Griffin, G, 2005, Sport and Exercise Science, An Introduction, Hodder Arnold,
Britain
Journal Articles
Current articles from journals and the media.
Audio Visual Material
The Human Pump (video), 1997, Body Atlas Series, Learning Essentials
Breath of Life (video), 1997, Body Atlas Series, Learning Essentials
Circulatory System (video), 2000, Human Body Systems Series, Marcom Projects, Queensland
Respiratory System (video), 2000, Human Body Systems Series, Marcom Projects, Queensland
44
Board Endorsed 2012 amended March 2013
Homeostasis (video), 1995, The New Living Body Series, BRITE, Britain
CD ROMS
e Teaching, Physical Education, CD1 Physiology of Physical Activity (CD ROM), 2006, Australia
InterActive Physiology, 8 – System Suite (CD ROM), 2003, Benjamin Cummings
Mentor Body Systems (CD ROM), 1996, VEA, Multimedia, Uni WA, Western Australia
Websites
BBC online 2012: www.bbc.co.uk/science/humanbody/body/index BBC UK.
The Heart: An online Exploration (online) 1996: <www.sin.fi.edu/biosci/heart.html> Franklin Institute
Science museum.
Molecular Expressions (online), 2005: <http://micro.magnet.fsu.edu/cells/animalcell.html>
Biology for Kids (online) 2007: <www.biology4kids.com/files/cell_main.html>
Ivy Rose Holistic: Basic Human Anatomy for Bodywork Therapists (online) 2007:
<www.ivy-rose.co.uk/Topics/Cell_Structure.htm>
45
Board Endorsed 2012 amended March 2013
Basic Anatomy and Physiology
Value 0.5
Prerequisites
Nil.
Specific Unit Goals
This unit should enable students to:
This A unit should enable students to:
This T unit should enable students to:

describe and explore the structure and
function of the skeletal and articular
systems and identify how these systems
apply to human performance

explore and examine the structure and
function of the skeletal and articular
systems and critically analyse how these
systems apply to human performance

describe and explore the muscular and
nervous systems and identify how these
systems apply to human performance


apply anatomical terminology
associated with joint motion
explore and examine the muscular and
nervous systems and critically analyse
how these systems apply to human
performance

apply anatomical terminology
associated with joint motion and
analysis

explore and examine the structure and
function of the circulatory system and
be able to describe the response to
exercise

explore and examine the structure and
function of the respiratory system and
be able to describe the process of gas
exchange

critically analyse how these body
systems relate to and enhance human
performance
Content

definitions – anatomy, physiology

cell – structure, function and types

body structure – cells, tissues, organs, systems

homeostasis – meaning, importance, affect on human performance

circulatory system (cardiovascular system) – functions and types of circulation, heart and
structure, cardiac cycle, pulse, blood pressure, blood vessels, blood structure and function, blood
flow around the body at rest and during exercise and heart rate

heart and circulatory responses to exercise (immediate and training responses): hypertrophy,
stroke volume, cardiac output, arteriovenous oxygen difference (AVO2) and blood pressure

respiratory system–structure, factors relevant to oxygen and carbon dioxide transport, pressure
differentials, mechanics of breathing

respiration and exercise, respiration rate, tidal volume, ventilation, vital capacity, oxygen uptake
(VO2) and VO2 maximum
46
Board Endorsed 2012 amended March 2013
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

examining the microscopic structure of cells and tissues

dissecting and examining animal hearts

pulse counting

using a heart-rate monitor

measuring various lung-volumes using a spirometer

measuring blood pressure using a sphygmomanometer.
Assessment
See page 12.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content






Teaching









Assessment








Specific Unit Resources
Books
Davis, D., Kimmet, T., Ackerly, D., McAree, A. and Hosford, G., 1999, VCE Physical Education Book 1 and 2,
3rd Edition, Macmillan Education Australia, South Yarra
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 1, B&G Resource Enterprises, Western
Australia.
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1 & 2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Marieb, E., 2004, Human Anatomy and Physiology, 6th Ed, Benjamin/Cummings Publishing Co. Inc,
California
Newton, T.J., 1977, Exercises in Human Biology, McGraw-Hill Book Company, Australia
Sewell, D, Watkins, P and Griffin, G, 2005, Sport and Exercise Science, An Introduction, Hodder Arnold,
Britain
Journal Articles
47
Board Endorsed 2012 amended March 2013
Current articles from journals and the media.
Audio Visual Material
The Human Pump (video), 1997, Body Atlas Series, Learning Essentials
Breath of Life (video), 1997, Body Atlas Series, Learning Essentials
Circulatory System (video), 2000, Human Body Systems Series, Marcom Projects, Queensland
Respiratory System (video), 2000, Human Body Systems Series, Marcom Projects, Queensland
Homeostasis (video), 1995, The New Living Body Series, BRITE, Britain
CD ROMS
e Teaching, Physical Education, CD1 Physiology of Physical Activity (CD ROM), 2006, Australia
InterActive Physiology, 8 – System Suite (CD ROM), 2003, Benjamin Cummings
Mentor Body Systems (CD ROM), 1996, VEA, Multimedia, Uni WA, Western Australia
Websites
BBC online 2012: www.bbc.co.uk/science/humanbody/body/index BBC UK.
The Heart: An online Exploration (online) 1996: <www.sin.fi.edu/biosci/heart.html> Franklin Institute
Science museum.
Molecular Expressions (online), 2005: <http://micro.magnet.fsu.edu/cells/animalcell.html>
Biology for Kids (online) 2007: <www.biology4kids.com/files/cell_main.html>
Ivy Rose Holistic: Basic Human Anatomy for Bodywork Therapists (online) 2007:
<www.ivy-rose.co.uk/Topics/Cell_Structure.htm>
48
Board Endorsed 2012 amended March 2013
Functional Anatomy and Physiology
Value 0.5
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

describe and explore the structure and
function of the skeletal and articular
systems and identify how these systems
apply to human performance

explore and examine the structure and
function of the skeletal and articular
systems and critically analyse how these
systems apply to human performance

describe and explore the muscular and
nervous systems and identify how these
systems apply to human performance


apply anatomical terminology
associated with joint motion
explore and examine the muscular and
nervous systems and critically analyse
how these systems apply to human
performance

apply anatomical terminology
associated with joint motion and
analysis
Content

anatomical and movement terminology and referencing

skeletal system
o function and structure
o types of bones
o recognition of specific major bones

articular system
o joint types and their structure
o synovial joints
o joint movements

muscular System
o types of muscle tissue (smooth, cardiac, skeletal)
o fibre arrangements
o names, locations, actions
o insertions and origins
o movement analysis

nervous System (general overview)
o structure and function of nervous system (brain, central nervous system (CNS),
peripheral nervous system (PNS))
Additional Content T
o
o
o
skeletal muscle structure and function (gross and microscopic-contractile mechanism of
muscle)
neuromuscular system: motor neurons and neural chains
synapses and motor units
49
Board Endorsed 2012 amended March 2013
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

examining the gross structure of an articulated human skeleton

identifying and examining major bones and related structures

examining laboratory situations external characteristics of a long animal bone and synovial joint

examining the gross microscopic structure of skeletal muscle

applying joint motion terminology to specific localised human action

exploring joint motion by observing specific human action and manipulate an articulated human
skeleton

identifying types of joints and their structures through examining articulated human skeleton and
joint models

identifying the major skeletal muscle groups by making use of charts, films, videos, and human
models

using outside sources such as the University of Canberra physiology laboratories, local and
interstate exhibitions, Australian Institute of Sport Physiology Department, local hospitals.
Assessment
See page 12.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content






Teaching









Assessment








Specific Unit Resources
Books
Abrahams, P. H., Marks Jnr, S. C. and Hutchings, R. T. 2003, McMinn’s Colour Atlas of Human Anatomy, 5th
Edition, Mosby, Sydney
Cash, M., 2000, Pocket Atlas of the Moving Body, Ebury Press, London.
Cull, P., 1989, The Sourcebook of Medical Illustration, Parthenon Publishing Group.
Davis, D., Kimmet, T., Ackerly, D., McAree, A. and Hosford, G., 1999, VCE Physical Education Book l and
Book 2, 3rd Ed. Macmillan, South Yarra
Education, 3rd Edition, VCE Units 1&2, Nelson Thomas Learning, Victoria
50
Board Endorsed 2012 amended March 2013
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 1, B&G Resource Enterprises, Western
Australia.
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Marieb, E., 2004, Human Anatomy and Physiology, 6th Ed, Benjamin/Cummings Publishing Co. Inc,
California
Newton, T.J., 1977, Exercises in Human Biology, McGraw-Hill Book Company, Australia
Schilling-McCann, J. A., 2001, Anatomy and Physiology Made Incredibly Easy, Springhouse Corporation,
Pennsylvania
Sewell, D, Watkins, P and Griffin, G, 2005, Sport and Exercise Science, an Introduction, Hodder Arnold,
Britain
Stone, R. J. and Stone, J. A., 1980, Atlas of Skeletal Muscles, McGraw-Hill, USA, 2003
Anatomical Chart Company Skokie, 2000, The Worlds Best Anatomical Charts, Mentone Educational
Centre, IL
Vannini,V., (ed), The New Atlas of the Human Body, Corgi Books Publication
Journal Articles
Current articles from journals and the media.
Audio Visual Material
Functional Anatomy (video), Sports Science Program 1,VEA
Muscle Fibre: The Link to Performance (video), VEA, 1985
Our Flexible Frame: The Skeletal and Muscular System, Human Body Series, (video) VEA, 1992
Skeletal and Muscular Systems (video), Human Body Systems Series, Marcom Projects, Queensland, 2000
CD ROMS
e- Teaching, Physical Education, CD1 Physiology of Physical Activity, Australia
InterActive Physiology, 8 – System Suite, Benjamin Cummings, 2003
Mentor Body Systems (CD ROM), VEA, Multimedia, Uni WA, Western Australia, 1996
Websites
BBC online 2007: www.bbc.co.uk/science/humanbody/body/index BBC UK.
Estrella Mountain Community College (online), 2001
<www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookMUSSKEL.html> (M.J. Farabee)
Web and Multi Media Solutions for PE and Sport (online), 2001: <www.peworld.org>
University of Minnesota – Web Anatomy (online) 2006:
http://msjensen.education.umn.edu/webanatomy/
Other
Articulated human skeleton and muscle models.
51
Board Endorsed 2012 amended March 2013
The Skeletal System: Bones, Joint and Ligaments. A didactic representation of all human bones, joints and
ligaments on 312 index cards. (Mentone Educational Centre).
The Muscular System: A didactic representation of all human muscles on 312 index cards. (Mentone
Educational Centre).
The Amazing Human Body Exhibition Sydney 2007.
The Anatomist, television series Channel SBS (MA) rating.
52
Board Endorsed 2012 amended March 2013
Sports Performance and Psychology
Value 1.0
This unit combines Sports Performance 0.5 and Sports Psychology 0.5.
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

describe and explore the importance of
physical fitness and its role in enhancing
training and athletic performance

identify and explain the importance of
physical fitness and its role in enhancing
training and athletic performance

describe and explore the inherent link
between physical fitness and energy
systems

critically analyse the inherent link between
physical fitness and energy systems


define the health and skill related
components of physical fitness and factors
affecting them, and describe methods of
measuring and evaluating these
components
define the health and skill related
components of physical fitness and factors
affecting them, and describe methods of
measuring and evaluating these
components


describe and explore training programs in
relation to training principles and methods
critically analyse and evaluate training
programs in relation to training principles
and methods

examine a range of principles of Sports
Psychology and the relationship to sports
performance

explore and examine a range of principles
of Sports Psychology and the relationship
to sports performance

examine different types of motivation and
identify them from information supplied
by athletes

compare and contrast between different
types of motivation and identify them from
information supplied by athletes

identify how different arousal states may
be achieved in sports performance through
positive or negative means

evaluate how different arousal states may
be achieved in sports performance through
positive or negative means

describe and explore the cognitive
strategies used in mental preparation for
performance

critically analyse the cognitive strategies
used in mental preparation for
performance
Content
This unit is also designed to emphasise the practical applications of sports performance and training.
Where possible, students should be actively involved in investigating training programmes. The use of
game analysis and case studies could further enhance the learning process.
Enhancing fitness through training

definition of fitness

physical fitness as a continuum

the components of fitness
o linking fitness components with energy
o anaerobic energy production (ATP-PC and lactic acid systems)
o aerobic energy production (aerobic system)
Defining the components of fitness
53
Board Endorsed 2012 amended March 2013

Cardio-Respiratory Endurance (aerobic capacity)
o the development of cardio-respiratory endurance

muscular strength
o factors affecting the application of strength: age, sex, cross sectional area (size), muscle
shape and location, muscle fibre type, number of muscle fibres recruited, joint angle and
muscle length, speed contraction
o types of muscular contraction
o development of muscular strength

local muscular endurance
o factors affecting muscular endurance: inorganic phosphate, age, sex, temperature,
circulation, cross education effect, accumulation of lactic acid

anaerobic power and speed
o factors affecting speed
o relationship of speed to other components

flexibility
o factors affecting flexibility: joint structure, length of muscles at rest, muscle temperature,
age, sex, body build, injury, skin resistance, bone, disease

body composition
o somatotyping
o posture and Muscle Imbalance
o body Fat
o body Mass Index (BMI)

muscular power

agility

coordination

balance

reaction Time
Assessing fitness

reasons for fitness testing

direct and indirect approaches to assessment

maximal and sub-maximal testing

pre and post testing

factors that can influence test results

fitness tests for the components of fitness (various)
Principles of training

specificity

progressive overload
o applying progressive overload
o periodisation
o periodising the training year
o tapering

frequency

intensity
54
Board Endorsed 2012 amended March 2013

duration

individuality

diminishing Returns

variety

detraining

maintenance

retraining

the purpose of training

design of a training session

design of a training year
Methods of training

interval training
o applying specificity and overload to interval training
o advantages of interval training

continuous training
o benefits of continuous training

fartlek training
o how to overload using fartlek training
o benefits of fartlek training

circuit training
o fixed load circuit
o individual load circuit
o how to overload using circuit training
o benefits of circuit training

plyometric training
o examples of upper body plyometric exercises
o examples of lower body plyometric exercises
o benefits of plyometric training
o training considerations for plyometrics

flexibility training
o static stretching
o slow active stretching (SAS)
o proprioceptive neuromuscular facilitation (PNF)
o dynamic (ballistic) stretching

weight training
o specificity in weight training
o how to overload using weight training
o benefits of weight training

speed training
o developing stride frequency
o developing stride length

pilates
o pilates principles
55
Board Endorsed 2012 amended March 2013
o
pilates basic exercise

swiss ball

motor skill development
o key points
Psychology

motivation and athletic performance
o types of motivation
o achievement, acquisition, approval and fear
o conditioning
o goal setting
o reinforcement theory, types of reinforcers
o coaching tactics to facilitate motivation

arousal-anxiety
o inverted U hypothesis
o ideal arousal state
o relationship between IAS and skill complexity
o drugs and arousal
o stress management
o concentration
o relationship between arousal and attentional focus

mental preparation
o cognitive strategies
o motor imagery in sport

personality theory in sport-traits vs. states
o athlete profile
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in the document are suitable for this unit. In
addition, the following specific strategies could be included:

observing or participating in various fitness tests designed to measure the health and skill related
components of physical fitness e.g. Multistage Fitness Test to test cardiovascular endurance

visiting organisations which conduct physical fitness testing (eg AIS and Academy of Sport) or
training sessions (e.g. AFL, Canberra Raiders, Canberra Capitals or Gunners, AIS Darters, ACT
Brumbies, AIS Soccer or ACTAS based teams)

designing and conducting a training session or part of a training session which incorporates a
warm-up, skill or conditioning phase, and a cool-down

designing a training session that uses a particular method of training e.g. a circuit or a weight
training session using free weights

designing or participating in a training session or programme to maintain or develop a basic
method of training

analysing training journals or programmes

organising guest speakers.

construct, conduct and analyse a motivation survey

interview coaches/athletes on specific motivations

explore and experience relaxation techniques
56
Board Endorsed 2012 amended March 2013

compare different attentional foci in motor tasks through in-class practical activities

experience and conduct short motor imagery sessions with other class members.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content







Teaching










Assessment








Specific Unit Resources
Books
Anshell, M., 1997, Sports Psychology from Theory and Practice, Gorsuch Scarisbrick Publishers, Arizona
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Davis, D., Kimmet, T. and Auty, D., 2000, Physical Education: Theory & Practice, Macmillan Publications,
South Melbourne
Davis, D., Kimmet, T., Ackerly, D. and McAree, A., 1999, VCE Physical Education Book 2, 3rd Edition,
Macmillan Educational Australia Pty Ltd
Davis, D., Kimmet, T., Ackerly, D., McAree, A. and Hosford, G., 1999, VCE Physical Education Book 1 and 2,
3rd Edition, Macmillan Education Australia, South Yarra,.
DeCastella, R., Clews, W. and Dalgleish, M., (eds), 1997, Smart Sport, RWM Publications, Canberra
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 1, B&G Resource Enterprises, Western
Australia
Kirk, D., Burgess-Limerick, R., Kiss, M., Lahey, J. and Penney, D., 2004, Senior Physical Education, an
Integrated Approach, 2nd Edition, Human Kinetics, South Australia
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Morris, T. and Summers, J., 1995, Sport Psychology: Theory, Applications and Issues, Jacaranda Wiley Ltd,
Queensland
Morrow, K., 2001, It’s what’s up here that counts, Winning the mental game of soccer, MPC, Australia
Journal Articles
Current articles from journals and the media.
57
Board Endorsed 2012 amended March 2013
Audio Visual Material
Designing Fitness Programs, (video), VEA, 1996.
Principles of Training for Fitness, (video), VEA, 1999.
Sport and Psychology, (video) VEA Education, 1999
CD ROMS
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Multistage Fitness Test, (CD ROM) Loughborough University, Australian Coaching Council.
Websites
Australian Sports Commission (Australian Institute of Sport) (online), 2004
<www.ais.org.au>
Sports Science (online), 2003: <www.sport.sci.org>
Other
Fitness testing equipment e.g. Heart rate monitor, Bicycle Ergometer, Skin-fold Calipers.
58
Board Endorsed 2012 amended March 2013
Sports Performance and Sports Medicine
Value 1.0
This unit Combines Sports Performance 0.5 and Sport Medicine 0.5.
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

describe and explore the importance of
physical fitness and its role in enhancing
training and athletic performance

identify and explain the importance of
physical fitness and its role in enhancing
training and athletic performance

describe and explore the inherent link
between physical fitness and energy
systems

critically analyse the inherent link
between physical fitness and energy
systems

define the health and skill related
components of physical fitness and
factors affecting them, and describe
methods of measuring and evaluating
these components

define the health and skill related
components of physical fitness and
factors affecting them, and describe
methods of measuring and evaluating
these components

describe and explore training programs
in relation to training principles and
methods

critically analyse and evaluate training
programs in relation to training
principles and methods

examine a range of sports injuries and
describe the structure, causes and
prevention of these injuries

investigate a range of sports injuries
and critically analyse the structure,
causes and prevention of these injuries

demonstrate and describe appropriate
management of injuries and the
promotion of safety in sport

demonstrate and describe appropriate
management of injuries and the
promotion of safety in sport

explore a range of factors that influence
prevention of sporting injuries


demonstrate a range of rehabilitation
procedures
explore and evaluate a range of factors
that influence prevention of sporting
injuries

compare and contrast a range of
rehabilitation procedures
Content
This unit is also designed to emphasise the practical applications of sports performance and training.
Where possible, students should be actively involved in investigating training programmes. The use of
game analysis and case studies could further enhance the learning process.
Enhancing fitness through training

definition of fitness

physical fitness as a continuum

the components of fitness
o linking fitness components with energy
o anaerobic energy production (ATP-PC and lactic acid systems)
o aerobic energy production (aerobic system)
59
Board Endorsed 2012 amended March 2013
Defining the components of fitness

Cardio-Respiratory Endurance (aerobic capacity)
o the development of cardio-respiratory endurance

muscular strength
o factors affecting the application of strength: age, sex, cross sectional area (size), muscle
shape and location, muscle fibre type, number of muscle fibres recruited, joint angle and
muscle length, speed contraction
o types of muscular contraction
o development of muscular strength

local muscular endurance
o factors affecting muscular endurance: inorganic phosphate, age, sex, temperature,
circulation, cross education effect, accumulation of lactic acid

anaerobic power and speed
o factors affecting speed
o relationship of speed to other components

flexibility
o factors affecting flexibility: joint structure, length of muscles at rest, muscle temperature,
age, sex, body build, injury, skin resistance, bone, disease

body composition
o somatotyping
o posture and Muscle Imbalance
o body Fat
o body Mass Index (BMI)

muscular power

agility

coordination

balance

reaction Time
Assessing fitness

reasons for fitness testing

direct and indirect approaches to assessment

maximal and sub-maximal testing

pre and post testing

factors that can influence test results

fitness tests for the components of fitness (various)
Principles of training

specificity

progressive overload
o applying progressive overload
o periodisation
o periodising the training year
o tapering

frequency
60
Board Endorsed 2012 amended March 2013

intensity

duration

individuality

diminishing Returns

variety

detraining

maintenance

retraining

the purpose of training

design of a training session

design of a training year
Methods of training

interval training
o applying specificity and overload to interval training
o advantages of interval training

continuous training
o benefits of continuous training

fartlek training
o how to overload using fartlek training
o benefits of fartlek training

circuit training
o fixed load circuit
o individual load circuit
o how to overload using circuit training
o benefits of circuit training

plyometric training
o examples of upper body plyometric exercises
o examples of lower body plyometric exercises
o benefits of plyometric training
o training considerations for plyometrics

flexibility training
o static stretching
o slow active stretching (SAS)
o proprioceptive neuromuscular facilitation (PNF)
o dynamic (ballistic) stretching

weight training
o specificity in weight training
o how to overload using weight training
o benefits of weight training

speed training
o developing stride frequency
o developing stride length
61
Board Endorsed 2012 amended March 2013

pilates
o pilates principles
o pilates basic exercise

swiss ball

motor skill development
o key points
Sports Medicine

classification of sports injuries: direct, indirect, overuse, recurrent, soft tissue and hard tissue and
examples of contributors to these injuries

skin injuries: abrasions, bruising, lacerations

soft tissue injuries: muscle, bruises, contusions, ligaments (sprains), tendon (strains)

hard tissue injuries: fractures, dislocations, subluxations, head, neck and spinal injuries

overuse and recurrent injuries: stress fractures, Achilles tendon, tennis elbow

physiological healing phases

assessment of sports injuries: STOP- stop, talk, observe and prevent further injury; TOTAPS - talk,
observe, touch, active movement, passive movement, skills test and DRABCD - danger, response,
send for help, airway, breathing, circulation and defibrillation

treatment of skin, soft and hard tissue injuries: Immediate treatment of skin injuries; RICER- rest,
ice, compression, elevation, referral and cryotherapy; Immobilisation and support (sling, cervical
collar, splint)

revention of Sports Injuries

physical preparation (skill, technique, flexibility, endurance, strength, sport specific requirements,
warm up, cool down)

protective equipment (protective guards, apparel, playing equipment)

sports policy (responsibilities of the club, school, coach, administrator, sports trainers, rules of the
sport (modified for children), and physically balanced competition

sports environment (grounds and facilities)

taping and Bandaging (preventative taping, biofeedback, taping for an injury, i.e. ankle, finger,
thumb)

rehabilitation of injuries (injury management procedures, returning to play, current injury
management equipment / methods i.e. acupuncture, hydrotherapy, DOMS- delayed onset muscle
soreness, therapeutic massage)
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in the document are suitable for this unit. In
addition, the following specific strategies could be included:

observing or participating in various fitness tests designed to measure the health and skill related
components of physical fitness e.g. Multistage Fitness Test to test cardiovascular endurance

visiting organisations which conduct physical fitness testing (eg AIS and Academy of Sport) or
training sessions (e.g. AFL, Canberra Raiders, Canberra Capitals or Gunners, AIS Darters, ACT
Brumbies, AIS Soccer or ACTAS based teams)

designing and conducting a training session or part of a training session which incorporates a
warm-up, skill or conditioning phase, and a cool-down
62
Board Endorsed 2012 amended March 2013

designing a training session that uses a particular method of training e.g. a circuit or a weight
training session using free weights

designing or participating in a training session or programme to maintain or develop a basic
method of training

analysing training journals or programmes

organising guest speakers.

acquiring knowledge concerning soft tissue and hard tissue injuries through use of audio-visual
aids; particularly anatomical models and, where possible, the examination of actual tissues e.g.
animal joints, ligaments, muscles, tendons

analysing injury statistics for specific sports

identifying specific examples of injuries that reflect each of the classifications

applying the RICER procedure to a casualty

performing assessment procedures to determine the nature and extent of injury

debating topics

analysing school and organisations’ sports policies to see the extent to which they promote safe
participation for players

investigating types of protective equipment that are used for specific sports with reference to the
equipment stored in school gymnasium

developing appropriate first aid skills through demonstration and individual practice and
simulation exercises

acquiring knowledge of certain taping procedures through demonstration and individual practice

develop knowledge of care of the unconscious patient (particularly those with suspected head
and/or spinal injuries) – including observing the application of a cervical collar and/or a similar
device or transport of injured athletes

participating in a Sports Medicine Awareness Course, Sports First Aid course or Level 1 Sports
Trainers course.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content













Teaching








Assessment








Specific Unit Resources
Books
Archer, F., Bird, J., Copeland, K., Reid, M., 2002, Safer Sport Program, Sports First Aid Manual, 6th Edition,
Sports Medicine Australia,
Brunker, P. and Khan, K., 1997, Clinical Sports Medicine, McGraw-Hill Book Company, New York
63
Board Endorsed 2012 amended March 2013
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Davis, D., Kimmet, T. and Auty, D., 2000, Physical Education: Theory & Practice, Macmillan Publications,
South Melbourne
Davis, D., Kimmet, T., Ackerly, D., McAree, A. and Hosford, G., 1999, VCE Physical Education Book 1 and 2,
3rd Edition, Macmillan Education Australia, South Yarra,.
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 1, B&G Resource Enterprises, Western
Australia
DeCastella, R., Clews, W. and Dalgleish, M., (eds), 1997, Smart Sport, RWM Publications, Canberra
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 2, B&G Resource
Enterprises, Western Australia
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
DeCastella, R., Clews, W and Dalgleish, M., (eds), 1997, Smart Sport, RWM Publications, Canberra
Kent, W., 2002, Oxford Dictionary of Sports Science & Medicine, 2nd Ed, Oxford University Press Inc, New
York
2002, Level 1 Sports Trainer Manual, Sports Medicine Australia
Malpeli, R., Horton, M. and Davey, G., 2000, Physical Education (3rd Ed.), Nelson Thomas Learning,
Australia,
Sports Medicine Awareness Course Kit, Sports Medicine Australia, Canberra.
Journal Articles
Current articles from journals and the media.
Audio Visual Material
Principles of Training for Fitness, (video), VEA, 1999.
Designing Fitness Programs, (video), VEA, 1996.
Sports and Injuries: Advances in Sports Medicine (video), 1999, VEA
CD ROMS
Multistage Fitness Test, (CD ROM) Loughborough University, Australian Coaching Council.
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Websites
Sports Science (online), 2003: <www.sport.sci.org>
Bahr, R., Maehlum, S., Clinical Guide to Sports Injuries (online), 2004 <www.hkusa.com/>
Medical Facts (online), 2004: <www.medfacts.com>
New South Wales Sports Federation (online), 2004: <www.sportnsw.com.au>
Nismat: The Nicholas Institute of Sports Medicine and Athletic Trauma (online), 2000
<www.nismat.org/index.html>
64
Board Endorsed 2012 amended March 2013
Sports Medicine Australia (online), 2004: <www.sma.org.au/>
St John Ambulance Australia (online), 2004: <www.stjohn.org.au>
Web D Health: Managing hard and soft tissue injuries (online), 2004
<www.my.webmd.com/content/asset/yale_lab_tests_how_your_doctor_diagnoses_a_
sportsrelated_injury.html>
Other
Fitness testing equipment e.g. Heart rate monitor, Bicycle Ergometer, Skin-fold Calipers.
65
Board Endorsed 2012 amended March 2013
Sports Performance and Nutrition
Value 1.0
This unit Combines Sports Performance 0.5 and Sport Nutrition 0.5.
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

describe and explore the importance of
physical fitness and its role in enhancing
training and athletic performance

identify and explain the importance of
physical fitness and its role in enhancing
training and athletic performance

describe and explore the inherent link
between physical fitness and energy
systems

critically analyse the inherent link
between physical fitness and energy
systems

define the health and skill related
components of physical fitness and
factors affecting them, and describe
methods of measuring and evaluating
these components

define the health and skill related
components of physical fitness and
factors affecting them, and describe
methods of measuring and evaluating
these components

describe and explore training programs
in relation to training principles and
methods

critically analyse and evaluate training
programs in relation to training
principles and methods

identify and explain the structure and
function of the digestive system and
recognise its major components

describe and understand the structure
and function of the digestive system
and recognise its major components

explore the relationship between food
intake, energy expenditure and
metabolism

explore and discuss the relationship
between food intake, energy
expenditure and metabolism

examine specific dietary requirements
for a variety of athletic performance
and community target groups


recommend dietary ergogenic aids and
their specific performance uses
examine and analyse specific dietary
requirements for a variety of athletic
performance and community target
groups

critically analyse and evaluate dietary
ergogenic aids and their specific
performance uses
Content
This unit is also designed to emphasise the practical applications of sports performance and training.
Where possible, students should be actively involved in investigating training programmes. The use of
game analysis and case studies could further enhance the learning process.
Enhancing fitness through training

definition of fitness

physical fitness as a continuum

the components of fitness
o linking fitness components with energy
o anaerobic energy production (ATP-PC and lactic acid systems)
o aerobic energy production (aerobic system)
66
Board Endorsed 2012 amended March 2013
Defining the components of fitness

Cardio-Respiratory Endurance (aerobic capacity)
o the development of cardio-respiratory endurance

muscular strength
o factors affecting the application of strength: age, sex, cross sectional area (size), muscle
shape and location, muscle fibre type, number of muscle fibres recruited, joint angle and
muscle length, speed contraction
o types of muscular contraction
o development of muscular strength

local muscular endurance
o factors affecting muscular endurance: inorganic phosphate, age, sex, temperature,
circulation, cross education effect, accumulation of lactic acid

anaerobic power and speed
o factors affecting speed
o relationship of speed to other components

flexibility
o factors affecting flexibility: joint structure, length of muscles at rest, muscle temperature,
age, sex, body build, injury, skin resistance, bone, disease

body composition
o somatotyping
o posture and Muscle Imbalance
o body Fat
o body Mass Index (BMI)

muscular power

agility

coordination

balance

reaction Time
Assessing fitness

reasons for fitness testing

direct and indirect approaches to assessment

maximal and sub-maximal testing

pre and post testing

factors that can influence test results

fitness tests for the components of fitness (various)
Principles of training

specificity

progressive overload
o applying progressive overload
o periodisation
o periodising the training year
o tapering

frequency
67
Board Endorsed 2012 amended March 2013

intensity

duration

individuality

diminishing Returns

variety

detraining

maintenance

retraining

the purpose of training

design of a training session

design of a training year
Methods of training

interval training
o applying specificity and overload to interval training
o advantages of interval training

continuous training
o benefits of continuous training

fartlek training
o how to overload using fartlek training
o benefits of fartlek training

circuit training
o fixed load circuit
o individual load circuit
o how to overload using circuit training
o benefits of circuit training

plyometric training
o examples of upper body plyometric exercises
o examples of lower body plyometric exercises
o benefits of plyometric training
o training considerations for plyometrics

flexibility training
o static stretching
o slow active stretching (SAS)
o proprioceptive neuromuscular facilitation (PNF)
o dynamic (ballistic) stretching

weight training
o specificity in weight training
o how to overload using weight training
o benefits of weight training

speed training
o developing stride frequency
o developing stride length

pilates
68
Board Endorsed 2012 amended March 2013
o
o
pilates principles
pilates basic exercise

swiss ball

motor skill development
o key points

digestive system- structure, function, enzymes, absorption and distribution of nutrients

effect of good nutrition –balanced diet and food labelling

importance of energy

food as energy sources and nutrients (carbohydrates, fats, proteins)

food fuels at rest and during exercise

Glycemic Index (GI)

energy balance, weight gain and loss and basal metabolic rate

nutrition and performance

nutrition principles for athletes including pre and post/recovery performance meals and fluid
replacement

nutrition based issues – carbohydrate loading, dietary ergogenic aids and vegetarian athletes,
dietary extremism in athletes
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in the document are suitable for this unit. In
addition, the following specific strategies could be included:

observing or participating in various fitness tests designed to measure the health and skill related
components of physical fitness e.g. Multistage Fitness Test to test cardiovascular endurance

visiting organisations which conduct physical fitness testing (eg AIS and Academy of Sport) or
training sessions (e.g. AFL, Canberra Raiders, Canberra Capitals or Gunners, AIS Darters, ACT
Brumbies, AIS Soccer or ACTAS based teams)

designing and conducting a training session or part of a training session which incorporates a
warm-up, skill or conditioning phase, and a cool-down

designing a training session that uses a particular method of training e.g. a circuit or a weight
training session using free weights

designing or participating in a training session or programme to maintain or develop a basic
method of training

analysing training journals or programmes

organising guest speakers.

examining and studying photos, charts and diagrams to become familiar with the gross and
detailed structure of the digestive system

monitoring and determining basal metabolic rate

recording food consumption, energy expenditure and body weight, and examining the
relationship between these factors

interpreting the Australian Guide to Healthy Eating

demonstrating an understanding and interpretation of food labels

visiting the AIS Sports Nutrition Department and food hall.
69
Board Endorsed 2012 amended March 2013
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content





Teaching










Assessment








Specific Unit Resources
Books
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Davis, D., Kimmet, T. and Auty, D., 2000, Physical Education: Theory & Practice, Macmillan Publications,
South Melbourne
Davis, D., Kimmet, T., Ackerly, D., McAree, A. and Hosford, G., 1999, VCE Physical Education Book 1 and 2,
3rd Edition, Macmillan Education Australia, South Yarra,.
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 1, B&G Resource Enterprises, Western
Australia
DeCastella, R., Clews, W. and Dalgleish, M., (eds), 1997, Smart Sport, RWM Publications, Canberra
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Journal Articles
Current articles from journals and the media.
Audio Visual Material
Principles of Training for Fitness, (video), VEA, 1999.
Designing Fitness Programs, (video), VEA, 1996.
CD ROMS
Multistage Fitness Test, (CD ROM) Loughborough University, Australian Coaching Council.
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Websites
Sports Science (online), 2003: <www.sport.sci.org>
Other
Fitness testing equipment e.g. Heart rate monitor, Bicycle Ergometer, Skin-fold Calipers.
70
Board Endorsed 2012 amended March 2013
Sports Performance
Value 0.5
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

describe and explore the importance of
physical fitness and its role in enhancing
training and athletic performance

identify and explain the importance of
physical fitness and its role in enhancing
training and athletic performance

describe and explore the inherent link
between physical fitness and energy
systems

critically analyse the inherent link
between physical fitness and energy
systems

define the health and skill related
components of physical fitness and
factors affecting them, and describe
methods of measuring and evaluating
these components

define the health and skill related
components of physical fitness and
factors affecting them, and describe
methods of measuring and evaluating
these components

describe and explore training programs
in relation to training principles and
methods

critically analyse and evaluate training
programs in relation to training
principles and methods
Content
This unit is also designed to emphasise the practical applications of sports performance and training.
Where possible, students should be actively involved in investigating training programmes. The use of
game analysis and case studies could further enhance the learning process.
Enhancing fitness through training

definition of fitness

physical fitness as a continuum

the components of fitness
o linking fitness components with energy
o anaerobic energy production (ATP-PC and lactic acid systems)
o aerobic energy production (aerobic system)
Defining the components of fitness

Cardio-Respiratory Endurance (aerobic capacity)
o the development of cardio-respiratory endurance

muscular strength
o factors affecting the application of strength: age, sex, cross sectional area (size), muscle
shape and location, muscle fibre type, number of muscle fibres recruited, joint angle and
muscle length, speed contraction
o types of muscular contraction
o development of muscular strength

local muscular endurance
o factors affecting muscular endurance: inorganic phosphate, age, sex, temperature,
circulation, cross education effect, accumulation of lactic acid
71
Board Endorsed 2012 amended March 2013

anaerobic power and speed
o factors affecting speed
o relationship of speed to other components

flexibility
o factors affecting flexibility: joint structure, length of muscles at rest, muscle temperature,
age, sex, body build, injury, skin resistance, bone, disease

body composition
o somatotyping
o posture and Muscle Imbalance
o body Fat
o body Mass Index (BMI)

muscular power

agility

coordination

balance

reaction Time
Assessing fitness

reasons for fitness testing

direct and indirect approaches to assessment

maximal and sub-maximal testing

pre and post testing

factors that can influence test results

fitness tests for the components of fitness (various)
Principles of training

specificity

progressive overload
o applying progressive overload
o periodisation
o periodising the training year
o tapering

frequency

intensity

duration

individuality

diminishing Returns

variety

detraining

maintenance

retraining

the purpose of training

design of a training session

design of a training year
72
Board Endorsed 2012 amended March 2013
Methods of training

interval training
o applying specificity and overload to interval training
o advantages of interval training

continuous training
o benefits of continuous training

fartlek training
o how to overload using fartlek training
o benefits of fartlek training

circuit training
o fixed load circuit
o individual load circuit
o how to overload using circuit training
o benefits of circuit training

plyometric training
o examples of upper body plyometric exercises
o examples of lower body plyometric exercises
o benefits of plyometric training
o training considerations for plyometrics

flexibility training
o static stretching
o slow active stretching (SAS)
o proprioceptive neuromuscular facilitation (PNF)
o dynamic (ballistic) stretching

weight training
o specificity in weight training
o how to overload using weight training
o benefits of weight training

speed training
o developing stride frequency
o developing stride length

pilates
o pilates principles
o pilates basic exercise

swiss ball

motor skill development
o key points
73
Board Endorsed 2012 amended March 2013
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in the document are suitable for this unit. In
addition, the following specific strategies could be included:

observing or participating in various fitness tests designed to measure the health and skill related
components of physical fitness e.g. Multistage Fitness Test to test cardiovascular endurance

visiting organisations which conduct physical fitness testing (eg AIS and Academy of Sport) or
training sessions (e.g. AFL, Canberra Raiders, Canberra Capitals or Gunners, AIS Darters, ACT
Brumbies, AIS Soccer or ACTAS based teams)

designing and conducting a training session or part of a training session which incorporates a
warm-up, skill or conditioning phase, and a cool-down

designing a training session that uses a particular method of training e.g. a circuit or a weight
training session using free weights

designing or participating in a training session or programme to maintain or develop a basic
method of training

analysing training journals or programmes

organising guest speakers.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content





Teaching










Assessment








Specific Unit Resources
Books
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Davis, D., Kimmet, T. and Auty, D., 2000, Physical Education: Theory & Practice, Macmillan Publications,
South Melbourne
Davis, D., Kimmet, T., Ackerly, D., McAree, A. and Hosford, G., 1999, VCE Physical Education Book 1 and 2,
3rd Edition, Macmillan Education Australia, South Yarra,.
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 1, B&G Resource Enterprises, Western
Australia
DeCastella, R., Clews, W. and Dalgleish, M., (eds), 1997, Smart Sport, RWM Publications, Canberra
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
74
Board Endorsed 2012 amended March 2013
Journal Articles
Current articles from journals and the media.
Audio Visual Material
Principles of Training for Fitness, (video), VEA, 1999.
Designing Fitness Programs, (video), VEA, 1996.
CD ROMS
Multistage Fitness Test, (CD ROM) Loughborough University, Australian Coaching Council.
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Websites
Sports Science (online), 2003: <www.sport.sci.org>
Other
Fitness testing equipment e.g. Heart rate monitor, Bicycle Ergometer, Skin-fold Calipers.
75
Board Endorsed 2012 amended March 2013
Sports Nutrition
Value 0.5
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

identify and explain the structure and
function of the digestive system and
recognise its major components

describe and understand the structure
and function of the digestive system
and recognise its major components

explore the relationship between food
intake, energy expenditure and
metabolism

explore and discuss the relationship
between food intake, energy
expenditure and metabolism

examine specific dietary requirements
for a variety of athletic performance
and community target groups


recommend dietary ergogenic aids and
their specific performance uses
examine and analyse specific dietary
requirements for a variety of athletic
performance and community target
groups

critically analyse and evaluate dietary
ergogenic aids and their specific
performance uses
Content

digestive system- structure, function, enzymes, absorption and distribution of nutrients

effect of good nutrition –balanced diet and food labelling

importance of energy

food as energy sources and nutrients (carbohydrates, fats, proteins)

food fuels at rest and during exercise

Glycemic Index (GI)

energy balance, weight gain and loss and basal metabolic rate

nutrition and performance

nutrition principles for athletes including pre and post/recovery performance meals and fluid
replacement

nutrition based issues – carbohydrate loading, dietary ergogenic aids and vegetarian athletes,
dietary extremism in athletes
76
Board Endorsed 2012 amended March 2013
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

examining and studying photos, charts and diagrams to become familiar with the gross and
detailed structure of the digestive system

monitoring and determining basal metabolic rate

recording food consumption, energy expenditure and body weight, and examining the
relationship between these factors

interpreting the Australian Guide to Healthy Eating

demonstrating an understanding and interpretation of food labels

visiting the AIS Sports Nutrition Department and food hall.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content





Teaching









Assessment








Specific Unit Resources
Books
Australian Institute of Sport, 1999, Survival for the Fittest: the Australian Institute of Sport Official
Cookbook for Busy Athletes, Murdoch Magazines, NSW.
Australian Institute of Sport, 2001, Survival from the Fittest: a companion cookbook to Survival for the
Fittest from athletes at the AIS, Murdoch Magazines, NSW.
Australian Institute of Sport, 2004, Survival around the World, FPC Custom Media, NSW.
Burke, L., and Deakin, V., 2000, Clinical Sports Nutrition, 2nd Edition, McGraw Hill companies, Roseville
Burke, L., 1992, the Complete Guide to Food for Sports Performance, Allen & Unwin, St Leonards
Borushek, A., 2002, Calorie and Fat Counter, 29th Edition, Family Health Publications, Western Australia
Cardwell, G., 2006, Gold Medal Nutrition, 4th Edition, Human Kinetics, South Australia.
Clarke, N., 1997, Sports Nutrition Guidebook, Human Kinetics, Champaign IL
DeCastella, R., Clews, W. and Dalgleish, M., 1997, (eds.), Smart Sport, RWM Publications,
Canberra
Kellett, E., 1998, The Australian Guide to Healthy Eating, The Children’s Health
Development Foundation, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
77
Board Endorsed 2012 amended March 2013
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Marieb, E., 2004, Human Anatomy and Physiology, 6th ed., Benjamin/Cummings Publishing Co. Inc.,
California
Journal Articles
Department of Sports Nutrition, 2000, “A Winning Diet”, Australian Institute of Sport, Canberra
Current articles from journals and the media
Audio Visual Material
A Winning Diet for Sport (video), 2002, NCAS Australian Institute of Sport.
Food for Sport (video), Inge, K. et al, Australian Sports Medicine Federation
Nutrients – The Basics (video & DVD), 2001, VEA, Australia
Nutrition and Physical Activity (video & DVD), 2006, VEA, Australia
Reading Food Labels (video & DVD), 2003, VEA, Australia
Sport and Nutrition (video) 2000, VEA, Australia
The Revolution in Genetics (video), 1998 Quantum, ABC Science Unit
CD ROMS
Sport and Nutrition (CD ROM), VEA, 2000
Foodworks (CD ROM), Xyris Software, 20 Westbourne St, Highgate Hill, Queensland
Websites
Australian Sports Commission (online), 2004: <www.ausport.gov.au>
Nutritional Analysis Tools and System (online), 2007: <http://nat.crgq.com/> USDA, USA
78
Board Endorsed 2012 amended March 2013
Exercise Physiology and Sports Medicine
Value 1.0
This unit Combines Exercise Physiology 0.5 and Sports Medicine 0.5.
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

examine the physiology involved in
muscular contraction and the
relationship to the nervous system

explore and examine the physiology
involved in muscular contraction and
the relationship to the nervous system

describe and explore the energy
requirements of exercise and the
interplay of energy systems during rest
and exercise

critically analyse the energy
requirements of exercise and the
interplay of energy systems during rest
and exercise

examine the acute and chronic
physiological adaptations and
responses to exercise and training

examine and evaluate the acute and
chronic physiological adaptations and
responses to exercise and training

demonstrate an understanding of the
factors which influence sports
performance

demonstrate an understanding of the
factors which influence sports
performance

examine a range of sports injuries and
describe the structure, causes and
prevention of these injuries

investigate a range of sports injuries
and critically analyse the structure,
causes and prevention of these injuries

demonstrate and describe appropriate
management of injuries and the
promotion of safety in sport

demonstrate and describe appropriate
management of injuries and the
promotion of safety in sport

explore a range of factors that influence
prevention of sporting injuries


demonstrate a range of rehabilitation
procedures
explore and evaluate a range of factors
that influence prevention of sporting
injuries

compare and contrast a range of
rehabilitation procedures
Content

physiology of muscle contraction, sliding filament theory (The Energetics of Muscular Contraction)
o muscular system -muscles shapes and fibre arrangements; muscle characteristics; muscle
fibre types; muscles and movement; types of contractions; muscles at work; gross and
microscopic structural and organisational levels of skeletal muscle; nervous control of
muscular contraction
o theory of muscular contraction, muscle fatigue, rigour mortis, muscle tone, muscle
cramp, motor unit and strength gradations (graded muscle responses), muscle twitch,
gradation of contraction, tetanus

fuel for exercise – energy requirements of sport activities - revisit types of energy and energy
interplay in the body
o summary of the energy systems
o adenosine triphosphate (ATP)
o sources of ATP (carbohydrate (CHO), Protein, Fats)
79
Board Endorsed 2012 amended March 2013
o
o
o
o
o
function of ATP
production of ATP – during rest and during exercise
summary of systems
comparing the three energy systems
energy system interplay

physiological adjustments to training (acute responses to training)
o oxygen uptake and delivery during exercise
o oxygen deficit and aerobic steady state
o oxygen debt (types of oxygen debt: alactacid and lactacid)
o oxygen uptake during recovery

physiological responses and adaptations to exercise.
o anaerobic and aerobic capacities and oxygen consumption (VO2) and VO2 maximum
(Factors which effect VO2 max: aerobic fitness; body size; gender; hereditary and age)
o anaerobic energy system adaptation and anaerobic threshold (OBLA, lactate profiles,
aerobic energy system adaptation
o muscular training adaptations (and muscle fibres) cardiorespiratory and muscular chronic
changes
o anaerobic training adaptations at the muscular level
o aerobic training adaptations at the muscular level
o physiological requirements of varying activities (Chronic responses to training)
o adaptations are reversible

muscular fatigue and recovery mechanisms
o fatigue
o causes of fatigue
o depletion of fuels
o metabolic by-products
o dynamics of lactate formation and its accumulation in blood during exercise.
o the redistribution of blood
o dehydration

factors which Influence sport performance
o exercise in the heat and in the cold
o exercise at altitude and underwater
o effects of pollution on exercise capacity
o travel and sports performance

classification of sports injuries: direct, indirect, overuse, recurrent, soft tissue and hard tissue and
examples of contributors to these injuries

skin injuries: abrasions, bruising, lacerations

soft tissue injuries: muscle, bruises, contusions, ligaments (sprains), tendon (strains)

hard tissue injuries: fractures, dislocations, subluxations, head, neck and spinal injuries

overuse and recurrent injuries: stress fractures, Achilles tendon, tennis elbow

physiological healing phases

assessment of sports injuries: STOP- stop, talk, observe and prevent further injury; TOTAPS - talk,
observe, touch, active movement, passive movement, skills test and DRABCD - danger, response,
send for help, airway, breathing, circulation and defibrillation
80
Board Endorsed 2012 amended March 2013

treatment of skin, soft and hard tissue injuries: Immediate treatment of skin injuries; RICER- rest,
ice, compression, elevation, referral and cryotherapy; Immobilisation and support (sling, cervical
collar, splint)

revention of Sports Injuries

physical preparation (skill, technique, flexibility, endurance, strength, sport specific requirements,
warm up, cool down)

protective equipment (protective guards, apparel, playing equipment)

sports policy (responsibilities of the club, school, coach, administrator, sports trainers, rules of the
sport (modified for children), and physically balanced competition

sports environment (grounds and facilities)

taping and Bandaging (preventative taping, biofeedback, taping for an injury, i.e. ankle, finger,
thumb)

rehabilitation of injuries (injury management procedures, returning to play, current injury
management equipment / methods i.e. acupuncture, hydrotherapy, DOMS- delayed onset muscle
soreness, therapeutic massage)
Additional T Content
The sliding filament theory of muscular contraction, wave summation.
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

participate in an activity session designed to familiarise students with energy requirements of
sports activities and factors which influence sports performance

visit the AIS Heat/Hyperbaric Chamber

participate in laboratories designed to analyse oxygen uptake and delivery, oxygen deficit and
aerobic steady state, oxygen debt, oxygen uptake during recovery, anaerobic and aerobic
capacities, VO2 maximum and anaerobic threshold

excursions or practical camps and tours e.g. Thredbo High Performance Centre.

acquiring knowledge concerning soft tissue and hard tissue injuries through use of audio-visual
aids; particularly anatomical models and, where possible, the examination of actual tissues e.g.
animal joints, ligaments, muscles, tendons

analysing injury statistics for specific sports

identifying specific examples of injuries that reflect each of the classifications

applying the RICER procedure to a casualty

performing assessment procedures to determine the nature and extent of injury

debating topics

analysing school and organisations’ sports policies to see the extent to which they promote safe
participation for players

investigating types of protective equipment that are used for specific sports with reference to the
equipment stored in school gymnasium

developing appropriate first aid skills through demonstration and individual practice and
simulation exercises

acquiring knowledge of certain taping procedures through demonstration and individual practice
81
Board Endorsed 2012 amended March 2013

develop knowledge of care of the unconscious patient (particularly those with suspected head
and/or spinal injuries) – including observing the application of a cervical collar and/or a similar
device or transport of injured athletes

participating in a Sports Medicine Awareness Course, Sports First Aid course or Level 1 Sports
Trainers course.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content








Teaching








Assessment








Specific Unit Resources
Books
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Davis, B., Bull, R., Roscoe, J. and Roscoe, D. 2000, Physical Education and the Study of Sport, 4th Edition,
Mosby, London
Kent, M., 2001, Oxford Dictionary of Sports Science and Medicine, Oxford, New York
Kirk, D., Burgess-Limerick, R., Kiss, M., Lahey, J., Penney, D., 2004, Senior Physical Education, An Integrated
Approach, 2nd Edition, Human Kinetics, South Australia
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Marieb, E., Human Anatomy and Physiology 6th Ed, 2004, Benjamin/Cummings Publishing Co. Inc,
California
McCardle, W.D., Katch, F.I. and Katch,V.I., 2001, Exercise Physiology, 5th Edition, Lippincott, Williams &
Wilkins, Baltimore
Smyth, D. et al, 2000, Live It Up 2 VCE Units 3&4, Jacaranda, Sydney
Journal Articles
Journal of Sports Science and Medicine (online), 2004: <http://www.jssm.org/> (Faruk Ates)
Current articles from journals and the media.
Audio Visual Material
All Systems Go, Energy Systems of the Body (video), VEA, 2001.
82
Board Endorsed 2012 amended March 2013
CD ROMS
The Muscular System Study Mate (CD ROM). 2001, Human Anatomy and Physiology, 3rd Ed, E Marieb,
California.
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Websites
To the Next Level (online), 2004:
http://www.tothenextlevel.org/old_site/docs/training_tips/interval_training.html>
Accusport (online), 1998: <http://www.lactate.com/pitesbas.html>
San Mateo Country College district (online), 2004: <http://smccd.net/accounts/mcgill/RPE.html>
Web and Multi Media Solutions for PE and Sport (online), 2001: <www.peworld.org>
Coaches info service (online), 2004: <http://www.coachesinfo.com/>
Australian Sports Commission (online), 2004: <www.ausport.gov.au>
Australian College for Health, Physical Education and Recreation (online), 2004:
<http://www.achper.org.au/>
International Athletics Federation (online), 2004: <http://www.iaaf.org/>
Masters Athlete Physiology and performance (online), 1998 <http://home.hia.no/~Stephens/index.html>
(Stephen Seiler PhD)
83
Board Endorsed 2012 amended March 2013
Exercise Physiology
Value 0.5
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

examine the physiology involved in
muscular contraction and the
relationship to the nervous system

explore and examine the physiology
involved in muscular contraction and
the relationship to the nervous system

describe and explore the energy
requirements of exercise and the
interplay of energy systems during rest
and exercise

critically analyse the energy
requirements of exercise and the
interplay of energy systems during rest
and exercise

examine the acute and chronic
physiological adaptations and
responses to exercise and training

examine and evaluate the acute and
chronic physiological adaptations and
responses to exercise and training

demonstrate an understanding of the
factors which influence sports
performance

demonstrate an understanding of the
factors which influence sports
performance
Content

physiology of muscle contraction, sliding filament theory (The Energetics of Muscular Contraction)
o muscular system -muscles shapes and fibre arrangements; muscle characteristics; muscle
fibre types; muscles and movement; types of contractions; muscles at work; gross and
microscopic structural and organisational levels of skeletal muscle; nervous control of
muscular contraction
o theory of muscular contraction, muscle fatigue, rigour mortis, muscle tone, muscle
cramp, motor unit and strength gradations (graded muscle responses), muscle twitch,
gradation of contraction, tetanus

fuel for exercise – energy requirements of sport activities - revisit types of energy and energy
interplay in the body
o summary of the energy systems
o adenosine triphosphate (ATP)
o sources of ATP (carbohydrate (CHO), Protein, Fats)
o function of ATP
o production of ATP – during rest and during exercise
o summary of systems
o comparing the three energy systems
o energy system interplay

physiological adjustments to training (acute responses to training)
o oxygen uptake and delivery during exercise
o oxygen deficit and aerobic steady state
o oxygen debt (types of oxygen debt: alactacid and lactacid)
o oxygen uptake during recovery

physiological responses and adaptations to exercise.
84
Board Endorsed 2012 amended March 2013
o
o
o
o
o
o
o
anaerobic and aerobic capacities and oxygen consumption (VO2) and VO2 maximum
(Factors which effect VO2 max: aerobic fitness; body size; gender; hereditary and age)
anaerobic energy system adaptation and anaerobic threshold (OBLA, lactate profiles,
aerobic energy system adaptation
muscular training adaptations (and muscle fibres) cardiorespiratory and muscular chronic
changes
anaerobic training adaptations at the muscular level
aerobic training adaptations at the muscular level
physiological requirements of varying activities (Chronic responses to training)
adaptations are reversible

muscular fatigue and recovery mechanisms
o fatigue
o causes of fatigue
o depletion of fuels
o metabolic by-products
o dynamics of lactate formation and its accumulation in blood during exercise.
o the redistribution of blood
o dehydration

factors which Influence sport performance
o exercise in the heat and in the cold
o exercise at altitude and underwater
o effects of pollution on exercise capacity
o travel and sports performance
Additional T Content
The sliding filament theory of muscular contraction, wave summation.
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

participate in an activity session designed to familiarise students with energy requirements of
sports activities and factors which influence sports performance

visit the AIS Heat/Hyperbaric Chamber

participate in laboratories designed to analyse oxygen uptake and delivery, oxygen deficit and
aerobic steady state, oxygen debt, oxygen uptake during recovery, anaerobic and aerobic
capacities, VO2 maximum and anaerobic threshold

excursions or practical camps and tours e.g. Thredbo High Performance Centre.
85
Board Endorsed 2012 amended March 2013
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content








Teaching








Assessment








Specific Unit Resources
Books
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Davis, B., Bull, R., Roscoe, J. and Roscoe, D. 2000, Physical Education and the Study of Sport, 4th Edition,
Mosby, London
Kent, M., 2001, Oxford Dictionary of Sports Science and Medicine, Oxford, New York
Kirk, D., Burgess-Limerick, R., Kiss, M., Lahey, J., Penney, D., 2004, Senior Physical Education, An Integrated
Approach, 2nd Edition, Human Kinetics, South Australia
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Marieb, E., Human Anatomy and Physiology 6th Ed, 2004, Benjamin/Cummings Publishing Co. Inc,
California
McCardle, W.D., Katch, F.I. and Katch,V.I., 2001, Exercise Physiology, 5th Edition, Lippincott, Williams &
Wilkins, Baltimore
Smyth, D. et al, 2000, Live It Up 2 VCE Units 3&4, Jacaranda, Sydney
Journal Articles
Journal of Sports Science and Medicine (online), 2004: <http://www.jssm.org/> (Faruk Ates)
Current articles from journals and the media.
Audio Visual Material
All Systems Go, Energy Systems of the Body (video), VEA, 2001.
86
Board Endorsed 2012 amended March 2013
CD ROMS
The Muscular System Study Mate (CD ROM). 2001, Human Anatomy and Physiology, 3rd Ed, E Marieb,
California.
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Websites
To the Next Level (online), 2004:
http://www.tothenextlevel.org/old_site/docs/training_tips/interval_training.html>
Accusport (online), 1998: <http://www.lactate.com/pitesbas.html>
San Mateo Country College district (online), 2004: <http://smccd.net/accounts/mcgill/RPE.html>
Web and Multi Media Solutions for PE and Sport (online), 2001: <www.peworld.org>
Coaches info service (online), 2004: <http://www.coachesinfo.com/>
Australian Sports Commission (online), 2004: <www.ausport.gov.au>
Australian College for Health, Physical Education and Recreation (online), 2004:
<http://www.achper.org.au/>
International Athletics Federation (online), 2004: <http://www.iaaf.org/>
Masters Athlete Physiology and performance (online), 1998 <http://home.hia.no/~Stephens/index.html>
(Stephen Seiler PhD)
87
Board Endorsed 2012 amended March 2013
Sports Medicine and Nutrition
Value 1.0
This unit combines Sports Medicine 0.5 and Nutrition 0.5.
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

examine a range of sports injuries and
describe the structure, causes and
prevention of these injuries

investigate a range of sports injuries and
critically analyse the structure, causes and
prevention of these injuries

demonstrate and describe appropriate
management of injuries and the promotion
of safety in sport

demonstrate and describe appropriate
management of injuries and the promotion
of safety in sport

explore a range of factors that influence
prevention of sporting injuries


demonstrate a range of rehabilitation
procedures
explore and evaluate a range of factors
that influence prevention of sporting
injuries

identify and explain the structure and
function of the digestive system and
recognise its major components
compare and contrast a range of
rehabilitation procedures

explore the relationship between food
intake, energy expenditure and
metabolism
describe and understand the structure and
function of the digestive system and
recognise its major components

examine specific dietary requirements for
a variety of athletic performance and
community target groups
explore and discuss the relationship
between food intake, energy expenditure
and metabolism

recommend dietary ergogenic aids and
their specific performance uses
examine and analyse specific dietary
requirements for a variety of athletic
performance and community target groups

critically analyse and evaluate dietary
ergogenic aids and their specific
performance uses




Content

classification of sports injuries: direct, indirect, overuse, recurrent, soft tissue and hard tissue and
examples of contributors to these injuries

skin injuries: abrasions, bruising, lacerations

soft tissue injuries: muscle, bruises, contusions, ligaments (sprains), tendon (strains)

hard tissue injuries: fractures, dislocations, subluxations, head, neck and spinal injuries

overuse and recurrent injuries: stress fractures, Achilles tendon, tennis elbow

physiological healing phases

assessment of sports injuries: STOP- stop, talk, observe and prevent further injury; TOTAPS - talk,
observe, touch, active movement, passive movement, skills test and DRABCD - danger, response,
airway, breathing, circulation and defibrillation (CPR)

treatment of skin, soft and hard tissue injuries: Immediate treatment of skin injuries; RICER- rest,
ice, compression, elevation, referral and cryotherapy; Immobilisation and support (sling, cervical
collar, splint)
88
Board Endorsed 2012 amended March 2013

revention of Sports Injuries

physical preparation (skill, technique, flexibility, endurance, strength, sport specific requirements,
warm up, cool down)

protective equipment (protective guards, apparel, playing equipment)

sports policy (responsibilities of the club, school, coach, administrator, sports trainers, rules of the
sport (modified for children), and physically balanced competition

sports environment (grounds and facilities)

taping and Bandaging (preventative taping, biofeedback, taping for an injury, i.e. ankle, finger,
thumb)

rehabilitation of injuries (injury management procedures, returning to play, current injury
management equipment / methods i.e. acupuncture, hydrotherapy, DOMS- delayed onset muscle
soreness, therapeutic massage)

digestive system- structure, function, enzymes, absorption and distribution of nutrients

effect of good nutrition –balanced diet and food labelling

importance of energy

food as energy sources and nutrients (carbohydrates, fats, proteins)

food fuels at rest and during exercise

Glycemic Index (GI)

energy balance, weight gain and loss and basal metabolic rate

nutrition and performance

nutrition principles for athletes including pre and post/recovery performance meals and fluid
replacement

nutrition based issues – carbohydrate loading, dietary ergogenic aids and vegetarian athletes,
dietary extremism in athletes
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition the following specific strategies could be included:

acquiring knowledge concerning soft tissue and hard tissue injuries through use of audio-visual
aids; particularly anatomical models and, where possible, the examination of actual tissues e.g.
animal joints, ligaments, muscles, tendons

analysing injury statistics for specific sports

identifying specific examples of injuries that reflect each of the classifications

applying the RICER procedure to a casualty

performing assessment procedures to determine the nature and extent of injury

debating topics

analysing school and organisations’ sports policies to see the extent to which they promote safe
participation for players

investigating types of protective equipment that are used for specific sports with reference to the
equipment stored in school gymnasium

developing appropriate first aid skills through demonstration and individual practice and
simulation exercises

acquiring knowledge of certain taping procedures through demonstration and individual practice
89
Board Endorsed 2012 amended March 2013

develop knowledge of care of the unconscious patient (particularly those with suspected head
and/or spinal injuries) – including observing the application of a cervical collar and/or a similar
device or transport of injured athletes

participating in a Sports Medicine Awareness Course, Sports First Aid course or Level 1 Sports
Trainers course.

examining and studying photos, charts and diagrams to become familiar with the gross and
detailed structure of the digestive system

monitoring and determining basal metabolic rate

recording food consumption, energy expenditure and body weight, and examining the
relationship between these factors

interpreting the Australian Guide to Healthy Eating

demonstrating an understanding and interpretation of food labels

visiting the AIS Sports Nutrition Department and food hall.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content






90

Teaching









Assessment








Board Endorsed 2012 amended March 2013
Specific Unit Resources
Books
Archer, F., Bird, J., Copeland, K., Reid, M., 2002, Safer Sport Program, Sports First Aid Manual, 6th Edition,
Sports Medicine Australia,
Australian Institute of Sport, 1999, Survival for the Fittest: the Australian Institute of Sport Official
Cookbook for Busy Athletes, Murdoch Magazines, NSW.
Australian Institute of Sport, 2001, Survival from the Fittest: a companion cookbook to Survival for the
Fittest from athletes at the AIS, Murdoch Magazines, NSW.
Australian Institute of Sport, 2004, Survival around the World, FPC Custom Media, NSW.
Borushek, A., 2002, Calorie and Fat Counter, 29th Edition, Family Health Publications, Western Australia
Brunker, P. and Khan, K., 1997, Clinical Sports Medicine, McGraw-Hill Book Company, New York
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Burke, L., and Deakin, V., 2000, Clinical Sports Nutrition, 2nd Edition, McGraw Hill companies, Roseville
Burke, L., 1992, the Complete Guide to Food for Sports Performance, Allen & Unwin, St Leonards
Cardwell, G., 2006, Gold Medal Nutrition, 4th Edition, Human Kinetics, South Australia.
Clarke, N., 1997, Sports Nutrition Guidebook, Human Kinetics, Champaign IL
DeCastella, R., Clews, W and Dalgleish, M., (eds), 1997, Smart Sport, RWM Publications, Canberra
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 2, B&G Resource
Enterprises, Western Australia
Kellett, E., 1998, The Australian Guide to Healthy Eating, The Children’s Health Development Foundation,
Victoria
Kent, W., 2002, Oxford Dictionary of Sports Science & Medicine, 2nd Ed, Oxford University Press Inc, New
York
2002, Level 1 Sports Trainer Manual, Sports Medicine Australia
Malpeli, R., Horton, M. and Davey, G., 2000, Physical Education (3rd Ed.), Nelson Thomas Learning,
Australia,
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Marieb, E., 2004, Human Anatomy and Physiology, 6th ed., Benjamin/Cummings Publishing Co. Inc.,
California
Sports Medicine Awareness Course Kit, Sports Medicine Australia, Canberra.
91
Board Endorsed 2012 amended March 2013
Journal Articles
Current articles from journals and the media.
Department of Sports Nutrition, 2000, “A Winning Diet”, Australian Institute of Sport, Canberra
Audio Visual Material
A Winning Diet for Sport (video), 2002, NCAS Australian Institute of Sport.
Food for Sport (video), Inge, K. et al, Australian Sports Medicine Federation
Nutrients – The Basics (video & DVD), 2001, VEA, Australia
Nutrition and Physical Activity (video & DVD), 2006, VEA, Australia
Reading Food Labels (video & DVD), 2003, VEA, Australia
Sport and Nutrition (video) 2000, VEA, Australia
Sports and Injuries: Advances in Sports Medicine (video), 1999, VEA
The Revolution in Genetics (video), 1998 Quantum, ABC Science Unit
CD ROMS
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Foodworks (CD ROM), Xyris Software, 20 Westbourne St, Highgate Hill, Queensland
Sport and Nutrition (CD ROM), VEA, 2000
Websites
Australian Sports Commission (online), 2004: <www.ausport.gov.au>
Bahr, R., Maehlum, S., Clinical Guide to Sports Injuries (online), 2004 <www.hkusa.com/>
Medical Facts (online), 2004: <www.medfacts.com>
New South Wales Sports Federation (online), 2004: <www.sportnsw.com.au>
Nismat: The Nicholas Institute of Sports Medicine and Athletic Trauma (online), 2000
<www.nismat.org/index.html>
Nutritional Analysis Tools and System (online), 2007: <http://nat.crgq.com/> USDA, USA
Sports Medicine Australia (online), 2004: <www.sma.org.au/>
St John Ambulance Australia (online), 2004: <www.stjohn.org.au>
Web D Health: Managing hard and soft tissue injuries (online), 2004
<www.my.webmd.com/content/asset/yale_lab_tests_how_your_doctor_diagnoses_a_
sportsrelated_injury.html>
92
Board Endorsed 2012 amended March 2013
Sports Medicine
Value 0.5
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

examine a range of sports injuries and
describe the structure, causes and
prevention of these injuries

investigate a range of sports injuries
and critically analyse the structure,
causes and prevention of these injuries

demonstrate and describe appropriate
management of injuries and the
promotion of safety in sport

demonstrate and describe appropriate
management of injuries and the
promotion of safety in sport

explore a range of factors that influence
prevention of sporting injuries


demonstrate a range of rehabilitation
procedures
explore and evaluate a range of factors
that influence prevention of sporting
injuries

compare and contrast a range of
rehabilitation procedures
Content

classification of sports injuries: direct, indirect, overuse, recurrent, soft tissue and hard tissue and
examples of contributors to these injuries

skin injuries: abrasions, bruising, lacerations

soft tissue injuries: muscle, bruises, contusions, ligaments (sprains), tendon (strains)

hard tissue injuries: fractures, dislocations, subluxations, head, neck and spinal injuries

overuse and recurrent injuries: stress fractures, Achilles tendon, tennis elbow

physiological healing phases

assessment of sports injuries: STOP- stop, talk, observe and prevent further injury; TOTAPS - talk,
observe, touch, active movement, passive movement, skills test and DRABCD - danger, response,
send for help, airway, breathing, circulation and defibrillation

treatment of skin, soft and hard tissue injuries: Immediate treatment of skin injuries; RICER- rest,
ice, compression, elevation, referral and cryotherapy; Immobilisation and support (sling, cervical
collar, splint)

revention of Sports Injuries

physical preparation (skill, technique, flexibility, endurance, strength, sport specific requirements,
warm up, cool down)

protective equipment (protective guards, apparel, playing equipment)

sports policy (responsibilities of the club, school, coach, administrator, sports trainers, rules of the
sport (modified for children), and physically balanced competition

sports environment (grounds and facilities)

taping and Bandaging (preventative taping, biofeedback, taping for an injury, i.e. ankle, finger,
thumb)

rehabilitation of injuries (injury management procedures, returning to play, current injury
management equipment / methods i.e. acupuncture, hydrotherapy, DOMS- delayed onset muscle
soreness, therapeutic massage)
93
Board Endorsed 2012 amended March 2013
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition the following specific strategies could be included:

acquiring knowledge concerning soft tissue and hard tissue injuries through use of audio-visual
aids; particularly anatomical models and, where possible, the examination of actual tissues e.g.
animal joints, ligaments, muscles, tendons

analysing injury statistics for specific sports

identifying specific examples of injuries that reflect each of the classifications

applying the RICER procedure to a casualty

performing assessment procedures to determine the nature and extent of injury

debating topics

analysing school and organisations’ sports policies to see the extent to which they promote safe
participation for players

investigating types of protective equipment that are used for specific sports with reference to the
equipment stored in school gymnasium

developing appropriate first aid skills through demonstration and individual practice and
simulation exercises

acquiring knowledge of certain taping procedures through demonstration and individual practice

develop knowledge of care of the unconscious patient (particularly those with suspected head
and/or spinal injuries) – including observing the application of a cervical collar and/or a similar
device or transport of injured athletes

participating in a Sports Medicine Awareness Course, Sports First Aid course or Level 1 Sports
Trainers course.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content







Teaching









Assessment








Specific Unit Resources
Books
Archer, F., Bird, J., Copeland, K., Reid, M., 2002, Safer Sport Program, Sports First Aid Manual, 6th Edition,
Sports Medicine Australia,
Brunker, P. and Khan, K., 1997, Clinical Sports Medicine, McGraw-Hill Book Company, New York
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
DeCastella, R., Clews, W and Dalgleish, M., (eds), 1997, Smart Sport, RWM Publications, Canberra
94
Board Endorsed 2012 amended March 2013
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 2, B&G Resource
Enterprises, Western Australia
Kent, W., 2002, Oxford Dictionary of Sports Science & Medicine, 2nd Ed, Oxford University Press Inc, New
York
2002, Level 1 Sports Trainer Manual, Sports Medicine Australia
Malpeli, R., Horton, M. and Davey, G., 2000, Physical Education (3rd Ed.), Nelson Thomas Learning,
Australia,
Sports Medicine Awareness Course Kit, Sports Medicine Australia, Canberra.
Journal Articles
Current articles from journals and the media.
Audio Visual Material
Sports and Injuries: Advances in Sports Medicine (video), 1999, VEA
CD ROMS
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Websites
Australian Sports Commission (online), 2004: <www.ausport.gov.au>
Bahr, R., Maehlum, S., Clinical Guide to Sports Injuries (online), 2004 <www.hkusa.com/>
Medical Facts (online), 2004: <www.medfacts.com>
New South Wales Sports Federation (online), 2004: <www.sportnsw.com.au>
Nismat: The Nicholas Institute of Sports Medicine and Athletic Trauma (online), 2000
<www.nismat.org/index.html>
Sports Medicine Australia (online), 2004: <www.sma.org.au/>
St John Ambulance Australia (online), 2004: <www.stjohn.org.au>
Web D Health: Managing hard and soft tissue injuries (online), 2004
<www.my.webmd.com/content/asset/yale_lab_tests_how_your_doctor_diagnoses_a_
sportsrelated_injury.html>
95
Board Endorsed 2012 amended March 2013
Biomechanics and Sports Psychology
Value 1.0
This unit Combines Biomechanics 0.5 and Sports Psychology 0.5.
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:

examine biomechanical terminology
and theories which relate to movement






This T unit should enable students to:

Identify and explain biomechanical
principles and apply them to the human
body in static and dynamic situations
explore and examine biomechanical
terminology and theories which relate
to movement

demonstrate a range of sports
movements and actions in relation to
improving sports performance
critically analyse biomechanical
principles and apply them to the human
body in static and dynamic situations

examine a range of principles of Sports
Psychology and the relationship to
sports performance
critically analyse a range of sports
movements and actions in relation to
improving sports performance

examine different types of motivation
and identify them from information
supplied by athletes
explore and examine a range of
principles of Sports Psychology and the
relationship to sports performance

identify how different arousal states
may be achieved in sports performance
through positive or negative means
compare and contrast between
different types of motivation and
identify them from information
supplied by athletes

describe and explore the cognitive
strategies used in mental preparation
for performance
evaluate how different arousal states
may be achieved in sports performance
through positive or negative means

critically analyse the cognitive strategies
used in mental preparation for
performance
Content
Introduction to biomechanical terminology:

motion: linear (translation), curvilinear, angular (rotation) and general

mass/weight

inertia (linear) and moment of inertia (rotator inertia)

distance/displacement (linear and angular)

speed/velocity (linear and angular)

acceleration (linear and angular)

force and force production (types: internal and external (friction, gravity, air resistance, fluid
resistance), impact forces, reaction forces, eccentric forces, moment arm, moment of force,
torque (angular or rotating force)

momentum (linear and angular)

impulse (force x time) – change in momentum

stability/balance/centre of gravity
96
Board Endorsed 2012 amended March 2013
Biomechanical principles that affect human Movement and athletic performance:
Newton’s Laws of Motion

Newton’s three Laws of Motion (linear and angular).
o Newton’s 1st Law (law of inertia (or Galileo’s Law) – linear and angular)
o Newton’s 2nd Law (law of acceleration – linear and angular)
o Newton’s 3rd Law (law of action and reaction – linear and angular)

Newton’s three laws to linear and angular motion (athlete’s actions cause reactions that are equal
and opposite)

implications for improving and maximising movement performance

conservation and transfer of momentum (linear and angular)
o Link to Newton’s 3rd Law of Motion

summation of force (velocity and momentum)
o throwing, kicking, running, rowing, striking

accuracy, flattening the arc and follow through

impact forces in striking
o friction
o elasticity
o rebound (the factors that influence the rebound of balls)

levers
o
o
o
the body as a lever system
classes of levers (first, second and third)
application of leverage to physical activity

projectile motion
o optimal angle of release
o height of release
o speed of release
o trajectories
o maximum height versus maximum distance (vertical and horizontal components)

spin
o
o
o
o
air resistance
topspin
backspin
sidespin

centre of gravity, stability and balance
o base of support and body’s centre of gravity - the importance of balance and stability in
sport skills

motivation and athletic performance
o types of motivation
o achievement, acquisition, approval and fear
o conditioning
o goal setting
o reinforcement theory, types of reinforcers
o coaching tactics to facilitate motivation

arousal-anxiety
97
Board Endorsed 2012 amended March 2013
o
o
o
o
o
o
o
inverted U hypothesis
ideal arousal state
relationship between IAS and skill complexity
drugs and arousal
stress management
concentration
relationship between arousal and attentional focus

mental preparation
o cognitive strategies
o motor imagery in sport

personality theory in sport-traits vs. states
o athlete profile
Additional T content

magnus effect topspin

magnus effect backspin

magnus effect sidespin

co-efficient of restitution, rebound (the factors that influence the rebound of balls)
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

familiarising with, and developing an understanding of, certain basic physical laws through the
observation/study of video analysis, demonstrations, films, DVD’s, slides, charts and diagrams

exploring a number of physical laws through the completion of practical laboratory experiments.
These experiments should require the student to read, view or aurally assimilate instructions, set
up equipment, carry out the experiment, record results and draw conclusions

developing an understanding of certain physical laws which apply to the human body in static
and dynamic movement situations

using AIS biomechanics laboratory

exploring the human body as a lever system – identify examples of certain classes of levers in the
human body through the study of human models, articulated skeleton, charts and diagrams

using video analysis and practical game and skill applications.

construct, conduct and analyse a motivation survey

interview coaches/athletes on specific motivations

explore and experience relaxation techniques

compare different attentional foci in motor tasks through in-class practical activities

experience and conduct short motor imagery sessions with other class members.
98
Board Endorsed 2012 amended March 2013
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content








Teaching








Assessment








Specific Unit Resources
Books
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Bull, R., Davis, B., Roscoe, D. and Roscoe, J., 2000, Physical Education and the Study of Sport 4th Edition,
Mosby, London
Davis, D., Kimmet, T., Ackerly, D., McAree, A. and Hosford, G., 1999, VCE Physical Education Book 1 and 2,
3rd Edition, Macmillan Education Australia, South Yarra
Hosford, G.T., 1993, Sports Biomechanics: A Handbook for Teachers and Coaches of Sports Skills, B.I.P.E
Publications, Australia
Hosford, G.T., 1993, Sports Biomechanics: Laboratory Activities – Teacher Text, B.I.P.E Publications,
Australia
Hosford, G.T., 1993, Sports Biomechanics: Laboratory Activities – Student Text, B.I.P.E Publications,
Australia
Kirk, D., Burgess-Limerick, R., Kiss, M., Lahey, J. and Penney, D., 2004, Senior Physical Education, An
Integrated Approach, 2nd Edition, Human Kinetics, South Australia
Kreighbaum, E. and Barthels, K.M., 1990, Biomechanics: A Quantitative Approach for studying Human
Movement, 3rd Edition, MacMillan Publishing Company, New York
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
McGinnis, P., 1999, Biomechanics of Sport and Exercise, Human Kinetics, USA
Robertson, T. and Glover S., 1990, Senior Physical Education, Coghill, Malvern
Ruskin, R., and Fitzgibbon, L., 2000, Outcomes 1 PDHPE Preliminary Course, John Wiley and Sons Australia,
QLD.
Journal Articles
Current articles from journals and the media.
Audio Visual Material
Biomechanics (video), VEA, Bendigo, Victoria, 2002.
Biomechanics Video Recording (video), Trikojus, T., Video Education Australasia, Bendigo, Victoria, 2002.
99
Board Endorsed 2012 amended March 2013
The Biomechanics of Throwing (video), VEA, Bendigo Victoria, 2001.
Throwing, Biomechanics Series Part 2, Classroom Video.
CD ROM
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Websites
Dartfish video based learning (online), 2004: <www.dartfish.com>
Ariel Corporation (online), 2007: www.ariel/web.com/
Biomechanics, Inc (online), 2007: www.biomechanics-inc.com/
Biomechanics World Wide (online), 2007: www.per.ualberta.ca/biomechanics
Biomechanics Magazine of Body Movement and Medicine (online), 2007
www.biomech.com/
Journal of Biomechanics (online), 2007: www.elsevier.nl/inca/publications/store/3/2/1/
Peak Performance Technologies, Inc (online), 2007: www.peakperform.com/
Sports Science Site (online), 2007: www.exploratorium.edu/sports/goingup/index.html
100
Board Endorsed 2012 amended March 2013
Sports Nutrition and Basic Anatomy
Value 1.0
This unit Combines Sports Nutrition 0.5 and Basic Anatomy and Physiology 0.5
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

identify and explain the structure and
function of the digestive system and
recognise its major components

describe and understand the structure
and function of the digestive system
and recognise its major components

explore the relationship between food
intake, energy expenditure and
metabolism

explore and discuss the relationship
between food intake, energy
expenditure and metabolism

examine specific dietary requirements
for a variety of athletic performance
and community target groups


recommend dietary ergogenic aids and
their specific performance uses
examine and analyse specific dietary
requirements for a variety of athletic
performance and community target
groups

describe and explore the structure and
function of the skeletal and articular
systems and identify how these systems
apply to human performance
critically analyse and evaluate dietary
ergogenic aids and their specific
performance uses

explore and examine the structure and
function of the skeletal and articular
systems and critically analyse how these
systems apply to human performance

explore and examine the muscular and
nervous systems and critically analyse
how these systems apply to human
performance

apply anatomical terminology
associated with joint motion and
analysis

explore and examine the structure and
function of the circulatory system and
be able to describe the response to
exercise

explore and examine the structure and
function of the respiratory system and
be able to describe the process of gas
exchange

critically analyse how these body
systems relate to and enhance human
performance



describe and explore the muscular and
nervous systems and identify how these
systems apply to human performance
apply anatomical terminology
associated with joint motion
101
Board Endorsed 2012 amended March 2013
Content

digestive system- structure, function, enzymes, absorption and distribution of nutrients

effect of good nutrition –balanced diet and food labelling

importance of energy

food as energy sources and nutrients (carbohydrates, fats, proteins)

food fuels at rest and during exercise

Glycemic Index (GI)

energy balance, weight gain and loss and basal metabolic rate

nutrition and performance

nutrition principles for athletes including pre and post/recovery performance meals and fluid
replacement

nutrition based issues – carbohydrate loading, dietary ergogenic aids and vegetarian athletes,
dietary extremism in athletes

definitions – anatomy, physiology

cell – structure, function and types

body structure – cells, tissues, organs, systems

homeostasis – meaning, importance, affect on human performance

circulatory system (cardiovascular system) – functions and types of circulation, heart and
structure, cardiac cycle, pulse, blood pressure, blood vessels, blood structure and function, blood
flow around the body at rest and during exercise and heart rate

heart and circulatory responses to exercise (immediate and training responses): hypertrophy,
stroke volume, cardiac output, arteriovenous oxygen difference (AVO2) and blood pressure

respiratory system–structure, factors relevant to oxygen and carbon dioxide transport, pressure
differentials, mechanics of breathing

respiration and exercise, respiration rate, tidal volume, ventilation, vital capacity, oxygen uptake
(VO2) and VO2 maximum
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

examining and studying photos, charts and diagrams to become familiar with the gross and
detailed structure of the digestive system

monitoring and determining basal metabolic rate

recording food consumption, energy expenditure and body weight, and examining the
relationship between these factors

interpreting the Australian Guide to Healthy Eating

demonstrating an understanding and interpretation of food labels

visiting the AIS Sports Nutrition Department and food hall.

examining the microscopic structure of cells and tissues

dissecting and examining animal hearts

pulse counting

using a heart-rate monitor

measuring various lung-volumes using a spirometer

measuring blood pressure using a sphygmomanometer.
102
Board Endorsed 2012 amended March 2013
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content





Teaching









Assessment








Specific Unit Resources
Books
Australian Institute of Sport, 1999, Survival for the Fittest: the Australian Institute of Sport Official
Cookbook for Busy Athletes, Murdoch Magazines, NSW.
Australian Institute of Sport, 2001, Survival from the Fittest: a companion cookbook to Survival for the
Fittest from athletes at the AIS, Murdoch Magazines, NSW.
Australian Institute of Sport, 2004, Survival around the World, FPC Custom Media, NSW.
Burke, L., and Deakin, V., 2000, Clinical Sports Nutrition, 2nd Edition, McGraw Hill companies, Roseville
Burke, L., 1992, the Complete Guide to Food for Sports Performance, Allen & Unwin, St Leonards
Borushek, A., 2002, Calorie and Fat Counter, 29th Edition, Family Health Publications, Western Australia
Cardwell, G., 2006, Gold Medal Nutrition, 4th Edition, Human Kinetics, South Australia.
Clarke, N., 1997, Sports Nutrition Guidebook, Human Kinetics, Champaign IL
DeCastella, R., Clews, W. and Dalgleish, M., 1997, (eds.), Smart Sport, RWM Publications,
Canberra
Kellett, E., 1998, The Australian Guide to Healthy Eating, The Children’s Health
Development Foundation, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Marieb, E., 2004, Human Anatomy and Physiology, 6th ed., Benjamin/Cummings Publishing Co. Inc.,
California
Journal Articles
Department of Sports Nutrition, 2000, “A Winning Diet”, Australian Institute of Sport, Canberra
Current articles from journals and the media
Audio Visual Material
A Winning Diet for Sport (video), 2002, NCAS Australian Institute of Sport.
103
Board Endorsed 2012 amended March 2013
Food for Sport (video), Inge, K. et al, Australian Sports Medicine Federation
Nutrients – The Basics (video & DVD), 2001, VEA, Australia
Nutrition and Physical Activity (video & DVD), 2006, VEA, Australia
Reading Food Labels (video & DVD), 2003, VEA, Australia
Sport and Nutrition (video) 2000, VEA, Australia
The Revolution in Genetics (video), 1998 Quantum, ABC Science Unit
CD ROMS
Sport and Nutrition (CD ROM), VEA, 2000
Foodworks (CD ROM), Xyris Software, 20 Westbourne St, Highgate Hill, Queensland
Websites
Australian Sports Commission (online), 2004: <www.ausport.gov.au>
Nutritional Analysis Tools and System (online), 2007: <http://nat.crgq.com/> USDA, USA
104
Board Endorsed 2012 amended March 2013
Functional Anatomy and Sports Performance
This unit Combines Functional Anatomy and Physiology 0.5 and Sports Performance 0.5
105
Value 1.0
Board Endorsed 2012 amended March 2013
Exercise Physiology and Biomechanics
This unit Combines Exercise Physiology 0.5 and Biomechanics 0.5.
106
Value 1.0
Board Endorsed 2012 amended March 2013
Sports Medicine and Sports Psychology
This Unit Combines Sports Medicine 0.5 and Sports Psychology 0.5.
107
Value 1.0
Board Endorsed 2012 amended March 2013
Biomechanics
Value 0.5
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:

examine biomechanical terminology
and theories which relate to movement


This T unit should enable students to:

Identify and explain biomechanical
principles and apply them to the human
body in static and dynamic situations
explore and examine biomechanical
terminology and theories which relate
to movement

demonstrate a range of sports
movements and actions in relation to
improving sports performance
critically analyse biomechanical
principles and apply them to the human
body in static and dynamic situations

critically analyse a range of sports
movements and actions in relation to
improving sports performance
Content
Introduction to biomechanical terminology:

motion: linear (translation), curvilinear, angular (rotation) and general

mass/weight

inertia (linear) and moment of inertia (rotator inertia)

distance/displacement (linear and angular)

speed/velocity (linear and angular)

acceleration (linear and angular)

force and force production (types: internal and external (friction, gravity, air resistance, fluid
resistance), impact forces, reaction forces, eccentric forces, moment arm, moment of force,
torque (angular or rotating force)

momentum (linear and angular)

impulse (force x time) – change in momentum

stability/balance/centre of gravity
Biomechanical principles that affect human Movement and athletic performance:
Newton’s Laws of Motion

Newton’s three Laws of Motion (linear and angular).
o Newton’s 1st Law (law of inertia (or Galileo’s Law) – linear and angular)
o Newton’s 2nd Law (law of acceleration – linear and angular)
o Newton’s 3rd Law (law of action and reaction – linear and angular)

Newton’s three laws to linear and angular motion (athlete’s actions cause reactions that are equal
and opposite)

implications for improving and maximising movement performance

conservation and transfer of momentum (linear and angular)
o Link to Newton’s 3rd Law of Motion

summation of force (velocity and momentum)
108
Board Endorsed 2012 amended March 2013
o
throwing, kicking, running, rowing, striking

accuracy, flattening the arc and follow through

impact forces in striking
o friction
o elasticity
o rebound (the factors that influence the rebound of balls)

levers
o
o
o
the body as a lever system
classes of levers (first, second and third)
application of leverage to physical activity

projectile motion
o optimal angle of release
o height of release
o speed of release
o trajectories
o maximum height versus maximum distance (vertical and horizontal components)

spin
o
o
o
o

air resistance
topspin
backspin
sidespin
centre of gravity, stability and balance
o base of support and body’s centre of gravity - the importance of balance and stability in
sport skills
Additional T content

magnus effect topspin

magnus effect backspin

magnus effect sidespin

co-efficient of restitution, rebound (the factors that influence the rebound of balls)
109
Board Endorsed 2012 amended March 2013
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

familiarising with, and developing an understanding of, certain basic physical laws through the
observation/study of video analysis, demonstrations, films, DVD’s, slides, charts and diagrams

exploring a number of physical laws through the completion of practical laboratory experiments.
These experiments should require the student to read, view or aurally assimilate instructions, set
up equipment, carry out the experiment, record results and draw conclusions

developing an understanding of certain physical laws which apply to the human body in static
and dynamic movement situations

using AIS biomechanics laboratory

exploring the human body as a lever system – identify examples of certain classes of levers in the
human body through the study of human models, articulated skeleton, charts and diagrams

using video analysis and practical game and skill applications.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content








Teaching








Assessment








Specific Unit Resources
Books
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Bull, R., Davis, B., Roscoe, D. and Roscoe, J., 2000, Physical Education and the Study of Sport 4th Edition,
Mosby, London
Davis, D., Kimmet, T., Ackerly, D., McAree, A. and Hosford, G., 1999, VCE Physical Education Book 1 and 2,
3rd Edition, Macmillan Education Australia, South Yarra
Hosford, G.T., 1993, Sports Biomechanics: A Handbook for Teachers and Coaches of Sports Skills, B.I.P.E
Publications, Australia
Hosford, G.T., 1993, Sports Biomechanics: Laboratory Activities – Teacher Text, B.I.P.E Publications,
Australia
Hosford, G.T., 1993, Sports Biomechanics: Laboratory Activities – Student Text, B.I.P.E Publications,
Australia
Kirk, D., Burgess-Limerick, R., Kiss, M., Lahey, J. and Penney, D., 2004, Senior Physical Education, An
Integrated Approach, 2nd Edition, Human Kinetics, South Australia
110
Board Endorsed 2012 amended March 2013
Kreighbaum, E. and Barthels, K.M., 1990, Biomechanics: A Quantitative Approach for studying Human
Movement, 3rd Edition, MacMillan Publishing Company, New York
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
McGinnis, P., 1999, Biomechanics of Sport and Exercise, Human Kinetics, USA
Robertson, T. and Glover S., 1990, Senior Physical Education, Coghill, Malvern
Ruskin, R., and Fitzgibbon, L., 2000, Outcomes 1 PDHPE Preliminary Course, John Wiley and Sons Australia,
QLD.
Journal Articles
Current articles from journals and the media.
Audio Visual Material
Biomechanics (video), VEA, Bendigo, Victoria, 2002.
Biomechanics Video Recording (video), Trikojus, T., Video Education Australasia, Bendigo, Victoria, 2002.
The Biomechanics of Throwing (video), VEA, Bendigo Victoria, 2001.
Throwing, Biomechanics Series Part 2, Classroom Video.
CD ROM
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Websites
Dartfish video based learning (online), 2004: <www.dartfish.com>
Ariel Corporation (online), 2007: www.ariel/web.com/
Biomechanics, Inc (online), 2007: www.biomechanics-inc.com/
Biomechanics World Wide (online), 2007: www.per.ualberta.ca/biomechanics
Biomechanics Magazine of Body Movement and Medicine (online), 2007
www.biomech.com/
Journal of Biomechanics (online), 2007: www.elsevier.nl/inca/publications/store/3/2/1/
Peak Performance Technologies, Inc (online), 2007: www.peakperform.com/
Sports Science Site (online), 2007: www.exploratorium.edu/sports/goingup/index.html
111
Board Endorsed 2012 amended March 2013
Sports Psychology
Value 0.5
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

examine a range of principles of Sports
Psychology and the relationship to
sports performance

explore and examine a range of
principles of Sports Psychology and the
relationship to sports performance

examine different types of motivation
and identify them from information
supplied by athletes


identify how different arousal states
may be achieved in sports performance
through positive or negative means
compare and contrast between
different types of motivation and
identify them from information
supplied by athletes

describe and explore the cognitive
strategies used in mental preparation
for performance
evaluate how different arousal states
may be achieved in sports performance
through positive or negative means

critically analyse the cognitive strategies
used in mental preparation for
performance

Content

motivation and athletic performance
o types of motivation
o achievement, acquisition, approval and fear
o conditioning
o goal setting
o reinforcement theory, types of reinforcers
o coaching tactics to facilitate motivation

arousal-anxiety
o inverted U hypothesis
o ideal arousal state
o relationship between IAS and skill complexity
o drugs and arousal
o stress management
o concentration
o relationship between arousal and attentional focus

mental preparation
o cognitive strategies
o motor imagery in sport

personality theory in sport-traits vs. states
o athlete profile
112
Board Endorsed 2012 amended March 2013
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition the following specific strategies could be included:

construct, conduct and analyse a motivation survey

interview coaches/athletes on specific motivations

explore and experience relaxation techniques

compare different attentional foci in motor tasks through in-class practical activities

experience and conduct short motor imagery sessions with other class members.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content







Teaching







Assessment








Specific Unit Resources
Books
Anshell, M., 1997, Sports Psychology from Theory and Practice, Gorsuch Scarisbrick Publishers, Arizona
Davis, D., Kimmet, T., Ackerly, D. and McAree, A., 1999, VCE Physical Education Book 2, 3rd Edition,
Macmillan Educational Australia Pty Ltd
DeCastella, R., Clews, W. and Dalgleish, M., (eds), 1997, Smart Sport, RWM Publications, Canberra
Kirk, D., Burgess-Limerick, R., Kiss, M., Lahey, J. and Penney, D., 2004, Senior Physical Education, an
Integrated Approach, 2nd Edition, Human Kinetics, South Australia
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Morris, T. and Summers, J., 1995, Sport Psychology: Theory, Applications and Issues, Jacaranda Wiley Ltd,
Queensland
Morrow, K., 2001, It’s what’s up here that counts, Winning the mental game of soccer, MPC, Australia
113
Board Endorsed 2012 amended March 2013
Journal Articles
Current articles from journals and the media.
Audio Visual Material
Sport and Psychology, (video) VEA Education, 1999
CD ROMS
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Websites
Australian Sports Commission (Australian Institute of Sport) (online), 2004
<www.ais.org.au>
114
Board Endorsed 2012 amended March 2013
Biomechanics and Sports Medicine
Value 1.0
This Unit combines Biomechanics 0.5 and Sports Medicine 0.5.
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:

examine biomechanical terminology
and theories which relate to movement






This T unit should enable students to:

Identify and explain biomechanical
principles and apply them to the human
body in static and dynamic situations
explore and examine biomechanical
terminology and theories which relate
to movement

demonstrate a range of sports
movements and actions in relation to
improving sports performance
critically analyse biomechanical
principles and apply them to the human
body in static and dynamic situations

examine a range of sports injuries and
describe the structure, causes and
prevention of these injuries
critically analyse a range of sports
movements and actions in relation to
improving sports performance

demonstrate and describe appropriate
management of injuries and the
promotion of safety in sport
investigate a range of sports injuries
and critically analyse the structure,
causes and prevention of these injuries

explore a range of factors that influence
prevention of sporting injuries
demonstrate and describe appropriate
management of injuries and the
promotion of safety in sport

explore and evaluate a range of factors
that influence prevention of sporting
injuries

compare and contrast a range of
rehabilitation procedures
demonstrate a range of rehabilitation
procedures
Content
Introduction to biomechanical terminology:

motion: linear (translation), curvilinear, angular (rotation) and general

mass/weight

inertia (linear) and moment of inertia (rotator inertia)

distance/displacement (linear and angular)

speed/velocity (linear and angular)

acceleration (linear and angular)

force and force production (types: internal and external (friction, gravity, air resistance, fluid
resistance), impact forces, reaction forces, eccentric forces, moment arm, moment of force,
torque (angular or rotating force)

momentum (linear and angular)

impulse (force x time) – change in momentum

stability/balance/centre of gravity
Biomechanical principles that affect human Movement and athletic performance:
115
Board Endorsed 2012 amended March 2013
Newton’s Laws of Motion

Newton’s three Laws of Motion (linear and angular).
o Newton’s 1st Law (law of inertia (or Galileo’s Law) – linear and angular)
o Newton’s 2nd Law (law of acceleration – linear and angular)
o Newton’s 3rd Law (law of action and reaction – linear and angular)

Newton’s three laws to linear and angular motion (athlete’s actions cause reactions that are equal
and opposite)

implications for improving and maximising movement performance

conservation and transfer of momentum (linear and angular)
o Link to Newton’s 3rd Law of Motion

summation of force (velocity and momentum)
o throwing, kicking, running, rowing, striking

accuracy, flattening the arc and follow through

impact forces in striking
o friction
o elasticity
o rebound (the factors that influence the rebound of balls)

levers
o
o
o
the body as a lever system
classes of levers (first, second and third)
application of leverage to physical activity

projectile motion
o optimal angle of release
o height of release
o speed of release
o trajectories
o maximum height versus maximum distance (vertical and horizontal components)

spin
o
o
o
o
air resistance
topspin
backspin
sidespin

centre of gravity, stability and balance
o base of support and body’s centre of gravity - the importance of balance and stability in
sport skills

classification of sports injuries: direct, indirect, overuse, recurrent, soft tissue and hard tissue and
examples of contributors to these injuries

skin injuries: abrasions, bruising, lacerations

soft tissue injuries: muscle, bruises, contusions, ligaments (sprains), tendon (strains)

hard tissue injuries: fractures, dislocations, subluxations, head, neck and spinal injuries

overuse and recurrent injuries: stress fractures, Achilles tendon, tennis elbow

physiological healing phases
116
Board Endorsed 2012 amended March 2013

assessment of sports injuries: STOP- stop, talk, observe and prevent further injury; TOTAPS - talk,
observe, touch, active movement, passive movement, skills test and DRSABCD - danger, response,
, send for help, airway, breathing, compressions and defibrillation (CPR)

treatment of skin, soft and hard tissue injuries: Immediate treatment of skin injuries; RICER- rest,
ice, compression, elevation, referral and cryotherapy; Immobilisation and support (sling, cervical
collar, splint)

prevention of Sports Injuries

physical preparation (skill, technique, flexibility, endurance, strength, sport specific requirements,
warm up, cool down)

protective equipment (protective guards, apparel, playing equipment)

sports policy (responsibilities of the club, school, coach, administrator, sports trainers, rules of the
sport (modified for children), and physically balanced competition

sports environment (grounds and facilities)

taping and Bandaging (preventative taping, biofeedback, taping for an injury, i.e. ankle, finger,
thumb)

rehabilitation of injuries (injury management procedures, returning to play, current injury
management equipment / methods i.e. acupuncture, hydrotherapy, DOMS- delayed onset muscle
soreness, therapeutic massage)
Additional T content

magnus effect topspin

magnus effect backspin

magnus effect sidespin

co-efficient of restitution, rebound (the factors that influence the rebound of balls)
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

familiarising with, and developing an understanding of, certain basic physical laws through the
observation/study of video analysis, demonstrations, films, DVD’s, slides, charts and diagrams

exploring a number of physical laws through the completion of practical laboratory experiments.
These experiments should require the student to read, view or aurally assimilate instructions, set
up equipment, carry out the experiment, record results and draw conclusions

developing an understanding of certain physical laws which apply to the human body in static
and dynamic movement situations

using AIS biomechanics laboratory

exploring the human body as a lever system – identify examples of certain classes of levers in the
human body through the study of human models, articulated skeleton, charts and diagrams

using video analysis and practical game and skill applications.

acquiring knowledge concerning soft tissue and hard tissue injuries through use of audio-visual
aids; particularly anatomical models and, where possible, the examination of actual tissues e.g.
animal joints, ligaments, muscles, tendons

analysing injury statistics for specific sports

identifying specific examples of injuries that reflect each of the classifications

applying the RICER procedure to a casualty
117
Board Endorsed 2012 amended March 2013

performing assessment procedures to determine the nature and extent of injury

debating topics

analysing school and organisations’ sports policies to see the extent to which they promote safe
participation for players

investigating types of protective equipment that are used for specific sports with reference to the
equipment stored in school gymnasium

developing appropriate first aid skills through demonstration and individual practice and
simulation exercises

acquiring knowledge of certain taping procedures through demonstration and individual practice

develop knowledge of care of the unconscious patient (particularly those with suspected head
and/or spinal injuries) – including observing the application of a cervical collar and/or a similar
device or transport of injured athletes

participating in a Sports Medicine Awareness Course, Sports First Aid course or Level 1 Sports
Trainers course.
Assessment
See page 12
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content












Teaching








Assessment








Specific Unit Resources
Books
Archer, F., Bird, J., Copeland, K., Reid, M., 2002, Safer Sport Program, Sports First Aid Manual, 6th Edition,
Sports Medicine Australia,
Brunker, P. and Khan, K., 1997, Clinical Sports Medicine, McGraw-Hill Book Company, New York
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
DeCastella, R., Clews, W and Dalgleish, M., (eds), 1997, Smart Sport, RWM Publications, Canberra
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 2, B&G Resource
Enterprises, Western Australia
Kent, W., 2002, Oxford Dictionary of Sports Science & Medicine, 2nd Ed, Oxford University Press Inc, New
York
2002, Level 1 Sports Trainer Manual, Sports Medicine Australia
118
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Malpeli, R., Horton, M. and Davey, G., 2000, Physical Education (3rd Ed.), Nelson Thomas Learning,
Australia,
Sports Medicine Awareness Course Kit, Sports Medicine Australia, Canberra.
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Bull, R., Davis, B., Roscoe, D. and Roscoe, J., 2000, Physical Education and the Study of Sport 4th Edition,
Mosby, London
Davis, D., Kimmet, T., Ackerly, D., McAree, A. and Hosford, G., 1999, VCE Physical Education Book 1 and 2,
3rd Edition, Macmillan Education Australia, South Yarra
Hosford, G.T., 1993, Sports Biomechanics: A Handbook for Teachers and Coaches of Sports Skills, B.I.P.E
Publications, Australia
Hosford, G.T., 1993, Sports Biomechanics: Laboratory Activities – Teacher Text, B.I.P.E Publications,
Australia
Hosford, G.T., 1993, Sports Biomechanics: Laboratory Activities – Student Text, B.I.P.E Publications,
Australia
Kirk, D., Burgess-Limerick, R., Kiss, M., Lahey, J. and Penney, D., 2004, Senior Physical Education, An
Integrated Approach, 2nd Edition, Human Kinetics, South Australia
Kreighbaum, E. and Barthels, K.M., 1990, Biomechanics: A Quantitative Approach for studying Human
Movement, 3rd Edition, MacMillan Publishing Company, New York
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
McGinnis, P., 1999, Biomechanics of Sport and Exercise, Human Kinetics, USA
Robertson, T. and Glover S., 1990, Senior Physical Education, Coghill, Malvern
Ruskin, R., and Fitzgibbon, L., 2000, Outcomes 1 PDHPE Preliminary Course, John Wiley and Sons Australia,
QLD.
Journal Articles
Current articles from journals and the media.
Audio Visual Material
Biomechanics (video), VEA, Bendigo, Victoria, 2002.
Biomechanics Video Recording (video), Trikojus, T., Video Education Australasia, Bendigo, Victoria, 2002.
The Biomechanics of Throwing (video), VEA, Bendigo Victoria, 2001.
Sports and Injuries: Advances in Sports Medicine (video), 1999, VEA
Throwing, Biomechanics Series Part 2, Classroom Video.
CD ROM
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Websites
Dartfish video based learning (online), 2004: <www.dartfish.com>
Ariel Corporation (online), 2007: www.ariel/web.com/
Biomechanics, Inc (online), 2007: www.biomechanics-inc.com/
119
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Biomechanics World Wide (online), 2007: www.per.ualberta.ca/biomechanics
Biomechanics Magazine of Body Movement and Medicine (online), 2007
www.biomech.com/
Journal of Biomechanics (online), 2007: www.elsevier.nl/inca/publications/store/3/2/1/
Peak Performance Technologies, Inc (online), 2007: www.peakperform.com/
Sports Science Site (online), 2007: www.exploratorium.edu/sports/goingup/index.html
Australian Sports Commission (online), 2004: <www.ausport.gov.au>
Bahr, R., Maehlum, S., Clinical Guide to Sports Injuries (online), 2004 <www.hkusa.com/>
Medical Facts (online), 2004: <www.medfacts.com>
New South Wales Sports Federation (online), 2004: <www.sportnsw.com.au>
Nismat: The Nicholas Institute of Sports Medicine and Athletic Trauma (online), 2000
<www.nismat.org/index.html>
Sports Medicine Australia (online), 2004: <www.sma.org.au/>
St John Ambulance Australia (online), 2004: <www.stjohn.org.au>
Web D Health: Managing hard and soft tissue injuries (online), 2004
<www.my.webmd.com/content/asset/yale_lab_tests_how_your_doctor_diagnoses_a_
sportsrelated_injury.html>
120
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Sports Performance and Biomechanics
Value 1.0
This unit combines Biomechanics 0.5 and Sports Performance 0.5.
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

examine biomechanical terminology and
theories which relate to movement


Identify and explain biomechanical
principles and apply them to the human
body in static and dynamic situations
explore and examine biomechanical
terminology and theories which relate to
movement

demonstrate a range of sports movements
and actions in relation to improving sports
performance
critically analyse biomechanical principles
and apply them to the human body in
static and dynamic situations

describe and explore the importance of
physical fitness and its role in enhancing
training and athletic performance
critically analyse a range of sports
movements and actions in relation to
improving sports performance

describe and explore the inherent link
between physical fitness and energy
systems
identify and explain the importance of
physical fitness and its role in enhancing
training and athletic performance

critically analyse the inherent link between
physical fitness and energy systems




define the health and skill related
components of physical fitness and factors
affecting them, and describe methods of
measuring and evaluating these
components

define the health and skill related
components of physical fitness and factors
affecting them, and describe methods of
measuring and evaluating these
components

describe and explore training programs in
relation to training principles and methods

critically analyse and evaluate training
programs in relation to training principles
and methods
Content
Introduction to biomechanical terminology:

motion: linear (translation), curvilinear, angular (rotation) and general

mass/weight

inertia (linear) and moment of inertia (rotator inertia)

distance/displacement (linear and angular)

speed/velocity (linear and angular)

acceleration (linear and angular)

force and force production (types: internal and external (friction, gravity, air resistance, fluid
resistance), impact forces, reaction forces, eccentric forces, moment arm, moment of force,
torque (angular or rotating force)

momentum (linear and angular)

impulse (force x time) – change in momentum

stability/balance/centre of gravity
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Biomechanical principles that affect human Movement and athletic performance:
Newton’s Laws of Motion

Newton’s three Laws of Motion (linear and angular).
o Newton’s 1st Law (law of inertia (or Galileo’s Law) – linear and angular)
o Newton’s 2nd Law (law of acceleration – linear and angular)
o Newton’s 3rd Law (law of action and reaction – linear and angular)

Newton’s three laws to linear and angular motion (athlete’s actions cause reactions that are equal
and opposite)

implications for improving and maximising movement performance

conservation and transfer of momentum (linear and angular)
o Link to Newton’s 3rd Law of Motion

summation of force (velocity and momentum)
o throwing, kicking, running, rowing, striking

accuracy, flattening the arc and follow through

impact forces in striking
o friction
o elasticity
o rebound (the factors that influence the rebound of balls)

levers
o
o
o
the body as a lever system
classes of levers (first, second and third)
application of leverage to physical activity

projectile motion
o optimal angle of release
o height of release
o speed of release
o trajectories
o maximum height versus maximum distance (vertical and horizontal components)

spin
o
o
o
o
air resistance
topspin
backspin
sidespin

centre of gravity, stability and balance
o base of support and body’s centre of gravity - the importance of balance and stability in
sport skills

co-efficient of restitution, rebound (the factors that influence the rebound of balls)
Enhancing fitness through training

definition of fitness

physical fitness as a continuum

the components of fitness
o linking fitness components with energy
o anaerobic energy production (ATP-PC and lactic acid systems)
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o
aerobic energy production (aerobic system)
Defining the components of fitness

Cardio-Respiratory Endurance (aerobic capacity)
o the development of cardio-respiratory endurance

muscular strength
o factors affecting the application of strength: age, sex, cross sectional area (size), muscle
shape and location, muscle fibre type, number of muscle fibres recruited, joint angle and
muscle length, speed contraction
o types of muscular contraction
o development of muscular strength

local muscular endurance
o factors affecting muscular endurance: inorganic phosphate, age, sex, temperature,
circulation, cross education effect, accumulation of lactic acid

anaerobic power and speed
o factors affecting speed
o relationship of speed to other components

flexibility
o factors affecting flexibility: joint structure, length of muscles at rest, muscle temperature,
age, sex, body build, injury, skin resistance, bone, disease

body composition
o somatotyping
o posture and Muscle Imbalance
o body Fat
o body Mass Index (BMI)

muscular power

agility

coordination

balance

reaction Time
Assessing fitness

reasons for fitness testing

direct and indirect approaches to assessment

maximal and sub-maximal testing

pre and post testing

factors that can influence test results

fitness tests for the components of fitness (various)
Principles of training

specificity

progressive overload
o applying progressive overload
o periodisation
o periodising the training year
o tapering
123
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
frequency

intensity

duration

individuality

diminishing Returns

variety

detraining

maintenance

retraining

the purpose of training

design of a training session
 design of a training year
Methods of training

interval training
o applying specificity and overload to interval training
o advantages of interval training

continuous training
o benefits of continuous training

fartlek training
o how to overload using fartlek training
o benefits of fartlek training

circuit training
o fixed load circuit
o individual load circuit
o how to overload using circuit training
o benefits of circuit training
o

plyometric training
o examples of upper body plyometric exercises
o examples of lower body plyometric exercises
o benefits of plyometric training
o training considerations for plyometrics

flexibility training
o static stretching
o slow active stretching (SAS)
o proprioceptive neuromuscular facilitation (PNF)
o dynamic (ballistic) stretching

weight training
o specificity in weight training
o how to overload using weight training
o benefits of weight training

speed training
o developing stride frequency
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o
developing stride length

pilates
o pilates principles
o pilates basic exercise

swiss ball

motor skill development
o key points
Additional T content

magnus effect topspin

magnus effect backspin

magnus effect sidespin
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

familiarising with, and developing an understanding of, certain basic physical laws through the
observation/study of video analysis, demonstrations, films, DVD’s, slides, charts and diagrams

exploring a number of physical laws through the completion of practical laboratory experiments.
These experiments should require the student to read, view or aurally assimilate instructions, set
up equipment, carry out the experiment, record results and draw conclusions

developing an understanding of certain physical laws which apply to the human body in static
and dynamic movement situations

using AIS biomechanics laboratory

exploring the human body as a lever system – identify examples of certain classes of levers in the
human body through the study of human models, articulated skeleton, charts and diagrams

using video analysis and practical game and skill applications.

observing or participating in various fitness tests designed to measure the health and skill related
components of physical fitness e.g. Multistage Fitness Test to test cardiovascular endurance

visiting organisations which conduct physical fitness testing (eg AIS and Academy of Sport) or
training sessions (e.g. AFL, Canberra Raiders, Canberra Capitals or Gunners, AIS Darters, ACT
Brumbies, AIS Soccer or ACTAS based teams)

designing and conducting a training session or part of a training session which incorporates a
warm-up, skill or conditioning phase, and a cool-down

designing a training session that uses a particular method of training e.g. a circuit or a weight
training session using free weights

designing or participating in a training session or programme to maintain or develop a basic
method of training

analysing training journals or programmes

organising guest speakers.
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Assessment
See page 12
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content










Teaching








Assessment








Specific Unit Resources
Books
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Bull, R., Davis, B., Roscoe, D. and Roscoe, J., 2000, Physical Education and the Study of Sport 4th Edition,
Mosby, London
Davis, D., Kimmet, T. and Auty, D., 2000, Physical Education: Theory & Practice, Macmillan Publications,
South Melbourne
Davis, D., Kimmet, T., Ackerly, D., McAree, A. and Hosford, G., 1999, VCE Physical Education Book 1 and 2,
3rd Edition, Macmillan Education Australia, South Yarra,.
DeCastella, R., Clews, W. and Dalgleish, M., (eds), 1997, Smart Sport, RWM Publications, Canberra
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 1, B&G Resource Enterprises, Western
Australia
Hosford, G.T., 1993, Sports Biomechanics: A Handbook for Teachers and Coaches of Sports Skills, B.I.P.E
Publications, Australia
Hosford, G.T., 1993, Sports Biomechanics: Laboratory Activities – Teacher Text, B.I.P.E Publications,
Australia
Hosford, G.T., 1993, Sports Biomechanics: Laboratory Activities – Student Text, B.I.P.E Publications,
Australia
Kirk, D., Burgess-Limerick, R., Kiss, M., Lahey, J. and Penney, D., 2004, Senior Physical Education, An
Integrated Approach, 2nd Edition, Human Kinetics, South Australia
Kreighbaum, E. and Barthels, K.M., 1990, Biomechanics: A Quantitative Approach for studying
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
McGinnis, P., 1999, Biomechanics of Sport and Exercise, Human Kinetics, USA
Robertson, T. and Glover S., 1990, Senior Physical Education, Coghill, Malvern
Ruskin, R., and Fitzgibbon, L., 2000, Outcomes 1 PDHPE Preliminary Course, John Wiley and Sons Australia,
QLD.
126
Board Endorsed 2012 amended March 2013
Journal Articles
Current articles from journals and the media.
Audio Visual Material
Biomechanics (video), VEA, Bendigo, Victoria, 2002.
Biomechanics Video Recording (video), Trikojus, T., Video Education Australasia, Bendigo, Victoria, 2002.
The Biomechanics of Throwing (video), VEA, Bendigo Victoria, 2001.
Throwing, Biomechanics Series Part 2, Classroom Video.
Principles of Training for Fitness, (video), VEA, 1999.
Designing Fitness Programs, (video), VEA, 1996.
CD ROM
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Multistage Fitness Test, (CD ROM) Loughborough University, Australian Coaching Council.
Websites
Ariel Corporation (online), 2007: www.ariel/web.com/
Biomechanics, Inc (online), 2007: www.biomechanics-inc.com/
Biomechanics World Wide (online), 2007: www.per.ualberta.ca/biomechanics
Biomechanics Magazine of Body Movement and Medicine (online), 2007
www.biomech.com/
Dartfish video based learning (online), 2004: www.dartfish.com
Journal of Biomechanics (online), 2007: www.elsevier.nl/inca/publications/store/3/2/1/
Peak Performance Technologies, Inc (online), 2007: www.peakperform.com/
Sports Science Site (online), 2007: www.exploratorium.edu/sports/goingup/index.html
Sports Science (online), 2003: <www.sport.sci.org>
Other
Fitness testing equipment e.g. Heart rate monitor, Bicycle Ergometer, Skin-fold Calipers.
127
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Exercise Physiology and Sports Nutrition
Value 1.0
This unit combines Exercise Physiology 0.5 and Sports Nutrition 0.5.
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

examine the physiology involved in
muscular contraction and the relationship
to the nervous system

explore and examine the physiology
involved in muscular contraction and the
relationship to the nervous system

describe and explore the energy
requirements of exercise and the interplay
of energy systems during rest and exercise

critically analyse the energy requirements
of exercise and the interplay of energy
systems during rest and exercise

examine the acute and chronic
physiological adaptations and responses to
exercise and training

examine and evaluate the acute and
chronic physiological adaptations and
responses to exercise and training

demonstrate an understanding of the
factors which influence sports
performance

demonstrate an understanding of the
factors which influence sports
performance

identify and explain the structure and
function of the digestive system and
recognise its major components

describe and understand the structure and
function of the digestive system and
recognise its major components

explore the relationship between food
intake, energy expenditure and
metabolism

explore and discuss the relationship
between food intake, energy expenditure
and metabolism

examine specific dietary requirements for
a variety of athletic performance and
community target groups

examine and analyse specific dietary
requirements for a variety of athletic
performance and community target groups

recommend dietary ergogenic aids and
their specific performance uses

critically analyse and evaluate dietary
ergogenic aids and their specific
performance uses
Content

physiology of muscle contraction, sliding filament theory (The Energetics of Muscular Contraction)
o muscular system -muscles shapes and fibre arrangements; muscle characteristics; muscle
fibre types; muscles and movement; types of contractions; muscles at work; gross and
microscopic structural and organisational levels of skeletal muscle; nervous control of
muscular contraction
o theory of muscular contraction, muscle fatigue, rigour mortis, muscle tone, muscle
cramp, motor unit and strength gradations (graded muscle responses), muscle twitch,
gradation of contraction, tetanus

fuel for exercise – energy requirements of sport activities - revisit types of energy and energy
interplay in the body
o summary of the energy systems
o adenosine triphosphate (ATP)
128
Board Endorsed 2012 amended March 2013
o
o
o
o
o
o
sources of ATP (carbohydrate (CHO), Protein, Fats)
function of ATP
production of ATP – during rest and during exercise
summary of systems
comparing the three energy systems
energy system interplay

physiological adjustments to training (acute responses to training)
o oxygen uptake and delivery during exercise
o oxygen deficit and aerobic steady state
o oxygen debt (types of oxygen debt: alactacid and lactacid)
o oxygen uptake during recovery

physiological responses and adaptations to exercise.
o anaerobic and aerobic capacities and oxygen consumption (VO2) and VO2 maximum
(Factors which effect VO2 max: aerobic fitness; body size; gender; hereditary and age)
o anaerobic energy system adaptation and anaerobic threshold (OBLA, lactate profiles,
aerobic energy system adaptation
o muscular training adaptations (and muscle fibres) cardiorespiratory and muscular chronic
changes
o anaerobic training adaptations at the muscular level
o aerobic training adaptations at the muscular level
o physiological requirements of varying activities (Chronic responses to training)
o adaptations are reversible

muscular fatigue and recovery mechanisms
o fatigue
o causes of fatigue
o depletion of fuels
o metabolic by-products
o dynamics of lactate formation and its accumulation in blood during exercise.
o the redistribution of blood
o dehydration

factors which Influence sport performance
o exercise in the heat and in the cold
o exercise at altitude and underwater
o effects of pollution on exercise capacity
o travel and sports performance

digestive system- structure, function, enzymes, absorption and distribution of nutrients

effect of good nutrition –balanced diet and food labelling

importance of energy

food as energy sources and nutrients (carbohydrates, fats, proteins)

food fuels at rest and during exercise

Glycemic Index (GI)

energy balance, weight gain and loss and basal metabolic rate

nutrition and performance
129
Board Endorsed 2012 amended March 2013

nutrition principles for athletes including pre and post/recovery performance meals and fluid
replacement

nutrition based issues – carbohydrate loading, dietary ergogenic aids and vegetarian athletes,
dietary extremism in athletes
Additional T Content
The sliding filament theory of muscular contraction, wave summation.
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

participate in an activity session designed to familiarise students with energy requirements of
sports activities and factors which influence sports performance

visit the AIS Heat/Hyperbaric Chamber

participate in laboratories designed to analyse oxygen uptake and delivery, oxygen deficit and
aerobic steady state, oxygen debt, oxygen uptake during recovery, anaerobic and aerobic
capacities, VO2 maximum and anaerobic threshold

excursions or practical camps and tours e.g. Thredbo High Performance Centre

examining and studying photos, charts and diagrams to become familiar with the gross and
detailed structure of the digestive system

monitoring and determining basal metabolic rate

recording food consumption, energy expenditure and body weight, and examining the
relationship between these factors

interpreting the Australian Guide to Healthy Eating

demonstrating an understanding and interpretation of food labels

visiting the AIS Sports Nutrition Department and food hall.
Assessment
See page 12
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content


130








Teaching








Assessment








Board Endorsed 2012 amended March 2013
Specific Unit Resources
Books
Australian Institute of Sport, 1999, Survival for the Fittest: the Australian Institute of Sport Official
Cookbook for Busy Athletes, Murdoch Magazines, NSW.
Australian Institute of Sport, 2001, Survival from the Fittest: a companion cookbook to Survival for the
Fittest from athletes at the AIS, Murdoch Magazines, NSW.
Australian Institute of Sport, 2004, Survival around the World, FPC Custom Media, NSW.
Borushek, A., 2002, Calorie and Fat Counter, 29th Edition, Family Health Publications, Western Australia
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Burke, L., and Deakin, V., 2000, Clinical Sports Nutrition, 2nd Edition, McGraw Hill companies, Roseville
Burke, L., 1992, the Complete Guide to Food for Sports Performance, Allen & Unwin, St Leonards
Cardwell, G., 2006, Gold Medal Nutrition, 4th Edition, Human Kinetics, South Australia.
Clarke, N., 1997, Sports Nutrition Guidebook, Human Kinetics, Champaign IL
Davis, B., Bull, R., Roscoe, J. and Roscoe, D. 2000, Physical Education and the Study of Sport, 4th Edition,
Mosby, London
DeCastella, R., Clews, W. and Dalgleish, M., 1997, (eds.), Smart Sport, RWM Publications,
Canberra
Kellett, E., 1998, The Australian Guide to Healthy Eating, The Children’s Health
Development Foundation, Victoria
Kent, M., 2001, Oxford Dictionary of Sports Science and Medicine, Oxford, New York
Kirk, D., Burgess-Limerick, R., Kiss, M., Lahey, J., Penney, D., 2004, Senior Physical Education, An Integrated
Approach, 2nd Edition, Human Kinetics, South Australia
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Marieb, E., Human Anatomy and Physiology 6th Ed, 2004, Benjamin/Cummings Publishing Co. Inc,
California
McCardle, W.D., Katch, F.I. and Katch,V.I., 2001, Exercise Physiology, 5th Edition, Lippincott, Williams &
Wilkins, Baltimore
Smyth, D. et al, 2000, Live It Up 2 VCE Units 3&4, Jacaranda, Sydney
Journal Articles
Department of Sports Nutrition, 2000, “A Winning Diet”, Australian Institute of Sport, Canberra
Journal of Sports Science and Medicine (online), 2004: <http://www.jssm.org/> (Faruk Ates)
Current articles from journals and the media
Audio Visual Material
All Systems Go, Energy Systems of the Body (video), VEA, 2001
A Winning Diet for Sport (video), 2002, NCAS Australian Institute of Sport
Food for Sport (video), Inge, K. et al, Australian Sports Medicine Federation
Nutrients – The Basics (video & DVD), 2001, VEA, Australia
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Nutrition and Physical Activity (video & DVD), 2006, VEA, Australia
Reading Food Labels (video & DVD), 2003, VEA, Australia
Sport and Nutrition (video) 2000, VEA, Australia
The Revolution in Genetics (video), 1998 Quantum, ABC Science Unit
CD ROMS
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Foodworks (CD ROM), Xyris Software, 20 Westbourne St, Highgate Hill, Queensland
Sport and Nutrition (CD ROM), VEA, 2000
The Muscular System Study Mate (CD ROM). 2001, Human Anatomy and Physiology, 3rd Ed, E Marieb,
California.
Websites
To the Next Level (online), 2004:
http://www.tothenextlevel.org/old_site/docs/training_tips/interval_training.html>
Accusport (online), 1998: <http://www.lactate.com/pitesbas.html>
San Mateo Country College district (online), 2004: <http://smccd.net/accounts/mcgill/RPE.html>
Web and Multi Media Solutions for PE and Sport (online), 2001: <www.peworld.org>
Coaches info service (online), 2004: <http://www.coachesinfo.com/>
Australian Sports Commission (online), 2004: <www.ausport.gov.au>
Australian College for Health, Physical Education and Recreation (online), 2004:
<http://www.achper.org.au/>
International Athletics Federation (online), 2004: <http://www.iaaf.org/>
Masters Athlete Physiology and performance (online), 1998 <http://home.hia.no/~Stephens/index.html>
(Stephen Seiler PhD)
Nutritional Analysis Tools and System (online), 2007: <http://nat.crgq.com/> USDA, USA
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Exercise Physiology and Psychology
Value 1.0
This unit combines Exercise Physiology 0.5 and Sports Psychology 0.5.
Prerequisites
Nil.
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

examine the physiology involved in
muscular contraction and the relationship
to the nervous system

explore and examine the physiology
involved in muscular contraction and the
relationship to the nervous system

describe and explore the energy
requirements of exercise and the interplay
of energy systems during rest and exercise

critically analyse the energy requirements
of exercise and the interplay of energy
systems during rest and exercise

examine the acute and chronic
physiological adaptations and responses to
exercise and training

examine and evaluate the acute and
chronic physiological adaptations and
responses to exercise and training

demonstrate an understanding of the
factors which influence sports
performance

demonstrate an understanding of the
factors which influence sports
performance

examine a range of principles of Sports
Psychology and the relationship to sports
performance

explore and examine a range of principles
of Sports Psychology and the relationship
to sports performance

examine different types of motivation and
identify them from information supplied
by athletes

compare and contrast between different
types of motivation and identify them from
information supplied by athletes

identify how different arousal states may
be achieved in sports performance through
positive or negative means

evaluate how different arousal states may
be achieved in sports performance through
positive or negative means

describe and explore the cognitive
strategies used in mental preparation for
performance

critically analyse the cognitive strategies
used in mental preparation for
performance
Content

physiology of muscle contraction, sliding filament theory (The Energetics of Muscular Contraction)
o muscular system -muscles shapes and fibre arrangements; muscle characteristics; muscle
fibre types; muscles and movement; types of contractions; muscles at work; gross and
microscopic structural and organisational levels of skeletal muscle; nervous control of
muscular contraction
o theory of muscular contraction, muscle fatigue, rigour mortis, muscle tone, muscle
cramp, motor unit and strength gradations (graded muscle responses), muscle twitch,
gradation of contraction, tetanus

fuel for exercise – energy requirements of sport activities - revisit types of energy and energy
interplay in the body
o summary of the energy systems
o adenosine triphosphate (ATP)
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o
o
o
o
o
o
sources of ATP (carbohydrate (CHO), Protein, Fats)
function of ATP
production of ATP – during rest and during exercise
summary of systems
comparing the three energy systems
energy system interplay

physiological adjustments to training (acute responses to training)
o oxygen uptake and delivery during exercise
o oxygen deficit and aerobic steady state
o oxygen debt (types of oxygen debt: alactacid and lactacid)
o oxygen uptake during recovery

physiological responses and adaptations to exercise.
o anaerobic and aerobic capacities and oxygen consumption (VO2) and VO2 maximum
(Factors which effect VO2 max: aerobic fitness; body size; gender; hereditary and age)
o anaerobic energy system adaptation and anaerobic threshold (OBLA, lactate profiles,
aerobic energy system adaptation
o muscular training adaptations (and muscle fibres) cardiorespiratory and muscular chronic
changes
o anaerobic training adaptations at the muscular level
o aerobic training adaptations at the muscular level
o physiological requirements of varying activities (Chronic responses to training)
o adaptations are reversible

muscular fatigue and recovery mechanisms
o fatigue
o causes of fatigue
o depletion of fuels
o metabolic by-products
o dynamics of lactate formation and its accumulation in blood during exercise.
o the redistribution of blood
o dehydration

factors which Influence sport performance
o exercise in the heat and in the cold
o exercise at altitude and underwater
o effects of pollution on exercise capacity
o travel and sports performance

motivation and athletic performance
o types of motivation
o achievement, acquisition, approval and fear
o conditioning
o goal setting
o reinforcement theory, types of reinforcers
o coaching tactics to facilitate motivation

arousal-anxiety
o inverted U hypothesis
o ideal arousal state
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o
o
o
o
o
relationship between IAS and skill complexity
drugs and arousal
stress management
concentration
relationship between arousal and attentional focus

mental preparation
o cognitive strategies
o motor imagery in sport

personality theory in sport-traits vs. states
o athlete profile
Additional T Content
The sliding filament theory of muscular contraction, wave summation.
Teaching and Learning Strategies
The teaching and learning strategies mentioned earlier in this document are suitable for this unit. In
addition, the following specific strategies could be included:

participate in an activity session designed to familiarise students with energy requirements of
sports activities and factors which influence sports performance

visit the AIS Heat/Hyperbaric Chamber

participate in laboratories designed to analyse oxygen uptake and delivery, oxygen deficit and
aerobic steady state, oxygen debt, oxygen uptake during recovery, anaerobic and aerobic
capacities, VO2 maximum and anaerobic threshold

excursions or practical camps and tours e.g. Thredbo High Performance Centre.

construct, conduct and analyse a motivation survey

interview coaches/athletes on specific motivations

explore and experience relaxation techniques

compare different attentional foci in motor tasks through in-class practical activities

experience and conduct short motor imagery sessions with other class members.
Assessment
See page 12
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Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content

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Teaching




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Assessment

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Specific Unit Resources
Books
Anshell, M., 1997, Sports Psychology from Theory and Practice, Gorsuch Scarisbrick Publishers, Arizona
Davis, D., Kimmet, T., Ackerly, D. and McAree, A., 1999, VCE Physical Education Book 2, 3rd Edition,
Macmillan Educational Australia Pty Ltd
DeCastella, R., Clews, W. and Dalgleish, M., (eds), 1997, Smart Sport, RWM Publications, Canberra
Kirk, D., Burgess-Limerick, R., Kiss, M., Lahey, J. and Penney, D., 2004, Senior Physical Education, an
Integrated Approach, 2nd Edition, Human Kinetics, South Australia
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Morris, T. and Summers, J., 1995, Sport Psychology: Theory, Applications and Issues, Jacaranda Wiley Ltd,
Queensland
Morrow, K., 2001, It’s what’s up here that counts, Winning the mental game of soccer, MPC, Australia
Browne, S., Lambert, K., Clarke, D. and Jeffreys, V., 2003, PDHPE – Application and Inquiry (HSC Course)
Oxford, Victoria
Davis, B., Bull, R., Roscoe, J. and Roscoe, D. 2000, Physical Education and the Study of Sport, 4th Edition,
Mosby, London
Kent, M., 2001, Oxford Dictionary of Sports Science and Medicine, Oxford, New York
Kirk, D., Burgess-Limerick, R., Kiss, M., Lahey, J., Penney, D., 2004, Senior Physical Education, An Integrated
Approach, 2nd Edition, Human Kinetics, South Australia
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 1&2,
Thomson Nelson Learning, Victoria
Malpeli, R., Horton, M., Davey, G. and Telford, A., 2006, Physical Education, 4th Edition, VCE Units 3&4,
Thomson Nelson Learning, Victoria
Marieb, E., Human Anatomy and Physiology 6th Ed, 2004, Benjamin/Cummings Publishing Co. Inc,
California
McCardle, W.D., Katch, F.I. and Katch,V.I., 2001, Exercise Physiology, 5th Edition, Lippincott, Williams &
Wilkins, Baltimore
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Smyth, D. et al, 2000, Live It Up 2 VCE Units 3&4, Jacaranda, Sydney
Journal Articles
Journal of Sports Science and Medicine (online), 2004: <http://www.jssm.org/> (Faruk Ates)
Current articles from journals and the media.
Audio Visual Material
All Systems Go, Energy Systems of the Body (video), VEA, 2001.
Sport and Psychology, (video) VEA Education, 1999
CD ROMS
e- Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Websites
Australian Sports Commission (Australian Institute of Sport) (online), 2004
<www.ais.org.au>
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APPENDIX 1
This course contains content that overlaps with content in other BSSS accredited courses. Students cannot be given credit towards the requirements for a
Year 12 Certificate for a unit that significantly duplicates content in a unit studied in another course. The responsibility for preventing undesirable overlap of
content studied by a student rests with the principal and the teacher delivering the course. Students will only be given credit for covering the content once.
Courses Physical
Education A
Sports Studies
A/T
Topic
Sports Principles
0.5
Beginning
Coaching 0.5
Coaching
Sports
Administration
Sports
Competition 0.5
Continuing
Coaching 0.5
Sports
Administration
0.5
Sports Fitness &
Administration
A/T/V
Introduction to
Sports Coaching
0.5
Sports
Development A
Sports
Administration
0.5
Sports
Administration
0.5
Sports
Psychology
First Aid 0.5
First Aid 0.5
Exercise Science
A/T
External Sports
Studies A
Outdoor
Education A/T
Sports Coaching
1.0
Sports Psychology
0.5
Sports Psychology
0.5
Sports Psychology
0.5
Sports Injuries 0.5
Sports Medicine
0.5
Injury Prevention
and Treatment
1.0
First Aid
139
Risk Management
and Emergency
Response 0.5