Board Endorsed December 2012
Sports Studies
A/T/M Course
Type 2
Written under the:
Accredited from:
Health, Outdoor and Physical
1 January 2013 to 31 December 2017
Education Course Framework 2011
1
Board Endorsed December 2012
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.
1
Board Endorsed December 2012
Course Adoption Form for Accredited Courses
Choose one of the following:
 adoption of units as per course document
B S S S
 adoption of units with a different combination of units
AUSTRALIAN CAPITAL TERRITORY
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: Sports Studies
Classification: A
Framework: Health, Outdoor and Physical Education - 2011 Course Area: 9045
Dates of Course Accreditation:
From
2013
Course Code:
to
2017
Identify units to be adopted by ticking the check boxes
Unit Prefix
Unit Title
Value
(1.0/0.5)
Length

Beginning Coaching
0.5
Q

Continuing Coaching
0.5
Q

Issues in Sport
0.5
Q

Skill Acquisition
0.5
Q

Sport, Recreation and Leisure
0.5
Q

Health in the Australian Community
0.5
Q

Sports Admin
0.5
Q

Sports Business and Marketing
0.5
Q

Sports Coaching
1.0
S

Issues in Sport & Skill Acquisition
1.0
S

Sport, Recreation & Health in Australia
1.0
S

Sports Admin & Marketing
1.0
S

Sport, Recreation & Issues in Sport
1.0
S

Skill Acquisition & Sports Admin
1.0
S

Business, Marketing & Issues in Sport
1.0
S

Sports Admin & Health in Australia
1.0
S

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:
2
Board Endorsed December 2012
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.
3
Board Endorsed December 2012
Course Adoption Form for Accredited Courses
Choose one of the following:
 adoption of units as per course document
B S S S
 adoption of units with a different combination of units
AUSTRALIAN CAPITAL TERRITORY
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: Sports Studies
Classification: T
Framework: Health, Outdoor and Physical Education - 2011 Course Area: 9045
Dates of Course Accreditation:
From
2013
Course Code:
to
2017
Identify units to be adopted by ticking the check boxes
Unit Prefix
Unit Title
Value
(1.0/0.5)
Length

Beginning Coaching
0.5
Q

Continuing Coaching
0.5
Q

Issues in Sport
0.5
Q

Skill Acquisition
0.5
Q

Sport, Recreation and Leisure
0.5
Q

Health in the Australian Community
0.5
Q

Sports Admin
0.5
Q

Sports Business and Marketing
0.5
Q

Sports Coaching
1.0
S

Issues in Sport & Skill Acquisition
1.0
S

Sport, Recreation & Health in Australia
1.0
S

Sports Admin & Marketing
1.0
S

Sport, Recreation & Issues in Sport
1.0
S

Skill Acquisition & Sports Admin
1.0
S

Business, Marketing & Issues in Sport
1.0
S

Sports Admin & Health in Australia
1.0
S

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
4
Board Endorsed December 2012
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.
5
Board Endorsed December 2012
Course Adoption Form for Accredited Courses
Choose one of the following:
 adoption of units as per course document
B S S S
 adoption of units with a different combination of units
AUSTRALIAN CAPITAL TERRITORY
The college is entered on the National Register to award Certificates delivered by this course.
 Yes  No (Adoption of V courses only)
College:
Classification: M
Course Title: Sports Studies
Framework: Health, Outdoor and Physical Education - 2011 Course Area: 9045
Dates of Course Accreditation:
From
2013
Course Code:
to
2017
Identify units to be adopted by ticking the check boxes
Unit Prefix

Unit Title
Sports Admin & Marketing
Value
(1.0/0.5)
Length
1.0
S

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 December 2012
Contents Page
Course Adoption Form for Accredited Courses
Course Adoption Form for Accredited Courses
Course Adoption Form for Accredited Courses
Course Name
Course Classification
Course Framework
Course Developers
Course Length and Composition
Implementation Guidelines
Subject Rationale
Goals
Content
Teaching and Learning Strategies
Assessment
Student Capabilities
Bibliography
Proposed Evaluation Procedures
Beginning Coaching
Continuing Coaching
Issues in Sport
Skill Acquisition
Sport, Recreation and Leisure
Health in the Australian Community
Sports Admin
Sports Business and Marketing
Sports Coaching
Issues in Sport & Skill Acquisition
Sport, Recreation and Health in Australia
Sport, Recreation & Issues in Sport
Skill Acquisition & Sports Admin
Business, Marketing & Issues in Sport
Sports Admin & Health in Australia
Sports Admin and Marketing M
APPENDIX 1
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Value 0.5........................................... 33
Value 0.5........................................... 36
Value 0.5........................................... 38
Value 0.5........................................... 41
Value 0.5........................................... 44
Value 0.5........................................... 47
Value 0.5........................................... 51
Value 0.5........................................... 54
Value 1.0........................................... 57
Value 1.0........................................... 60
Value 1.0........................................... 64
Value 1.0........................................... 73
Value 1.0........................................... 77
Value 1.0........................................... 81
Value 1.0........................................... 85
Value1.0 ........................................... 90
......................................................... 95
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Board Endorsed December 2012
Course Name
Sports Studies
Course Classification
T /A /M
Course Framework
This course is presented under the Health, Outdoor and Physical Education 2011 Course Framework.
Course Developers
Name
Qualifications
College
Laura Skeates
B. Ed (Sec) Physical Education and
Health
Canberra College
Mark Vanderstoep
B. Ed (Sec) Physical Education and
Health
Trinity Christian School
Fiona Maloney
B. Ed (Sec) Physical Education and
Health
Canberra College
Joanna Kreskas
B. Ed (Sec) Physical Education and
Health
Burgmann Anglican School
Yasmin Noonan
B. Ed Human Movement (Sport and Rec) Melba Copland Secondary School
Chontel Green
B. Ed (Sec) Physical Education
Melba Copland Secondary School
Chris Jones
B. Ed (Sec) Physical Education
UCSSC Lake Ginninderra
Robert
B. Ed (Sec) Physical Education
Merici College
Higginbotham
This group gratefully acknowledges the work of previous developers.
Evaluation of Previous Course
The chart below indicates the number of students who completed the course between 2009-2011.
Year
Minor
Major
Total
Total
F
M
F
M
F
M
2009
19
13
18
34
37
47
84
2010
19
20
16
24
35
45
80
2011
9
28
12
22
21
50
71
Only minor amendments and improvements were made in this cycle. A new half unit was included in
this revision. The course was also revised to align with the 2011 Health, Outdoor and Physical
Education Framework.
Introducing a new health focussed unit allowed alignment with other states and the International
Baccalaureate (IB) program. The unit Ethical Issues in Sport has been combined with the unit Social
Issues in Sport to create the more streamlined and complete unit Issues in Sport. This provides
teachers and students with a greater range of topics to choose from and helps eliminate duplication
of content.
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Board Endorsed December 2012
Course Length and Composition
Beginning Coaching
0.5
Q
Continuing Coaching
0.5
Q
Issues in Sport
0.5
Q
Skill Acquisition
0.5
Q
Sport, Recreation and Leisure
0.5
Q
Health in the Australian Community
0.5
Q
Sports Admin
0.5
Q
Sports Business and Marketing
0.5
Q
Sports Coaching
1.0
S
Issues in Sport & Skill Acquisition
1.0
S
Sport, Recreation & Health in Australia
1.0
S
Sports Admin & Marketing
1.0
S
Sport, Recreation & Issues in Sport
1.0
S
Skill Acquisition & Sports Admin
1.0
S
Business, Marketing & Issues in Sport
1.0
S
Sports Admin & Health in Australia
1.0
S
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
Implementation Guidelines
Compulsory units
The order of study is optional.
Prerequisites for the course or units within the course
While there are no formal prerequisites, a strong interest and individual commitment are essential.
Students undertaking this course are expected to spend additional out of class time revising,
researching and preparing for class and assessment work.
Arrangements for students who are continuing to study a course in this subject
Teachers need to ensure that continuing students do not repeat units in the transition year (2013) as
these would not count towards their Year 12 Certificates.
Units from other courses
Nil
Negotiated Units
Nil
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Board Endorsed December 2012
Relationship with other courses
All of these units from Sports Studies may be used in the Sports Science interdisciplinary T course to
form a major, major-minor or double major. Please note no unit may be counted in both Sports
Studies and Sports Science.
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.
Suggested Implementation Patterns
Implementation Pattern
Units Involved
Example 1
Semester 1
Sports Coaching 1.0
Beginning Coaching 0.5 &
Continuing Coaching 0.5
Semester 2
Issues in Sport and Skill Acquisition 1.0
Issues in Sport 0.5
Skill Acquisition 0.5
Semester 3
Sport, Recreation & Health in Australia 1.0
Sport, Recreation and Leisure 0.5
Health in the Australian Community 0.5
Semester 4
Sports Admin & Marketing 1.0
Sports Admin 0.5 & Sports Business
Marketing 0.5
Example 2
Semester 1
Issues in Sport & Skill Acquisition 1.0
Issues in Sport 0.5
Skill Acquisition 0.5
Semester 2
Sports Coaching
Beginning Coaching 0.5
Continuing Coaching 0.5
Semester 3
Sports Admin & Marketing 1.0
Sports Admin 0.5
Sports Business and Marketing 0.5
Semester 4
Sport, Recreation & Health in Australia 1.0
Sport, Recreation and Leisure 0.5
Health in the Australian Community 0.5
Subject Rationale
Sports Studies is an integrated area of study that actively engages students holistically in intellectual,
social, emotional and physical development, and learning in, about and through physical,
recreational and sporting activities.
Sports Studies will enable students to:

develop knowledge, skills, understanding and values to establish and maintain healthy,
satisfying lives

develop physical skills which promote cognitive and academic performance e.g. functioning
of the brain, learning memory, concentration and mood

plan activities independently and collaboratively

communicate ideas
10
Board Endorsed December 2012

develop self awareness and personal identity that enables them to manage their emotional,
mental, spiritual and physical well-being.1
This course is relevant to all students with a wide range of interests and aspirations, including those
who wish to pursue further formal study at tertiary level or in vocational education and training
settings. It also provides valuable knowledge and skills for participation in contemporary society.
This course reflects the multidimensional nature of Sports Studies in the context of a diverse and
rapidly changing world characterised by globalisation, increasing complex environmental, social and
economic pressures, and continuing advances in technologies.
When students undertake practical activities in Sports Studies 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.
The study of Sports Studies supports students as they develop into young adults, encouraging
enhancement of personal wellbeing, lifelong physical activity and the capacity to develop themselves
as lifelong learners and make a positive contributions to society.
Literacy in Sports Studies
Students have opportunities to develop and refine literacy skills when studying Sports Studies,
through:

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 a variety of 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 Sports Studies
Students have opportunities to develop and refine numeracy skills when studying Sports Studies,
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 sports related issues

investigating a variety of different issues using primary sources and quantitative survey
methods

testing hypotheses through fieldwork and data generation and analysis.2
1
Melbourne Declaration on Educational Goals for Young Australians, December 2008
The developers acknowledge the SACE Information Technology curriculum document in the development of
literacy and numeracy skills.
2
11
Goals
This course should enable students to:

explore knowledge, understanding and application skills through the examination of,
and engagement in health and physical education

critically analyse the relationship between participation and performance

hypothesize and evaluate the maintenance of a healthy lifestyle

demonstrate an ability to communicate effectively in a variety of contexts using a
wide variety of methods, including technology

demonstrate effective personal, interpersonal and leadership skills to work
independently or as part of a team

demonstrate the ability to perform physical skills with initiative, fluency, fluidity,
control, accuracy, timing and precision, whilst using a safe approach

demonstrate an appreciation, enjoyment and enthusiasm for challenges and
involvement in physical activity.
Student Group
The course makes provision for students who are interested in careers in the fitness
industry, sports coaching, sports administration, sports media, sports business, sports
marketing, community sport and recreation leadership.
Content
Essential Concepts and Skills
Concepts

understanding the social, environmental, cultural, biological, psychological and
physiological factors that influence participation in physical activity

examining performance enhancement in terms of training programming and
recovery, biomechanics, sports psychology, risk management and ethics

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

developing metacognitive skills, physical skills and effective communication skills
with reference to physical, recreational and sporting concepts, principles and issues

knowing, reviewing, understanding, applying, interpreting, critically analysing,
evaluating, synthesising, appraising, justifying, examining, exploring, hypothesizing,
demonstrating

leadership, independent and teamwork skills, decision making and problem solving
skills, planning and organising skills, collaborative and cooperative skills

developing the ability to select and use information in order to evaluate and
enhance learning in, about and through physical activity and sports performance
12
Board Endorsed December 2012
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Sport Studies 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, field work and application of learning using practical laboratories

establishing links, partnerships, networks and/or exchanges with relevant
individuals, groups, community or tertiary institutions

practising and reinforcing of learning by way of revision, worksheets, tests and
practical activities
Link to next task or skills

designing surveys or questionnaires
13
Board Endorsed December 2012
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
Task Type
Description
An essay or written extended response

Written
Responses
Practical
Tasks
Weightings
1.0 units
0.5 units
30% - 70%
30% - 70%
30% - 70%
30% - 70%
500 - 750 words in Year 11
 800 - 1000 words in Year 12
Suggested tasks:
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 tests
Campaigns and case studies
Debates, seminars and field trips
14
Board Endorsed December 2012
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

Written
Responses
Practical
Tasks
Weightings
1.0 units
0.5 units
50% - 80%
50% - 80%
20% - 50%
20% - 50%
800-1000 words in Year 11
 1000-1200 words in Year 12
Suggested tasks:
Research essays, assignments or reports
Rationales
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 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 courses.
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.
15
Board Endorsed December 2012
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 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. Across a T course an extended response and a presentation must be
undertaken.3
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 T course.
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)
3
Extended responses may include theoretical responses such as essays and research projects.
Presentations may include practical or theoretical responses such as oral presentations, laboratories
or practical tests.
16
Board Endorsed December 2012
Assessment Task Types (M Courses)
To demonstrate knowledge and understanding in M courses, students will:
Recall, Classify and Outline e.g. facts, figures, events and plans
Identify, describe and demonstrate e.g. skills, ideas, performances, events, points of view,
relationships and plans
State and recount e.g. ideas and notions
Distinguish and Predict e.g. outcomes of games, safety issues
Demonstrate physical skill development, group movement composition, game sense skills
Recall, classify, outline and demonstrate e.g. practical presentation skills
Identify, describe and apply e.g. teamwork, collaborative skills
Define, select and use e.g. communication skills
State, recount and practice e.g. personal and interpersonal skills
Task Type
Written
Responses
Practical
Tasks
Description
Suggested tasks:
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 tests
Campaigns and case studies
Debates, seminars and field trips
Weightings
1.0 units
0.5 units
10% - 90%
10% - 90%
10% - 90%
10% - 90%
Assessment Criteria
Students will be assessed on the degree to which they demonstrate:

knowledge, understanding and application

analysis and evaluation

communication skills

performance skills
Note – Goals for all units were changed to match new criteria
17
Board Endorsed December 2012
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 Sports Studies 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 Sports Studies course where 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 DVD’s, videos,
power points, 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
Sports Studies, taking responsibility for their 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
Ready for panel
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
typically
typically
 conducts extensive independent  conducts independent research
research to source relevant
to source relevant information and
information and uses information
uses information ethically in most
ethically with acceptable
occasions with acceptable
referencing and citation
referencing and citation
 demonstrates comprehensive
 demonstrates relevant
knowledge of theoretical concepts knowledge of theoretical concepts
and applies skills reflecting
and applies skills reflecting a
strategic awareness and detailed
general understanding of rules and
understanding of rules and
terminology appropriately in
terminology in a wide range of
familiar contexts
contexts
 examines concepts underpinning  explains concepts underpinning
physical activity and performance
physical activity and performance
and conveys insightful
and conveys some insightful
observations on experiences
observations on experiences
 uses a wide variety of
communication modes
appropriate to purpose and
audience
 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
 demonstrates effective
leadership through problem
solving, planning and
organisational skills and
consistently adheres to WHS
guidelines
A student who achieves a C
grade typically
 conducts research to source
relevant information and
references with some
adherence to conventions
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
 uses a variety of communication
modes appropriate to purpose and
audience
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 some
 demonstrates minimal
knowledge of theoretical
knowledge of theoretical
concepts and applies skills
concepts and applies skills
reflecting a basic understanding reflecting some understanding
of rules and terminology
of basic rules and terminology
appropriately in familiar
appropriately in familiar
contexts
contexts
 describes concepts
 identifies concepts
underpinning physical activity
underpinning physical activity
and performance and retells
and performance and provides
experiences
minimal description of
experiences
 uses communication modes
 requires assistance to
appropriate to purpose
communicate ideas and
information
 communicates effectively with
others accepting and appreciating
their values and attitudes
 communicates clearly,
accepting and appreciating
different points of view
 communicates with limited
consideration of others
 demonstrates well-developed
movement skills consistently
during individual and team
activities
 responds to feedback and is
regularly open to challenges
 demonstrates a range of
movement skills in individual
and team activities
 communicates with minimal
consideration and
understanding other points of
view
 demonstrates movement
skills inconsistently during
individual or team activities
 responds to some feedback
and challenges with guidance
 demonstrates leadership
through planning and
organisational skills and
consistently adheres to WHS
guidelines
 participates in a range of
activities demonstrating
planning and organisational
skills and adheres to most WHS
guidelines
 responds to challenges when
directed and occasionally
responds to feedback
 participates in a narrow range
of activities demonstrating
some organisational skills and
shows some awareness of WHS
guidelines
 responds to feedback and is
usually open to challenges
 displays minimal or no
evidence of interpretation and
requires substantial support to
reflect on experiences
 requires direct instruction to
communicate ideas and
information
 demonstrates minimal
movement skills during
individual or team activities
 participates in some activities
with guidance and addresses
some risk and safety issues
19
Ready for panel
Performance Skills
Knowledge, Understanding
Communication
Analysis & Evaluation
Skills
& 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
 communicates persuasively and
conveys ideas appropriate to
audience in an organised, clear
and concise manner
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
 communicates effectively and
conveys ideas appropriate to
audience in an organised and
clear manner
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
 communicates ideas
appropriate to audience in an
organised manner with some
lapses in clarity
 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 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
Ready for panel
Performance Skills
Effective
Communication
Analysis And
Evaluation
Knowledge,
Understanding &
Application
Unit Grade Descriptors for M Courses
A student who achieves the grade
A typically
 demonstrates a sound
understanding and application of
concepts, terminology, rules and
strategies
A student who achieves the grade B
typically
 demonstrates a basic
understanding and application of
concepts, terminology, rules and
strategies
A student who achieves the grade C
typically
 demonstrates some
understanding and application of
concepts, terminology, rules and
strategies
A student who achieves the grade
D typically
 demonstrates limited application
of concepts, terminology, rules and
strategies
A student who achieves the grade E
typically
 demonstrates minimal application
of concepts, terminology, rules and
strategies
 demonstrates a sound ability to
problem solve and reflect on their
experiences
 demonstrates a basic ability to
problem solve and reflect on their
experiences
 demonstrates some ability to
problem solve and reflect on their
experiences
 demonstrates limited ability to
problem solve and reflect on their
experiences
 demonstrates minimal awareness
of basic problem solving strategies
and their experiences
 demonstrates a sound
understanding and awareness of a
variety of communication skills
 communicates effectively
accepting and appreciating and
attitudes of others in a broad range
of situations
 demonstrates sound movement
skills when participating in physical
activities, team games and sports
 engages in a wide range of
sporting activities as both spectator
and participant
 participates enthusiastically in
physical activity individually or as a
member of a team
 demonstrates a basic awareness
and understanding of a variety of
communication skills
 communicates clearly with others
accepting and appreciating their
values and attitudes
 demonstrates some awareness
and understanding of a variety of
communication skills
 communicates clearly with others
in a range of situations
 demonstrates limited
understanding of communication
skills
 communicates with others in a
range of situations
 demonstrates minimal
understanding of communication
skills
 demonstrates developing
communication skills
 demonstrates basic movement
skills when participating in physical
activities, team games and sports
 engages in a range of sporting
activities as both spectator and
participant
 participates positively in physical
activity individually or as a member
of a team
 demonstrates some movement
skills when participating in physical
activities, team games and sports
 engages in sporting activities as
both spectator and participant
 demonstrates limited movement
skills when participating in physical
activities, team games and sports
 engages in sporting activities as
both spectator and participant
 participates positively in most
physical activity individually or as a
member of a team
 demonstrates a sound ability to
plan and organise
 demonstrates a basic ability to
plan and organise
 demonstrates some ability to plan
and organise
 usually participates
enthusiastically in physical activity
individually, as a member of a team
and as a spectator
 demonstrates limited ability to
plan and organise
 demonstrates minimal movement
skills when participating in physical
activities, team games and sports
 engages in minimal sporting
activities as both spectator and
participant
 participates in physical activity
individually, spectator or as a
member of a team
 demonstrates a sound
understanding of safety issues,
procedures and uses equipment
safely
 responds openly to challenges
and deals thoughtfully with risks
involved
 undertakes a supportive and
productive role as a team member
 demonstrates a basic
understanding of safety issues,
procedures and uses equipment
safely
 responds to challenges willingly
and understands the risks involved
 demonstrates some
understanding of safety issues,
procedures and uses equipment
safely
 responds positively to challenges
and understands the risks involved
 demonstrates limited
understanding of safety issues,
procedures and uses equipment
safely
 responds to challenges as directed
and understands the risks involved
 demonstrates a minimal
understanding of safety issues,
procedures and uses equipment
safely
 responds to challenges
 undertakes a productive and
supportive role as a team member
 undertakes a supportive role in
teams
 works as a team member
 demonstrates capacity to work in
a team
 demonstrates minimal ability to
plan and organise
21
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.
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.
22

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.
23
Board Endorsed December 2012
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Board Endorsed December 2012
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26
Board Endorsed December 2012
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27
Board Endorsed December 2012
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Sport in Society, 1997, (video) VEA, Bendigo.
Sports Science Video Library, Various Topics, (video),Video Education, Bendigo 2000.
Video Classroom, Advertising, Bendigo, Victoria, 2002.
Video Classroom, Market Research, Bendigo, Victoria, 2002.
Video Education Australia, Running the Planet- Nike’s Business Skills Revealed, Bendigo, Victoria,
2000.
Volunteer Involvement Program (VIP) resources – Let’s Get Involved booklet and video, 1997,
Australia.
Women in Sport 2000, Video Education Australasia, Bendigo, Australia.
Women in Sports 2000, Marcom Projects, Loganholme, QLD, Australia.
Journal Articles
Active and Healthy Magazine, Australian Council for Health, Physical Education and Recreation,
Hindmarsh.
Healthy Lifestyles Journal, Australian Council for Health, Physical Education and Recreation,
Hindmarsh.
International Journal of Coaching Science, International Council for Coach Education, Ottawa Canada.
Journal of Physical Activity and Health, Human Kinetics, Torrens Park, South Australia:
http://journals.humankinetics.com/jpah
Journal of Teaching Physical Education, Human Kinetics, Torrens Park, South Australia:
http://journals.humankinetics.com/JTPE
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
Sports Coach, Australian Coaching Council, Belconnen, ACT.
Sporthealth, Sports Medicine Australia, Belconnen, ACT:
http://sma.org.au/publications/sport-health/
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
Women’s Health and Fitness, Blitz Publications, Mulgrave, Victoria.
Sport Education Coaching Manual, Davis (Ed), 1999, Australia.
Sports Coach
28
Board Endorsed December 2012
Sportsfun Resource Manual, Aussie Sports, Australian Sports Commission, Aust.
The Sport Educator
CD ROMS
e-Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
ASPIRE 2000 Olympic Resources for Schools, CD Rom (available in all school libraries)
Web Sites
Physical education information and organisations
www.ausstats.abs.gov.au/ausstats/subscriber.nsf/LookupAttach/4102.0Publication29.06.114/$File/4
1020_Sport_Jun2011.pdf
10,000 Steps: www.10000steps.org.au/
ACT Bluearth Activities (online), http://www.bluearth.org/pdf/csf/act.pdf
Active Healthy Kids Canada: www.activehealthykids.ca/
Athletics Australia (online),www.athletics.com.au
Australian Bureau of Statistics: www.abs.gov.au
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 (online): www.achper.org.au
The ACHPER Hub Learning Community: http://achpervic.ning.com/
Australian Broadcasting Corporation: www.abc.net.au
ABC Health and Wellbeing: www.abc.net.au/health/
Australian Drug Agency (online) www.asda.org.au/
Australian Football League (online) 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
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/
Australian Sports Anti-Doping Authority: www.asada.gov.au
Australian Sports Commission (Australian Institute of Sport) (online) www.ausport.gov.au
Australian Olympic Committee, AOC (online) www.corporate.olympics.com.au
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
Body and Soul: www.bodyandsoul.com.au
29
Board Endorsed December 2012
Why Our Kids Must Get Moving:
www.bodyandsoul.com.au/parenting+pregnancy/kids+health/why+our+kids+must+get+moving,117
35
Brainmac Sports Coach: www.brainmac.co.uk
Coachesinfo.com: www.coachesinfo.com/
Cricket Australia: www.cricket.com.au
Diabetes Australia (Vic): www.diabetesvic.org.au
Disability Sports Victoria: www.vicnet.net.au/~vdsac
Find Thirty: www.findthirty.com.au/
Fitness Australia: www.fitness.org.au
Government of Victoria (online) www.vic.gov.au
Heart Foundation of Australia: www.heartfoundation.org.au
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-actguidelines
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-pubhlthstrateg-active-evidence.htm
National Public Health Partnership: www.nphp.gov.au
NSW Department of Education and Training Resource Reviews
(online):www.schools.nsw.edu.au/resourcereviews
New South Wales Government Department of Health: www.health.nsw.gov.au
NSW Schools Physical Activity and Nutrition Survey
(SPANS):www.health.nsw.gov.au/pubs/2011/spans_2010_summary.html
New South Wales Sport and Recreation (online) www.dsr.nsw.gov.au
Palgrave Macmillan (online) www.palgravemacmillan.com.au
Queensland Sport & Recreation (online) www.sportrec.qld.gov.au
Smartplay: www.smartplay.com.au
Sportscience (online) www.sportsci.org
Strategic Inter-Governmental Forum on Physical Activity and Health:
www.nphp.gov.au/workprog/sigpah/
Swimming Australia (online): www.swimming.org.au
The PE Geek: http://thepegeek.com/
University of Sydney Cluster for Physical Activity and Health: http://sydney.edu.au/medicine/publichealth/cpah/
Fact Sheets: http://sydney.edu.au/medicine/public-health/cpah/research/facts.php
VicHealth: www.vichealth.vic.gov.au
Parental fear a barrier to kid’s physical activity: www.vichealth.vic.gov.au/Media-Centre/MediaReleases-by-Topic/Physical-activity/Survey-shows-parental-fear-hinders-kids-physical-activity.aspx
30
Board Endorsed December 2012
Physical Activity: www.vichealth.vic.gov.au/en/Programs-and-Projects/Physical-Activity.aspx
Sport and Recreation Victoria: www.dpcd.vic.gov.au/sport/
Victorian Institute of Sport: www.vis.org.au
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+
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
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
31
Board Endorsed December 2012
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
Resources
On-site Facilities
In most instances ACT secondary colleges have fully equipped gymnasiums, basic laboratory facilities,
lecture rooms, and well resourced libraries.
Community Facilities
ACT Secondary Colleges have good access to a wide variety of community facilities including
swimming pools, fitness centres, fitness tracks, sports centres, local sports ovals, ACT Sports House,
Australian Sports Commission, Academy of Sport, CIT testing Department of Sport, Recreation and
Racing and the Australian Institute of Sport.
Community Resources
ACT Secondary Colleges have good access to a range of community resources and personnel
including the Active Australia Bureau, Youth Sports Field Officers, individual sports development
officers and coaching directors, ACT Sports Trainers, Red Cross officers and St. John's Ambulance
officers.
NCIS – National Sports Information Centre resource library at the AIS may also be useful.
Proposed Evaluation Procedures
The following questions could 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 Exercise Science and Sports Studies teachers at other
times.

Intra-college discussion between teachers of Exercise Science and Sports Studies both formally
and informally.

Discussions with lecturers at post secondary institutions.

Discussions with accreditation panel members.
32
Board Endorsed December 2012
Beginning Coaching
Value 0.5
(Can be combined with Continuing Coaching to form the standard 1.0 unit Sports Coaching)
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

explore the Level One (1) Beginning
Coaching Principles

explore and analyse the Level One (1)
Beginning Coaching Principles

identify the role and responsibilities of a
coach

examine the role and responsibilities of
a coach

identify and explain the concepts of
growth and development pertaining to
young athletes

hypothesize and evaluate the concepts
of growth and development pertaining
to young athletes

demonstrate communication
techniques

analyse communication techniques

demonstrate modification models of
sports coaching.

explore, examine and demonstrate
modification models of sports coaching.
Content
role and responsibilities of the coach

characteristics and types of coaches

coaching philosophies

(recommend) Australian Sports Commission Codes of Behaviour (encompassing all groups)
planning and design of coaching sessions in a range of sports

importance of planning

phases of training

testing, planning a training session
teaching sports skills/games - improving performance

phases in skill development, whole v part learning applied to a coaching plan

implementation of skill development in practice (training) and fitness sessions

catering for individual differences

applying the major fitness components to individual sports within a coaching context
coaching communication

positive communication, body language and active listening

practical demonstrations and effective feedback (athlete and coach)

peer and self-evaluation

appropriate use of social media within coaching
coaching children and the development of the young athlete

growth and development, general patterns of growth, adolescent growth spurt

age grouping v maturity grouping

psychological problems

harmful activities in children's sport

sport modification
33
Board Endorsed December 2012
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
Goals
Content
Teaching &
Learning
Strategies
Assessment



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




Specific Unit Resources
Books
ACHPER (Vic) 1999, Live It Up: Books 1 and 2, Jacaranda, Australia.
Australian Sports Commission, 1997, Beginning Coaching – Level 1 Coaching Principles Workbook,
Better Printing, ACT.
Davis, et al. 1995, VCE Physical Education Books 1 an 2, 2nd edn, Macmillan, Australia.
Kidman and Hanrahan, 1997, Coaching Process, New Zealand.
Martens, 1997, Successful Coaching, USA.
Pyke, E., 1991, Better Coaching – Advanced Coach’s Manual, Aust.
Pyke, F. 1991, Better Coaching: Advanced Coach’s Manual, Australian Coaching Council, Australia.
Schrembri, G. 1992, Coaching Children, Australia.
Sports Medicine Australia, 1998, Sports First Aid Manual, 3rd edn, Australia.
St John Ambulance, 1994, First Aid; Books 1 & 2, Australian Red Cross, Australia.
Taggart, J. 1991,coaching Female Athletes, Australian Coaching Council. Australia.
Audio Visual Material
Sport and Coaching, 1999, Australia
34
Board Endorsed December 2012
Journal Articles
Sports Coach
The Sport Educator
Sportsfun Resource Manual, Aussie Sports, Australian Sports Commission, Aust
Sport Education Coaching Manual, Davis (Ed), 1999, Australia
Other
Active Australia Office, Department of Sport, Recreation and Racing
Development officers and coaching directors from specific sports associations
35
Board Endorsed December 2012
Continuing Coaching
Value 0.5
(Can be combined with Beginning Coaching to form the standard 1.0 unit Sports Coaching)
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

identify and explain the needs and
considerations to be made in the
coaching of women, disabled athletes
and older athletes

analyse and evaluate the needs and
considerations to be made in the
coaching of women, disabled athletes
and older athletes

demonstrate the ability required for a
Level One (1) Coaching Principle Award

demonstrate the ability required for a
Level One (1) Coaching Principle Award

demonstrate WH&S procedures in the
coaching of fitness activities

demonstrate WH&S procedures in the
coaching of fitness activities

examine planning and program models,
evaluate delivery.

examine planning and program models,
evaluate delivery.
Content
level 1 General Principles of Coaching Award

Students will undertake practical activities in selected sports. Students may be encouraged to
participate in a sports coaching program at a local primary school, or as part of a school or
community based program. Peer based coaching may also be used.
coaching different groups

coaching team sports

coaching female athletes- body composition, amenorrhea, menstrual cycle, pregnancy

coaching veterans (older athletes), considerations including medical issues, limitations

coaching athletes with a disability (AWD)
sport safety and the coach's responsibilities

mechanics of injury i.e. internal and external causes of injury, overuse

prevention, preparation, skill, fitness, protective devices

immediate risk, risk assessment and management

legal responsibilities, duty of care
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
36
Board Endorsed December 2012
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
Goals
Content
Teaching &
Learning
Strategies
Assessment



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




Specific Unit Resources
Books
ACHPER (Vic) 1999, Live It Up: Books 1 and 2, Jacaranda, Australia.
Australian Sports Commission, 1997, Beginning Coaching – Level 1 Coaching Principles Workbook,
Better Printing, ACT.
Davis, et al. 1995, VCE Physical Education Books 1 an 2, 2nd edn, Macmillan, Australia.
Kidman and Hanrahan, 1997, Coaching Process, New Zealand.
Martens, 1997, Successful Coaching, USA.
Pyke, E., 1991, Better Coaching – Advanced Coach’s Manual, Aust.
Pyke, F. 1991, Better Coaching: Advanced Coach’s Manual, Australian Coaching Council, Australia.
Schrembri, G. 1992, Coaching Children, Australia.
Sports Medicine Australia, 1998, Sports First Aid Manual, 3rd edn, Australia.
St John Ambulance, 1994, First Aid; Books 1 & 2, Australian Red Cross, Australia.
Taggart, J. 1991, coaching Female Athletes, Australian Coaching Council. Australia.
Audio Visual Material
Sport and Coaching, 1999, Australia
Journal Articles
Sports Coach
The Sport Educator
Sportsfun Resource Manual, Aussie Sports, Australian Sports Commission, Aust.
Sport Education Coaching Manual, Davis (Ed), 1999, Australia.
Other
Active Australia Office, Department of Sport, Recreation and Racing.
Development officers and coaching directors from specific sports associations.
37
Board Endorsed December 2012
Issues in Sport
Value 0.5
(Can be combined with Skill Acquisition, or Sports Business and Marketing, or Sport, Recreation and
Leisure to form the standard 1.0 units Issues in Sport & Skill Acquisition, or Business, Marketing &
Issues in Sport, or Sport, Recreation & Issues in Sport or any other units to create a new standard
unit)
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:

examine a variety of sociological
patterns and current issues of
Australian sport

examine a variety of sociological
patterns and current issues of
Australian sport

identify the factors which affect the
participation of specific groups in sport

analyse the factors which affect the
participation of specific groups in sport

describe and explore a variety of ethical
issues in sport and describe their
current status

explore a variety of ethical issues in
sport and examine their current status

identify and explain the relationship
between sport and the law

critically analyse the relationship
between sport and the law

demonstrate a wider understanding of
the complex and legal issues in sport.

demonstrate a wider understanding of
the complex and legal issues in sport.
Content
Teachers may choose from the following issues. A combination of issues may be investigated.
social issues in sport

the history of sport in Australia – our sporting nation

economics in sport

multicultural issues in Australian sport

indigenous participation in Sport

children and sport – participation, play vs sport

politics in sport

gender and sport – inequalities, participation rates

athletes with a disability (AWD)

veterans in sport

fashion/ image in sport - impact

marketing and sponsorship in sport
ethical issues in sport

government in sport

sporting behaviour (officials, cheating, discipline of athletes, match fixing, social media)

drugs and sport – testing, governing bodies, penalties, athlete’s responsibility

violence and spectators in sport

sport and the law including duty of care, negligence, fair play

workplace relations – salaries and caps, drafts, contracts

money in sport – gender differences, technological advances
38
Board Endorsed December 2012

athletes as role models

professionalism vs amateurism

media and sport – bias, influence, public opinion

globalisation and sport
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
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
Specific Unit Resources
Books
ACHPER (Vic) 1999, Live It Up: Books 1 and 2, Jacaranda, Australia.
Adair and Vamplew, 1997, Sport in Australian History, Australia.
Cashman, 1995, Paradise of Sport, Australia.
Coakley, J.J. 1994, Sport in Society, Issues and Controversies, 5th edn, Mobey, Sydney.
Davis, et al. 1995, VCE Physical Education Books 1 an 2, 2nd edn, Macmillan, Australia.
Healey, K 1999, Issues in Society, The Spinney Press, Balmain.
Mcnamee and Parry (eds.), 1998 Ethics and Sport, UK.
Reid and Robinson, 1999 Mentor as Anything, Australia.
Phillips, 1997, An Illusory Image: A Report on Media Coverage, Australia.
Vamplew and Stoddart, 1994, Sport in Australia: Social History, Australia.
Wenner 1998, MediaSport, USA.
CD ROMS
ASPIRE 2000 Olympic Resources for Schools, CD ROM (available in all school libraries).
39
Board Endorsed December 2012
Other:
Actively Aging kit, Australian Sports Commission, 1999, Australia.
Indigenous Sport Program resources, Australian Sports Commission, 1998, Australia.
Anti-Harassment in Sport Strategy – resource kit, 1998, Australia.
Never Too Late kit, Australian Sports Commission, 1997, Australia.
Willing and Able - resource kit, Australian Sports Commission, 1997, Australia.
Audio Visual Material
By Any Means Necessary, (video) 1999, Australia.
Issues in Sport (video 4 programs) 1996, VEA, Bendigo.
Just How Green are the Olympics?, 2000, Australia.
On the Juice, 1998, (video) Australia.
Performance Unlimited, 1997, Australia.
Sport and the Media, 1997, (video) VEA, Bendigo.
Sport in Society, 1997, (video) VEA, Bendigo.
Website
Australian Sports Anti-doping Authority (online), 2007
http://www.asda.org.au/
*A great site for reference on any drugs in sport issue. Has fact sheets for all drugs related to sport –
both legal and illegal.
40
Board Endorsed December 2012
Skill Acquisition
Value 0.5
(Can be combined with the units Issues in Sport, or Sports Admin to form the standard 1.0 units
Issues in Sport & Skill Acquisition, or Skill Acquisition & Sports Admin, or any other units to create a
new standard unit)
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:
 describe and explore the relationship
between physical growth and motor
learning
 explore and examine the relationship
between physical growth and motor
learning
 describe and explore the different stages
of learning and aspects of neurological
function associated with the
development of motor skills
 explore and examine the different stages
of learning and aspects of neurological
function associated with the
development of motor skills
 identify and explain factors that affect
skill development and improve
performance
 hypothesize and evaluate factors that
affect skill development and improve
performance
 examine the interaction of physiological
and psychological processes that affect
learning
 explore and examine the interaction of
physiological and psychological processes
that affect learning
 demonstrate and evaluate the ability to
perform physical skills with initiative,
fluency, fluidity, control, accuracy, timing
and precision, whilst using a safe
approach
 demonstrate, evaluate and analyse the
ability to perform physical skills with
initiative, fluency, fluidity, control,
accuracy, timing and precision, whilst
using a safe approach
 demonstrate effective personal,
interpersonal and leadership skills to
work independently or as part of a team.
 demonstrate effective personal,
interpersonal and leadership skills to
work independently or as part of a team.
Content:
the nature of learning

types of learning (for example cognitive, affective)

stages of learning (for example novice/beginner/cognitive, practise/transitional/associative,
elite/autonomous)

learning styles (kinaesthetic, visual, aural, oral, verbal, written)

factors which affect learning
classification of motor skills

closed, open

simple, complex

serial, discrete, continuous

fine, gross
the motor program

executive routines, sub-routines
41
Board Endorsed December 2012

anticipation, timing
mechanics

perceptual mechanism, sensory system

signal detection, selective attention

decision mechanism, reaction time, memory
knowledge

using results to increase awareness and improve skill acquisition

performance feedback

types of instruction, conditions of practice, retention of motor skills
individual differences in learning

environment

hereditary

age

arousal

motivation
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
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
Specific Unit Resources
Books
ACHPER (Vic) 1999, Live It Up: Books 1 and 2, Jacaranda, Australia
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.
42
Board Endorsed December 2012
Davis, et al. 1995, VCE Physical Education Books 1 an 2, 2nd edn, Macmillan, Australia.
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 2, B&G Resource Enterprises,
Western Australia.
Littlewood, K. et. al., 2000 Physical Education VCE Units 1&2, Victoria
Smyth, D et. al.,1999, Live it up 1, VCE Units 1&2, Queensland
Other Resources:
Fundamental Motor Skills Kit, Education Victoria
Variety of laboratory equipment
Journals
Current articles from journals and the media.
Audio Visual Material
Acquiring Skills (video), VEA, Bendigo, Victoria, 2002.
Skill Acquisition Part 1 - Factors Affecting Performance series (video), Classroom Video, 2004.
43
Board Endorsed December 2012
Sport, Recreation and Leisure
Value 0.5
(Can be combined with the units Issues in Sport, or Health in the Australian Community, to form the
standard 1.0 units Sport, Recreation & Issues in Sport, or Sport, Recreation and Health in Australia, or
any other units to create a new standard unit)
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:
 explore the dimensions of sport,
recreation and leisure
 examine the dimensions of sport,
recreation and leisure
 identify and explain the connection
between health and physical fitness
 hypothesize and evaluate the connection
between health and physical fitness
 examine population groups and the
influences affecting their activity choices
 analyse population groups and the
influences affecting their activity choices
 identify and explain the issues
contributing to community sport and
recreation.
 analyse and evaluate the issues
contributing to community sport and
recreation.
Content
sport, leisure and recreation

definitions of sport, play, leisure and recreation

types of sport, leisure and recreation

characteristics of sport, leisure and recreation

history of Australian leisure and the changes over time

significance of sport, recreation and leisure in Australian society
physical fitness & health
 define physical fitness and health
 the role of physical fitness in leisure and recreation
 the relationship between health, physical fitness and benefits of regular exercise
 potential benefits of physical fitness and recreation
 social and competitive participation
 issues affecting participation (e.g. indigenous, elderly, socio-economic)
 preventative health
local sport & recreation facilities

issues affecting the provision of recreational/sporting facilities (e.g. government funding, the
role of agencies, environment)

joint provision and dual use of facilities

catering for the needs of the local community, demographics
sport and recreation for people with special needs

needs, programs and facilities for people with a disability, the elderly and intellectually
disabled
44
Board Endorsed December 2012
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment










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




Specific Unit Resources
Books:
Arnheim, D.D. & Prentice, W.E., 1997, Principles of Athletic Training, 9th Ed, McGraw-Hill, USA.
Lynch and Veal, 1999, Australian Leisure, Australia Promoting Physical Activity, US Dept. of Health,
USA.
Shivers, 1997, Story of Leisure, USA Western Australian Physical Education Studies – Year 12 Text.
Bloot, R and Browne, J.1994, Physical Education Resources, 1st Ed, Scarborough, WA.
Ian Roberts, 2001, Advanced Leisure and Recreation UK.
Peter Hayward, 2000, Leisure and Tourism.
Human Kinetics Organisation, 2006, Introduction to Recreation and Leisure, USA.
Mary Beth Allan, 2005, Sport Exercise and Fitness.
Web Sites
NSW Sport and Recreation (online), 2007 www.dsr.nsw.gov.au
BlueEarth Outcomes and Standards Framework (online), 2007:
http://www.bluearth.org/pdf/csf/act.pdf
Australian Sports Commission (online) 2007: http://www.ausport.gov.au
NSW Department of Education and Training (online), 2006:
www.schools.nsw.edu.au/resourcereviews
Palgrave Macmillan (online), 2007: www.palgravemacmillan.com.au
45
Board Endorsed December 2012
Victoria online (online), 2007: www.vic.gov.au
Queensland Department of Sport & Recreation (online), 2007: www.sportrec.qld.gov.au
Other:
Internet interactive sites, Lectures/ workshops by local sports historians, sports administrators,
sporting personalities, local community events/activities
46
Board Endorsed December 2012
Health in the Australian Community
Value 0.5
(Can be combined with the unit Sport, Recreation and Leisure, or Sports Admin, to create the
standard 1.0 units Sport, Recreation and Health in Australia, or Sports Admin & Health in Australia, or
any other units to create a new standard unit)
Specific Unit Goals
This A unit should enable students to:
 identify and explain key issues affecting
the health of Australians
This T unit should enable students to:
 analyses key issues affecting the health of
Australians
 examine ways of working towards better
health for all Australians
 explore and hypothesize ways of working
towards better health for all Australians
 describe and explore the different roles
and responsibilities individuals,
communities
 explore and critically analyse the
different roles and responsibilities
individuals, communities
 governments have in addressing
Australia’s health priorities
 governments have in addressing
Australia’s health priorities
 examine information about health and
physical activity concepts.
 evaluate information about health and
physical activity concepts.
Content
Australian health status

definitions of health, dimensions of health, relative and dynamic nature of health

measuring health status - role of epidemiology, measures of epidemiology (mortality, infant
mortality, morbidity, life expectancy)
health as a social construct

individual health factors( knowledge and skills, attitudes, genetics)

sociocultural health factors (family, peers, media, religion, culture)

socio-economic heath factors(employment, education, income)

environmental health factors (geographical location, access to health services and
technology)
Australian National Physical Activity Guidelines

dimensions of the Australian National Physical Activity Guidelines for all stages of the
lifespan.
lifestyle disease, illness and disabilities

preventable chronic disease - cardiovascular disease (CVD), cancer (skin, breast, lung),
diabetes, obesity, respiratory disease, bone health

injury - sporting, workplace, school, age care

mental health
health care in Australia

types of health facilities and services

equity of access to health facilities and services
47
Board Endorsed December 2012

health care expenditure versus early intervention and prevention

health insurance: Medicare and private
health promotion

the Ottawa Charter - a health promotion framework

approaches and strategies
o
lifestyle/behavioural approaches ( quit smoking programs, health education)
o
preventative medical approaches (childhood immunisation, cancer screening)
o
public health approaches (health-promoting schools and workplaces)
health concerns for Australian population groups

growing and ageing population - healthy ageing, increased population living with chronic
disease and disability, demand for health services and workforce shortages, availability of
carers and volunteers

groups experiencing health inequities - Aboriginal and Torres Strait Islander peoples,
socioeconomically disadvantaged people, people in rural and remote areas, overseas-born
people, the elderly, people with disabilities
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
Goals
Content
Teaching
Assessment





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
Specific Unit Resources
Books
ACHPER, 1999, Live It Up: Books 1 and 2, Jacaranda, Australia
Active Australia Club/Association Management Program, 2000, Marketing and Promoting Sport and
Recreation, Australian Sports Commission, Belconnen, Australian Capital Territory
Allan, Mary Beth. 2005, Sport Exercise and Fitness
Bloot, R and Browne, J.1994, Physical Education Resources, 1st Ed, Scarborough, WA.
Coakley, J.J. 1994, Sport in Society, Issues and Controversies, 5th edn, Mobey, Sydney.
48
Board Endorsed December 2012
Davis, D. Kimmet, T., Auty, M., 1994, HSC Personal Development, Health and Physical Education,
McMillan, South Melbourne.
Davis, et al. 1995, VCE Physical Education Books 1 an 2, 2nd edn, Macmillan, Australia.
Davy, Parker & Patterson, 1995, Health Moves 2, Heinemann Publications.
DeCastella, R, Clews, W, Dalgleish, M,(eds), 1997, Smart Sport, RWM Publications, Canberra.
Egger, G. Champion., N. 1998, The Fitness Leaders Handbook, (4th edn), Kangaroo Press.
Eshuys et al. 1997, getting It Together 1 and 2, Universal, Australia.
Gabbard, C., 1992, Lifelong Motor Development, Wm. C. Brown Publishers, Dubuque.
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 2, B&G Resource Enterprises,
Western Australia.
Healey, K, (ed.), 1999, Issues in Society, The Spinney Press, Balmain
Howell, R. & Howell, M. 1991,Concepts of Physical Education ,Jacaranda, Australia.
Kershaw, A, Lees, R, Johnson, G, & Taylor, M. 1996, Senior Personal Development, Health and
Physical Education, McGraw Hill Book Company, Sydney.
Littlewood, K et al, 2000 Physical Education VCE Units 1&2, , Victoria
Malpell, R. et al, 1997, Physical Education VCE Units 3 & 4, 2nd edn, Nelson, Australia.
Marieb, E. 1998, Human Anatomy and Physiology, (4th edn), The Benjamin/Cummings Publishing Co,
Calif, USA.
Ruskin Ron, Proctor Kim, Neeves David, Outcomes 2 HSC Course + eBookPlus, 4th Edition
September 2009, Jacaranda
Smyth, D et al, 1999, Live it up 1, VCE Units 1&2, Queensland
Vamplew and Stoddart, 1994, Sport in Australia: Social History, Australia.
Audio Visual Material
Clickview Resource
Sport in Society, 1997, (video) VEA, Bendigo.
Sports Science Video Library, Various Topics, (video),Video Education, Bendigo 2000.
Volunteer Involvement Program (VIP) resources – Let’s Get Involved booklet and video, 1997,
Australia
Journal Articles
Sportsfun Resource Manual, Aussie Sports, Australian Sports Commission, Aust
The Sport Educator
CD ROMS
e-Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Web Sites
Australian Council for Health, Physical Education and Recreation (online), www.achper.org.au
Australian Sports Commission (Australian Institute of Sport) (online), 2004: www.ausport.gov.au
49
Board Endorsed December 2012
Beyond Blue: http://www.beyondblue.org.au
Blackdog Institute: http://www.blackdoginstitute.org.au
Government of Victoria (online), 2007 www.vic.gov.au
Headspace: http://www.headspace.org.au/
New South Wales Sport and Recreation (online), 2007: www.dsr.nsw.gov.au
NSW Department of Education and Training Resource Reviews (online), 2006:
www.schools.nsw.edu.au/resourcereviews
Queensland Sport & Recreation (online), 2006: www.sportrec.qld.gov.au
Sportscience (online), 2006: www.sportsci.org
50
Board Endorsed December 2012
Sports Admin
Value 0.5
(Can be combined with the units Sports Business and Marketing, or Skill Acquisition, or Health in the
Australian Community, to create the standard 1.0 unit Sports Admin & Marketing, or Skill Acquisition,
or Sports Admin & Health in Australia, or any other units to create a new standard unit)
Specific Unit Goals
This A unit should enable students to:
This T unit should enable students to:
 identify and explain administrative issues
that relate to organising simple sporting
competitions
 examine administrative issues that relate
to organising simple sporting
competitions
 demonstrate adherence to WH&S
procedures
 demonstrate adherence to WH&S
procedures
 describe and explore types of
competitions and their suitability for
different sports
 analyse and evaluate types of
competitions and their suitability for
different sports
 demonstrate organisation of a sport
program at a local feeder primary or high
school
 demonstrate organisation of a sport
program at a local feeder primary or high
school
 examine sport administration models.
 evaluate sport administration models
 implement and manage an online ICT
database in event management.
Content
general organisation of sports competitions
 planning models
 timelines
 processes for sporting organisations
organisational and management structures
 meetings – structures and processes involved in formal meetings
 channels of communication
 delegation
 committee structure
 handling correspondence
legal requirements
 constitution and by laws
 incorporation
 liability and negligence
 insurance, risk management, WH&S
 member protection i.e. code of conduct
financial planning
 reporting
51
Board Endorsed December 2012
 budgeting and forecasts (income and expenditure)
 strategic planning
public relations

devising campaigns
 communication strategies
human resource management

participants

volunteers (recruitment, management and acknowledgement)

officials

sports competitions personnel (eg judging, recording, and timekeeping)

spectators
event management

facilities, bookings, hiring, risk management

carnival day management (planning, on day management)

role delegation and team work

structure of competition schedules, e.g., round-robin, single elimination, double elimination,
ladder; and methods of arranging "finals" - semi-finals, finals, grand finals

scoring systems for general sports competitions

keeping records and maintaining displays of competition results

debrief and evaluation methods
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching &
Learning
Strategies
creative and critical thinkers



enterprising problem-solvers

Assessment


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




52
Board Endorsed December 2012
Specific Unit Resources
Books
Australian Sports Commission, Harassment-free Sport: Guidelines for Officials, Australian Sports
Commission, ACT.
Barr, C.A., Hums, M.A. and Masteralexis, L. P., 1998, Principles and Practice of Sport Management,
Aspen Publishers, Gaithersburg, USA.
Club Administration Manual: for Sport and Recreation Groups, 1994, Australia.
Club Planning: An Easy Guide for Sport and Recreation Clubs, 1993, Australia.
Level 1 Sports Administration Course, 1998, Australia.
Mertzman, R. A. 2000, Exploring Sports and Society: Ethics, Management and Decision Making,
Kendall Hunt Publishing Company, Iowa.
Parks, J.B. & Quarterman, J. 2003, Contemporary Sport Management, Human Kinetics, IL, USA.
Smith, A. 1999, Sports Studies: A Guide to Professional Practice, Allen and Unwin, St Leonards, NSW.
Audio Visual Material
Ethics and Management of Sports Agents and Athletes,1999, Philosophy Lab, St Petersburg, Florida.
Volunteer Involvement Program (VIP) resources – Let’s Get Involved booklet and video, 1997,
Australia
Websites
Australian Sports Commission (online), 2004: www.ausport.gov.au
Other
Lectures/seminars by local sports administrators.
Visits to local sporting organisations.
Volunteer Coordinator’s Kit, 1994, Australia.
These were accurate at the time of publication.
53
Board Endorsed December 2012
Sports Business and Marketing
Value 0.5
(Can be combined with the units Sports Admin, or Issues in Sport, to create the standard 1.0 units
Sports Admin & Marketing, or Business, Marketing and Issues in Sport, or any other units to create a
new standard unit)
Specific Unit Goals
This A unit should enable students to:
 examine key components relating to the
business and marketing of sport
This T unit should enable students to:
 examine and analyse key components
relating to the business and marketing of
sport
 identify and explain the marketing forces
that drive sport
 analyse and evaluate the marketing
forces that drive sport
 identify and explain the marketing and
promotional requirements of a major
sporting event or organisation
 analyse and evaluate the marketing and
promotional requirements of a major
sporting event or organisation
 examine marketing trends as they relate
to sport.
 evaluate marketing trends as they relate
to sport.
Content
corporate involvement in sport

role of sports governing bodies – eg. Athletics Australia, Australian Football League

corporate identity/brand name

public image
sponsorship
 methods of securing sponsorship
 types of current sponsorship and future implications
 grants and funding
 ethical issues when considering sponsorship
 influence of sponsors
influence of media
 television, radio, print – commercial aspects and revenue raising
 image portrayal
advertising a brand
 role of promoters
 sports agents
 merchandising
business and sports marketing
 marketing research
 marketing strategies
 research methods
 plans and proposals
54
Board Endorsed December 2012
stakeholder engagement strategies

the personnel behind business and marketing

sales pitch, people skills and integrity

communication styles

importance of interpersonal relationships
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
Goals
Content
Teaching
Assessment










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
Specific Unit Resources
Books
Active Australia Club/Association Management Program, Marketing and Promoting Sport and
Recreation, Australian Sports Commission, Belconnen, Australian Capital Territory, 2000.
Active Australia Club/Association Management Program, 2000, Sponsorship, Fundraising and Grants,
Australian Sports Commission, Belconnen.
Lagae, W. 2005, Sports Sponsorship and Marketing Communication: A European Perspective,
Prentice-Hall, New Jersey.
Pope, N. & Turco, D., 2001, Sport and Event Marketing, McGraw-Hill, Roseville.
Shank, M.D. 2002, Sports Marketing: A Strategic Perspective, Prentice-Hall, New Jersey.
Shilbury, D. & Deane, J. 2001 Sport Management in Australia: An organisational Overview, Strategic
Sport Management, Bentleigh East, Victoria.
Skildum-Reid, K. & Grey, A. 2002, The Sponsorship Seeker’s Toolkit, McGraw-Hill, Sydney, New South
Wales.
55
Board Endorsed December 2012
Audio Visual Material
Video Classroom, Advertising, Bendigo, Victoria, 2002.
Video Classroom, Market Research, Bendigo, Victoria, 2002.
Video Education Australia, Running the Planet- Nike’s Business Skills Revealed, Bendigo, Victoria,
2000.
Web Sites
Athletics Australia (online), 2006: www.athletics.com.au
Australian Sports Commission (Australian Institute of Sport) (online), 2004: www.ausport.gov.au
Australian Olympic Committee, AOC (online), 2012: www.corporate.olympics.com.au
Australian Football League (online), 2007: www.afl.com.au
Government of Victoria (online), 2007: www.vic.gov.au
Queensland Sport & Recreation (online), 2006: www.sportrec.qld.gov.au
Swimming Australia (online), 2007: www.swimming.org.au
56
Board Endorsed December 2012
Sports Coaching
Value 1.0
Specific Unit Goals
This A unit should enable students to:
 demonstrate the Level One (1) Beginning
Coaching Principles
This T unit should enable students to:
 explore the Level One (1) Beginning
Coaching Principles
 examine the role and responsibilities of a
coach
 examine the role and responsibilities of a
coach
 identify and explain the concepts of
growth and development pertaining to
young athletes
 hypothesize and evaluate the concepts of
growth and development pertaining to
young athletes
 demonstrate communication techniques
 analyse communication techniques
 demonstrate modification models of
sports coaching
 demonstrate modification models of
sports coaching
 identify and explain the needs and
considerations to be made in the
coaching of women, disabled athletes
and older athletes
 analyse and evaluate the needs and
considerations to be made in the
coaching of women, disabled athletes
and older athletes
 demonstrate the ability required for a
Level One (1) Coaching Principle Award
 demonstrate the ability required for a
Level One (1) Coaching Principle Award
 demonstrate WH&S procedures in the
coaching of fitness activities
 demonstrate WH&S procedures in the
coaching of fitness activities
 examine planning and program models,
evaluate delivery.
 examine planning and program models,
evaluate delivery.
Content
role and responsibilities of the coach

characteristics and types of coaches

coaching philosophy

code of ethics
planning and design of coaching sessions in a range of sports

importance of planning

phases of training

testing, planning a training session
teaching sports skills/games - improving performance

skill phases of skill learning, whole v part learning

implementation of skill development in practice and fitness sessions

catering for individual differences

the major components of fitness, fitness components of sports
coaching communication

positive communication, body language and active listening

practical demonstrations and effective feedback (athlete and coach)
57
Board Endorsed December 2012

peer and self-evaluation
coaching children and the development of the young athlete

growth and development, general patterns of growth, adolescent growth spurt

age grouping vs maturity grouping

psychological problems

harmful activities in children's sport
 sport modification
Level 1 General Principles of Coaching Award

Students will undertake practical activities in selected sports students may be encouraged to
participate in a sports coaching program at a local primary school, or as part of a school or
community based program. Peer based coaching may also be used.
coaching different groups

coaching team sports

coaching female athletes- body composition, amenorrhea, menstrual cycle, pregnancy

coaching veterans (older athletes), considerations including medical issues, limitations

coaching athletes with a disability (AWD)
sport safety and the coach's responsibilities

mechanics of injury i.e. internal and external causes of injury, overuse prevention,
preparation, skill, fitness, protective devices

immediate management

legal responsibilities, duty of care
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
Goals
Content

Teaching &
Learning
Strategies
Assessment


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




58
Board Endorsed December 2012
Specific Unit Resources
Books
ACHPER (Vic) 1999, Live It Up: Books 1 and 2, Jacaranda, Australia.
Australian Sports Commission, 1997, Beginning Coaching – Level 1 Coaching Principles Workbook,
Better Printing, ACT.
Davis, et al. 1995, VCE Physical Education Books 1 an 2, 2nd edn, Macmillan, Australia.
Kidman and Hanrahan, 1997, Coaching Process, New Zealand.
Martens, 1997, Successful Coaching, USA.
Pyke, E., 1991, Better Coaching – Advanced Coach’s Manual, Aust.
Pyke, F. 1991, Better Coaching: Advanced Coach’s Manual, Australian Coaching Council, Australia.
Reid, M. 1990, Sports Medicine Awareness Course, Australian Sports Medicine Federation, Canberra.
Schrembri, G. 1992, Coaching Children, Australia.
Sports Medicine Australia, 1998, Sports First Aid Manual, 3rd edn, Australia.
St John Ambulance, 1994, First Aid; Books 1 & 2, Australian Red Cross, Australia.
Taggart, J. 1991,coaching Female Athletes, Australian Coaching Council. Australia.
Woodman, G., 1990, Beginning Coaching - Level 1 Coach’s Manual, Australia.
Audio Visual Material
Sport and Coaching, 1999, Australia
Journal Articles
Sports Coach
The Sport Educator
Sportsfun Resource Manual, Aussie Sports, Australian Sports Commission, Aust.
Sport Education Coaching Manual, Davis (Ed), 1999, Australia.
Other
Active Australia Office, Department of Sport, Recreation and Racing.
Development officers and coaching directors from specific sports associations.
59
Board Endorsed December 2012
Issues in Sport & Skill Acquisition
Value 1.0
Specific Unit Goals
This A unit should enable students to:
 examine a variety of sociological patterns
and current issues of Australian sport
This T unit should enable students to:
 examine a variety of sociological patterns
and current issues of Australian sport
 identify the factors which affect the
participation of specific groups in sport
 analyse the factors which affect the
participation of specific groups in sport
 explore a variety of ethical issues in sport
and describe their current status
 explore a variety of ethical issues in sport
and describe their current status
 describe and explore the relationship
between sport and the law
 critically analyse the relationship
between sport and the law
 demonstrate a wider understanding of
the complex and legal issues in sport
 demonstrate a wider understanding of
the complex and legal issues in sport
 examine the relationship between
physical growth and motor learning
 explore and examine the relationship
between physical growth and motor
learning
 examine the different stages of learning
and aspects of neurological function
associated with the development of
motor skills
 explore and examine the different stages
of learning and aspects of neurological
function associated with the
development of motor skills
 identify and explain factors that affect
skill development and improve
performance
 hypothesize and evaluate factors that
affect skill development and improve
performance
 examine the interaction of physiological
and psychological processes that affect
learning
 explore and examine the interaction of
physiological and psychological processes
that affect learning
 demonstrate the ability to perform
physical skills with initiative, fluency,
fluidity, control, accuracy, timing and
precision, whilst using a safe approach
 demonstrate the ability to perform
physical skills with initiative, fluency,
fluidity, control, accuracy, timing and
precision, whilst using a safe approach
 demonstrate effective personal,
interpersonal and leadership skills to
work independently or as part of a team.
 demonstrate effective personal,
interpersonal and leadership skills to
work independently or as part of a team.
Content
social issues in sport

the history of sport in Australia – Our sporting nation

socio-economic and socio-cultural issues in sport

multicultural issues in Australian sport

indigenous participation in Sport

children and sport – participation, play vs sport

politics in sport
60
Board Endorsed December 2012

gender and sport – inequalities, participation rates

athletes with a disability (AWD)

officials in sport – roles and responsibilities

veterans in sport

fashion/ image in sport - impact

marketing and sponsorship in sport
ethical issues in sport

drugs and sport – testing, governing bodies, penalties, athlete’s responsibility

violence and spectators in sport

sport and the law including duty of care, negligence, fair play

workplace relations – salaries and caps, drafts, contracts

money in sport – gender differences, technological advances

athletes as role models

professionalism vs Amateurism

media and sport – bias, influence, public opinion

globalisation and sport
the nature of learning

types of learning

stages of learning

factors which affect learning
classification of motor skills

closed, open

simple, complex

serial, discrete, continuous

fine, gross
the motor program

executive routines, sub-routines

anticipation, timing
mechanics

perceptual mechanism, sensory system

signal detection, selective attention

decision mechanism, reaction time, memory
knowledge

results

performance, feedback

types of instruction, conditions of practice, retention of motor skills
individual differences in learning

environment

hereditary

age
61
Board Endorsed December 2012

arousal

motivation
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
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
Specific Unit Resources
Books
ACHPER (Vic) 1999, Live It Up: Books 1 and 2, Jacaranda, Australia.
Adair and Vamplew, 1997, Sport in Australian History, Australia.
Cashman, 1995, Paradise of Sport, Australia.
Coakley, J.J. 1994, Sport in Society, Issues and Controversies, 5th edn, Mobey, Sydney.
Davis, et al. 1995, VCE Physical Education Books 1 an 2, 2nd edn, Macmillan, Australia.
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 2, B&G Resource Enterprises,
Western Australia.
Healey, K 1999, Issues in Society, The Spinney Press, Balmain.
Littlewood, K. et. al., 2000 Physical Education VCE Units 1&2, Victoria.
Mcnamee and Parry (eds.), 1998 Ethics and Sport, UK.
Phillips, 1997, An Illusory Image: A Report on Media Coverage, Australia.
Reid and Robinson, 1999 Mentor as Anything, Australia.
Smyth, D et. al.,1999, Live it up 1, VCE Units 1&2, Queensland.
Vamplew and Stoddart, 1994, Sport in Australia: Social History, Australia.
Wenner 1998, MediaSport, USA.
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Board Endorsed December 2012
CD ROMS
ASPIRE 2000 Olympic Resources for Schools, CD ROM (available in all school libraries).
Other Resources
Actively Aging kit, Australian Sports Commission, 1999, Australia.
Anti-Harassment in Sport Strategy – resource kit, 1998, Australia.
Fundamental Motor Skills Kit, Education Victoria.
Indigenous Sport Program resources, Australian Sports Commission, 1998, Australia.
Never Too Late kit, Australian Sports Commission, 1997, Australia.
Variety of laboratory equipment.
Willing and Able - resource kit, Australian Sports Commission, 1997, Australia.
Journals
Current articles from journals and the media.
Audio Visual Material
Acquiring Skills (video), VEA, Bendigo, Victoria, 2002.
By Any Means Necessary, (video) 1999, Australia.
Issues in Sport (video 4 programs) 1996, VEA, Bendigo.
Just How Green are the Olympics?, 2000, Australia.
On the Juice, 1998, (video) Australia.
Performance Unlimited, 1997, Australia.
Skill Acquisition Part 1 - Factors Affecting Performance series (video), Classroom Video, 2004.
Sport and the Media,1997, (video) VEA, Bendigo.
Sport in Society, 1997, (video) VEA, Bendigo.
Website
Australian Sports Anti-doping Authority (online), 2007: http://www.asda.org.au/
*A great site for reference on any drugs in sport issue. Has fact sheets for all drugs related to sport –
both legal and illegal.
63
Board Endorsed December 2012
Sport, Recreation and Health in Australia
Value 1.0
Specific Unit Goals
This A unit should enable students to:
 explore the dimensions of sport,
recreation and leisure
This T unit should enable students to:
 explore the dimensions of sport,
recreation and leisure
 identify and explain the connection
between health and physical fitness
 hypothesize and evaluate the connection
between health and physical fitness
 identify population groups and the
influences affecting their activity choices
 analyse population groups and the
influences affecting their activity choices
 describe and explore the issues
contributing to community sport and
recreation
 analyse and evaluate the issues
contributing to community sport and
recreation
 identify key issues affecting the health of
Australians
 analyses key issues affecting the health of
Australians
 recommend ways of working towards
better health for all Australians
 hypothesize ways of working towards
better health for all Australians
 describe and explore the different roles
and responsibilities individuals,
communities and governments have in
addressing Australia’s health priorities
 explore the different roles and
responsibilities individuals, communities
and governments have in addressing
Australia’s health priorities
 examine information about health and
physical activity concepts.
 evaluate information about health and
physical activity concepts.
Content
sport, leisure and recreation

definitions of sport, play, leisure and recreation

types of sport, leisure and recreation

characteristics of sport, leisure and recreation

history of Australian leisure and the changes over time

significance of sport, recreation and leisure in Australian society
physical fitness & health

define physical fitness and health

the role of physical fitness in leisure and recreation

the relationship between health, physical fitness and benefits of regular exercise

potential benefits of physical fitness and recreation

social and competitive participation

issues affecting participation (eg indigenous, elderly, socio-economic)
local sport & recreation facilities

issues affecting the provision of recreational/sporting facilities (e.g. government funding, the
role of agencies, environment)

joint provision and dual use of facilities
64
Board Endorsed December 2012

catering for the needs of the local community, demographics
sport and recreation for people with special needs

needs, programs and facilities for people with a disability, the elderly and intellectually
disabled
Australian health status

definitions of health, dimensions of health, relative and dynamic nature of health

measuring health status - role of epidemiology, measures of epidemiology (mortality, infant
mortality, morbidity, life expectancy)
health as a social construct

individual health factors( knowledge and skills, attitudes, genetics)

sociocultural health factors (family, peers, media, religion, culture)

socio-economic heath factors(employment, education, income)

environmental health factors (geographical location, access to health services and
technology)
Australian National Physical Activity Guidelines

dimensions of the Australian National Physical Activity Guidelines for all stages of the
lifespan.
lifestyle disease, illness and disabilities

preventable chronic disease - cardiovascular disease (CVD), cancer (skin, breast, lung),
diabetes, obesity, respiratory disease, bone health

injury - sporting, workplace, school, age care

mental health
health care in Australia

types of health facilities and services

equity of access to health facilities and services

health care expenditure versus early intervention and prevention

health insurance: Medicare and private
health promotion

the Ottawa Charter - a health promotion framework

approaches and strategies
o
lifestyle/behavioural approaches (quit smoking programs, health education)
o
preventative medical approaches (childhood immunisation, cancer screening)
o
public health approaches (health-promoting schools and workplaces)
health concerns for Australian population groups

growing and ageing population - healthy ageing, increased population living with chronic
disease and disability, demand for health services and workforce shortages, availability of
carers and volunteers.

groups experiencing health inequities - Aboriginal and Torres Strait Islander peoples, socioeconomically disadvantaged people, people in rural and remote areas, overseas-born people,
the elderly, people with disabilities
65
Board Endorsed December 2012
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
Goals
Content
Teaching
Assessment










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




Specific Unit Resources
Books
ACHPER, 1999, Live It Up: Books 1 and 2, Jacaranda, Australia.
Active Australia Club/Association Management Program, 2000, Marketing and Promoting Sport and
Recreation, Australian Sports Commission, Belconnen, Australian Capital Territory.
Allan, Mary Beth. 2005, Sport Exercise and Fitness.
Arnheim, D.D. & Prentice, W.E., 1997, Principles of Athletic Training, 9th Ed, McGraw-Hill, USA.
Bloot, R and Browne, J.1994, Physical Education Resources, 1st Ed, Scarborough, WA.
Coakley, J.J. 1994, Sport in Society, Issues and Controversies, 5th edn, Mobey, Sydney.
Davis, D. Kimmet, T., Auty, M., 1994, HSC Personal Development, Health and Physical Education,
McMillan, South Melbourne.
Davis, et al. 1995, VCE Physical Education Books 1 an 2, 2nd edn, Macmillan, Australia.
Davy, Parker & Patterson, 1995, Health Moves 2, Heinemann Publications.
DeCastella, R, Clews, W, Dalgleish, M,(eds), 1997, Smart Sport, RWM Publications, Canberra.
Egger, G. Champion., N. 1998, The Fitness Leaders Handbook, (4th edn), Kangaroo Press.
Eshuys et al. 1997, getting It Together 1 and 2, Universal, Australia.
Fitzgibbon, L. Cross, T. Ruskin, R. 1996, Outcomes 2 – HSC Course, The Jacaranda Press, Milton, Qld.
Gabbard, C., 1992, Lifelong Motor Development, Wm. C. Brown Publishers, Dubuque.
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 2, B&G Resource Enterprises,
Western Australia.
66
Board Endorsed December 2012
Peter Hayward, 2000, Leisure and Tourism.
Healey, K, (ed.), 1999, Issues in Society, The Spinney Press, Balmain.
Howell, R. & Howell, M. 1991,Concepts of Physical Education, Jacaranda, Australia.
Human Kinetics Organisation, 2006, Introduction to Recreation and Leisure, USA.
Kershaw, A, Lees, R, Johnson, G, & Taylor, M. 1996, Senior Personal Development, Health and
Physical Education, McGraw Hill Book Company, Sydney.
Littlewood, K et al, 2000 Physical Education VCE Units 1&2, Victoria.
Lynch and Veal, 1999, Australian Leisure, Australia Promoting Physical Activity, US Dept. of Health,
USA.
Malpell, R. et al, 1997, Physical Education VCE Units 3 & 4, 2nd edn, Nelson, Australia.
Marieb, E. 1998, Human Anatomy and Physiology, (4th edn), The Benjamin/Cummings Publishing Co,
Calif, USA.
Ian Roberts, 2001, Advanced Leisure and Recreation UK.
Rowe, O. & Lawrence, G., 1990, Sport and Leisure: Trends in Australian Popular Culture, Harcourt
Brace Jovanovich, USA.
Shivers, 1997, Story of Leisure, USA Western Australian Physical Education Studies – Year 12 Text.
Smyth, D et al, 1999, Live it up 1, VCE Units 1&2, Queensland.
Vamplew and Stoddart, 1994, Sport in Australia: Social History, Australia.
Web Sites
Australian Council for Health, Physical Education and Recreation (online). www.achper.org.au
Australian Sports Commission (online) 2007: http://www.ausport.gov.au
BlueEarth Outcomes and Standards Framework (online), 2007.
http://www.bluearth.org/pdf/csf/act.pdf
Government of Victoria (online), 2007: www.vic.gov.au
NSW Department of Education and Training (online), 2006:
www.schools.nsw.edu.au/resourcereviews
NSW Sport and Recreation (online), 2007: www.dsr.nsw.gov.au
Palgrave Macmillan (online), 2007: www.palgravemacmillan.com.au
Queensland Department of Sport & Recreation (online), 2007: www.sportrec.qld.gov.au
Sportscience (online), 2006: www.sportsci.org
Victoria online (online), 2007: www.vic.gov.au
Audio Visual Material
Clickview Resource
Sport in Society, 1997, (video) VEA, Bendigo.
Sports Science Series (7 programs), 1989, VEA, Bendigo.
Sports Science Video Library, Various Topics, (video),Video Education, Bendigo 2000.
67
Board Endorsed December 2012
Volunteer Involvement Program (VIP) resources – Let’s Get Involved booklet and video, 1997,
Australia.
Journal Articles
Sportsfun Resource Manual, Aussie Sports, Australian Sports Commission, Aust.
The Sport Educator
CD ROMS
e-Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Other
Internet interactive sites, Lectures/ workshops by local sports historians, sports administrators,
sporting personalities, local community events/activities.
Specific Unit Goals
This A unit should enable students to:
 identify and explore administrative issues
that relate to organising simple sporting
competitions
This T unit should enable students to:
 examine administrative issues that relate
to organising simple sporting competitions
 demonstrate adherence to WHS
procedures
 demonstrate adherence to WHS
procedures
 examine types of competitions and their
suitability for different sports
 analyse and evaluate types of
competitions and their suitability for
different sports
 demonstrate organisation of a sport
program at a local feeder primary or high
school
 demonstrate organisation of a sport
program at a local feeder primary or high
school
 describe and explore sport administration
models examine key components relating
to the business and marketing of sport
 evaluate sport administration models
examine key components relating to the
business and marketing of sport
 examine the marketing forces that drive
sport
 analyse and evaluate the marketing forces
that drive sport
 examine the marketing and promotional
requirements of a major sporting event or
organisation
 analyse and evaluate the marketing and
promotional requirements of a major
sporting event or organisation
 examine marketing trends as they relate to
sport.
 evaluate marketing trends as they relate to
sport.
Content
general organisation of sports competitions

planning models

timelines

processes for sporting organisations
organisational and management structures
68
Board Endorsed December 2012

meetings – structures and processes involved in formal meetings

channels of communication

delegation

committee structure

handling correspondence
legal requirements

constitution

incorporation

liability and negligence

insurance, risk management, OH&S

member protection i.e. code of conduct
financial planning

reporting

budgeting
public relations

devising campaigns

sponsorship and marketing
human resource management

participants

volunteers

officials

sports competitions personnel (eg judging, recording, and timekeeping)

spectators
event management

facilities

structure of competition schedules, e.g., round-robin, single elimination, double elimination,
ladder; and methods of arranging "finals" - semi-finals, finals, grand finals

scoring systems for general sports competitions

keeping records and maintaining displays of competition results
corporate involvement in sport

role of sports governing bodies – eg. Athletics Australia, Australian Football league

corporate identity/brand name

public image
sponsorship

methods of securing sponsorship

grants

ethical issues when considering sponsorship

influence of sponsors
influence of media

television, radio, print – commercial aspects and revenue raising
69
Board Endorsed December 2012

image portrayal
advertising a brand

role of promoters

sports agents

merchandising
business and sports marketing

marketing research

marketing strategies

research methods

plans and proposals
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers

Content
Teaching &
Learning
Strategies

Assessment



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




Specific Unit Resources
Books
Australian Sports Commission, Harassment-free Sport: Guidelines for Officials, Australian Sports
Commission, ACT.
Barr, C.A., Hums, M.A. and Masteralexis, L. P., 1998, Principles and Practice of Sport Management,
Aspen Publishers, Gaithersburg, USA.
Club Administration Manual: for Sport and Recreation Groups, 1994, Australia.
Club Planning: An Easy Guide for Sport and Recreation Clubs, 1993, Australia.
Level 1 Sports Administration Course, 1998, Australia.
70
Board Endorsed December 2012
Mertzman, R. A. 2000, Exploring Sports and Society: Ethics, Management and Decision Making,
Kendall Hunt Publishing Company, Iowa.
Parks, J.B. & Quarterman, J. 2003, Contemporary Sport Management, Human Kinetics, IL, USA.
Smith, A. 1999, Sports Studies: A Guide to Professional Practice, Allen and Unwin, St Leonards, NSW.
Active Australia Club/Association Management Program, Marketing and Promoting Sport and
Recreation, Australian Sports Commission, Belconnen, Australian Capital Territory, 2000.
Active Australia Club/Association Management Program, 2000, Sponsorship, Fundraising and Grants,
Australian Sports Commission, Belconnen.
Lagae, W. 2005, Sports Sponsorship and Marketing Communication: A European Perspective,
Prentice-Hall, New Jersey.
Pope, N. & Turco, D., 2001, Sport and Event Marketing, McGraw-Hill, Roseville.
Shank, M.D. 2002, Sports Marketing: A Strategic Perspective, Prentice-Hall, New Jersey.
Shilbury, D. & Deane, J. 2001 Sport Management in Australia: An organisational Overview, Strategic
Sport Management, Bentleigh East, Victoria.
Skildum-Reid, K. & Grey, A. 2002, The Sponsorship Seeker’s Toolkit, McGraw-Hill, Sydney, New South
Wales.
Audio Visual Material
Ethics and Management of Sports Agents and Athletes, 1999, Philosophy Lab, St Petersburg, Florida.
Volunteer Involvement Program (VIP) resources – Let’s Get Involved booklet and video, 1997,
Australia.
Video Classroom, Advertising, Bendigo, Victoria, 2002.
Video Classroom, Market Research, Bendigo, Victoria, 2002.
Video Education Australia, Running the Planet- Nike’s Business Skills Revealed, Bendigo, Victoria,
2000.
Websites
Australian Sports Commission (online), 2004: www.ausport.gov.au
Athletics Australia (online), 2006: www.athletics.com.au
Australian Sports Commission (Australian Institute of Sport) (online), 2004: www.ausport.gov.au
Australian Olympic Committee, AOC (online), 2012: www.corporate.olympics.com.au
Australian Football League (online), 2007: www.afl.com.au
Government of Victoria (online), 2007: www.vic.gov.au
Queensland Sport & Recreation (online), 2006: www.sportrec.qld.gov.au
Swimming Australia (online), 2007: www.swimming.org.au
Other
Lectures/seminars by local sports administrators.
Visits to local sporting organisations.
71
Board Endorsed December 2012
Volunteer Coordinator’s Kit, 1994, Australia.
These were accurate at the time of publication.
72
Board Endorsed December 2012
Sport, Recreation & Issues in Sport
Value 1.0
Specific Unit Goals
This A unit should enable students to:
 describe and explore the dimensions of
sport, recreation and leisure
This T unit should enable students to:
 explore the dimensions of sport,
recreation and leisure
 identify and explain the connection
between health and physical fitness
 hypothesize and evaluate the connection
between health and physical fitness
 examine population groups and the
influences affecting their activity choices
 analyse population groups and the
influences affecting their activity choices
 identify and explain the issues
contributing to community sport and
recreation
 analyse and evaluate the issues
contributing to community sport and
recreation
 examine a variety of sociological patterns
and current issues of Australian sport
 examine a variety of sociological patterns
and current issues of Australian sport
 examine the factors which affect the
participation of specific groups in sport
 analyse the factors which affect the
participation of specific groups in sport
 explore a variety of ethical issues in sport
and describe their current status
 explore a variety of ethical issues in sport
and describe their current status
 examine the relationship between sport
and the law
 critically analyse the relationship
between sport and the law
 demonstrate a wider understanding of
the complex and legal issues in sport.
 demonstrate a wider understanding of
the complex and legal issues in sport.
Content
sport, leisure and recreation

definitions of sport, play, leisure and recreation

types of sport, leisure and recreation

characteristics of sport, leisure and recreation

history of Australian leisure and the changes over time

significance of sport, recreation and leisure in Australian society
physical fitness & health

define physical fitness and health

the role of physical fitness in leisure and recreation

the relationship between health, physical fitness and benefits of regular exercise

potential benefits of physical fitness and recreation

social and competitive participation

issues affecting participation (eg indigenous, elderly, socio-economic)
local sport & recreation facilities

issues affecting the provision of recreational/sporting facilities (e.g. government funding, the
role of agencies, environment)

joint provision and dual use of facilities
73
Board Endorsed December 2012

catering for the needs of the local community, demographics
sport and recreation for people with special needs

needs, programs and facilities for people with a disability, the elderly and intellectually
disabled
social issues in sport

the history of sport in Australia – our sporting nation

socio-economic and socio-cultural issues in sport

multicultural issues in Australian sport

indigenous participation in Sport

children and sport – participation, play vs sport

politics in sport

gender and sport – inequalities, participation rates

athletes with a disability (AWD)

officials in sport – roles and responsibilities

veterans in sport

fashion/ image in sport - impact

marketing and sponsorship in sport
ethical issues in sport

drugs and sport – testing, governing bodies, penalties, athlete’s responsibility

violence and spectators in sport

sport and the law including duty of care, negligence, fair play

workplace relations – salaries and caps, drafts, contracts

money in sport – gender differences, technological advances

athletes as role models

professionalism vs amateurism

media and sport – bias, influence, public opinion

globalisation and sport
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
74
Board Endorsed December 2012
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
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




Specific Unit Resources
Books
ACHPER (Vic) 1999, Live It Up: Books 1 and 2, Jacaranda, Australia.
Adair and Vamplew, 1997, Sport in Australian History, Australia.
Allan, Mary Beth, 2005, Sport Exercise and Fitness.
Arnheim, D.D. & Prentice, W.E., 1997, Principles of Athletic Training, 9th Ed, McGraw-Hill, USA.
Bloot, R and Browne, J.1994, Physical Education Resources, 1st Ed, Scarborough, WA.
Cashman, 1995, Paradise of Sport, Australia.
Coakley, J.J. 1994, Sport in Society, Issues and Controversies, 5th edn, Mobey, Sydney.
Davis, et al. 1995, VCE Physical Education Books 1 an 2, 2nd edn, Macmillan, Australia.
Hayward, Peter, 2000, Leisure and Tourism.
Healey, K 1999, Issues in Society, The Spinney Press, Balmain.
Human Kinetics Organisation, 2006, Introduction to Recreation and Leisure, USA.
Lynch and Veal, 1999, Australian Leisure, Australia Promoting Physical Activity, US Dept. of Health,
USA.
Mcnamee and Parry (eds.), 1998 Ethics and Sport, UK.
Reid and Robinson, 1999 Mentor as Anything, Australia.
Phillips, 1997, An Illusory Image: A Report on Media Coverage, Australia.
Shivers, 1997, Story of Leisure, USA Western Australian Physical Education Studies – Year 12 Text.
Vamplew and Stoddart, 1994, Sport in Australia: Social History, Australia.
Wenner 1998, MediaSport, USA.
CD ROMS
ASPIRE 2000 Olympic Resources for Schools, CD ROM (available in all school libraries)
Other
Actively Aging kit, Australian Sports Commission, 1999, Australia.
Indigenous Sport Program resources, Australian Sports Commission, 1998, Australia.
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Board Endorsed December 2012
Anti-Harassment in Sport Strategy – resource kit, 1998, Australia.
Never Too Late kit, Australian Sports Commission, 1997, Australia.
Willing and Able - resource kit, Australian Sports Commission, 1997, Australia.
Internet interactive sites, Lectures/ workshops by local sports historians, sports administrators,
sporting personalities, local community events/activities.
Audio Visual Material
By Any Means Necessary, (video) 1999, Australia.
Issues in Sport (video 4 programs) 1996, VEA, Bendigo.
Just How Green are the Olympics?, 2000, Australia.
On the Juice, 1998, (video) Australia.
Performance Unlimited, 1997, Australia.
Sport and the Media,1997, (video) VEA, Bendigo.
Sport in Society, 1997, (video) VEA, Bendigo.
Websites
Australian Sports Anti-doping Authority (online), 2007; http://www.asda.org.au/
Australian Sports Commission (online) 2007: http://www.ausport.gov.au:
BlueEarth Outcomes and Standards Framework (online), 2007:
http://www.bluearth.org/pdf/csf/act.pdf
NSW Department of Education and Training (online), 2006:
www.schools.nsw.edu.au/resourcereviews
NSW Sport and Recreation (online), 2007: www.dsr.nsw.gov.au
Palgrave Macmillan (online), 2007: www.palgravemacmillan.com.au
Queensland Department of Sport & Recreation (online), 2007: www.sportrec.qld.gov.au
Victoria online (online), 2007: www.vic.gov.au
76
Board Endorsed December 2012
Skill Acquisition & Sports Admin
Value 1.0
Specific Unit Goals
This A unit should enable students to:
 identify and explain the relationship
between physical growth and motor
learning
This T unit should enable students to:
 explore and examine the relationship
between physical growth and motor
learning
 indentify and explain the different stages
of learning and aspects of neurological
function associated with the
development of motor skills
 explore and examine the different stages
of learning and aspects of neurological
function associated with the
development of motor skills
 examine factors that affect skill
development and improve performance
 hypothesize and evaluate factors that
affect skill development and improve
performance
 describe and explore the interaction of
physiological and psychological processes
that affect learning
 explore and examine the interaction of
physiological and psychological processes
that affect learning
 demonstrate the ability to perform
physical skills with initiative, fluency,
fluidity, control, accuracy, timing and
precision, whilst using a safe approach
 demonstrate the ability to perform
physical skills with initiative, fluency,
fluidity, control, accuracy, timing and
precision, whilst using a safe approach
 demonstrate effective personal,
interpersonal and leadership skills to
work independently or as part of a team
 demonstrate effective personal,
interpersonal and leadership skills to
work independently or as part of a team
 examine administrative issues that relate
to organising simple sporting
competitions
 examine administrative issues that relate
to organising simple sporting
competitions
 demonstrate adherence to WHS
procedures
 demonstrate adherence to WHS
procedures
 analyse and evaluate types of
competitions and their suitability for
different sports
 analyse and evaluate types of
competitions and their suitability for
different sports
 demonstrate organisation of a sport
program at a local feeder primary or high
school
 demonstrate organisation of a sport
program at a local feeder primary or high
school
 examine sport administration models.
 evaluate sport administration models.
Content
the nature of learning

types of learning

stages of learning

factors which affect learning
classification of motor skills
77
Board Endorsed December 2012

closed, open

simple, complex

serial, discrete, continuous

fine, gross
the motor program

executive routines, sub-routines

anticipation, timing
mechanics

perceptual mechanism, sensory system

signal detection, selective attention

decision mechanism, reaction time, memory
knowledge

results

performance, feedback

types of instruction, conditions of practice, retention of motor skills
individual differences in learning

environment

hereditary

age

arousal

motivation
general organisation of sports competitions

planning models

timelines

processes for sporting organisations
organisational and management structures

meetings – structures and processes involved in formal meetings

channels of communication

delegation

committee structure

handling correspondence
legal requirements
 constitution
 incorporation
 liability and negligence
 insurance, risk management, OH&S
 member protection i.e. code of conduct
financial planning

reporting

budgeting
78
Board Endorsed December 2012
public relations

devising campaigns

sponsorship and marketing
human resource management

participants

volunteers

officials

sports competitions personnel (eg judging, recording, and timekeeping)

spectators
event management

facilities

structure of competition schedules, e.g., round-robin, single elimination, double elimination,
ladder; and methods of arranging "finals" - semi-finals, finals, grand finals

scoring systems for general sports competitions

keeping records and maintaining displays of competition results
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
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




Specific Unit Resources
Books
ACHPER (Vic) 1999, Live It Up: Books 1 and 2, Jacaranda, Australia.
Australian Sports Commission, Harassment-free Sport: Guidelines for Officials, Australian Sports
Commission, ACT.
79
Board Endorsed December 2012
Barr, C.A., Hums, M.A. and Masteralexis, L. P., 1998, Principles and Practice of Sport Management,
Aspen Publishers, Gaithersburg, USA.
Club Administration Manual: for Sport and Recreation Groups, 1994, Australia.
Club Planning: An Easy Guide for Sport and Recreation Clubs, 1993, Australia.
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.
Davis, et al. 1995, VCE Physical Education Books 1 an 2, 2nd edn, Macmillan, Australia.
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 2, B&G Resource Enterprises,
Western Australia.
Level 1 Sports Administration Course, 1998, Australia.
Littlewood, K. et. al., 2000 Physical Education VCE Units 1&2, Victoria.
Mertzman, R. A. 2000, Exploring Sports and Society: Ethics, Management and Decision Making,
Kendall Hunt Publishing Company, Iowa.
Parks, J.B. & Quarterman, J. 2003, Contemporary Sport Management, Human Kinetics, IL, USA.
Smith, A. 1999, Sports Studies: A Guide to Professional Practice, Allen and Unwin, St Leonards, NSW.
Smyth, D et. al.,1999, Live it up 1, VCE Units 1&2, Queensland.
Other Resources
Fundamental Motor Skills Kit, Education Victoria.
Lectures/seminars by local sports administrators.
Visits to local sporting organisations.
Variety of laboratory equipment.
Volunteer Coordinator’s Kit, 1994, Australia.
Journals
Current articles from journals and the media.
Audio Visual Material
Acquiring Skills (video), VEA, Bendigo, Victoria, 2002.
Ethics and Management of Sports Agents and Athletes, 1999, Philosophy Lab, St Petersburg, Florida.
Volunteer Involvement Program (VIP) resources – Let’s Get Involved booklet and video, 1997,
Australia.
Skill Acquisition Part 1 - Factors Affecting Performance series (video), Classroom Video, 2004.
Websites
Australian Sports Commission (online), 2004.
www.ausport.gov.au
80
Board Endorsed December 2012
Business, Marketing & Issues in Sport
Value 1.0
Specific Unit Goals
This A unit should enable students to:
 examine key components relating to the
business and marketing of sport
This T unit should enable students to:
 examine key components relating to the
business and marketing of sport
 identify and explain the marketing forces
that drive sport
 analyse and evaluate the marketing
forces that drive sport
 examine the marketing and promotional
requirements of a major sporting event
or organisation
 analyse and evaluate the marketing and
promotional requirements of a major
sporting event or organisation
 examine marketing trends as they relate
to sport
 evaluate marketing trends as they relate
to sport
 examine a variety of sociological patterns
and current issues of Australian sport
 examine a variety of sociological patterns
and current issues of Australian sport
 identify and explain the factors which
affect the participation of specific groups
in sport
 analyse the factors which affect the
participation of specific groups in sport
 explain a variety of ethical issues in sport
and describe their current status
 explore a variety of ethical issues in sport
and describe their current status
 identify and explain the relationship
between sport and the law
 critically analyse the relationship
between sport and the law
 demonstrate a wider understanding of
the complex and legal issues in sport.
 demonstrate a wider understanding of
the complex and legal issues in sport.
Content
corporate involvement in sport

role of sports governing bodies – eg. Athletics Australia, Australian Football league

corporate identity/brand name

public image
sponsorship

methods of securing sponsorship

grants

ethical issues when considering sponsorship

influence of sponsors
influence of media

television, radio, print – commercial aspects and revenue raising

image portrayal
advertising a brand

role of promoters

sports agents
81
Board Endorsed December 2012

merchandising
business and sports marketing

marketing research

marketing strategies

research methods

plans and proposals
social issues in sport

the history of sport in Australia – Our sporting nation

socio-economic and socio-cultural issues in sport

multicultural issues in Australian sport

indigenous participation in Sport

children and sport – participation, play vs sport

politics in sport

gender and sport – inequalities, participation rates

athletes with a disability (AWD)

officials in sport – roles and responsibilities

veterans in sport

fashion/ image in sport - impact

marketing and sponsorship in sport
ethical issues in sport

drugs and sport – testing, governing bodies, penalties, athlete’s responsibility

violence and spectators in sport

sport and the law including duty of care, negligence, fair play

workplace relations – salaries and caps, drafts, contracts

money in sport – gender differences, technological advances

athletes as role models

professionalism vs Amateurism

media and sport – bias, influence, public opinion

globalisation and sport
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
82
Board Endorsed December 2012
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
Goals
Content
Teaching
Assessment

















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




Specific Unit Resources
Books
Active Australia Club/Association Management Program, Marketing and Promoting Sport and
Recreation, Australian Sports Commission, Belconnen, Australian Capital Territory, 2000
Active Australia Club/Association Management Program, 2000, Sponsorship, Fundraising and Grants,
Australian Sports Commission, Belconnen.
Lagae, W. 2005, Sports Sponsorship and Marketing Communication: A European Perspective,
Prentice-Hall, New Jersey.
Pope, N. & Turco, D., 2001, Sport and Event Marketing, McGraw-Hill, Roseville.
Shank, M.D. 2002, Sports Marketing: A Strategic Perspective, Prentice-Hall, New Jersey.
Shilbury, D. & Deane, J. 2001 Sport Management in Australia: An organisational Overview, Strategic
Sport Management, Bentleigh East, Victoria.
Skildum-Reid, K. & Grey, A. 2002, The Sponsorship Seeker’s Toolkit, McGraw-Hill, Sydney, New South
Wales.
ACHPER (Vic) 1999, Live It Up: Books 1 and 2, Jacaranda, Australia.
Adair and Vamplew, 1997, Sport in Australian History, Australia.
Cashman, 1995, Paradise of Sport, Australia.
Coakley, J.J. 1994, Sport in Society, Issues and Controversies, 5th edn, Mobey, Sydney.
Davis, et al. 1995, VCE Physical Education Books 1 an 2, 2nd edn, Macmillan, Australia.
Healey, K 1999, Issues in Society, The Spinney Press, Balmain.
Mcnamee and Parry (eds.), 1998 Ethics and Sport, UK.
Reid and Robinson, 1999 Mentor as Anything, Australia.
Phillips, 1997, An Illusory Image: A Report on Media Coverage, Australia.
Vamplew and Stoddart, 1994, Sport in Australia: Social History, Australia.
Wenner 1998, MediaSport, USA.
83
Board Endorsed December 2012
Audio Visual Material
Video Classroom, Advertising, Bendigo, Victoria, 2002.
Video Classroom, Market Research, Bendigo, Victoria, 2002.
Video Education Australia, Running the Planet- Nike’s Business Skills Revealed, Bendigo, Victoria,
2000.
By Any Means Necessary, (video) 1999, Australia.
Issues in Sport (video 4 programs) 1996, VEA, Bendigo.
Just How Green are the Olympics?, 2000, Australia.
On the Juice, 1998, (video) Australia.
Performance Unlimited, 1997, Australia.
Sport and the Media,1997, (video) VEA, Bendigo.
Sport in Society, 1997, (video) VEA, Bendigo.
Web Sites
Athletics Australia (online), 2006: www.athletics.com.au
Australian Sports Commission (Australian Institute of Sport) (online), 2004: www.ausport.gov.au
Australian Olympic Committee, AOC (online), 2012: www.corporate.olympics.com.au
Australian Football League (online), 2007: www.afl.com.au
Government of Victoria (online), 2007: www.vic.gov.au
Queensland Sport & Recreation (online), 2006: www.sportrec.qld.gov.au
Swimming Australia (online), 2007: www.swimming.org.au
Australian Sports Anti-doping Authority (online), 2007: http://www.asda.org.au/
*A great site for reference on any drugs in sport issue. Has fact sheets for all drugs related to sport –
both legal and illegal.
84
Board Endorsed December 2012
Sports Admin & Health in Australia
Value 1.0
Specific Unit Goals
This A unit should enable students to:
 examine administrative issues that relate
to organising simple sporting
competitions
This T unit should enable students to:
 examine administrative issues that relate
to organising simple sporting
competitions
 demonstrate adherence to WH&S
procedures
 demonstrate adherence to WH&S
procedures
 identify and explain types of
competitions and their suitability for
different sports
 analyse and evaluate types of
competitions and their suitability for
different sports
 demonstrate organisation of a sport
program at a local feeder primary or high
school
 demonstrate organisation of a sport
program at a local feeder primary or high
school
 examine sport administration models
 evaluate sport administration models
 identify and explain key issues affecting
the health of Australians
 analyses key issues affecting the health of
Australians
 recommend ways of working towards
better health for all Australians
 hypothesize ways of working towards
better health for all Australians
 examine the different roles and
responsibilities individuals, communities
 explore the different roles and
responsibilities individuals, communities
 governments have in addressing
Australia’s health priorities
 governments have in addressing
Australia’s health priorities
 examine information about health and
physical activity concepts.
 evaluate information about health and
physical activity concepts.
Content
general organisation of sports competitions

planning models

timelines

processes for sporting organisations
organisational and management structures

meetings – structures and processes involved in formal meetings

channels of communication

delegation

committee structure

handling correspondence
legal requirements
 constitution
85
Board Endorsed December 2012
 incorporation
 liability and negligence
 insurance, risk management, WH&S
 member protection i.e. code of conduct
financial planning

reporting

budgeting
public relations

devising campaigns
 sponsorship and marketing
human resource management

participants

volunteers

officials

sports competitions personnel (e.g. judging, recording, and timekeeping)

spectators
event management

facilities

structure of competition schedules, e.g., round-robin, single elimination, double elimination,
ladder; and methods of arranging "finals" - semi-finals, finals, grand finals

scoring systems for general sports competitions

keeping records and maintaining displays of competition results
Australian health status

definitions of health, dimensions of health, relative and dynamic nature of health

measuring health status - role of epidemiology, measures of epidemiology (mortality, infant
mortality, morbidity, life expectancy)
health as a social construct

individual health factors (knowledge and skills, attitudes, genetics)

sociocultural health factors (family, peers, media, religion, culture)

socio-economic heath factors (employment, education, income)

environmental health factors (geographical location, access to health services and
technology)
Australian National Physical Activity Guidelines

dimensions of the Australian National Physical Activity Guidelines for all stages of the
lifespan.
lifestyle disease, illness and disabilities

preventable chronic disease - cardiovascular disease (CVD), cancer (skin, breast, lung),
diabetes, obesity, respiratory disease, bone health

injury - sporting, workplace, school, age care

mental health
health care in Australia
86
Board Endorsed December 2012

types of health facilities and services

equity of access to health facilities and services

health care expenditure versus early intervention and prevention

health insurance: Medicare and private
health promotion

the Ottawa Charter - a health promotion framework

approaches and strategies
o
lifestyle/behavioural approaches ( quit smoking programs, health education)
o
preventative medical approaches (childhood immunisation, cancer screening)
o
public health approaches (health-promoting schools and workplaces)
health concerns for Australian population groups

growing and ageing population - healthy ageing, increased population living with chronic
disease and disability, demand for health services and workforce shortages, availability of
carers and volunteers.

groups experiencing health inequities - Aboriginal and Torres Strait Islander peoples,
socioeconomically disadvantaged people, people in rural and remote areas, overseas-born
people, the elderly, people with disabilities
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to assessment for A courses on page 16
Refer to assessment for T courses on page 15
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching &
Learning
Strategies
Assessment
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




87
Board Endorsed December 2012
Specific Unit Resources
Books
ACHPER, 1999, Live It Up: Books 1 and 2, Jacaranda, Australia.
Active Australia Club/Association Management Program, 2000, Marketing and Promoting Sport and
Recreation, Australian Sports Commission, Belconnen, Australian Capital Territory.
Allan, Mary Beth. 2005, Sport Exercise and Fitness.
Australian Sports Commission, Harassment-free Sport: Guidelines for Officials, Australian Sports
Commission, ACT.
Barr, C.A., Hums, M.A. and Masteralexis, L. P., 1998, Principles and Practice of Sport Manageent,
Aspen Publishers, Gaithersburg, USA.
Bloot, R and Browne, J.1994, Physical Education Resources, 1st Ed, Scarborough, WA.
Club Planning: An Easy Guide for Sport and Recreation Clubs, 1993, Australia.
Education, McMillan, South Melbourne.
Coakley, J.J. 1994, Sport in Society, Issues and Controversies, 5th edn, Mobey, Sydney.
Davis, et al. 1995, VCE Physical Education Books 1 an 2, 2nd edn, Macmillan, Australia.
Davis, D. Kimmet, T., Auty, M., 1994, HSC Personal Development, Health and Physical Club
Administration Manual: for Sport and Recreation Groups, 1994, Australia.
Davy, Parker & Patterson, 1995, Health Moves 2, Heinemann Publications.
DeCastella, R, Clews, W, Dalgleish, M,(eds), 1997, Smart Sport, RWM Publications, Canberra.
Egger, G. Champion., N. 1998, The Fitness Leaders Handbook, (4th edn), Kangaroo Press.
Eshuys et al. 1997, getting It Together 1 and 2, Universal, Australia.
Fitzgibbon, L. Cross, T. Ruskin, R. 1996, Outcomes 2 – HSC Course, The Jacaranda Press, Milton, Qld.
Gabbard, C., 1992, Lifelong Motor Development, Wm. C. Brown Publishers, Dubuque.
Gaujers, R. and Browne, J., 2002, Physical Education Studies Book 2, B&G Resource Enterprises,
Western Australia.
Healey, K, (ed.), 1999, Issues in Society, The Spinney Press, Balmain
Howell, R. & Howell, M. 1991,Concepts of Physical Education ,Jacaranda, Australia.
Kershaw, A, Lees, R, Johnson, G, & Taylor, M. 1996, Senior Personal Development, Health and
Physical Education, McGraw Hill Book Company, Sydney.
Level 1 Sports Administration Course, 1998, Australia
Littlewood, K et al, 2000 Physical Education VCE Units 1&2, Victoria.
Malpell, R. et al, 1997, Physical Education VCE Units 3 & 4, 2nd edn, Nelson, Australia.
Marieb, E. 1998, Human Anatomy and Physiology, (4th edn), The Benjamin/Cummings Publishing Co,
Calif, USA.
Mertzman, R. A. 2000, Exploring Sports and Society: Ethics, Management and Decision Making,
Kendall Hunt Publishing Company, Iowa.
Parks, J.B. & Quarterman, J. 2003, Contemporary Sport Management, Human Kinetics, IL, USA.
Rowe, O. & Lawrence, G., 1990, Sport and Leisure: Trends in Australian Popular Culture, Harcourt
Brace Jovanovich, USA.
88
Board Endorsed December 2012
Smith, A. 1999, Sports Studies: A Guide to Professional Practice, Allen and Unwin, St Leonards, NSW.
Smyth, D et al, 1999, Live it up 1, VCE Units 1&2, Queensland.
Vamplew and Stoddart, 1994, Sport in Australia: Social History, Australia.
Audio Visual Material
Clickview Resource
Ethics and Management of Sports Agents and Athletes,1999, Philosophy Lab, St Petersburg, Florida.
Sport in Society, 1997, (video) VEA, Bendigo.
Sports Science Series (7 programs), 1989, VEA, Bendigo.
Sports Science Video Library, Various Topics, (video), Video Education, Bendigo 2000.
Volunteer Involvement Program (VIP) resources – Let’s Get Involved booklet and video, 1997,
Australia.
Journal Articles
Sportsfun Resource Manual, Aussie Sports, Australian Sports Commission, Aust.
The Sport Educator
CD ROMS
e-Teaching Physical Education (CD ROM 1 & 2), 2006, T & P Dawson, Victoria.
Web Sites
Australian Council for Health, Physical Education and Recreation (online). www.achper.org.au
Australian Sports Commission (Australian Institute of Sport) (online), 2004: www.ausport.gov.au
Government of Victoria (online), 2007: www.vic.gov.au
New South Wales Sport and Recreation (online), 2007: www.dsr.nsw.gov.au
NSW Department of Education and Training Resource Reviews (online), 2006:
www.schools.nsw.edu.au/resourcereviews
Queensland Sport & Recreation (online), 2006: www.sportrec.qld.gov.au
Sportscience (online), 2006: www.sportsci.org
Other
Lectures/seminars by local sports administrators.
Visits to local sporting organisations.
Volunteer Coordinator’s Kit, 1994, Australia.
These were accurate at the time of publication
89
Board Endorsed December 2012
Sports Admin and Marketing M
Value1.0
This standard unit (1.0) combines Sports Admin (0.5) and Sports Business and Marketing (0.5)
Student Profile
For students with a mild to moderate intellectual or language disability.
Prerequisites
Nil
Specific Unit Goals
A unit before Modification
This unit should enable students to:
 identify and explore administrative issues
that relate to organising simple sporting
competitions
M unit after Modification
This unit should enable students to:
 describe administrative issues that relate
to organising simple sporting competitions
 demonstrate adherence to WHS
procedures
 identify and describe WHS procedures
 examine types of competitions and their
suitability for different sports
 identify competitions and describe their
suitability for different sports
 demonstrate organisation of a sport
program at a local feeder primary or high
school
 demonstrate organisation of a sport
program
 describe and explore sport administration
models examine key components relating
to the business and marketing of sport
 describe sport administration models
 examine the marketing forces that drive
sport
 examine the marketing and promotional
requirements of a major sporting event or
organisation
 sequence the marketing and promotional
requirement of a major sporting event
 examine marketing trends as they relate
to sport
 describe marketing trends as they relate
to sport
 identify and explore administrative issues
that relate to organising simple sporting
competitions
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Content
A unit before Modification
M unit after Modification
general organisation of sports competitions
general organisation of sports competitions

planning models


timelines
processes for sporting organisations
organisational and management structures

meetings – structures and processes
involved in formal meetings

channels of communication

delegation


committee structure
handling correspondence
legal requirements

constitution

incorporation

liability and negligence


insurance, risk management, OH&S
member protection i.e. code of
conduct
financial planning



participants

volunteers

officials

sports competitions personnel (eg
judging, recording, and timekeeping)
spectators
event management

facilities

structure of competition schedules,
e.g., round-robin, single elimination,
double elimination, ladder; and
methods of arranging "finals" - semifinals, finals, grand finals

scoring systems for general sports
competitions
keeping records and maintaining

financial planning
public relations
devising campaigns
sponsorship and marketing
human resource management

legal requirements
reporting
budgeting
public relations


organisational and management structures
human resource management
event management
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Board Endorsed December 2012
displays of competition results
corporate involvement in sport

role of sports governing bodies – eg.
Athletics Australia, Australian Football
league


corporate identity/brand name
public image
sponsorship

methods of securing sponsorship

grants

ethical issues when considering
sponsorship
influence of sponsors

influence of media


corporate involvement in sport
sponsorship
influence of media
television, radio, print – commercial
aspects and revenue raising
image portrayal
advertising a brand

role of promoters


sports agents
merchandising
business and sports marketing

marketing research

marketing strategies


research methods
plans and proposals
advertising a brand
business and sports marketing
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 14.
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Student Capabilities
As shown in the course unit
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers

Content
Teaching &
Learning
Strategies

Assessment



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




Specific Unit Resources
Books
Australian Sports Commission, Harassment-free Sport: Guidelines for Officials, Australian Sports
Commission, ACT.
Barr, C.A., Hums, M.A. and Masteralexis, L. P., 1998, Principles and Practice of Sport Management,
Aspen Publishers, Gaithersburg, USA.
Club Administration Manual: for Sport and Recreation Groups, 1994, Australia.
Club Planning: An Easy Guide for Sport and Recreation Clubs, 1993, Australia.
Level 1 Sports Administration Course, 1998, Australia.
Mertzman, R. A. 2000, Exploring Sports and Society: Ethics, Management and Decision Making,
Kendall Hunt Publishing Company, Iowa.
Parks, J.B. & Quarterman, J. 2003, Contemporary Sport Management, Human Kinetics, IL, USA.
Smith, A. 1999, Sports Studies: A Guide to Professional Practice, Allen and Unwin, St Leonards, NSW.
Active Australia Club/Association Management Program, Marketing and Promoting Sport and
Recreation, Australian Sports Commission, Belconnen, Australian Capital Territory, 2000.
Active Australia Club/Association Management Program, 2000, Sponsorship, Fundraising and Grants,
Australian Sports Commission, Belconnen.
Lagae, W. 2005, Sports Sponsorship and Marketing Communication: A European Perspective,
Prentice-Hall, New Jersey.
Pope, N. & Turco, D., 2001, Sport and Event Marketing, McGraw-Hill, Roseville.
Shank, M.D. 2002, Sports Marketing: A Strategic Perspective, Prentice-Hall, New Jersey.
Shilbury, D. & Deane, J. 2001 Sport Management in Australia: An organisational Overview, Strategic
Sport Management, Bentleigh East, Victoria.
Skildum-Reid, K. & Grey, A. 2002, The Sponsorship Seeker’s Toolkit, McGraw-Hill, Sydney, New South
Wales.
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Audio Visual Material
Ethics and Management of Sports Agents and Athletes, 1999, Philosophy Lab, St Petersburg, Florida.
Volunteer Involvement Program (VIP) resources – Let’s Get Involved booklet and video, 1997,
Australia.
Video Classroom, Advertising, Bendigo, Victoria, 2002.
Video Classroom, Market Research, Bendigo, Victoria, 2002.
Video Education Australia, Running the Planet- Nike’s Business Skills Revealed, Bendigo, Victoria,
2000.
Websites
Australian Sports Commission (online), 2004: www.ausport.gov.au
Athletics Australia (online), 2006: www.athletics.com.au
Australian Sports Commission (Australian Institute of Sport) (online), 2004: www.ausport.gov.au
Australian Olympic Committee, AOC (online), 2012: www.corporate.olympics.com.au
Australian Football League (online), 2007: www.afl.com.au
Government of Victoria (online), 2007: www.vic.gov.au
Queensland Sport & Recreation (online), 2006: www.sportrec.qld.gov.au
Swimming Australia (online), 2007: www.swimming.org.au
Other
Lectures/seminars by local sports administrators.
Visits to local sporting organisations.
Volunteer Coordinator’s Kit, 1994, Australia.
These were accurate at the time of publication.
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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
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
Risk Management
and Emergency
Response 0.5
95