pe vce unit 3 aos 1 outline

7/23/2019 PE Vce Unit 3 AOS 1 Outline

1/23

Physical Education

VCE Unit 3

Physical activity participation and

physiological performance

VCE physical education unit of work

Contents:

Introduction

Unit plan

Lesson plan one

Lesson plan two

Lesson plan three

Lesson plan four

Assessment task one

Assessment task two

Appendices

Introduction

Area of Study One

onitoring and promotion of physical activity

This area of study uses subjectie and objectie methods forassessin! the student"s own and another cohort"s physical actiity

Todd Cordwell 900219709


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and sedentary leels# $tudents analyse the adanta!es and

limitations of each of these methods to determine the most

appropriate measure for a !ien settin!# $tudents identify

components of the social%ecolo!ical model to assist in the criti&ue of

!oernment and non%!oernment strate!ies aimed at increasin!physical actiity within the population#" 'VCE study desi!n( )*+*,

Outcome one

-n completion of this unit the student should be able to analyse

indiidual and population leels of sedentary behaiour and

participation in physical actiity( and ealuate initiaties and

strate!ies that promote adherence to the .ational /hysical Actiity

0uidelines#

!ey "no#ledge

The key knowled!e inoles1

$ubjectie and objectie methods of assessin! physical

actiity and sedentary behaiour( includin! recall sureys or

diaries( pedometry( accelerometry( and obserational tools( in

relation to the .ational /hysical Actiity 0uidelines#

Components of social%ecolo!ical models 'indiidual( social

enironment( physical enironment and policy,2 the

relationship between the multiple leels of in3uences and

physical actiity#

The role of the !oernment and non%!oernment

or!ani4ations in promotin! adherence to the .ational /hysical

Actiity 0uidelines in schools( workplace and communities(

includin! Vic5ealth( .ational 5eart 6oundation( $tate and

federal 0oernment departments#

A ran!e of indiidual and population based Australian physical

actiity promotion initiaties and strate!ies#

!ey S"ills

The key skills inole the ability to1

Compare and contrast subjectie and objectie methods of

assessin! sedentary behaiour and physical actiity

compliance with the .ational /hysical Actiity 0uidelines#

Collect( measure and ealuate data usin! subjectie and

objectie methods of assessin! physical actiity and

sedentary behaiour#

Identify components of the social%ecolo!ical model



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Apply a social%ecolo!ical model to criti&ue physical actiity

strate!ies used by !oernment and non%!oernment

or!ani4ations to tar!et two sub%population !roups#

Collect and analyse information on initiaties and strate!ies

aimed at increasin! physical actiity leels locally#

Area of Study $#o

Physiological responses to physical activity

In this area of study students e7plore the arious systems and

mechanisms associated with the ener!y re&uired for human

moement# They consider the cardioascular( respiratory and

muscular systems and the roles of each in supplyin! o7y!en and

ener!y to the workin! muscles# They e7amine the way in whichener!y for actiity is produced ia the three ener!y systems and the

associated fuels used for actiities of aryin! intensity and duration#

$tudents also consider the many contributin! factors to fati!ue as

well as recoery strate!ies used to return to pre%e7ercise conditions#

Throu!h practical actiities students e7plore the relationship

between the ener!y systems durin! physical actiity#

Outcome $#o

-n completion of this unit the student should be able to use data

collected in practical actiities to analyse how the major body and

ener!y systems work to!ether to enable moements to occur( and

e7plain the fati!ue mechanisms and recoery strate!ies#

!ey "no#ledge

The key knowled!e inoles1

The mechanisms responsible for the acute responses to

e7ercise in the cardioascular( respiratory and muscular

systems#

Characteristics and interplay of the three ener!y systems

'AT/%C/( anaerobic !lycolysis( aerobic system, for physical

actiity( includin! the rate of AT/ production( the capacity of

each ener!y system and the contribution of each ener!y

system#

6uels 'both chemical and food, re&uired for resynthesis of AT/

durin! physical actiity and the utili4ation of food for ener!y#

8elatie contribution of the ener!y systems used to produce

AT/ in relation to the e7ercise intensity( duration and type#



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-7y!en uptake at rest( durin! e7ercise and recoery( includin!

o7y!en de9cit( steady state( and e7cess post%e7ercise o7y!en

consumption#

The multi factorial mechanisms 'includin! fuel depletion(

metabolic by%products and thermore!ulation, associated withmuscular fati!ue as a result of aried e7ercise intensities and

durations#

/assie and actie recoery methods to assist in returnin! the

body to pre%e7ercise leels#

!ey S"ills

The key skills inole the ability to1

:escribe( usin! correct terminolo!y( the interplay and relatie

contribution of the ener!y systems in di;erent sportin!actiities#

/articipate in physical actiities to collect and analyse data

relatin! to the ran!e of acute e;ects that physical actiity has

on the cardioascular( respiratory and muscular systems of

the body#

/erform( obsere( analyse and report on laboratory e7ercises

desi!ned to e7plore the relationship between the ener!y

systems durin! physical actiity#

E7plain the role the ener!y systems play in enablin! actiitiesto occur as well as their contribution to actie and passie

recoery#

E7plain multi%factorial mechanisms associated with fati!ue

durin! physical actiity and sportin! eents resultin! from the

use of the three ener!y systems under aryin! conditions#

Compare and contrast suitable recoery strate!ies used to

counteract fati!ue and promote optimal performance leels#



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Referenced from:

Study design, 2010 (August) Physical Education 2011-201,

!ictorian curriculum and assessment Authority

Lesson number

Theory lesson #2

Duration of Lesson

50minutes

Class Size

20-25

Level

Yr 12

$opic: monitorin! and promotion of physical actiity% assessment of

physical actiity and sedentary behaiour

%ocus: :iscussin! subjectie and objectie measures of physical

actiity and there adanta!es and limitations#

&earning O'(ective)s:

$tudents will be able to identify why we use methods to measure

physical actiity

$tudents will be able to distin!uish between subjectie and objectiemeasures

$tudents will be able to de9ne and list the adanta!es and

disadanta!es of each measure of physical actiity

&earning %ocus:VCE Study *esign Unit Area of study

< +

!ey "no#ledge of #hich lesson is focused

$ubjectie and objectie methods of assessin! physical actiity and

sedentary behaiour( includin! recall sureys or diaries( pedometry(

accelerometry( and obserational tools( in relation to the .ational

/hysical Actiity 0uidelines

!ey s"ills of #hich lesson is focused

Compare and contrast subjectie and objectie methods ofassessin! sedentary behaiour and physical actiity compliance with



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the .ational /hysical Actiity 0uidelines

E+uipment/rojector% for power point=hiteboard> markers for notesand discussion brain storms

Stage)$i

me

$as"s $eacher Action

Stage ,

Introduc

tion

,-minut

es

$tudents are to brain storm and

come up with reasons why we

use methods to assess physical

actiity and sedentary

behaiour

E7plain the learnin!

outcomes for the lesson#

Ask students &uestions

why we measure /A#

Stage .

/ody

3-minut

es

/resent smart draw mind

map ia power point

presentation#

:isplay e7tra notes on

whiteboard about each

objectie measure# $tudents

create notes from there#

$tudents are to either

copy the mind map or

re create their own

usin! the same

information( howeer

in a format that

relates more to them#Stage 3

Conclusi

on

+*minute

s

Class inoled in class

discussion about the

adanta!es and disadanta!es

of objectie and subjectie

measures of physical actiity

Ensure all students are

inoled and actiely

participatin! in class

discussion# :o this ia

askin! them speci9c

&uestionsStage 0

Closure

8e%cap lesson% ensurin! all

students understand all types of

methods used for measurin!

physical actiity# And all know

the main adanta!es and



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limitations of subjectie and

objectie measures



8/23

&esson

num'er

Theory lesson

)?

*uration of

&esson

?* @inutes

Class Si1e

)*%)?

&evel

8 +)

$opic: Introduction to the three ener!y systems

%ocus: To introduce the three ener!y systems( compare and contrast

them and how they work to!ether to conert fuels to ener!y#


Identify the characteristics of the three ener!y systems and the fuels

re&uired for physical actiity

Understand the concept of ener!y system interplay

Introduce the idea of di;erent intensity and duration can a;ect

ener!y system interplay

&earning %ocus:To introduce the three ener!y systems( compare andcontrast them and how they work to!ether to conert fuels to ener!y#VCE Study *esign Unit Area of study

< )!ey "no#ledge of #hich lesson is focused

The mechanisms responsible for the acute responses to e7ercise inthe cardioascular( respiratory and muscular systems#

Characteristics and interplay of the three ener!y systems 'AT/%/C,(anaerobic !lycolysis( aerobic system, for physical actiity( includin!

the rate of AT/ production( the capacity of each ener!y system andthe contribution of each ener!y system


:escribe( usin! correct terminolo!y( the interplay and relatiecontribution of the ener!y systems in di;erent sportin! actiities#

E+uipment

=hiteboard @arkers Ener!y systems handout sheet



9/23

Stage)$i

me


Stage ,

Introduc

tion

,-minut

es

The weekly ?minute &ui4 on

week B topics# uickly

administer and correct#

0et some students to come

out the front to perform in a

AT/ role play

A simple role plays for

students so they 9rst

understand the molecule

of ener!y and how it

works#

Ask the students sittin!

down &uestions of how

AT/ is broken downStage .

/ody

3-minut

es

Introduce the three ener!y

systems 'AT/%C/( LA and

Aerobic,

En!a!e students in a

classroom discussion# About

how they work and what kind

of actiity they produce most

ener!y in#

The aim is to just

introduce the new ideas

and terms that the

students will be learnin!

at 9rst then work into

more detail#

$tudents are now to take

notes displayed on the

whiteboard on the main

characteristics of each

ener!y system

They then receie a handout(

which is a blank table about

the < ener!y systems# 8efer

to appendi7 +

Introduce the idea of

anaerobic ersus aerobic(

how the two di;er( and

under what conditions

'e!( duration( intensity(

type, that they are

prominent in#

It is important to

emphasise the fact that

all systems are workin!

to!ether durin! physical

actiity( howeer some

are more prominent than

others#Coer which system

produces the most AT/



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and why#Stage 3

Conclusi

on

+*minute

s

Allow for time to 9nish hand

out( and conduct another

discussion on how the

ener!y systems work

to!ether#

Also ensure the students

hae the correct answers on

their handout table#

E7plain to the students

that we will be !oin!

throu!h the < ener!y

systems in depth oer

the ne7t < weeks#

Stage 0

Closure

8ecap all the areas we coered

in class today( !oin! oer the

three ener!y systems#0ie homework which is

thinkin! throu!h &uestions +%?

p! +


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&esson

num'er

/ractical lesson

?D

*uration of

&esson

?*mins

Class Si1e

)*%)?

&evel

r+)

$opic: @ethods of assessin! physical actiity and sedentary behaiour

%ocus1 half of the students are to wear pedometers and the other half

to wear heart rate monitors durin! the practical lesson( where they will

be playin! basketball# This is conducted in order for them to understand

the instrument and relate to what they already know#


$tudents will !ain an understandin! of the importance of physical

actiity

Aim is to see the di;erence between the amount of steps taken per

actiity and students heart rate#

&earning %ocus: @ethods of assessin! physical actiity and sedentary

behaiourVCE Study *esign Unit Area of study

< +!ey "no#ledge of #hich lesson is focused

$ubjectie and objectie methods of assessin! physical actiity andsedentary behaiour( includingrecall sureys or diaries( pedometry (accelerometry and obserational tools in relation to the ./A0#


Compare and contrast subjectie and objectie methods ofassessin! sedentary behaiour and physical actiity compliance withthe .A/0#

Collect( measure and ealuate data usin! subjectie and objectiemethods of assessin! physical actiity and sedentary behaiour#

E+uipmentFasketball 5eart rate monitorsColoured ta!s 0ymnasiumpedometers Fook and pen



12/23

Stage)$i

me


Stage ,

Introduc

tion

2,-

mins

En!a!e in class

discussion about .A/0

and the di;erent

measures of physical

actiity

5ae a brief

discussion about

the ./A0( the

!uidelines for

physical actiity

and sedentary

behaiour# Coer what may

happen if these

!uidelines are not

met by AustraliansStage .

/ody

23-

mins

The students are to wear

either their heart rate

monitors of pedometers

for the


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on

24 ins

compare with other

students" data#

student in the class

Stage 0

Closure

24 mins

$tudents should then also

compare their results with

the ./A0 standards

8ecap lesson

checkin! for

understandin! from

the prac#

0ie students theirhomework1 Chapter +summary &uestions +%+*8eision for $ACG+

&esson *uration of Class Si1e &evel



14/23

num'er

Practical

lesson 0,5 0.

&esson

+**minutes

)*%)? r +)

$opic: Analysin! role and relatie contribution of ener!y systems

durin! physical actiity( and e7plain fati!ue mechanisms and recoery

strate!ies

%ocus: to compare the ener!y systems used in ma7imal and sub%

ma7imal e;orts# $tudents are to collect data throu!h heart monitors#


0ain a practical understandin! of the role of ener!y systems

throu!h obseration and participation#

8eceie a understandin! on how recoery strate!ies help or

hinder fati!ue

:eelop an understandin! of the interplay between the < ener!y

systems#

&earning %ocus: to complete a practical where all students wear a

heart rate monitor and retriee the data in order to complete their 9nal

$AC for unit


15/23

desi!ned to e7plore the relationship between the ener!y systems

durin! physical actiity#

E7plain the role the ener!y systems play in enablin! actiities to

occur as well as their contribution to actie and passie recoery#

E7plain multi%factorial mechanisms associated with fati!ue durin!physical actiity and sportin! eents resultin! from the use of the

three ener!y systems under aryin! conditions#

Compare and contrast suitable recoery strate!ies used to

counteract fati!ue and promote optimal performance leels#

E+uipment5eart rate monitors oalstopwatch whistle/ens>/aper

Stage)$i

me


Stage ,

Introduc

tion

246,-

mins

En!a!e class in a &uick

discussion about how the

prac will be run

E7plain to students

the objectie of the

prac#

=hich is to compare

the ener!y systems

used in a ma7imal and

sub%ma7imal e;orts

Ensure students know

and understand that

the data collected

from this prac will be

used in $ACGHStage .

/ody 2,

.-minut

es

Actiity no#+%

% perform H ma7imal e;orts

of sprintin! for a total of

)*seconds# /erform an

actie recoery for ?minutes

in between each bout of

e7ercise# 8ecord heart rate

immediately after each

)*second work bout#

Time the students intheir )*second

interal sprints2 also

time their ?minutes of

recoery in between#

Ensure all students are

actiely recoerin! in

the correct manner#

@ake sure students



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record their heart rate

after each sprint#/ody 2.

2,4

mins

Actiity no#)%

% perform runnin! around

the oal continuously at a

sub%ma7imal intensity for

+*minutes# 8ecord the

heart rate eery )

minutes# 8esults1 record

the heart rate results for

each work bout in a table#

Time for the oerall

+*minutes for the

actiity2 also time

eery )mintues for the

students to record

their heart rate

@ake sure all students

are recordin! their

heart rates eery )

minutes And that they are

recordin! them into a

table#Stage 3

Conclusi

on

24 6 ,-

mins

Allow students to recoer

fully

0et students to swap data

with eery else to ensure a

wide ariety of data#

8elate the prac back to the

areas of study1 ener!y system

interplay and predominance(

lactic acid and fati!uin!

limitations( food fuels

predominantly used and

recoery strate!ies and their

enhancements#

=hilst students are

transferrin! data

between each other

teacher asks

&uestions about the

ener!y systems

interplay( type of

recoery strate!y(

feelin!s of fati!ue etc#

Stage 0

Closure

24 mins

8ecap lesson and !ie

homework1 which is to study

the collected data and 9nd

and answer &uestions about

them# =ill be !oin! oer

them in the ne7t class# =hichis a reision class for $ACGH

Check for full

understandin! from

students and make sure

they know this data is the

data bein! used in the

$AC#



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&esson plan ta"en from study design7 .-,-7 pg 40

VCE Physical Education .-,,

Unit 36area of study ,$AC +% data analysis written response completed term + week

pe vce unit 3 aos 1 outline

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