1

PHYSICAL EDUCATION - UNITS 3 & 4 COURSE OUTLINE - 2011 Unit Three: Physical activity participation and physiological performance Unit Four: Enhancing performance Course Text: Live It Up, Book 2 (3rd edition 2011) - Smyth et al, published by Jacaranda/ACHPER Jaconline in depth electronic additions to your teaching style. Follow the book through using elessons and interactive student activities Week ending Friday
Semester One (16 full weeks for Unit 3 work)

Theory Covered (Unit Area of Study and Learning Outcome)

Text chapter and page

eLessons

USEFUL WEB SITES

Suggested practical activities & SAC dates

UNIT THREE PHYSICAL ACTIVITY PARTICIPATION AND PHYSIOLOGICAL PERFORMANCE AOS 1: Monitoring and Promotion of Physical Activity Outcome 1 On completion of this unit the student should be able to analyse individual and population levels of sedentary behaviour and participation in physical activity, and evaluate initiatives and strategies that promote adherence to the National Physical Activity Guidelines Monitoring and Promotion of Physical Activity The need for physical activity Benefits of physical activity Costs of physical activity How much should we do? National Physical Activity Guidelines Applications of these Guidelines to various age groups 1:4 1:4-5 1:5 1:5 1:8 1:9-13

http://www.jacplus.com.au/ http://www.jaconline.com.au/engine.jsp?page=rdyDetail &schRdyToHelpDetail$articleId=11 http://www.health.gov.au/

Term One (10 full weeks)

1:8 (two)

1.

4/2

(Australian government department of Health and Ageing. Information on National Physical Activity Guidelines) http://www.health.gov.au

2. 11/2

Methods for assessing physical activity: Subjective - diaries, logs, recall surveys Objective - pedometers, heart-rate telemeters, accelerometers, electronic motion sensors Observation - BEACHES, SOFIT, SOPLAY

1:13-16 1:16-17 1:17-18 1:19 1:20 Practice SAC

Elements determining physical activity levels o Type, Frequency, Duration, Intensity o MET

1:20

1:20 1:21

Vicfit website information on physical activity programs http://www.vicfit.com.au

3.

17/2

Socio-ecological model

1:22
David Smyth, Melbourne High School November, 2010

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o o o o 4. 25/2 o o o Individual domain Social environment domain Physical environment domain Policy domain Government roles in promoting NPAGs World Health Organisation Federal department of health and ageing State government agencies Go For Your Life secretariat VicHealth Schools Local Councils National planning guide Non-government roles in promoting NPAGs Australian General Practice Network Heart Foundation Diabetes Australia Cancer Council of Australia Workplaces 1:23 1:23 1:24 1:24 1:25 1.25-26 1:26 1:27-30

VicHealth website http://www.vichealth.vic.gov.au

1:28

http://www.rohan.sdsu.edu/faculty/sallis/sofitprotocol.pd f

5.

4/3

o o o o o

1:30-34

Victorian Sport and Recreation website http://www.sport.vic.gov.au

6.

11/3

7.

18/3

Australian initiatives and strategies to promote physical activity o Active travel o Walk21 o National initiatives Measure up Choose Health be active National preventative health strategy Healthy spaces and places Designing places for active living Liveable neighbourhoods Healthy by Design o State initiatives Active script program Victoria walks Go for your life Better health channel Kinect Australia Socio-ecological model and populations Various Australian government sponsored programs Women only groups Indigenous groups

1:35

1:36 1:37 1:41 (two)

http://www.findthirty.com.au/ http://www.goforyourlife.vic.gov.au/

Outcome 1: SAC 1 A response in one or more of the following forms, which focuses on strategies aimed at increasing physical activity levels: a practical laboratory report a case study analysis a data analysis a critically reflective folio/diary of participation in practical activities a visual presentation a multimedia presentation.

1:35-40

1:40-41

VicSport website http://www.vicsport.asn.au

http://www.cdc.gov/nccdphp/dnpa/ 1:42-3
1:45
David Smyth, Melbourne High School October 2010

8. 25/3 o o o

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UNIT THREE PHYSICAL ACTIVITY PARTICIPATION AND PHYSIOLOGICAL PERFORMANCE

AOS 2: Physiological responses to physical activity

Outcome 1 On completion of this unit the student

should be able to use data collected in practical activities to analyse how the major body and energy systems work together to enable movements to occur, and explain the fatigue mechanisms and recovery strategies.
ENERGY SYSTEMS Adenosine triphosphate Replenishing ATP stores 9. 1/4 Converting food to energy o Creatine o Carbohydrates glycaemic index o Fats o Proteins Energy systems and pathways o ATP resynthesis o Meeting ATP demands o Comparing the energy systems The ATP-PC system o The ATP-PC system and exercise The anaerobic glycolysis system o The anaerobic glycolysis system and exercise o A final word about the anaerobic glycolysis system The aerobic system o Aerobic energy production from carbohydrates o Aerobic glycolysis, the Krebs cycle, the ETC o Aerobic energy from fats o Fat v CHO metabolism o Aerobic energy from protein o The mitochondria o The aerobic system and exercise Interplay of the energy systems o Energy at rest

2:52 2.53 2:54 2:54-55 2:56-57 2:58-59 2:60 2:61 2:62-63 2:64 2:65-67

2:52

Aerobic energy system: http://www.brianmac.demon.co.uk/siteindx.htm

10. 8/4

2:64 2:67

2:68-71

2:68 2:69

Term Two (9 weeks)

2:72 2:72-73

2:72 2:73

2:74-75 2:76-80

http://www.sport-fitnessadvisor.com/anaerobicthreshold.html Nismat exercise physiology corner: muscle physiology primer: http://www.nismat.org/physcor/muscle.html body systems: http://sln.fi.edu/biosci/systems/systems.html Major muscle groups and microscopic structure: http://www.anatomy.usyd.edu.au/mru/lectures/ Muscle physiology homepage: http://muscle.ucsd.edu/musintro/struct.shtml Muscle biochemistry: http://web.indstate.edu/thcme/mwking/muscle.html
David Smyth, Melbourne High School October 2010

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11. 29/4 o Energy during exercise 2:78

Muscles: http://www.e-muscles.net/

12. 6/5

13. 13/5

ACUTE RESPONSES TO EXERCISE Acute responses of cardiovascular system o Increased (HR) heart rate o Increased SV (stroke volume) o Increased Q (cardiac output) o Increased BP (blood pressure) o Redistribution of blood to working muscles o Increase a-VO2 diff. (arterio-venous oxygen difference) Acute responses of respiratory system o Increased respiratory frequency o Increase TV (tidal volume) o Increased ventilation o Increased 02 (oxygen) uptake Maximum O2 uptake o Factors affecting Max VO2 Body size, gender, genetics, age, training status Oxygen deficit Steady state EPOC (excess post-exercise 02 consumption) Acute responses of muscular system o Increased motor unit and fibre recruitment o Increase blood flow to muscles o Increased muscle temperature o Increased muscle enzyme activity o Increased oxygen supply and use o Depleted energy stores

3:89 3:90-92 3:92-93 3:93-94 3:96 3:97 3:98

3:91
Outcome 1: SAC 2 A response in one or more of the following forms, which focuses on the acute effects that physical activity has on the cardiovascular, respiratory and muscular systems of the body: a practical laboratory report a case study analysis a data analysis a critically reflective folio/diary of participation in practical activities a visual presentation a test

3:97

http://www.sport-fitness-advisor.com/cardiovascularsystem-and-exercise.html

3:99

3:100 3:101 3:101-103 3:104 3:104 3:105-106

3:103 3:105

http://www.brianmac.co.uk/physiol.htm

3:107 3:107

http://health.howstuffworks.com/wellness/dietfitness/exercise/sports-physiology1.htm http://www.teachpe.com/anatomy/response_to_exercise. php

3:108

14. 20/5

15. 27/5

FATIGUE AND RECOVERY Definition of fatigue Mechanisms of fatigue - peripheral o Fuel depletion o Metabolic by-products o Impaired muscle excitability Mechanisms of fatigue central o Neuromuscular junction o CNS Body temperature and fatigue o Dehydration o hypothermia The significance of lactate o Friend not foe

4:116-117 4:117 4:118 4:121 4:123 4:124

AND

4:127 4:127 4:131

Outcome 2: SAC 3 A practical laboratory report analysing the relative contribution of the energy David Smyth, Melbourne High School October 2010

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o The fate of lactate o OBLA and the LIP Recovery o Cool-down o Passive rest Replenishment of energy stores o CP Stores o Glycogen stores o Protein intake Replenishment of fluids and electrolytes o Too much water? UNIT FOUR ENHANCING PERFORMANCE 4:135 4:137 4:137 4:141 4:143 4:133 4:134 4:136 http://www.ausport.gov.au/ais/sssm/fatigue_and_recovery
systems and associated fatigue mechanisms and recovery strategies used in various activities.

http://sportsmedicine.about.com/cs/injuries/a/doms.htm

16. 3/6

http://www.slideshare.net/umekinu/fatigue-and-recovery

AOS 1: Planning, implementing and evaluating a

training program
Outcome 1 On completion of this unit the student

should be able to plan, implement and evaluate training programs to enhance specific fitness components.
Semester Two (16 full weeks for Unit 3 work)

1.

10/6

FITNESS COMPONENTS AND ACTIVITY ANALYSIS Health related fitness components o Aerobic capacity o Anaerobic capacity o Muscular strength o Muscular endurance o Flexibility o Body composition Skill related fitness components o Speed o Muscular power o Agility o Coordination o Balance o Reaction time VCE MID YEAR EXAMINATIONS

5:152

5:154 5:157 5:159

http://www.brianmac.co.uk/conditon.htm

5:162 5:164

June 14-16

Activity analysis o Methods of doing an activity analysis Data collection activity analysis skill analysis o Muscle groups and muscle action Data collection activity analysis movement patterns

5:166 5:168 5:170 5:170

http://gssiweb.com/ http://www.ausport.gov.au/search.asp http://www.championdata.com.au/

David Smyth, Melbourne High School October 2010

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o GPS data collection Data collection activity analysis work:rest ratios 5:176 5:156 6:184 6:184-185 6:186

2.

17/6

FITNESS ASSESSMENT Laboratory and field tests Why fitness testing? Rules of fitness testing o Relevance and specificity o Validity and reliability o Interpretable and comparable Protocols o Risks o informed consent and confidentiality o Custom made fitness tests o Standardised fitness tests Pre test procedures Testing fitness components o Aerobic capacity tests o Anaerobic capacity tests o Muscular strength o Muscular endurance o Flexibility o Body composition o Muscular power o Speed o Agility o Coordination o Balance o Reaction time Justifying fitness testing Developing a fitness test battery

http://www.rugby.com.au/ http://www.pineapplehead.com.au/ http://www.polar.fi/sarripola/ http://www.ug.edu.au/~zzqas

rowing ergometer http://rowcoachmedia.com/node/515

6:191-192 6:187 6:189 6:190 6:191 6:192 6:194 6:198 6:203 6:206 6:213 6:218 6:222 6:224 6:226 6:228 6:229 6:229 6:232 6:233-236 6:195 (two) 6:196 (three) 6:197 (two) 6:198-200 6:201 (two) 6:202-204 6:205 (two) 6:206-217 6:218 (two) 6:219 (two) 6:220 6:221 (three) 6:222 (two) 6: 223 (three) 6:224 (two) 6:225 (three) 6:226-230 6:231 (three) 6:234 6:237

http://www.topendsports.com/testing/tests/rowing-ergo500m.htm http://www.brianmac.demon.co.uk/siteindx.htm Sprint fatigue test http://www.topendsports.com/testing/tests/sprintfatigue.htm http://www.peworld.org/fitnesstesting/fitnesstestingconte nts.htm Polar Heart Rate Monitors: http://www.polar.fi/sarripola/ Magaria Kalamen http://www.brianmac.co.uk/ http://www.fotosearch.com/photosimages/physiotherapist_3.html Fitness testing. Sports Coach - Evaluation: http://www.brianmac.demon.co.uk/eval.htm http://www.brianmac.co.uk/ Fitness tests.. The foundation of athletic training: (VG) http://www.sport-fitness-advisor.com/fitnesstests.html http://www.topendsports.com/testing/BMIcalc2.htm http://www.senslab.de/english/index.html http://www.brianmac.co.uk/fatgirth.htm

3.

23/6

4.

1/7

Term Three (10 weeks)

FITNESS TRAINING PRINCIPLES AND METHODS Principles of training o Specificity o Intensity o Duration o Frequency o Progressive overload o Variety o Diminishing returns o Reversibility o De-training Methods of training

7:244 7:245-246 7:247-248 7:249-250 7:252-253

7:245

http://sportsmedicine.about.com/od/training/a/ExScience.htm
7:252

http://www.sport-fitness-advisor.com/fitt-principle.html
7:254-255

Outcome 1 SAC 1 A written report that includes a plan and evaluation of a six-week training program with reference to an activity analysis, fitness testing and a training diary, designed to enhance specific fitness components.

David Smyth, Melbourne High School October 2010

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Continuous Interval Resistance (or weight) Benefits Terminology Points to ponder o Flexibility o Plyometrics o Circuit o Fartlek o Speed o Swiss ball o Core strength Ways to improve fitness o o o 7:255-257 7:258-264 7:261 7:262 7:264 7:265-267 7:268-270 7:273 7:274-275 7:276-277 7:278 7:279 7:280-281

5.

22/7

http://www.sport-fitness-advisor.com/fitt-principle.html

7:269 7:274

http://www.squidoo.com/methodsoftrainingsport
7:280

6.

29/7

7.

5/8

DESIGNING A TRAINING PROGRAM Planning a training program Phases of a training program o Preparatory phase o Competition phase o Transition phase Periodisation and the training year o Microcycles o Mesocycles o Macrocycles o Extended macrocycles Designing a training session o Warm-up o Skill development o Conditioning development o Cool-down Peaking and tapering Individuality Overtraining o Causes o Signs and symptoms o Avoiding and overcoming Designing , participating and evaluating a training program o Managing your own training program Design Activity analysis Fitness testing Identifying strengths and weaknesses Designing the actual program

8:288-289 8:290-291

8:292-293

8:294-296 8:296-297 8:298-299 8:299-301 8:301-305

http://www.brianmac.demon.co.uk/siteindx.htm (Exc!) Musculature, stretching and flexibility: (Exc) http://members.aol.com/naginata/riley4.html New Mexico State performance training handbook: http://web.nmsu.edu/~johtaylo/index.html Energy demands and event specific exercise training: http://www.coacheseducation.com/phys/Event_Specific/ Netfit health and fitness advice: http://www.netfit.co.uk/menu.htm

8:306-309 8:309-310 8:311 8:311-314 8:314

8:310 8:312
David Smyth, Melbourne High School October 2010

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Training diary Evaluating the program CHRONIC ADAPTATIONS TO TRAINING General introduction Adaptations to aerobic training - cardiovascular o Left ventricle size and volume o Increased cardiac capillarisation o Increased SV o Decreased HR o Decreased HR during sub-maximal effort o Increased HR recovery rates o Increased Q during maximal exercise o Decreased BP o Increased a-VO2 diff o Increased blood volume and haemoglobin levels o Increased capillarisation of working muscles o Decreased blood cholesterol, triglycerides, LDLs and HDLs Adaptations to aerobic training - respiratory o Increase lung ventilation during maximal exercise o Increased Max VO2 o Increased LIP Adaptations to aerobic training - muscular o Increased oxygen utilisation o Increased muscular fuel stores o Increased oxidation of glucose and fats o Decreased use of anaerobic glycolysis o Adaptation of muscle fibre type Adaptations to anaerobic training o Muscular hypertrophy o Increased muscle stores of ATP and PC o Increased glycolytic capacity o Cardiac hypertrophy Other anaerobic training adaptations UNIT FOUR ENHANCING PERFORMANCE 8:314

9:322 9:323-328

9:327

AND Outcome 1 SAC 2 A response in one or more of the following formats, which links chronic adaptations of the cardiovascular, respiratory and muscular systems to training methods and improved performance: a case study analysis a data analysis a critically reflective folio/diary of participation in practical activities a practical laboratory report a visual presentation a test.

8.

12/8

http://wiki.answers.com/Q/What_are_the_chronic_Adapt ations_of_anaerobic_training

9:329-330

9:332-334

9:332

http://hk.humankinetics.com/EssentialsOfStrengthTraini ngAndConditioning/ig/chpr05.htm

9.

19/8

9:335-336

9:336

9:339

AOS 1: Performance enhancement and recovery

practices
Outcome 1 On completion of this unit the student

Lactate physiology and sports training: http://www.lactate.com/eslact1c.html

should be able to analyse and evaluate strategies designed to enhance performance or promote recovery.
David Smyth, Melbourne High School October 2010

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STRATEGIES TO ENHANCE PERFORMANCE AND RECOVERY Nutritional needs of athletes: a balanced diet o How much? o Glycaemic Index Nutritional needs of athletes: carbohydrates (CHOs) o How much? Application of the glycaemic index Nutritional needs of athletes: proteins and fats o Protein How much? Proteins + CHO Protein supplementation o fats How much? Fuel for competition and recovery o Fueling and type of sport o CHO loading o Pre-event meal and hydration o Refuelling during exercise o Nutrition and recovery from exercise Hydration needs of athletes how much? o Who needs it? o Water v sports drinks o IV drips and dehydration Physiological strategies to enhance recovery o Hydrotherapy Hot and cold contrast therapy Spas and mineral springs o Compression o Massage o Hyperbaric chambers o Sleep Psychological strategies to enhance performance and aid recovery control and concentration o Control Anxiety Arousal Drive theory Inverted-U hypothesis Catastrophe theory Optimal arousal theory Multidimensional arousal-anxiety theory o Techniques to increase or decrease arousal

10:346347

10:348 10:349350 10:352354

http://www.brianmac.demon.co.uk/nutrit.htm http://www.glycemicindex.com http://www.aesoftware.com.au/

10:351 (two)

10. 26/8

http://www.dav.org.au www.sportsdietitians.com.au www.ais.org.au/nutrition

10:354 10:356 10:358 10:359 10:360 10:362 10:363 10:365 10:366 10:368 10:371 10:358

11. 2/9

www.sportsdietitians.com.au www.ais.org.au/nutrition http://www.ais.org.au/nutrition/ http://www.nismat.org/nutricor http://www.nursing.upenn.edu/nutritionsites/sports.htm http://instruct1.cit.cornell.edu/Courses/ns421/NS421.htm l

10:363 10:364

10:374 10:375 10:376 10:378 10:379

10:372

12. 9/9

10:378

http://www.selfhelpmagazine.com/article/sportstechniques
David Smyth, Melbourne High School October 2010

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PMR Centred breathing Meditation Reading your body Pre-comp psych-up o Concentration Ways to increase concentration Mental imagery Psychological strategies to enhance performance and aid recovery confidence and commitment o confidence self confidence choking o commitment goal setting intrinsic and extrinsic motivation ERGOGENIC AIDS Ergogenic aids Legal substances and methods o Mechanical aids: training methods and devices Altitude training o Nutritional aids o AIS sports supplement groupings o Sports drinks o Electrolyte replacement supplements o CHO bars and gels o Liquid meal supplements o Vitamin and mineral supplements Nutritional ergogenic aids o Caffeine supplementation o Creatine o Bicarbonate Illegal substances and methods o Performance enhancing drugs and methods o WADA prohibited list o Why do athletes take drugs? Anti doping codes International sport: WADA National sport: ASADA Nationals sporting organisations (AFL) Community Sport: CleanEdge REVISION 10:382 10:382

http://www.stress-relief-exercises.com/ http://www.thesportjournal.org/article/efficacyrelaxation-techniques-increasing-sport-performancewomen-golfers

13. 16/9

10:383

10:385

10:384

10:387 11:396 11:397 11:397 11:399 11:401

14. 23/9

www.sportsdietitians.com.au

Outcome 2 SAC 3 A response in one or more of the following formats, which identifies and evaluates various strategies and practices that are used to enhance performance: a practical laboratory report a case study analysis a data analysis a media

http://www.brianmac.co.uk/ergoaids.htm

11:403 11:406

Term Four (2 full weeks)

http://sportsmedicine.about.com/od/performanceenhanci ngdrugs/Ergogenic_Aids_Performance_Enhancing_Drug s_Supplements.htm

11:409 11:411 11:415

11:410 11:416 11:419

http://fnic.nal.usda.gov/nal_display/index.php?info_cent er=4&tax_level=2&tax_subject=274&topic_id=1329

15. 14/10 16. 21/10

11:422

11:420 11:424

http://www.pponline.co.uk/encyc/ergogenic-aids-canincreasing-oxygen-levels-improve-sports-performance95

David Smyth, Melbourne High School October 2010

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PHYSICAL EDUCATION - UNITS 1 & 2 COURSE OUTLINE - 2011 Unit One: Bodies in motion Unit Two: Sports coaching and physically active lifestyles Course Text: Live It Up, Book 1 (3rd edition 2011) - Smyth et al, published by Jacaranda/ACHPER Jaconline in depth electronic additions to your teaching style. Follow the book through using elessons and interactive student activities Week ending Friday
Semester One (19 full weeks for Unit 3 work)

Theory Covered (Unit Area of Study and Learning Outcome) UNIT ONE BODIES IN MOTION AOS 1: Body systems and human movement Outcome 1 On completion of this unit the student should be able to collect and analyse information from, and participate in, a variety of practical activities to explain how the musculoskeletal, cardiovascular and respiratory systems function, and how the aerobic and anaerobic pathways interact with the systems to enable human movement. The musculo-skeletal systems Functions of the skeletal system Body movement Framework and protection Mineral storage Production of red blood cells Major bones Types of bones Vertebral column Bone growth and health Activity and skeletal health

Text chapter and page

USEFUL WEB SITES

eLessons

Suggested practical activities

http://www.jacplus.com.au/ http://www.jaconline.com.au/engine.jsp?page=rdyDetail &schRdyToHelpDetail$articleId=11

Basketball

Term One (10 full weeks)

1:4

1:6

New Mexico State performance training handbook: http://web.nmsu.edu/~johtaylo/index.html

Basketball Lab Act

http://www.exploratorium.edu/sports/sports_faq.html 1:8 1:9 1:10

17. 4/2

Basketball

18. 11/2

Joint classification, structure and anatomical movements joints connective tissue synovial joints anatomical positions The muscular system Functions Types of muscle Major skeletal muscles

Lab Act
1:11-12 1:13-15 1:17 1:18 1:18-20 1:22 1:12 1:14 Muscles: http://www.e-muscles.net/ 1:20 Muscles: http://www.innerbody.com
David Smyth, Melbourne High School October 2010

Lab Act

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Muscular features, arrangement and microscopic structure Common features Muscle fibre arrangement Microscopic structure of skeletal muscles Muscle tone The muscular system Nervous control of muscles: motor units Strength of muscular contractions o The all or nothing principle Origins and insertions Muscle control: agonist, antagonist, synergist, stabiliser; reciprocal inhibition http://www.brianmac.demon.co.uk/siteindx.htm 1:22-24 1:25 1:26 1:27 1:27 1.28-29 1:30 http://members.tripod.com/Dramo13/Muscles/structure.html Muscle structure and function: http://members.tripod.com/Dramo13/Muscles/structure.html http://www.naturalstrength.com/ Muscle structure: http://www.rrcc.cccoes.edu/academic/health/fitnesscenter/musc le.htm Major muscle groups and microscopic structure: http://www.anatomy.usyd.edu.au/mru/lectures/ 1:33 Muscle physiology homepage: http://www.muscle.ucsd.edu/musintro/struct.html

Swimming / Soccer

19. 17/2

Lab Act

1:28

20. 25/2

21. 4/3

Muscular fibre types Type 1 Type 2A Type 2B Types of muscle contraction Isotonic Isometric Isokinetic Muscular responses to physical activity Acute responses to activity

Swimming / Soccer

1:31-33

1:34-35

Lab Act

22. 11/3

23. 18/3

The cardiovascular and respiratory systems Functions of the cardiovascular system Anatomy of the heart Blood vessels Blood Blood circulation Features of the cardiovascular system Blood pressure Removal of body heat Acute responses of the cardiovascular system to activity Increased HR Increased SV Increased Q Increased BP Increased blood flow Blood flow redistribution Increased A-VO2

2:42 2:42-43 2:43-45 2:47 2:48-50

2:42 2:43 2:46 2:48

http://irish1999.tripod.com/SPORTS-SCIENCE-STUFF.html http://sln.fi.edu/biosci/systems/systems.html http://www.howstuffworks.com/sportsphysiology2.htm http://www.netfit.co.uk/menu.htm

Netball

2:51-54 http://www.polar.fi/sarripola/ http://www.ug.edu.au/~zzqas

Lab Act
http://www.fit-zone.com/library/library.html

David Smyth, Melbourne High School November, 2010

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Increased coronary circulation 2:55 2:55-57 2:57

24. 25/3

Functions of the respiratory system Anatomy of the respiratory system The conducting system The pleura The diaphragm Mechanics of breathing and gaseous exchange Ventilation Inspiration Expiration Exchange of gases in the lungs Lung volumes The respiratory system and physical activity Interaction of the three systems during physical activity Introduction to the energy systems The role of ATP Sources of ATP CHOs Fats Protein ATP during rest and physical activity The ATP-PC energy system The Anaerobic energy system The aerobic energy system The interplay between the three energy systems Energy systems and muscle fibre type

http://www.medindia.net/animation/the-lungs.asp

2:59 2:58-61

Baseball

2:61 2:62-63 2:64-65 3:72 3:73 2:65 Energy systems, aerobic and anaerobic: http://predator.pnb.uconn.edu/beta/virtualtemp/muscle/exercise -folder/muscle.html Lactate physiology and sports training: http://www.lactate.com/eslact1c.html Aerobic energy system: http://www.brianmac.demon.co.uk/siteindx.htm 3:78 3:80 3:83 3:84 (two) 3:85 The lactate threshold http://home.hia.no/~stephens/lacthres.htm http://www.sport-fitness-advisor.com/anaerobicthreshold.html Nismat exercise physiology corner: muscle physiology primer: http://www.nismat.org/physcor/muscle.html body systems: http://sln.fi.edu/biosci/systems/systems.html

Lab Act

25. 1/4

3:74-75 3:76-77 3:77-78 3:80-81 3:82-83 3:84-86

Baseball / Lab Act

26. 8/4

AOS 2: Biomechanical movement principles On completion of this unit the student should be able to collect and analyse information from, and participate in, a variety of practical activities to explain how to develop and refine movement in a variety of sporting actions through the application of biomechanical principles. Term Two (9 weeks) Biomechanical movement principles Why biomechanics? The biomechanists equipment The benefits of biomechanics Newtons first law of motion: inertia 4:94 4:95 4:97 4:97 4:98

Lab Act

Tennis
Australian Institute of Sport http://www.ais.org.au/biomechanics/index.asp

David Smyth, Melbourne High School November, 2010

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Newtons first law of motion: acceleration/momentum Newtons first law of motion: action and reaction Types of motion Linear Angular o Angular velocity o Moment arm o Moment of force o Force couples General Straight line motion Speed and velocity Acceleration and deceleration Types of levers First class Second class Third class Levers in sport Types of Force Force summation Applying an effective force Inertia Momentum Impulse Accuracy Force reception / absorption Projectile motion Speed or velocity of release Angle of release Height of release Gravity Air resistance Angular motion Spin The Magnus Effect Torque or moment of force Moment of inertia Angular momentum Conservation if angular momentum Elasticity Coefficient of restitution Friction Rebound: angles of incidence and reflection 4:99-101 Coaches infoservice - http://www.coachesinfo.com/

Lab Act

27. 29/4

4:102-104 4:106 4:105-106

http://www.ausport.gov.au/information/finding_sport_inf ormation/topic/biomechanics

Tennis

28. 6/5

4:106-107 4:109-111 4:112-114

4:108 4:111

http://www.exercisephysiologists.com/BiomechanicalCO NCEPTS/index.html

Lab Act

4:115

Lab Act

4:117 4:115-117

Lab Act
4:124 4:119-124 Aerodynamics of cricket balls http://www.geocities.com/k_achutarao/MAGNUS/magnus_cric ket.html

29. 13/5

Basketball

4:125 4:127 4:127-128 4:129-132 4:128 4:132

David Smyth, Melbourne High School November, 2010

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30. 20/5 Balance and stability Mass of an object Its area of the base of support Its height of C of G above base of support The line of gravity and the edge of the base 5:140 5:141

Lab Act

31. 27/5

32. 3/6

Technological advancements a biomechanical perspective Golf Golf balls Golf clubs, accessories and equipment Surfing Cycling Athletics pole vault Other sports Swimming pools Swimming costumes Tennis Links between sporting advances and biomechanical advances Golf Surfing Cycling Athletics pole vault Swimming pools Swimming costumes Tennis Factors that have caused technological advances in sporting equipment Factors that have caused technological advances in sporting technique The social and ethical implications of improved performances via technology Technological advances and resultant rule changes Technological advances catering for various sporting categories Children The elderly The disabled Injury prevention and rehabilitation Classification of injuries Acute injuries: soft and hard tissue Overuse injuries Common sports injuries

5:143 5:145 5:148 5:149-150

5:145

Lab Act

5:152

Swimming / Soccer
5:151-155 5:155-156 5:156-157 5:157-160 5:160-162 5:162-163 5:163 5:164-166 5:167-168 5:169-171 5:172-173 5:168 5:169 5:171 5:172

http://www.topendsports.com/biomechanics/index.htm
5:160 5:163

Lab Act

Swimming /

5:174 5:176 5:177-179

5:179

Soccer

6:184-6

http://www.athleticaid.com/SportsMedicine.html
6:189
David Smyth, Melbourne High School November, 2010

33. 10/6

6:187-188

6
6:190-192 Sports injury risk management Clubs and organisations For the individual athlete and coach Sports injury prevention strategies for the organisation Policy Rules Safe grounds, facilities and equipment Sports injury prevention strategies for the individual Pre-participation screening Physical preparation for athletes Warm-up and warm-down Protective equipment Correct footwear Taping and bandaging Recovery techniques Sports Medicine Australia Rehabilitation techniques Treatment Muscle conditioning Joint and core stability Flexibility Proprioception Skill acquisition Return to sport Taping Counselling The role of the health care professionals Ethical considerations for health professionals Local anaesthetics 6:195 6:194-195

Lab Act

http://www.healthinfonet.ecu.edu.au/healthresources/organisations?oid=625

6:199 6:195-199

34. 17/6

http://sma.org.au/

Netball

6:200-204 6:205-208

6:200 6:204 6:207 6:208 6:209

http://www.physsportsmed.com/index.php?page=resourc e_sportsmedicine_group

Lab Act http://www.epodiatry.com/resource/sports-medicine.htm

6:209 6:210-212

35. 23/6
Semester Two (15 full weeks for Unit 3 work)

UNIT TWO SPORTS COACHING AND PHYSICALLY ACTIVE LIFESTYLES AOS 1: Effective coaching practices Outcome 1 On completion of this unit the student should be able to demonstrate their knowledge of, and evaluate, the skills and behaviours of an exemplary coach, and explain the application of a range of skill learning principles used by a coach. Australian Coaching Council: http://www.ausport.gov.au/acc Understanding sports coaching Roles and responsibilities of the coach 7:218-219 7:220-223 7:220

Softball

Lab Act Softball

David Smyth, Melbourne High School November, 2010

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1. 1/7 Styles of coaching Authoritarian or autocratic Democratic or cooperative Casual Personable and friendly Delegatory Alternative Varieties Skills and characteristics needed by a coach Part A Patience and persistence Dedication, enthusiasm, motivational, high expectations Models appropriate behaviour Integrity Follows codes of conduct Skills and characteristics needed by a coach Part B Effective communication skills Environmental barriers to effective communication Skills and characteristics needed by a coach Part C Sports science knowledge Sports knowledge Qualifications Skills and characteristics needed by a coach Part D Catering for individual differences: age, preferred learning styles, ability and staged of learning, level of competition, motivation and goals Organisational skills Observation and analysis of performance Ability to improve performance

7:222

Term Three (10 weeks)

Athletics or Lab Act

www.coachesinfo.com/category/golf/55/#4

7:224-227

7:225 7:226

7:230 7:228-230

Quality coaching: http://www.loc-gov-focus.aus.net/1998/august/qualityc.htm

Athletics and/or Lab Act

2. 22/7

7:231 7:231-233

Athletics
7:234-236

3.

29/7

7:236 7:237 7:238 7:239-240 7:242-244

7:238 7:241 7:243

ACC - Coach's code of ethics: http://www.coachingaus.org/ethics.htm

4.

5/8

Developing effective relationships Part A Leadership Developing effective relationships Part B Developing a team culture Group dynamics Conflict resolution Achieving best performance The coachs application of skill and knowledge Accuracy of the athletes technique Physiological characteristics, fitness levels and needs of the athlete Analysing movement and performance in a competition Activity analysis: work:rest ratios, heart rates,

Lab Act
Signing-on coach's code of ethics agreement: http://www.ausport.gov.au/acc/signing.htm

7:249 7:245-249

7:257 (two) 7:258 7:250-259

Lab Act Posture tests

David Smyth, Melbourne High School November, 2010

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enhancing performance, specific needs, the beginner to elite, sports psychology Skill learning principles Skills and motor skills Motor programs Motor ability Skill classification Closed and open Closed / open continuum Fine and gross motor skills Discrete, continuous and serial motor skills Stages in skill learning Cognitive stage Associative stage Autonomous stage Human as an information processing system Physical maturation Physical fitness capability Attention and motivation while learning Feedback Memory Amount and type of practice Perceptual ability Learning processes Input: the senses Information processing o Perceptual mechanism: the senses, strength of the cue, noise, speed of the cue, level of arousal o Single Channel Hypothesis o Selective attention: anticipation Learning processes The role of memory o Chunking o Distractions o Meaningfulness o Rehearsal o Long term memory Learning processes Decision making mechanism Output o Effector mechanism o Reaction time: simple, choice RT

8:264-266 8:268 8:269 (two)

http://www.brianmac.co.uk/tech.htm Aerobics

8:267-270

8:271-274

http://www.sports-trainingadviser.com/stagesoflearning.html

Volleyball

5.

12/8

8:275-276 www.personal.psu.edu/faculty/s/m/sms18/kines321/skill.html

Ankle taping

8:278 8:278-279 www.personal.psu.edu/faculty/s/m/sms18/kines321/stress.html 8:280-281 8:283-285

6.

19/8

Indoor or Outdoor cricket

www.exrx.net/Psychology.html

8:287 8:286-289

David Smyth, Melbourne High School November, 2010

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7. 26/8 Influences: age, gender, number of choices, warning signals, cue intensity probability of cue occurring, psychological refractory period, stimulus-response compatibility The use of feedback Types of feedback Feedback and the learner Precision of feedback Timing of feedback Practice Types of practice o Massed and distributed o Whole and part o Drill and problem solving o Physical and mental Variability of practice o Decision making in sport Categories of games and sports Traditional approaches Teaching games for understanding (TGFU) Game categories in the TGFU approach o Invasion o Striking/fielding o Net/court o target Game plans, tactics and strategies Their formulation o Skill analysis Teaching tactics and strategies Movement patterns Game modification to teach decision making skills, tactics and strategies Principles of offence Principles of defence Sport specific tactics, strategies and game plans Australian Football Hockey Baseball Teaching decision making; skill execution Deliberate play and practice; early specialisation Game sense

8:290-293

http://www.ausport.gov.au/sportscoachmag/psychology2 /maximising_skill_learning_through_identification_of_at hlete_learning_styles

Cricket / Warm up sessions

8:294-297

8.

2/9

http://www.sportsmindskills.com/sport.php?id=13

Basketball

9:304-305

9:305-307

9.

9/9

http://www.sports-training-dviser.com/reactiontime.html
9:308-311
Disabled Games

9:312 9:312-314 9:315

9:317 9:318-319 9:320-322 9:323-325 9:326-327 9:327-331 9:331-332 9:321 9:322 9:330 Indoor Rockclimbing/ Life. Be In It games
David Smyth, Melbourne High School November, 2010

10. 16/9

10
11. 23/9 Play practice Discovery learning Constraints based coaching 9:333-334 9:335-336

AOS 2: Physically active lifestyles Outcome 2 On completion of this unit the student should be able to collect and analyse data related to individual and population levels of participation in physical activity, and sedentary behaviour, and create and implement strategies that promote adherence to the National Physical Activity Guidelines. Term Four (4 full weeks) 10:345
10:342-344

Physically active lifestyles Physical activity health benefits Physical benefits Social benefits Mental benefits Physical inactivity and sedentary behaviour health risks Overweight and obesity Type 2 diabetes Hypertension High cholesterol Cardiovascular disease Australian National Physical Activity Guidelines (NPAGs) Sedentary behaviour and low physical activity levels Moderate and high physical activity levels Indigenous Australians Children

10:345-347

10:348

10:348-350 10:351-352

12. 14/10

10:351 10:352

http://www.health.gov.au (Australian government department of Health and Ageing information on National Physical Activity Guidelines) http://www.vicfit.com.au ( Vicfit website information on physical activity programs) http://www.vichealth.vic.gov.au ( VicHealth website) http://www.sport.vic.gov.au (Victorian Sport and Recreation website) http://www.vicsport.asn.au (VicSport website) http://www.cdc.gov/nccdphp/dnpa/ (American National Centre for Chronic Disease prevention and health promotion: stages of change) http://www.hphp.gov.au/workprog/sigpah/workplan.htm (National draft physical activity plan) http://www.activeforlife.com.au (Active for life website) http://www.fitness2live.com.au (online weight loss and activity program) http://www.deakin.edu.au/hbs/cpan/index.php (C-PAN The centre for physical activity and nutrition research) http://www.goforyourlife.vic.gov.au (latest government activity and nutrition program)

Lab Act - to experience different activities

Lab Act CHD tests

13. 21/10

Factors influencing participation in physical activity Attitudes; childhood; adolescence; adults; older adults; gender; socioeconomic class; ethnicity; parents; schools/workplaces; peers; media; environment Why we continue to participate in PA Barriers to participation Women Men Young people Indigenous Australians Culturally and linguistically diverse backgrounds

10:353-355

10:355 (two) 10:355 10:356-358

http://www.health.gov.au (Australian government department of Health and Ageing information on National Physical Activity Guidelines) http://www.vicfit.com.au ( Vicfit website information on physical activity programs) http://www.vichealth.vic.gov.au ( VicHealth website) http://www.sport.vic.gov.au (Victorian Sport and Recreation website) http://www.vicsport.asn.au (VicSport website) http://www.cdc.gov/nccdphp/dnpa/ (American National Centre for Chronic Disease prevention and health promotion: stages of change) http://www.hphp.gov.au/workprog/sigpah/workplan.htm

Lab Act CHD tests

David Smyth, Melbourne High School November, 2010

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remote and rural communities disabled people older people overweight and obese people How do we become more active? (National draft physical activity plan) http://www.activeforlife.com.au (Active for life website) http://www.fitness2live.com.au (online weight loss and activity program) http://www.deakin.edu.au/hbs/cpan/index.php (C-PAN The centre for physical activity and nutrition research) http://www.goforyourlife.vic.gov.au (latest government activity and nutrition program) http://www.health.nsw.gov.au/obesity/ (Report on childhood obesity) http://www.cpah.unsw.edu.au (NSW centre for physical activity and health) 11:372
11:373 11:374-376 11:377-378

10:359

14. 28/10

15. 4/11

Promoting active living Physical environment approaches to promoting physical activity Social approaches to promoting physical activity Policy approaches to promoting physical activity Policies affecting local communities Policies affecting workplace settings Policies affecting schools Methods of assessing PA Physical activity domains Survey samples Elements of effective and specific programs Older adults After school programs Community programs Media communication tools

11:364-367 11:368-369 11:370-372

11:374 11:376
11:379-381

David Smyth, Melbourne High School November, 2010

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Training Diary Example Focus Sport: Name: Date: Time of Day: Weather for session: Heart Rate records: Morning: Maximum: Pre-warm-up Recovery: Session Number: Location: Weight:

Post warm-up:

Comments on psychological feelings pre- session:

[3-5 lines or so]

Method 1 Interval Training Interval length Repetitions

Sets

Recovery type

Comments re this method this session: [3 lines] Method 2 Resistance Training Exercise Weight 1. squats 2. Bicep curls 3. Crunches 4. Calf raises 5. Lat pull downs 6. Swiss ball side sit-

repetitions

Sets

David Smyth, Melbourne High School November, 2010

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ups 7. Leg extensions 8. Bench press Comments re this method this session: [3 lines]

Comments on psychological feelings post- session and plans for next session:

[3-5 lines or so]

Signature: Witness:

Time and date:

David Smyth, Melbourne High School November, 2010

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MELBOURNE HIGH SCHOOL VCE UNIT 3 PHYSICAL EDUCATION 2011 SCHOOL ASSESSMENT TASK No. 2 Outcome 2 AIM: To understand the interplay of the energy systems in a series of 80m running sprints performed with diminishing recovery times.

PROCEDURE: 5 subjects thoroughly warm up, then perform 5 x 80m running sprints. After the first sprint there is 5 minutes recovery, after the second there is 3 minutes, after the third there is 1 minute, after the fourth there is 10 seconds, and then the last sprint is run.

RESULTS: Rest of class to be assigned data collection of: HRs from Polar HR monitors (high priority) BPs from electronic recorders (only if good quality, digital sphygmos are available) running times (high priority) recovery times (teacher to record) respiration rates, recording breaths for 15 secs before and after warm-up, as well as after each sprint (high priority) observed fatigue (low priority) observed sweating amounts (low priority)

Results will be collected on data sheets provided. Put your names on them at start of session!!

SAC 2 Laboratory report analysing the relative energy contribution of energy systems when undertaking aerobic and anaerobic physical activity
David Smyth, Melbourne High School November, 2010

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David Smyth, Melbourne High School November, 2010

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MELBOURNE HIGH SCHOOL VCE UNIT 3 PHYSICAL EDUCATION 2011 SCHOOL ASSESSMENT TASK No. 2 Data Collection Subject Name Readings HR before warm-up HR after warm-up HR sprint 1 HR sprint 2

HR sprint 3 HR sprint 4 HR sprint 5

BP at rest BP sprint 1 BP sprint 2 BP sprint 3

David Smyth, Melbourne High School November, 2010

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BP sprint 4 BP sprint 5

Respiration before warm-up after warm up after sprint 1 after sprint 2 after sprint 3 after sprint 4 after sprint 5

MELBOURNE HIGH SCHOOL VCE UNIT 3 PHYSICAL EDUCATION 2011 SCHOOL ASSESSMENT TASK No. 2 Data Collection

David Smyth, Melbourne High School November, 2010

18

Subject Name Readings observed fatigue sprint 1 sprint 2 sprint 3 sprint 4 sprint 5

Fatigue stages: nil, puffing, gasping, bent over recovery, distressed

SPRINT TIMES Subject Name Readings Seconds sprint 1 Seconds sprint 2 Seconds sprint 3 Seconds sprint 4 Seconds sprint 5

David Smyth, Melbourne High School November, 2010

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MELBOURNE HIGH SCHOOL VCE PHYSICAL EDUCATION UNIT 3 OUTCOME 2 - SAC 2 2011 Student aims: A practical laboratory report analysing the relative contribution of the energy systems and associated fatigue mechanisms and recovery strategies used in a series of five 80m sprints with decreasing recovery times between each. Laboratory method: See separate handout MARK RANGE 33-40 marks DESCRIPTOR: typical performance in each range

Consistent use of accurate, thorough and comprehensive explanations of the interplay of the energy systems, using correct terminology. Comprehensive and accurate analysis of the primary data to explain the relationship between energy systems, physical activity and associated fatigue mechanisms in relation to duration, intensity and type of activity. Thorough explanation of the role of the aerobic energy system in providing a comprehensive comparison of active and passive recovery methods. Justification using a range of supportive evidence, of appropriate recovery strategies used to counteract fatigue and promote optimal performance.

SAC Questions 1. Present your primary data in a processed data format (a) Using any graphical presentation, show each of the 80m sprint times. On a similar graph represent the recovery duration between each sprint. (b) Place the remaining data in a table. The column headings: Heart Rate, Respiratory Rate, Blood Pressure and Stages of Fatigue. A row for each of the recovery periods. [no word count] 2. a. On a pie chart allocate each of the three energy systems a percentage contribution to this laboratory activity, from the start of sprint 1 to the end of sprint 5; that is, the total time taken to complete the laboratory which is about 10 minutes.
David Smyth, Melbourne High School November, 2010

20

b. On a pie chart, show the contribution of each of the three energy systems for the ATP required for sprint number 2 c. On a pie chart, show the contribution of each of the three energy systems for the ATP required for sprint number 5 [no word count] 3. By regularly referring to the data presented in Qus. 1 and 2, discuss your percentage selections in Qu. 2 and clearly explain the relationship between the three energy systems, the five sprints, and associated fatigue mechanisms in relation to the duration, intensity and type of this laboratory activity. [600 words max] 4. Explain the role of the aerobic energy system in aiding recovery during the different recovery times used between sprints 1 and 2, and sprints 3 and 4. [300 words max] 5. Give a dot point list of the most appropriate recovery strategies used to counteract fatigue and promote optimal performance during this laboratory activity [100 words]

MELBOURNE HIGH SCHOOL VCE PHYSICAL EDUCATION 2011 UNIT 3 OUTCOME 2 - SAC 2 Grading Rubric
Dimension Primary and secondary data Descriptors All primary data presented with processed data clearly displayed All primary data presented with processed data displayed Score range 4 3
David Smyth, Melbourne High School November, 2010

Actual score

21

Energy systems interplay

Analysis of the primary data to explain the relationship between energy systems, physical activity and associated fatigue mechanisms in relation to duration, intensity and type of activity.

Explanation of the role of the aerobic energy system in providing a

Some primary data and some secondary data displayed Some data displayed No data displayed Consistent use of accurate, thorough and comprehensive explanations of the interplay of the energy systems, using correct terminology Consistent use of thorough explanations of the interplay of the energy systems, using correct terminology Provides sound explanations of the interplay of the energy systems, using some correct terminology Provides fundamental explanations of the interplay of the energy systems, using simple terminology Identifies some characteristics of the interplay of the energy systems Comprehensive and accurate analysis of the primary data to explain the relationship between energy systems, physical activity and associated fatigue mechanisms in relation to duration, intensity and type of activity Detailed and accurate analysis of the primary data to explain the relationship between energy systems, physical activity and associated fatigue mechanisms in relation to duration, intensity and type of activity Some analysis of the primary data to explain the relationship between energy systems, physical activity and associated fatigue mechanisms in relation to duration, intensity and type of activity Use of primary data with limited explanation of the relationship between energy systems, physical activity and associated fatigue mechanisms in relation to duration, intensity and type of activity Use of some primary data with limited explanation of energy systems, physical activity and associated fatigue mechanisms Thorough explanation of the role of the aerobic energy system in providing a comprehensive comparison of active and passive recovery methods

2 1 0 8

6-7 4-5 2-3 0-1 15

12-14

8-11

4-7

1-3 8

David Smyth, Melbourne High School November, 2010

22

comparison of active and passive recovery methods

Recovery strategies used to counteract fatigue and promote optimal performance

Well-developed explanation of the role of the aerobic energy system in providing a comparison of active and passive recovery methods General explanation of the role of the aerobic energy system in providing a limited comparison of active and passive recovery methods A brief explanation of active and passive recovery methods Identification of active and passive recovery methods Justification using a range of supportive evidence, of appropriate recovery strategies used to counteract fatigue and promote optimal performance Justification using supportive evidence, of appropriate recovery strategies used to counteract fatigue and promote optimal performance Justification using related evidence, of appropriate recovery strategies used to counteract fatigue and promote optimal performance List appropriate recovery strategies used to counteract fatigue and promote optimal performance May list appropriate recovery strategies used to counteract fatigue and promote optimal performance B+ B 31-32 29-30 C+ C 27-28 24-26 D+ D 23 20-22 E+ E 19 16-18

6-7

4-5

2-3 0-1 5

2-3

0 40

Total Score and Grade

A+ 36-40 A 33-35

David Smyth, Melbourne High School November, 2010