Learning Area Leader: Mr Connolly
This study equips students with the appropriate knowledge and skills to plan, develop and maintain their involvement in physical activity, sport and exercise across their lifespan and provides the opportunity to appreciate the physical, social, emotional, mental and spiritual benefits of movement.
Career Paths / Future Directions
Childcare, Chiropractor, Education, Fitness industry, Health industry, Nursing, Outdoor Education, Physiotherapy, Recreation, Sports Administration, Sports Marketing
Unit 1 – The Human Body in Motion (Code: PHED11)
Description
In this unit, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Students investigate the role and function of the main structures in each system and how they respond to movement. Through participation in practical activities, students explore and analyse the relationships between the body systems and movement, and how these systems interact and respond at various intensities. Students investigate possible conditions and injuries associated with the musculoskeletal system and recommend and implement strategies to minimise and manage such injuries and conditions. They consider the ethical implications of using permitted and prohibited practices to improve the performance of the body systems, evaluating perceived physiological benefits and describing potential harms.
Areas of Study
· How does the musculoskeletal system work to produce movement?
· What role does the cardiorespiratory system play in movement?
Outcomes
· Participate in and analyse information from a variety of practical activities to explain how the muscular and skeletal systems function and interact to produce movement and evaluate the use of performance enhancement substances and methods.
· Participate in and analyse information from a variety of practical activities to explain how the cardiovascular and respiratory systems function and interact and evaluate the use of performance enhancement substances and methods.
Assessment
A range of tasks taken from the following list:
· Written report analysing participation in at least 4 physical activities that demonstrates the integration of theoretical knowledge and practical application of how the musculoskeletal and cardiorespiratory systems work together.
· Practical laboratory report linking key knowledge and key skills to a practical activity or practical activities
· Case study analysis
· Data analysis
· Extended-response question that uses a visual planning tool such as a concept/mind map to synthesise information and develop a response
· Visual presentation such as an annotated poster, a concept/mind map, or a digital presentation (including physical simulation)
· Oral presentation such as a podcast or debate.
Unit 2 – Physical Activity, Sport and Society (Code: PHED22)
Description
This unit develops students’ understanding of physical activity, sport and exercise from a participatory perspective. Students are introduced to types of physical activity and the role that physical activity participation and sedentary behaviour plays in their own health and wellbeing, as well as in other population groups and contexts.
Through a series of practical activities, students experience and explore different types of physical activity promoted within and beyond their community. They gain an appreciation of the movement required for health benefits and the consequences of physical inactivity and sedentary behaviour. Using various methods to assess physical activity and sedentary behaviour, students analyse data to investigate perceived barriers and enablers and explore opportunities to enhance participation in physical activity. Students explore and apply the social-ecological model to critique a range of individual l- and settings-based strategies that are effective in promoting participation in regular physical activity. They create and participate in a personal plan with movement strategies that optimise adherence to physical activity and sedentary behaviour guidelines.
Areas of Study
· What are the relationships between physical activity, sport, health and society?
· What are the contemporary issues associated with physical activity and sport?
Outcomes
Collect and analyse data related to individual and population levels of participation in physical activity and sedentary behaviour and conduct an FMA to create, undertake and evaluate a personalised plan that promotes adherence to the relevant physical activity and sedentary behaviour guidelines.
· Explain a range of intrapersonal and interpersonal contemporary issues that influence access to, and inclusion, participation and performance in, physical activity and sport at the local, national and global levels.
Assessment
A range of tasks taken from the following list:
· Written plan or multimedia presentation designed to either increase physical activity levels and/or reduce sedentary behaviour for an individual or a selected group, based on reflections from participation in physical strategies/programs designed to promote physical activity and limit sedentary behaviour.
· Extended-response question that uses a visual planning tool such as a concept/mind map to synthesise information and develop a response
· Visual presentation, such as an annotated poster, a concept/mind map, or a digital presentation (including physical simulation)
· Oral presentation
· Written report.
Unit 3 – Movement Skills and Energy for Physical Activity, Sport and Exercise (Code: PHED33)
Description
This unit introduces students to principles used to analyse human movement from a biophysical perspective. Students use a variety of tools and coaching techniques to analyse movement skills and apply biomechanical and skill-acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correctly applying these principles can lead to improved performance outcomes.
Students consider the cardiovascular, respiratory and muscular systems and the roles of each in supplying oxygen and energy to the working muscles. They investigate the characteristics and interplay of the 3 energy systems for performance during physical activity, sport and exercise. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.
Areas of Study
· How are movement skills improved?
· How does the body produce energy?
Outcomes
· Analyse primary data collected from participation in physical activity, sport and exercise to develop and refine movement skills from an individual and coaching perspective, by applying biomechanical and skill-acquisition principles.
· 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 factors causing fatigue; and recommend suitable recovery strategies.
Assessment
Outcome One
· Structured questions that draw on primary data that analyses a movement skill using biomechanical and skill-acquisition principles
Outcome Two
· A laboratory report based on primary data collected during participation in a practical activity, which analyses the acute responses to exercise, energy system characteristics, energy system interplay, fatigue and recovery.
Unit 4 – Training to Improve Performance (Code: PHED44)
Description
In this unit, students’ participation and involvement in physical activity will form the foundations of understanding how to improve performance from a physiological perspective. Students analyse movement skills and fitness requirements and apply relevant training principles and methods to improve performance at various levels (individual, club and elite).
Improvements in performance, in particular fitness, depend on the ability of the individual and/or coach to gain, apply and evaluate knowledge and understanding of training. Students assess fitness and use collected data to justify the selection of fitness tests based on the physiological requirements of an activity, including muscles used, energy systems and fitness components. Students then consider all physiological data, training principles and methods to design a training program. The effectiveness of programs is evaluated according to the needs of the individual and chronic adaptations to training.
Areas of study
· What are the foundations of an effective training program?
· How is training implemented effectively to improve fitness?
· Integrated movement experiences
Outcomes
· Undertake an activity analysis to justify the physiological requirements of an activity that informs an appropriate assessment of fitness
· Participate in a variety of training methods; design and evaluate training programs; and explain performance improvements that occur due to chronic adaptations, depending on the type of training undertaken.
· Integrate theory and practice that enables them to analyse the interrelationships between skill acquisition, biomechanics, energy production and training, and the impacts these have on performance.
Assessment
Outcome One
· A written report analysing data from an activity analysis to determine the relevant physiological requirements in a selected activity including justification of the selection of appropriate tests to assess fitness.
Outcome Two
· A case study that draws on experiences from participation in at least 5 training sessions to design a personalised 6-week training program
· 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:
o a case study analysis
o a data analysis
o structured questions
Outcome Three
· An extended-response question drawing on personal experiences from a chosen practical activity recorded in the reflective folio that analyses the interrelationships between skill acquisition, biomechanics, energy production and training program theoretical knowledge for their impacts on participation and/or performance. An emphasis should be placed on using a suitable tool, such as a concept or mind map, to plan a response.
Units 3 and 4 Assessment
Unit 3 Coursework = 25%
Unit 4 Coursework = 25%
Written Examination = 50%