PHYSICAL EDUCATION - Download as DOC by 5bcY1j3



     Department of Health, Physical Education and Sport
               Compiled by Lauren Walker
                                                                                                                    Course organisation – Year 11 and Year 12
                                                                                        Year 11 - 55 hours per semester                                                             Year 12 – 55 hours per semester
                                    UNIT 1                                                  UNIT 2                 UNIT 3                UNIT 4                 UNIT 5                   UNIT 6                 UNIT 7                UNIT 8
                                  Individual                                                 Team                Individual            Individual             Individual                  Team                Individual            Individual
                                 performance                                                Direct                Indirect            Performance            performance                 Direct                Indirect            Performance
                                      (I)                                                Interceptive           Interceptive               (II)                   (I)                 Interceptive           Interceptive               (II)
                                     9wks                                                   10wks                  10wks                  9wks                  9 wks                    10wks                  10wks                  8wks
                                                                                                                                         SURF                                                                                         SURF
                                   SURFING                                                  TOUCH              BADMINTON                                       SURFING                   TOUCH              BADMINTON
                                                                                                                                      LIFESAVING                                                                                   LIFESAVING

                                FOCUS AREA A                                            FOCUS AREA C          FOCUS AREA A           FOCUS AREA B          FOCUS AREA C              FOCUS AREA B          FOCUS AREA A           FOCUS AREA C
                                Motor learning                                          Figueroa’s            Biomechanics           Training program      Figueroa’s                Training Program      Motor learning         Figueroa’s
                                 Characteristics of                                    Framework              Biomechanics         design                Framework                 Design                 Characteristics of   Framework
                                  the learner                                           Individual             Force and motion      Planning and        Interpersonal              Planning and          the learner          Individual
                                 Characteristics of                                     Genetic              Momentum and           designing a          The role of parents,      designing a          Characteristics of    Genetic
                                  the task                                                predispositions       inertia                training program      peers, coaches,           training program      the task               predispositions
                                 Practice                                                and the              Projectile motion     Evaluating            teachers and media       Evaluating           Practice               and the
                                                   Unit of Work – Core Subject Matter

                                 feedback                                                satisfaction of     Motor Learning           training              on socialisation,         training             feedback               satisfaction of
                                Psychology                                                personal             Characteristics of     programs              opportunities and         programs            Psychology               personal
Unit of Work – Subject Matter

                                 Motivation,                                             preference and        the learner           Immediate and         decisions about          Immediate and        Motivation,            preference and
                                  arousal and                                             human needs          Characteristics of     long-term effects     physical activity         long-term effects     arousal and            human needs
                                  performance                                             through physical      the task –             of training         Institutional               of training           performance            through physical
                                Biomechanics                                              activity              technique            Energy Systems         The impacts of          Exercise              Biomechanics             activity
                                 Momentum and                                           The role of self-    Practice              The three energy      institutions such as    physiology             Biomechanics          The role of self-
                                  inertia                                                 concept,             Feedback               systems               families, schools,      principles             Force and              concept,
                                Extension                                                 personal beliefs,   Psychology              Limitations           sporting clubs,          Types of fitness      motion                 personal beliefs,
                                 Information                                             values and           Motivation,           Percentage use        religions and            Components of        Momentum and           values and
                                  processing                                              attitudes             arousal and            of energy             politics on access        types of fitness      inertia                attitudes
                                  analysing and                                         Interpersonal           performance            systems in            to physical activity     Training             Projectile motion    Interpersonal
                                  classifying                                            The role of         Extension                physical activity   Structural                  principles          Extension               The role of
                                  physical skills                                         parents, peers,      Analysing and        Exercise               Government and           Training methods     Biomechanical          parents, peers,
                                 Judging the                                             coaches,              classifying          physiology              media influence on      Extension               analysis of            coaches,
                                  quality of                                              teachers and          physical skills      principles              the distribution of      Measurement           physical activity      teachers and
                                  physical skills                                         media on
                                                                                                               Goal setting          Types of fitness      sporting resources        and evaluation of    Judging the
                                                                                                                                                                                                                                    media on
                                 Imagery and                                             socialisation,                              Components of         and rewards                                                            socialisation,
                                                                                                               Imagery and                                                            physical              quality of
                                  visualisation                                           opportunities and                            types of fitness     The impact of             performance           physical skills
                                                                                                                                                                                                                                    opportunities and
                                 Feedback                                                decisions about                             Training              inequitable                                                            decisions about
                                                                                                               Feedback                                                               capacities           Feedback
                                  mechanisms                                              physical activity                            principles            distribution of          Evaluation and                               physical activity
                                                                                                                mechanisms                                                                                   mechanisms
                                                                                        Institutional                                 Training methods      resources and                                                        Institutional
                                 Models of                                                                    Biomechanical                                                          modification of      Analysing and
                                  coaching                                               The impacts of                             Extension               rewards                   training                                    The impacts of
                                                                                                                analysis of                                                                                  classifying
                                                                                          institutions such                           Measurement         Cultural                                                                 institutions such
                                 Equilibrium and                                                               physical activity                                                    .                       physical skills
                                                                                          as families,                                                      Cultural influences     FOCUS AREA A                                   as families,
                                                                                          schools, sporting    Functional             and evaluation of
                                                                                                                                                             on body image, the                                                     schools, sporting
                                                                                                                anatomy                physical                                      Psychology            FOCUS AREA B
                                                                                          clubs, religions                                                   social construction                                                    clubs, religions
                                FOCUS AREA B                                                                                           performance                                    Information         Exercise
                                                                                          and politics on                              capacities            of gender and                                                          and politics on
                                Exercise                                                                      FOCUS AREA B                                                              processing         physiology
                                                                                          access to                                                          physical activity                                                      access to
                                physiology                                                                    Extension               Evaluation and                                   team dynamics      principles
                                                                                          physical activity                                                Extension                                                                physical activity
                                principles                                                                     Measurement and        modification of                                Information          Training
                                                                                        Structural                                                          Sporting                                                             Extension
                                 Types of                                               Government and        evaluation of          training                                         processing           principles            The influence of
                                                                                                                physical               programs              authorities as           Communication         Training methods
 Training              media influence         performance          FOCUS AREA A            institutions         Feedback       dominant culture
  methods               on the                  capacities           Psychology              affecting access     mechanisms     and related
                        distribution of        Injury prevention,    Motivation,           to sport and                        versions of
                        sporting                management and         arousal and                                               history
FOCUS AREA C                                                                                 physical activity
                        resources and           rehabilitation in      performance                                              The social
                        rewards                 training practices                          Social                              construction of
 Genetic                                                            Extension
                       The impact of                                 Fluid mechanics
                                                                                             construction of                     gender and its
                        inequitable           FOCUS AREA C             and principles of     gender and its                      impact on access
  and the
  satisfaction of
                        distribution of       Individual               propulsion            impact on access                    to sport.
  personal              resources and          Genetic              Equilibrium and         to sport                           Media influence
                        rewards                 predispositions      balance                                                     on the evolution
  preference and
                      Cultural                  and the                                    FOCUS AREA A                          of culture
  human needs
  through physical     Cultural                satisfaction of      FOCUS AREA C          Motor Learning
  activity              influences on           personal             Institutional          Characteristics of                FOCUS AREA B
Interpersonal           body image, the         preferences and       The impact of         the learner                       Energy Systems
 The role of
                        social                  human needs            institutions such    Characteristics of                 The three energy
                        construction of         through physical       as families,                                              systems
  parents, peers,                                                                            the task –
                        gender and              activity               schools, sporting     technique                          Limitations
                        physical activity                              clubs, religions                                         Percentage use
  teachers and                                                                              Practice
                       Sport as a                                     and politics on                                           of energy
  media on                                                                                  Feedback
  socialisation,        microcosm of                                   access to                                                 systems in
  opportunities and     society                                        physical activity                                         physical activity
  decisions about     Extension                                      Extension
  physical activity    The influence of                              Common
Structural              dominant culture                               assumptions
 The impact of         The social                                     about sport and
  inequitable           construction of                                exercise in
  distribution of       gender and its                                 Australia
  resources and         impact on access                              Media influence
  rewards               to sport.                                      on the evolution
Cultural               The social                                     of culture
 Cultural              construction of
  influences on         gender and its
  body image, the       impact on access
  social                to sport
  construction of
  gender and          FOCUS AREA B
  physical activity   Energy systems
Extension              The three energy
 The influence of      systems
  dominant culture     Percentage use
 The social            of energy
  construction of       systems in
  gender and its        physical activities
  impact on access    Exercise
  to sport.           physiology
  Media influence     principles
  on the evolution     Training
  of culture            principles
                       Training methods
                        Injury prevention,
                        and rehabilitation
                        in training
                                                                                                          Assessment Techniques

                                FORMATIVE 1.1                  FORMATIVE 2.1           FORMATIVE 3.1           FORMATIVE 4.1             SUMMATIVE 5.1           SUMMATIVE 6.1           SUMMATIVE 7.1          SUMMATIVE 8.1
                                Surfing                        Touch                   Badminton               Surf Life Saving          Surfing                 Touch                   Badminton              Surf Life Saving

                                proficiency                    Performance in          Performance in          Performance in            proficiency             Performance in          Performance in         Performance in
                                Ongoing assessment             game drills             game drills             Lifesaving skills         Ongoing                 game drills             game drills            Lifesaving skills
                                                               Ongoing                 Ongoing                 Ongoing                   assessment with         Ongoing                 Ongoing                Ongoing
                                                               assessment              assessment              Assessment                greater focus on        assessment with         assessment with        Assessment with
                                                                                                                                         complexity              greater focus on        greater focus on       greater focus on
                                                                                                                                                                 complexity              complexity             complexity

                                FORMATIVE 1.2                  FORMATIVE 2.2           FORMATIVE 3.2           FORMATIVE 4.2             SUMMATIVE 5.2           SUMMATIVE 6.2           SUMMATIVE 7.2          SUMMATIVE 8.2
                                Supervised Written             Research                  Research              Research                  Research                Research Report         Supervised Written     Research
                                500-700 words                  Analytical              Report                  Analytical                Analytical              Multi-modal             Response to            Analytical
                                Continuous prose               exposition              Multi-modal             exposition                exposition              5-8 minutes             stimulus, 600-800      exposition
                                Unseen question, 1 ½           E-Zine Magazine         3-5 minutes             800-1000 words            Magazine article        Teacher providing       words, continuous      1000-1500 words
                                Hours, This task               article 800-1000        Teacher to provide      Teacher to provide        1000-1500 words         feedback 1 draft        prose, Unseen          Teacher providing
                                assesses all three             words.                  feedback up to max      feedback up to max        Teacher providing       allowed.                Question 1 ½ -2        feedback 1 draft.
Written or Multimodal/ spoken

                                dimensions ½ page of           Teacher to provide      2 drafts.               2 drafts.                 feedback 1 draft        This task assesses      hours This task        This task assesses
                                notes plus references.         feedback up to max      This task assesses      This task assesses        allowed. This task      all three dimensions    assesses all three     all three dimensions
                                Justify the stage of           2 drafts This task      all three dimensions    all three dimensions      assesses all three      Justify the             dimensions             Reflect and Justify
                                learning you perceive the      assesses all three      Using biomechanical     Justify how suitable      dimensions.             modifications made      Use biomechanical      which levels from
                                performer to be at.            dimensions.             principles to analyse   the generic surf          Evaluate which level    to the generic touch-   analysis and           Figueroa’s
                                Making direct links to skill   Investigating equity    your footage to         lifesaving specific       of Figueroa’s           specific training       concepts and           framework have
                                acquisition, information       at your school and      identify and explain    training micro-cycle      Framework had the       micro-cycle to          theories related to    shaped your own
                                processing, types of           how this influences     necessary               will be based on          most impact on your     enhance its             skill acquisition to   participation in surf
                                practice and feedback.         your participation in   corrections to your     your own levels of        opportunity to          suitability to your     determine whether      lifesaving and in
                                Provide and evaluate           Touch Football.         technique. Based on     fitness and suitability   participate equitably   own training needs.     or not the badminton   sport as a life long
                                strategies to for the          Evaluate how            performance design      to surf lifesaving.       in the surfing                                  player displays the    journey. Propose
                                performer to move into         equitable the           and demonstrate a                                 lessons you                                     various                what impact your
                                the next stage of              Australian Touch        training drill which                              participated in this                            characteristics of a   involvement in PE
                                learning. Give justified       Association is.         would assist in                                   unit.                                           skilled performer.     will have on your
                                Predictions as to whether                              improving your                                                                                    Provide effective      future involvement in
                                they will become a skilled                             performance                                                                                       post performance       physical activity.
                                performer. Students can                                                                                                                                  feedback, justify
                                recall and reflect on their                                                                                                                              feedback you have
                                own skill level while                                                                                                                                    provided and include
                                learning how to surf and                                                                                                                                 one drill you would
                                use their own experience                                                                                                                                 use to enhance
                                and knowledge to predict                                                                                                                                 performance
                                future outcome of learner.
Year 11 Unit 2 – Focus Area C / Team Direct Interceptive (Touch)

Through participation in Touch, students will learn basic skills and then apply these skills to modified drills and complex game environments. Students will identify
the patterns of participation in Australian society and examine the disparity between Touch’s popularity at a social level and the failure to attract a wider and
financially rewarding image at the professional level. Students will research and investigate equity at their school and how this influences their participation in
Touch Football. Students will evaluate how equitable the Australian Touch Association is. Through the analysis, students will critically reflect on Figueroa’s
framework and the various influences on their participation in Touch. Students will formulate strategies to ensure the future of fairness and equity within their own
and surrounding schools. The students will examine effective plays and techniques to enhance their Touch skills performance. With reference to the energy
requirements and fitness components specific for Touch.
            Subject Matter                                       Learning Experiences demonstrating personalisation and integration

Performance Elements:                         Students:
Simple authentic Contexts                      Participate in a variety of simple and complex authentic physical performance contexts in touch and evaluate how
 Basic skills in closed performance            these factors affect performance
    environments                               Participate in a range of simple and complex training drills designed to improve performance in game situations
 Revise drills and skills used to
                                               Practice drills - examples may include:
    correct common errors
                                                  - Phase A and phase B and other defensive plays
    -    passing
                                                  - Penalty taps, drop offs and other offensive plays
    -    catching
                                                  -Defensive activities with and without the ball
    -    rucking
                                                  -Modified situations designed to handicap either the defence or attack
    -    wrap
                                                  -Modified fields utilizing a decrease or increase in space
    -    switch
                                               Examine and develop strategies to create effective offensive and defensive tactics in modified games based upon self
    -    evasion
                                                and group appraisal.
    -    defence
    -    offensive plays                       Review and critique videotaped evidence of individual and class performance in drills and modified games
    -    defensive plays                       Seek feedback from teacher/peers to improve own performance
    -    positioning                           Identify own personal strengths and weaknesses that may impact touch performance, and decide which position you
 Application of rules and appropriate          are most suited to.
   etiquette, referee peers                    Through evaluation of own performance, select appropriate drills to improve performance(skills, strategies and tactics)
 Application of a variety of skills in         that suit a variety of game situations – simple to complex
   simple authentic performance                Select and design drills based on own individual strengths and weaknesses identified through performance and
   contexts (pairs, 3v2)                        modify training routine to improve identified areas of weakness
                                               Recognize how equity and fairness impact your own participation in touch
 Complex authentic contexts                    Survey your team members and other students in senior school at your college to determine how they feel about the
 modified tasks                                equity, fairness and participation to touch, offered by the school and what impact this has had on their decisions
    - offensive and defensive tactics in        concerning sport and physical activity.
    modified game situations                   Evaluate touch participation and perceived barriers to participation
    - Field positioning and movement of        Research each of the levels in Figueroa’s framework
    opposition                                 Comprehend terminology for sociology, touch equity and fairness.
    - Application of learned and               Determine which people have had the most influence on your participation in touch and physical activity
    rehearsed skills and strategies            Evaluate how the individual, interpersonal, institutional, structural and cultural factors have shaped your participation
    - Application of a variety of skills in     in touch and physical activity.
    open/game situations (eg 2v3, 3v4,         How have decisions regarding equity and equality influenced the participation of your peers and wider community in
    4v4, 5v4)                                   touch and other sports?
 Application of the above in open and         Consider the sociocultural factors that affect participation in the school and wider community
  complex environments                         Examine how images portrayed by the media have influence in the portrayal of gender in touch
 Application of feedback to enhance           Reflect on the impact the media has had in forming your opinions about gender and body image
  performance                                  Research and compose the path to success for senior touch players
 Application of drills and skills used to     Make predictions about the future of touch in terms of its popularity and development and justify
  correct detected errors                      Collect a range of resources relevant to sociology (participation, equity, gender, construction of body, media,
 Evaluation of personal and team               marketing, socio-cultural factors influencing participation, socialisation, Figueroa’s Framework and hegemony)
 performance to solve                       Construct a bibliography of resources used throughout the unit
 problems/initiate change                   Consider the positive and negative influences you have had on your peers with regard to their involvement and
                                             enjoyment in touch and physical activity. Outline ways in which you could enhance the sporting experience of your
Focus area C:                                peers and team mates.
Figueroa’s framework for examining          Identify and propose ways of improving level of participation and recommend strategies that can be used at your
equity and access in physical activity       school and surrounding local schools.
Figueroa’s framework                        Identify the energy requirements and different fitness components of touch players
 What is Figueroa’s framework of           Discuss basic functional anatomy and biomechanical principles necessary for a high level of skill execution
  equity?                                   Identify biomechanical principles necessary for a high level of execution for a number of basic skills
 Sociological concepts: participation,     Evaluate the factors that affect the development of the skills performed
   equity, gender, construction of body,
                                            Discuss basic functional anatomy
   media, marketing, socio-cultural
                                            Participate in a range of training methods and routines relevant to touch
   factors influencing participation,
   socialization, equity, hegemony          Identify energy requirements of touch through participation in a game measuring work, rest intervals and heart rate
 Other government sporting policies,       Consider the training methods that would best build up the energy systems identified as essential for success in touch
   local state and national                 Identify the different fitness components needed to be successful at touch
 Information relating to the history of   Using the data and learning experiences from above, students will:
   touch football                           Evaluate performance outcomes as complexity of performance contexts increases with the aim of enhancing
 Conduct local survey                       performance in more sophisticated and complex contexts
 Equity within the ATA.                    Identify and describe critiques of self or peers in terms of skills and game strategies
                                            Initiate change in technical skill to demonstrate solutions in performance outcomes through implementation of
                                             appropriate drills, strategies or modifications based on accurate fault detection (from professional, teacher, peers, self)
Focus area B:                               Evaluate the Levels of Figueroa’s Framework and apply personal examples of where participation/access/equity have
Energy systems                               been created or denied through individual sporting experiences
 The three energy systems                  Predict which level/s of Figueroa’s Framework will have the biggest impact on your attitude/participation/enjoyment/
 Percentage use of energy systems in        and access to touch
  physical activities                       Examine government sporting policies at a local, state and national level (e.g. Australian Sport: Pathways to success,
Exercise physiology principles               Smart Moves, junior sport policy) and comment how these could create or deny equitable access to sport and physical
 Training principles
 Training methods
Extension                                   Identify the sporting policies at local, state and national level and decide if the Sunshine Coast compares favorably to
  Injury prevention, management and          other regions and the national policies (e.g. junior sport development)
  rehabilitation in training practices.     Evaluate the Australian Sport: Pathways to Success document and identify where the Levels of Figueroa’s Framework
                                             can be linked (e.g. cultural)
                                            Continually reflecting and evaluating (via wall wisher, blogs and online Moodle forum) on your own
                                             attitude/participation/enjoyment/access to the physical activity relating to given scenarios.
                                            Justify choices with convincing personal examples and credible research from a range of valid and reliable resources
                                            Incorporate levels of Figueroa’s Framework and explain how the various levels can be applied to your own reflections
                                             and how they impacted on your attitude/participation/enjoyment/access to the physical activity.
                                            Justify which level of Figueroa’s Framework had the most significant impact on your attitude/participation/enjoyment
                                             and access to touch
                                            Examine the local area/school environment and identify how participation and equity in physical activity are created or
                                             denied. Analyse why this is the case by using the characteristics from each level of Figueroa’s Framework to identify
                                             the impact of your selection on their own attitude/participation/enjoyment/access to the physical activity
                                            Select a range of valid and reliable resources that will enhance meaning and impact for the Electronic Magazine (E-
                                            Design and give justified strategies that can be used at your school to enhance equity in touch
                                            Evaluate the Australian Touch Association website and how they portray equity and fairness through their website
                                             images and articles
                                            Enhance initial written strategies that can be implemented by other local schools to provide more in depth solutions,
                                             credible research or convincing examples of how schools can enhance participation rates by applying strategies
                                             regarding equity
                                            Make justified evaluations about equity in their school and give justified realistic strategies to enhance participation.

Addresses all three dimensions – Acquiring, Applying and Evaluating
Physical Performance – Formative 2.1
Assessment is continuous in a variety of authentic Touch Football contexts, with a greater focus on increasing complexity and sophisticated learning experiences
and contexts. For example gameplay tasks drawing upon a range of defensive and attacking situations, rucking and phases of play. Modified games 3v4, 4v4 and
complete game sequences particular to touch.
Written Performance – Formative 2.2
Research Analytical Exposition E-Zine (Electronic Magazine) Magazine Article (800-1000 words) 5 Weeks working time, teacher to provide feedback up to max 2
drafts. Investigating equity at your school and how this influences your participation in Touch Football. Evaluate how equitable the Australian Touch Association is.
Students will be encouraged to draw on personal experiences from the touch unit as well as wider resources.
                          Physical Education – Student Achievement Profile
STUDENT………………………………………….. TEACHER …………………………………..YEAR OF EXIT…………..

                                                            Year 11
 Physical Activity                       Formative Assessment                                      Criteria
                                                                                         Acquire    Apply     Evaluate

    Individual          1.1 Interim physical responses for surfing in a variety of
  Performance (I)           authentic contexts
                        1.2 Focus Area A: Supervised Written Unseen
                            90 mins 500-700 words

                        2.1 Interim physical responses for touch in a variety
Direct Interceptive         Of authentic contexts
                        2.2 Focus Area C: Research Analytical Exposition
                            Magazine article 800 – 1000 words

                        3.1 Interim physical responses for Badminton in a
Indirect Interceptive       Variety of authentic contexts
                        3.2 Focus Area A: Research Report Multi-modal
                            Presentation 3 – 5 minutes

                        4.1 Interim physical responses for Surf Lifesaving
    Individual              In a variety of authentic contexts
 Performance (II)
 Surf Lifesaving        4.2 Focus Area B: Research Analytical Exposition
                            800 – 1000 words



                                                                Year 12
Physical Activity                      Summative Assessment                              Acquire   Apply      Evaluate
                        5.1 Physical responses for a variety of authentic
    Individual              Contexts with a focus on increasing complexity
  Performance (I)
      Surfing           5.2 Focus Area C: Research Analytical Exposition
                            Magazine article 1000 – 1500 words

                        6.1 Physical responses for a variety of authentic
 Direct Interceptive        Contexts with a focus on increasing complexity
                        6.2 Focus Area B: Research Report Multi-modal
                            Presentation 5 – 8 minutes

                        7.1 Physical responses for a variety of authentic
Indirect Interceptive       Contexts with a focus on increasing complexity
                        7.2 Focus Area A: Supervised Written Response to
                            Stimulus under exam conditions 1 ½ - 2 hrs
                            600 – 800 words
                                              Verification folio submitted to district


                        8.1   Physical responses for a variety of authentic
    Individual                Contexts with a focus on increasing complexity
 Performance (II)
 Surf Lifesaving        8.2 Focus Area C: Research Analytical exposition
                            1000 – 1500 words



To top