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									Lake Tuggeranong College
Committed to Quality

Physical Education Faculty Unit Outline for 2009 S2
Course: Unit: Teacher: Grid Line: Sports Science A Course (9056) Sports Performance and Nutrition A (91214) worth 1.0 standard unit J. Bauer & S. Gaskin 6&7

Specific Unit Goals
This unit should enable students to: Identify the importance of physical fitness and its role in enhancing training and athletic performance Demonstrate an understanding of the inherent link between physical fitness and energy systems Define the health and skill related components of physical fitness and factors affecting them, and describe methods of measuring and evaluating these components. Recognise evidence of fitness components used in various sports Summarise information in relation to training principles and methods and apply these to training programs. Describe and demonstrate a basic understanding of the structure and function of the digestive system. Describe and understand the relationship between food intake and energy expenditure. Demonstrate a basic understanding of nutritional food values appropriate to athletes in sport. Demonstrate a basic knowledge of dietary requirements for athletics and community target groups. Content Summary Sports Performance Enhancing Fitness Through Training The Definition of Fitness Physical Fitness as a Continuum The Components of Fitness  Linking fitness components with energy  Anaerobic energy production (ATP-PC and lactic acid systems)  Aerobic energy production (aerobic system) Defining the Components of Fitness Cardio-Respiratory Endurance (aerobic capacity)  The development of cardio-respiratory endurance Muscular Strength  Factors affecting the application of strength: age, sex, cross sectional area (size), muscle shape and location, muscle fibre type

Cowlishaw Street, Tuggeranong Town Centre, 2900 PO Box 1188, Tuggeranong, 2901

Phone 02 6205 6222 Fax 02 6205 6202

Local Muscular Endurance  Factors affecting muscular endurance: age and gender Anaerobic Power and Speed  Factors affecting speed Flexibility  Factors affecting flexibility: joint structure, age, sex, body build, injury Body Composition  Body Fat  Body Mass Index (BMI) Muscular Power Agility Coordination Balance Reaction Time

Assessing Fitness Fitness tests for the components of fitness (various)

Principles of Training Specificity Progressive overload Frequency Intensity Duration Individuality Variety Detraining Maintenance Retraining The purpose of training Design of a training session Design of a training year

Methods of Training Interval Training  Advantages of interval training Continuous Training  Benefits of continuous training Fartlek Training  Benefits of Fartlek Training Circuit Training  Benefits of circuit training Plyometric Training  Benefits of plyometric training Flexibility Training  Static stretching  Slow active stretching (SAS)  Proprioceptive neuromuscular facilitation (PNF)  Dynamic (ballistic) stretching

Weight Training  Benefits of weight training Speed Training Pilates  Pilates principles Swiss Ball Motor Skill Development Key Points

Sports Nutrition The digestive system – structure and function. Effect of good nutrition – Australian Guide to Healthy Eating, balanced diet and food labelling. Importance of energy Food as energy sources and nutrients (carbohydrates, fats, proteins) Food fuels at rest and during exercise How can nutrition affect performance? Basic knowledge and understanding of nutrition principles for athletes including pre- and post- recovery performance meals and fluid replacement.

Assessment Tasks Assessment Task Assessment Task Exam 1 Exam 2 Assessment Criteria Assessment criteria for the assessment items will be based on the Specific Unit Goals as listed above. In this unit part of your assessment will depend on your performance against some key competencies. These are: Planning and Organising To achieve at the highest standard in this area you will have to demonstrate the ability to organise group activities and use your initiative to ensure that the activity runs well. You will also have to plan, organise and submit tasks within a specified time frame. Communicate Ideas To achieve at the highest standard in this area you will have to show that you can communicate ideas to familiar and unfamiliar groups in an effective, well-planned and well-presented manner. Collecting and Analysing To achieve at the highest standard in this area you will have to show that you can make observations with discrimination and make an integrated analysis of those observations. Weighting (per cent) 60% 20% 20% Due Date Week 10 Week 9 Week 17

Grades Unit grades will be determined by evaluating the level of student competence against the assessment criteria. You will be awarded a grade in the range from A to E.

Course Specific Criteria
Assessment Criteria 

Demonstrates a comprehensive knowledge of and thorough understanding of concepts, theories, terminology, rules and strategies Understands abstract as well as concrete concepts and their implication Shows insight into projecting this understanding in new situations Is intuitive and inquiring and analyses information Presents logical arguments using appropriate language and terminology Poses questions and tests hypotheses Consistently works with initiative in independent and group situations in order to gain and apply knowledge Communicates depth and breadth of knowledge using a variety of methods 

Demonstrates a broad knowledge and understanding of theories, concepts, terminology, rules and strategies Understands some abstract and concrete concepts and their implications Predicts outcomes in familiar situations’ Analyses information Poses questions with minimal help, tests hypotheses and predicts logical outcomes Can work independently and in group situations 

Exhibits a sound knowledge and understanding of concepts, theories, terminology, rules and strategies Is aware of major concepts and understands straightforward ideas Predicts obvious outcomes Analyses data and investigates routine situations Works with guidance in independent and group situations 

Understands and recognises basic concepts, theories, terminology, rules and strategies Understands simple concepts and with direction predicts obvious outcomes Locates simple data from prescribed sources Works with supervision to gain knowledge.  

Recognises basic terminology and understands limited concepts, rules and strategies With help expresses and presents basic information and undertakes set tasks within the group situation Attempts some set tasks Works with direct supervision




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Uses a wide range of support materials effectively and skilfully Uses a range of presentation media effectively and skilfully Plans and organises effectively in all contexts

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Communicate depth and breadth of some knowledge using a variety of methods Communicates ideas and information fluently and clearly, using appropriate terminology Uses a range of support materials effectively and skilfully Uses a range of presentation material Plans and organises in all contexts

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Communicate basic concepts using a variety of methods Communicates ideas and information in concrete terms using correct terminology


Communicates basic ideas in concrete terms


Communicates simple concepts where they are relevant and topical

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Uses a range of support materials effectively Uses some media for presentation purposes Plans and organises in most contexts

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Uses a limited range of support materials Uses some media doe presentation purposes With guidance can plan and organise

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Uses very limited support materials With direction uses little or no media for presentation purposes With guidance and direction demonstrates limited ability to plan and organise

Moderation Procedures To ensure common standards across classes, common marking criteria will be used for all assessment tasks. All classes in the same unit will have common assessment items. Every assessment task in this unit will either be marked by an individual teacher, or be jointly marked by another teacher also presenting the unit. Unit grades will be determined by evaluating the level of student competence against the assessment criteria. Unit scores will be calculated by summing the various assessment items according to their weightings, as given above. The list is then standardised to parameters derived from historical data to ensure that the results in this unit compare with results obtained in other units. Late Work According to BSSS Policy, except in special circumstances, students must apply for an extension in advance providing due cause and adequate documentary evidence for late submission. If you hand in work late you will be penalised. A late penalty will apply unless an extension is granted. The penalty for late submission is 5% (of possible marks) per calendar day late (including weekends and Public Holidays) until the notional zero is reached. If an item is more than 7 days late, it receives the notional zero. Submissions on weekends or Public Holidays are not acceptable. It may not be possible to grade or score work submitted late after marked work in a unit has been returned to other students. Plagiarism Students involved in plagiarism (using work of others as your own or failure to acknowledge a substantial source) will have penalties imposed as per the BSSS Policy. This will normally result in a reduction of the assessment grade and score and if there is a repeat offence students may not be awarded any result for the item or unit in question. Also, refer to the College Policy posted on the Faculty notice board and in the College Handbook. Work Not Handed In According to BSSS Policy and procedures unless prior approval is granted, if you fail to submit 70% of the assessment required you may be V-graded. That is, you may not receive any credit for the unit. You should ensure that you keep copies of drafts and working documents. Attendance In order to be assessed you are required to attend at least 90% of all scheduled classes and other scheduled activities. If at some stage you have a good reason for being unable to meet these requirements then talk to your teacher immediately. You may need to provide evidence to support your reason. Right to Appeal You can appeal against your assessment if you feel that the result you obtained is not fair. Appeals may be lodged against the assessment task result and/or the procedures by which unit grades are derived. You should firstly talk to your class teacher. If you still do not feel that your result is fair you should talk to your AG or Student Development teacher to help you with these processes. If a student is not satisfied with such a result the following steps should be taken. 1. 2. 3. 4. Discuss the issues with the class teacher. This usually will lead to a resolution. If necessary discuss the matter further with the Teacher in Charge of the department concerned. If not satisfied discuss the matter further with a student adviser. (A student adviser could be the student’s PG teacher or some other teacher with whom you feel comfortable.) If you are still not satisfied a formal written appeal on the appropriate form should be lodged with the Teacher in Charge Student Records on the appropriate form. The Principal will establish an appeal committee of three members to consider the appeal. Normally the committee will consist of:

Teacher in Charge - Student Records and Assessment Teacher in Charge of another department A teacher with skills in the subject area under consideration. Also, refer to the College Policy posted on the Faculty notice board and in the College Handbook.

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