The study of Physical Education follows the requirements established by the VCAA. The essence of Physical Education is to examine the biological, physiological, psychological and cultural influences
on performance and participation in physical activity. It focuses on the interrelationship between major learning and psychological, biomechanical, physiological and sociological factors that influence physical performance and participation; and enables an understanding of the health, well-being and performance of people. As part of the Physical Education program, students will further develop their understanding of each topic via various text books, mainly using Live It Up and other resources including the internet and eBooks. The integration of theoretical knowledge with practical application through participation in physical activities is an integral component of the study. There are many opportunities for students to apply theoretical concepts and reflect critically on factors that affect all levels of performance and participation.
This unit explores how the body systems work together to produce movement and how biomechanical principles are used to analyse this. Through practical activities, students will explore the relationships between the body systems and physical activity. Aerobic and anaerobic pathways utilised to provide energy for movement and their unique characteristics are also introduced.
Students will also apply biomechanical principles to improve and refine movement. They will use practical activities to demonstrate biomechanical principles and how the correct application of biomechanics can lead to improved performance.
A satisfactory grade for the unit will be given based on the teacher’s assessment of the student’s overall performance on assessment tasks including three internally based school-assessed coursework (SACs). Students must demonstrate achievement in Outcomes 1, 2 and 3.1 or 3.2.
Outcome 1: Collect and analyse information from and participate in a variety of practical activities to explain how the musculoskeletal, cardiovascular and respiratory systems functions, and how the aerobic and anaerobic pathways interact with the systems to enable movement.
Outcome 2: 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 action through the application of biomechanical principles.
Outcome 3.1: Analyse data collected through research and practical activities to explain the technological advancements that have led to biomechanical changes in sporting equipment in one selected sport and explain the implications of the change.
Outcome 3.2: Observe, demonstrate and explain strategies used to prevent sports injuries and evaluate a range of techniques used in the rehabilitation of sports injuries.
Explores a range of coaching practices and their contribution to effective coaching and improved performance. It focuses on approaches, methods and skills used by a coach and their impact on the degree of improvement experienced by the athlete. The students will have opportunities to apply theoretical knowledge to practical sessions to give them an insight into coaching. Students will also be introduced to physical activity and the role it plays in the health and wellbeing of the population. Through a series of practical activities, students gain an understanding of the level of physical activity required for health benefits and investigate how participation in physical activity varies across the lifespan. They will investigate a range of influences on participation in physical activity and collect data to identify perceived barriers and ways these barriers can be overcome.
A satisfactory grade for the unit will be given based on the teachers assessment of the students overall performance on assessment tasks including three internally based SACs. Students must demonstrate achievement in Outcomes 1, 2 and 3.1 or 3.2.
Outcome 1: Demonstrate 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.
Outcome 2: 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.
Outcome 3.1: Explain the importance of interpreting game play and selecting appropriate tactics and strategies in sports.
Outcome 3.2: Use subjective methods to assess physical levels within a given population, and implement and promote a setting based program designed to increase physical activity levels for the selected group.
Unit 3 introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Students apply various methods to assess physical activity and sedentary levels, and analyse the data in relation to adherence to the National Physical Activity Guidelines. Students study and apply the social ecological model to identify a range of Australian strategies that are effective in promoting participation in some form of regular activity.
Students investigate the contribution of energy systems to performance in physical activity. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the multi-factorial causes of fatigue and consider different strategies used to delay and manage fatigue and to promote recovery.
Following the criteria set out by the VCAA, assessment occurs within the school. Internal assessment is conducted during the year. There are three SACs (school-assessed coursework). Each one contributes towards the subject score that is part of the ATAR. Unit 3 SAC is 25% of overall assessment. Assessment outcomes are:
Outcome 1: 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.
Outcome 2: 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.
Improvements in physical performance, in particular fitness, depend on the ability of the individual or coach to gain, apply and evaluate knowledge and understanding of training. In unit 4, students
undertake an activity analysis. Using the results of the analysis, they then investigate the required fitness components and participate in a training program designed to improve or maintain selected
components. Athletes and coaches aim to continually improve and use nutritional, physiological and psychological strategies to gain advantage over the competition. Students learn to critically evaluate
different techniques and practices that can be used to enhance performance, and look at therationale for the banning or inclusion of various practices from sporting competitions.
Following the criteria set out by the VCAA, assessment occurs within the school. Each one contributes towards the subject score that is part of the ATAR. Unit 4 school-assessed coursework will contribute 25%.
Outcome 1: Plan, implement and evaluate training programs to enhance specific fitness components.
Outcome 2: Analyse and evaluate strategies designed to enhance performance and promote recovery.
There is also an examination set by the VCAA and assessed externally. There will be opportunities for students to practise for this. End of year examination will contribute 50%.